Science Education Quarterly (SEQ, Sci. Educ. Q.) is a peer-reviewed academic journal dedicated to advancing research and practice in science education across all educational levels. The journal publishes original empirical studies, theoretical frameworks, literature reviews, and innovative teaching methodologies that contribute to the understanding and improvement of science teaching and learning. SEQ aims to bridge the gap between educational research and classroom practice, fostering dialogue among researchers, educators, policymakers, and curriculum developers. The journal covers a wide range of topics including, but not limited to: - Effective teaching strategies in science education - Integration of technology in science classrooms - Assessment methods in science education - STEM education and interdisciplinary approaches - Science curriculum development and implementation - Equity and diversity in science education - Environmental and sustainability education - Teacher education and professional development in science By providing a platform for high-quality research and promoting evidence-based practices, Science Education Quarterly seeks to enhance the quality of science education and cultivate scientific literacy in society.
Academy of Cognitive and Natural Sciences
Students’ self-efficacy in STEM subjects: influence of career guidance support across gender
Science, Technology, Engineering, and Mathematics (STEM) subjects are recognised as potential areas that prepare students to address the ongoing changes in the world. However, evidence shows that students exhibit low self-efficacy in STEM due to limited human resource training in these subjects. This article examined the impact of career guidance support on students’ self-efficacy in STEM subjects. A multiple linear regression model, supplemented by descriptive statistics, was employed to analyse the collected quantitative data. The study revealed a significant positive influence of career guidance support on both male and female students’ self-efficacy in STEM subjects, with regression coefficients of 0.552 and 0.533, respectively. Male students demonstrated higher self-efficacy in STEM subjects than their female counterparts. The study recommends that the Tanzania Ministry of Education, Science and Technology ensure access to comprehensive career guidance support for both male and female students to foster successful STEM learning.
Copyright (c) 2026 Christina Shuma, Fidel Dassan Gwajekera, Asia Mbwebwe Rubeba (Author) https://creativecommons.org/licenses/by/4.0
Effect of online animation among Southwest Nigerian biology undergraduates achievement in genetics
Genetics, the study of heredity and genetic variation, is vital to biology education. Genome sequencing (GS), which decodes an organism’s entire DNA, represents a major advance in the field yet remains difficult for students to grasp due to its abstract nature and the predominance of traditional lecture-based instruction. This study examined the effect of online animation on genetics achievement using a quasi-experimental design involving 100 second-year biology undergraduates from Tai Solarin University of Education (TASUED) and Lagos State University of Education (LASUED), Nigeria. Students were purposively selected and randomly assigned to experimental (animation) and control (lecture-based) groups. Items adapted from the Knowledge and Attitude Toward Genome Sequencing questionnaire (reliability α = 0.79) were administered over a 12-week intervention. Data analysis showed significant improvement in objective knowledge in both groups, with higher gains in the experimental group. Subjective knowledge showed no significant gains, consistent with a ceiling effect at baseline. Animations improved attitudes toward genome sequencing (p = 0.014), and satisfaction with the animated materials was high. The study recommends incorporating animations into biology teaching to enhance learning outcomes.
Copyright (c) 2026 Abigeal Anuoluwapo Otemuyiwa, Olusegun Emmanuel Ogundele, Joy Abiola Onipede (Author) https://creativecommons.org/licenses/by/4.0
Pedagogical adaptation of indigenous and non-indigenous species in Biology: experiences from teaching classification of living things in Tanzania
This study examined teachers’ pedagogical strategies for adapting non-indigenous and indigenous species in teaching the classification of living things in Biology. The research was guided by connectivism learning theory. Questionnaires were administered to 63 biology teachers working in low- and high-biodiversity schools in Tanzania, complemented by interviews and classroom observations. Quantitative data were analyzed using descriptive statistics in Microsoft Excel and IBM SPSS (version 27), including percentages, means, and standard deviations, while qualitative data from interviews and classroom observations were analyzed thematically. The analysis revealed that the most frequently used strategies included the use of pictures and students’ prior knowledge to help contextualize species. A moderate use was reported for teachers’ personal experiences and storytelling. In contrast, technology-based strategies such as audio-visuals, virtual reality, and online applications were noticeably underused, despite their relevance in the digital age. Limited ICT skills and inadequate infrastructure were major contributors to this under-utilization. The study recommends ongoing professional development programs to enhance teachers’ ability to use audio-visual tools, virtual reality, and online resources effectively.
