Question-asking is essential for reasoning, understanding, and investigating scientific problems within and beyond traditional classrooms. Nevertheless, questions generated in formal and informal learning environments can be infrequent and unsophisticated. This study explores museum visitors' question-asking quality by considering their…

This paper reports on a study aiming at examining whether online argumentation enhance the teacher candidates' scientific habits of mind (SHOM). The study was carried out as a pre-experimental design including pre and post-test. Scientific Habits of Mind scale, interviews and written arguments were used as data collection tools. Google Classroom,…

To investigate the potential of GPT-4.0 feedback to substitute teacher feedback in flipped classrooms, we conducted research that GPT-4.0 and a course teacher provided cognitive, praise, and mitigating feedback weekly via a course discussion platform, respectively. At the end of each topic, 89 third-year university students majoring in Educational…

Video in education has become pervasive. Globally, educators are recording instructional videos to augment their students' learning and, in many contexts, replace face-to-face lectures. However, the mere act of watching a video is primarily a passive learning experience likely leading to lack of student engagement hindering learning. Active…

The Flipped Classroom Model (FCM) has gained widespread acceptance in higher education as an effective pedagogical strategy. Despite its success, the FCM still faces persistent concerns, including a lack of personalized interaction, limited application to introductory courses, and insufficient analysis of the learning process. The integration of…