Vol. 3 No. 4 (2026)

View Vol. 3 No. 4 (2026)

In this issue:

Transforming physics misconceptions into conceptual understanding: A narrative review of conceptual change theory, diagnostic assessment, and classroom-based instructional strategies
Language-supportive pedagogy in biology learning: Exploring teachers' translanguaging practices and experiences in Tanzanian secondary schools
Multimedia-integrated physics instruction: Impact on student engagement in Tanzanian secondary schools

DOI: https://doi.org/10.55056/seq.v3.i4

Published: 2026-10-25

Review articles

Transforming physics misconceptions into conceptual understanding: A narrative review of conceptual change theory, diagnostic assessment, and classroom-based instructional strategies

Adeniyi Michael Adeduyigbe, Uchenna Kingsley Okeke (Author)

152-164
- PDF views 31
DOI: https://doi.org/10.55056/seq.1336

Research articles

Language-supportive pedagogy in biology learning: Exploring teachers' translanguaging practices and experiences in Tanzanian secondary schools

Prosper Gabrieli, Mary Barnabas Allay, Magdalena Sasmos Mkeng'e (Author)

165-186
- PDF views 481
DOI: https://doi.org/10.55056/seq.1255
Multimedia-integrated physics instruction: Impact on student engagement in Tanzanian secondary schools

Festo Beda Nguru, Christer Burchard, Fortunata Kapasy Pembe (Author)

187-200
- PDF views 27
DOI: https://doi.org/10.55056/seq.1276