Copyright (c) 2026 Magdalena Sasmos Mkeng'e, Prosper Gabrieli, Huruma Olofea Bwagilo (Author) https://creativecommons.org/licenses/by/4.0
Effectiveness of the 5E Learning Cycle in teaching respiration in secondary school biology: a quasi-experimental study on enhancing conceptual understanding and student engagement
This quasi-experimental study explored the effectiveness of the 5E Learning Cycle instructional model in enhancing Form Three students’ conceptual understanding and engagement in the topic of respiration in secondary school biology. Conducted in four public secondary schools in Morogoro Municipality, Tanzania, the study involved 208 students, divided into an experimental (n = 101) and a control (n = 107) group. The experimental group was taught using the 5E model (Engage, Explore, Explain, Elaborate, Evaluate), while the control group received traditional lecture-based instruction. Data were collected using the Respiration Concept Test (RCT), a Student Engagement Checklist, and a Student Perception Questionnaire. Results revealed that the experimental group achieved significantly greater conceptual gains (mean gain = 6.6, p < 0.001) than the control group (mean gain = 2.2, p < 0.001). Observations indicated higher levels of engagement among experimental group students, particularly in questioning, collaboration, and participation in practical activities. Additionally, students in this group reported more positive perceptions of the learning experience, including increased motivation, enjoyment, and confidence in learning biology. The findings underscore the pedagogical value of the 5E model in supporting deeper learning and student engagement. The study recommends its broader adoption and integration into teacher training programs to strengthen science education in Tanzanian secondary schools.
Copyright (c) 2026 Jamal Jumanne Athuman (Author) https://creativecommons.org/licenses/by/4.0
Multimedia integration in Physics education in Tanzania secondary schools: challenges and opportunities
This study investigates the integration of multimedia in Physics education within Tanzania secondary schools, focusing on challenges and opportunities in a resource-constrained context. Grounded in Mayer’s cognitive theory of multimedia learning and Vygotsky’s social constructivism, the research employed a qualitative case study design, involving semi-structured interviews and classroom observations with eight participants (four Physics teachers and four heads of schools) from four government secondary schools in Mbeya Region. Findings reveal significant barriers, including inadequate infrastructure (e.g., lack of projectors, computers, and electricity), limited teacher training, large class sizes, and gaps in lesson planning and curriculum integration. These constraints force reliance on traditional teaching methods, reducing student engagement and science literacy. However, teachers demonstrate adaptability by using their personal smartphones and low-cost technologies to deliver multimedia content and contextualise Physics concepts, enhancing relevance and motivation. Opportunities for improvement include targeted professional development, structured curriculum guidelines, and partnerships with NGOs for sustainable resource provision. The study highlights the need for infrastructure investment and teacher support to scale these efforts, aligning with global recommendations for inclusive integration of educational technology to improve Physics learning outcomes.
Copyright (c) 2026 Christer Burchard, Festo Beda Nguru, Fortunata Kapasy Pembe (Author) https://creativecommons.org/licenses/by/4.0
The transformative power of artificial intelligence in science education: a pedagogical perspective
The rapid integration of artificial intelligence (AI) into education is reshaping science pedagogy in ways that remain insufficiently explored. While early implementations of AI in teaching show promise – particularly through intelligent tutoring systems, virtual laboratories, and adaptive learning tools – there is a critical gap in understanding how these technologies affect conceptual learning across specific science disciplines. This review identifies underexplored areas, including AI’s impact on science epistemology, equity challenges, and educators’ professional readiness. Drawing on recent literature, the paper provides discipline-specific analysis across chemistry, physics, and biology, highlighting pedagogical benefits, ethical complexities, and future research needs. To strengthen theoretical contributions, we present an original framework grounded in Vygotsky’s sociocultural learning theory and Technological Pedagogical Content Knowledge (TPACK), integrating AI as a mediational tool. This novel analytical perspective allows us to evaluate AI not just as content delivery but as a culturally situated educational artefact. Ultimately, we advocate for a human-centred, critically reflective framework that supports personalised, inquiry-based, and ethical science education.
