Artificial intelligence (AI) has made remarkable strides in recent years, finding applications in various fields, including chemistry research and industry. Its integration into chemistry education has gained attention more recently, particularly with the advent of generative AI (GAI) tools. However, there is a need to understand how teachers'…

According to self-determination theory, frustration of basic psychological needs (autonomy, competence, and relatedness) leads to ill-being and negatively affects the learning process. The present study aimed to analyze the effects of a gamified creativity-based teaching method of human anatomy on basic psychological needs frustration compared…

Student engagement in science classroom is an essential element for delivering effective instruction. However, the popular method for measuring students' emotional learning engagement (ELE) relies on self-reporting, which has been criticized for possible bias and lacking fine-grained time solution needed to track the effects of short-term learning…

The initial learning experience is a critical opportunity to support conceptual understanding of abstract STEM concepts. Although hands-on activities and physical three-dimensional models are beneficial, they are seldom utilized and are replaced increasingly by digital simulations and laboratory exercises presented on touchscreen tablet computers.…

The blended synchronous classroom fosters equitable and balanced educational development; however, challenges persist, including low motivation and suboptimal effects on the deep learning of remote students. This study employs a student-centered learning approach and incorporates the process-oriented guided inquiry learning (POGIL) strategy into…

We investigate a personal response system (PRS) pedagogy for lecture halls that encourages active engagement yet lowers barriers for implementation by eliminating the need to address student requests to make up questions because students must answer (not necessarily correctly) only more than half (greater than or equal 50%) of PRS questions to…

Elementary teachers require support through professional learning activities to enhance their climate change literacy and bolster their self-efficacy for teaching climate change. This study explores methods for supporting in-service elementary teachers' self-efficacy in climate change teaching by examining the impact of professional learning…

This study investigated students' conceptions of science learning before and after the COVID-19 pandemic outbreak via drawing analysis. A total of 521 Taiwanese students in 7th, 9th, and 11th grades were asked to illustrate how they conceptualized science learning in an actual and ideal context. A coding checklist was developed to analyze the…

This study examines the effect of technology supported guided inquiry environmental education (TsGIEE) on preservice science teachers' attitudes towards sustainable environment (AtSE), environmental education self-efficacy (EESE) and digital literacy (DL). Embedded design from mixed research method was preferred in the study. 33 (20 female-13…

Climate change education is a key concept in pre-collegiate curricula across the world. However, teachers experience barriers to effectively teaching about climate change. One avenue for addressing some of the barriers is through scientist-teacher partnerships where a scientist offers real-world examples of how climate change is studied. This…

High-quality science assessments are multi-dimensional. They promote disciplinary practices, core ideas, cross-cutting concepts, and science sense-making. In this paper, we investigate the feasibility of using generative artificial intelligence (GenAI), specifically multimodal large language models (MLLMs), to annotate and provide improvement…