Copyright (c) 2026 Pearl Iheoma Nweke, Godwin Udourioh (Author) https://creativecommons.org/licenses/by/4.0
Science and mathematics secondary school teachers’ awareness and preparedness on the implementation of competence-based assessment: implications for students’ soft skills acquisition
Competence-based assessment is a global concern in enhancing 21st-century skills among science students and teachers. The study focused on investigating the awareness and preparedness of secondary school science and mathematics teachers regarding the implementation of competence-based assessment (CBA) for students’ acquisition of soft skills. The study employed a mixed-methods research approach with an explanatory sequential design. Data collection methods included questionnaires and interviews. The sample for the study consisted of 100 science and mathematics teachers selected randomly from secondary schools in Iringa Municipality. The study’s findings indicated that secondary school science and mathematics teachers were partially aware of competence-based assessment, as they were unable to accurately explain the meaning, uses, and demonstration of understanding of CBA methods. Similarly, the findings indicated that the level of preparedness for the use of CBA among teachers was fair, as most of them were engaged in various professional development programmes. However, the frequency and effectiveness of the professional development programmes were inadequate because, despite being prepared through training, teachers demonstrated minimal understanding of the CBA. The study concludes that secondary science and mathematics teachers had superficial awareness and were partially prepared on the CBA, hence failing to implement such methods due to the ineffectiveness of the training given through the professional development programmes organised. The study recommends that professional development be provided to science and mathematics teachers continuously to make it effective in creating not only awareness but also competence in implementing the CBA.
Copyright (c) 2025 Baraka Nyinge (Author) https://creativecommons.org/licenses/by/4.0
Visualizing DNA dimensions through simplified mathematical models
The mathematical equations that underlie molecular biology experiments are frequently too complicated for efficient K–12 education. By offering a straight-forward, yet precise mathematical method for determining important geometrical features of DNA, this work seeks to close this gap. Our approach, which was considered with the teaching methodology in mind, makes it easier for K–12 students and early-stage learners to understand without sacrificing scientific accuracy. In accordance with experimental data, we computed the hydrogen bond length (0.23 nm), the diameter of the DNA double helix (2 nm), and the distance between nitrogenous bases (0.32 nm) using basic geometry. Additionally, we demonstrated that the compact structure of the DNA helix associated practically zero spatial separation between hydrogen bonds in sequential base pairs. In conclusion, our approach facilitates DNA-based education by applying simple mathematical equations for simple presentation of molecular measurement. We also provide a classroom-ready 45–60 minute lesson plan with worked examples and practice items, plus differentiation options for mixed-ability classes (scaffolds for weaker trigonometry backgrounds and extension tasks for advanced students). In addition, we point to free digital tools (e.g., GeoGebra and molecule viewers) that teachers can use to help students visualize the geometry interactively.
Copyright (c) 2025 Taghrid Ibrahim Hussein, Tahia Dabash, Mohamed Salem (Author) https://creativecommons.org/licenses/by/4.0
Strategic initiatives for girls’ interest to learn science subjects in rural Tanzanian secondary schools
This study examined the strategic initiatives employed to promote girls’ interest in learning science subjects in Tanzanian secondary schools. A case study research design was employed to gain insight into the participants’ experiences. The data collected through interviews and focus group discussions were analysed, and themes and sub-themes emerged. It was found that educators used various strategies to motivate girls to learn science subjects, including. The study concludes that the availability of proper learning materials, study tours, guidance, and counselling may motivate girls to develop an interest in learning science subjects in ordinary secondary schools. For further study, the study recommends that a similar study be conducted with female pupils in primary schools in rural areas.
Copyright (c) 2025 Rider Ems, Syliverster Buyobe, Mary Allay (Author) https://creativecommons.org/licenses/by/4.0
Environmental factors influencing girls’ participation in science education in Tanzanian secondary schools
This paper examines the environmental influences on girls’ participation in science education in Tanzanian secondary schools. A multiple qualitative case study research design was adopted to capture the experiences of 40 participants involved in the teaching and learning processes. Data analysis followed Braun and Clarke six stages of thematic analysis. Findings from observations, interviews, focus group discussions, and documentary reviews indicated that girls faced different environmental challenges, resulting in their poor participation in the related fields. However, teachers improved the participation of girls in science by creating a conducive learning environment by providing personal advice, creating a friendly learning environment, providing girls with opportunities to learn, using motivational techniques, and building confidence in girls in science. The study recommends collaborative efforts to improve girls’ participation in learning the subjects. In addition, a larger sample investigation should be conducted to understand better the situation in different educational settings in the country.
Copyright (c) 2025 Stella Fulgence Toto, Daniel Mbonea Mngarah, Huruma Olofea Bwagilo (Author) https://creativecommons.org/licenses/by/4.0
Enhancing high school students' understanding of molecular geometry with augmented reality
Augmented reality (AR) has emerged as a promising technology for supporting chemistry education by providing interactive and engaging visualizations of abstract concepts. This study investigated the effectiveness of an AR-based learning module developed using the Blippar platform for teaching molecular geometry to high school students. A quasi-experimental design was employed, with 49 students assigned to either the AR intervention or traditional instruction. Pre- and post-tests, surveys, and interviews were conducted to assess students' conceptual understanding, spatial reasoning, perceptions, and experiences. The results showed that the AR group significantly outperformed the control group in terms of measures of content knowledge and spatial ability. Students reported high levels of satisfaction, engagement, and intention to use AR for learning chemistry. The design features and instructional strategies that facilitated effective learning with AR were identified, including scaffolding, multiple representations, and real-world applications. However, technical challenges and the need for integration with other pedagogical approaches were also noted. The findings contribute to the theoretical and empirical foundations of AR in chemistry education and provide practical implications for the design and implementation of AR-based learning experiences in this domain. Future research should investigate the long-term impacts, individual differences, and collaborative aspects of learning with AR in chemistry.
Copyright (c) 2024 Diana A. Karnishyna, Tetiana V. Selivanova, Pavlo P. Nechypurenko, Tetiana V. Starova, Serhiy O. Semerikov (Author) https://creativecommons.org/licenses/by/4.0
A relativistic approach to teaching electrodynamics: Analysis of conductor interactions and relativistic foundations
This paper extends our relativistic framework for teaching electrodynamics in higher educational institutions. Building upon our previous work on deriving Maxwell's equations from first principles - the principle of relativity and Coulomb's law - we examine persistent contradictions in conventional electrodynamics teaching regarding conductors with constant current. We analyze the stationary electric field of current-carrying conductors, resolve contradictions concerning its potentiality, and explain the experimental non-observability of non-potential components through relativistic compensation effects. The paper addresses and resolves inconsistencies in the literature regarding the condition of neutrality for conductors with current, proposing a physically consistent condition: ρ⁰₊ = -ρ⁰₋. Within this framework, we develop a relativistic description of the interaction between conductors with current that satisfies both the principle of relativity and physical adaptation requirements. This approach aligns with the fundamentalization of physics education, providing a theoretically robust alternative to traditional empirical methods of teaching electrodynamics. The proposed methodology creates a conceptually unified framework that better reflects modern physics while addressing existing inconsistencies in pedagogical literature, transforming how electromagnetism is taught in higher educational institutions.
Copyright (c) 2025 Oleksandr A. Konoval (Author) https://creativecommons.org/licenses/by/4.0
Broadening didactic resour­ce of physics dictation
It is well known that even excellent scientific and methodological presentation of educational material cannot yield high results without constant monitoring of course assimilation. There are many forms of assessment; one of them is physics dictation. Systematic and regular implementation of dictations, especially of various types, significantly expands the possibilities of this form of work. In accordance with the lesson structure and its educational objectives, we employ several types of dictations (lasting 5 to 25 minutes). This article is a translation of the original work by Illia O. Teplytskyi (1941--2018), published in Russian in the journal Fizika v shkole (Physics in school), 1985, No. 1, pp. 22-28.
Copyright (c) 2024 Ilya A. Teplitsky (Author); Serhiy O. Semerikov (Translator) https://creativecommons.org/licenses/by/4.0
Elements of computer modelling: 12 studies for beginners. Study 1: Models and modelling
This paper presents the foundational concepts of computer modelling as both a cognitive method and educational approach, drawing from the pedagogical principles developed over decades of teaching practice. We examine the theoretical underpinnings of modelling as a scientific method, beginning with a conceptual framework for understanding models as simplified representations of reality that maintain essential characteristics of original phenomena. The paper provides a systematic classification of models (material vs. ideal, physical vs. analogue, intuitive vs. information-based) with illustrative examples demonstrating their application across disciplines. We establish mathematical modelling as the bridge to computer modelling and argue for its introduction in educational contexts through accessible tools like spreadsheets. The pedagogical approach advocated progresses from intuitive examples to structured model development, emphasising the iterative cycle of model creation, verification, experimentation, and refinement. This framework supports the development of interdisciplinary thinking and modern scientific literacy, positioning computer modelling as a key component in contemporary education. The principles presented form the foundation for a broader pedagogical system aimed at developing students' modelling competencies through progressively complex studies across various knowledge domains.
Copyright (c) 2025 Illia O. Teplytskyi (Author); Serhiy O. Semerikov (Translator) https://creativecommons.org/licenses/by/4.0
A relativistic approach to teaching electrodynamics: Deriving Maxwell's equations from first principles
This paper presents a novel methodology for teaching classical electrodynamics based on special relativity theory. Traditional approaches often rely heavily on empirical laws, potentially obscuring the fundamental unity of electromagnetic phenomena. We demonstrate how the core principles of electrodynamics, including Maxwell's equations, can be derived from just two fundamental postulates: the principle of relativity and Coulomb's law. By consistently applying relativistic reasoning, we show how key concepts such as the Lorentz force, Biot-Savart law, and electromagnetic induction emerge naturally. This approach provides a logically coherent framework for understanding electrodynamics, emphasizes its inherently relativistic nature, and resolves apparent paradoxes that arise in non-relativistic treatments. We discuss the pedagogical advantages of this method, including its potential to foster deeper conceptual understanding and develop students' theoretical reasoning skills. The paper also addresses practical aspects of implementing this approach in higher education physics curricula and its implications for physics education research.
Copyright (c) 2024 Oleksandr A. Konoval (Author) https://creativecommons.org/licenses/by/4.0
Elements of computer modelling: 12 studies for beginners. Study 2: Main stages of modelling
This paper is a continuation of our foundational series on computer modelling [1] and presents the main stages of the modelling process, from initial problem formulation through computational experimentation to model validation. We examine the critical process of model creation, emphasising the necessity of simplifying assumptions and the fundamental contradiction inherent in modelling: the need to simplify whilst retaining essential features. Through practical examples using spreadsheet software, we demonstrate computational experiments with electrical circuits, both direct and alternating current, illustrating how mathematical models can be transformed into computer models for investigation. The paper addresses key technical considerations including the discretisation of continuous processes, computational errors in computer calculations, and basic numerical methods. We provide detailed algorithms for implementing these models in spreadsheet environments, making the concepts accessible to beginners. The validation process for ensuring model adequacy is discussed, along with strategies for testing models against known behaviours. This systematic approach to modelling stages provides learners with a practical framework for developing their own computer models across various domains, reinforcing the pedagogical principles established in the first study of this series.
Copyright (c) 2025 Illia O. Teplytskyi, Serhiy O. Semerikov (Author) https://creativecommons.org/licenses/by/4.0
A bibliometric analysis of learning environments in chemistry education
This study presents a comprehensive bibliometric analysis of research on learning environments in chemistry education, examining global trends and patterns from a corpus of 988 publications indexed in the Scopus database as of July 2025. The research employed bibliometric techniques using VOSviewer to analyse publication trends, collaboration networks, and thematic evolution in the field. The analysis revealed a significant increase in research output since 2014, with notable acceleration following the COVID-19 pandemic. Three major research clusters emerged from keyword co-occurrence analysis: technology-enhanced learning environments, inquiry-based pedagogical approaches, and assessment methodologies. The United States (287 publications, 29%), China (156 publications, 16%), and Germany (98 publications, 10%) lead in publication output, while emerging research centres in Turkey and developing countries show increasing contributions. The findings indicate a paradigm shift from traditional laboratory-based instruction to digital and hybrid learning environments, with artificial intelligence and virtual reality emerging as transformative technologies.
Copyright (c) 2025 Nataliia Yu. Lykhopavlo (Author) https://creativecommons.org/licenses/by/4.0
Programmed learning in chemistry education: a critical review of theory, application, and effectiveness
This scoping review examines the historical trajectory, theoretical underpinnings, and efficacy of programmed learning in chemistry education from its behaviourist origins to contemporary adaptive learning systems. Through a systematic analysis of the literature following PRISMA-ScR guidelines, we mapped the field's evolution across secondary and tertiary education levels. Our findings reveal that programmed learning, when applied to specific chemistry domains such as stereochemistry and chemical bonding, shows moderate effectiveness in enhancing conceptual understanding and student achievement. The contemporary manifestations of programmed learning principles in technology-enhanced, adaptive learning environments demonstrate particular promise for personalising instruction and addressing diverse student needs. However, challenges persist in fostering higher-order thinking skills and in implementation contexts with limited resources. This review highlights the importance of balancing structured guidance with constructivist approaches, identifying a theoretical convergence that maintains programmed learning's systematic design while incorporating student-centred pedagogies. Critical gaps include limited longitudinal studies examining knowledge retention and insufficient research on teacher experiences and implementation fidelity. We present an integrative framework for future programmed learning applications in chemistry education that emphasises adaptive scaffolding, contextualised learning, and metacognitive development.
Copyright (c) 2025 Pavlo P. Nechypurenko, Tetiana V. Tashtan, Serhiy O. Semerikov (Author) https://creativecommons.org/licenses/by/4.0
Enhancing student engagement and performance in high school astronomy through a differentiated homework approach
Astronomy education at the high school level faces challenges in motivating students and addressing their diverse learning needs. Traditional homework often involves rote memorization and fails to engage students meaningfully with astronomy concepts. This paper presents an innovative approach to astronomy homework that incorporates differentiation, student choice, use of information technology, and a mix of standard problems and creative tasks. The approach was implemented with 49 grade 11 students in Ukraine. Although efficacy data is limited, teacher observations and student feedback indicate that differentiated homework enhanced engagement, effort, and conceptual understanding compared to traditional methods. Students completed more assignments and produced higher-quality work. Notably, students displayed more interest in astronomy and took greater ownership of their learning. Key components of the differentiated homework were the use of multi-modal tasks, real-world applications, collaborative activities, and integration of digital tools and online resources. Some challenges included the time required for individualized grading and the need for support to help teachers adapt their practices. This approach provides a promising model for transforming astronomy education to be more student-centered, active, and inclusive. With adaptation, it could potentially be applied across STEM disciplines.
Copyright (c) 2025 Svitlana Malchenko (Author) https://creativecommons.org/licenses/by/4.0
The rebirth of home chemistry experiments: An international perspective and the Ukrainian context
The use of home chemistry experiments has experienced a resurgence in recent years, particularly in light of the COVID-19 pandemic and the need for remote learning solutions. This perspective article examines the rebirth of home chemistry experiments from an international viewpoint, with a specific focus on the Ukrainian context. We differentiate between household and home chemistry experiments, discussing their advantages and challenges based on the work of Ukrainian educator Andrii Kyrylovych Hrabovyi and recent studies. The impact of home chemistry experiments on chemistry education is explored through international case studies from the United States, Finland, South Africa, and Brazil. We argue that even with the return to normal learning conditions in Ukrainian schools, home chemistry experiments should occupy a leading position among the means of teaching chemistry due to their ability to develop design and research skills, foster a caring attitude towards nature, and promote interest in studying chemistry. The experience of Luis Eduardo Doná in developing a home chemistry laboratory kit using affordable and accessible materials is highlighted as an example of how such initiatives can bridge the gap between theoretical learning and practical applications. We conclude that while home chemistry experiments remain a necessity in Ukraine, a review of their role in chemical education worldwide can be a significant step towards improving the quality of chemistry education.
Copyright (c) 2024 Pavlo P. Nechypurenko, Oleksandra D. Kushnirova (Author) https://creativecommons.org/licenses/by/4.0
Implementing an integrated natural sciences course in Ukrainian high schools: A nationwide experiment from 2018-2022
From 2018 to 2022, Ukraine conducted a significant nationwide experiment to implement an integrated natural sciences course for students in grades 10-11 of general secondary education institutions. This review paper provides a comprehensive overview of the context, design, implementation, and outcomes of this initiative, drawing on the final report and case studies of participating schools. The integrated course sought to develop students' scientific worldview and understanding of cross-cutting relationships between the natural science disciplines of biology, physics, chemistry, astronomy, geography, and ecology. Results indicate the experiment had a positive impact on students' motivation and performance in science. However, ongoing challenges include the need for more teacher training, resources, and alignment with university entrance exams. The Ukrainian experience offers valuable lessons for other countries seeking to reform science education through curriculum integration. This paper discusses the experiment's design, implementation process, outcomes, and implications for future research and practice in integrated science education.
Copyright (c) 2024 Pavlo P. Nechypurenko, Serhiy O. Semerikov (Author) https://creativecommons.org/licenses/by/4.0
From smartphones to stargazing: the impact of mobile-enhanced learning on astronomy education
This study investigates the impact of mobile-enhanced learning on astronomy education in secondary schools. Despite students' inherent fascination with space, traditional astronomy curricula often fail to engage learners effectively. We employed a mixed-methods approach, combining a comprehensive literature review with an empirical study involving university and 11th-grade students. The research explored the integration of mobile applications in astronomy lessons, focusing on their effect on student engagement, conceptual understanding, and practical skills. Our findings reveal that carefully designed mobile learning activities can significantly enhance students' interest in astronomy, promote deeper conceptual understanding, and develop crucial digital literacy skills. A case study on lunar observation and analysis demonstrated the potential of mobile apps to facilitate active, inquiry-based learning.
Copyright (c) 2024 Svitlana Malchenko (Author) https://creativecommons.org/licenses/by/4.0
Teaching geography with GIS: a systematic review, 2010-2024
This systematic review synthesizes research on teaching geography with Geographic Information Systems (GIS) published between 2010 and 2024. Based on an analysis of 257 papers spanning all educational levels and diverse national contexts, six key themes emerged: (1) integration of GIS in geography curricula; (2) teacher training and professional development; (3) impact on student learning; (4) pedagogical approaches and strategies; (5) challenges and barriers to implementation; and (6) advances in GIS technologies. The literature provides robust evidence that learning with GIS when implemented with appropriate pedagogical framing, supports the development of students' geographic knowledge, spatial thinking abilities, inquiry skills, and problem-solving capabilities. However, the extent and depth of GIS integration in classrooms remain uneven due in large part to pervasive issues related to teacher preparation, technical support, and curricular positioning. The proliferation of web-based platforms, open-source software, and mobile applications in recent years has dramatically expanded access to GIS and opened up new possibilities for student-centred, data-driven, inquiry-oriented learning. Newer research also critically examines issues of representation, power, and ethics inherent in GIS-based knowledge production and considers how GIS can be leveraged to support education for sustainable development. Realizing the full potential of GIS in geography education will require sustained efforts to build teacher capacity, develop exemplary curricular materials and assessments, and critically engage with the affordances and constraints of emerging geospatial tools and datasets.
Copyright (c) 2025 Olga V. Bondarenko (Author) https://creativecommons.org/licenses/by/4.0
Utilization of instructional materials in supporting biology learning in Tanzania
Teachers’ utilization of instructional materials during the learning endeavor is widely recognized to enhance learners’ active engagement for effective learning. This paper explored the extent to which teachers utilizes the instructional materials during the Biology lessons. A total of 176 students and 42 Biology teachers responded to the questionnaires and involved in the classroom observation during data collection. Frequencies, means and standard deviations of the extent of utilization of instructional materials during the Biology lessons and the preferences were calculated and presented in tables. Textbooks were more frequently utilized over laboratory apparatus and digital appliances such as projector, computer, tablets, and radios. Relying solely on the utilization of mainly print instructional materials over other categories of instructional materials limit students’ active interaction and thus impede effective learning. We recommend investment on teachers’ in-service training programs in enhancing utilization of wide range of the instructional materials.
Copyright (c) 2025 Ashura Hassani, Prosper Gabrieli (Author) https://creativecommons.org/licenses/by/4.0