Current literature indicates the significance of embodied scaffoldings in enhancing the effectiveness of interactive learning technologies for STEM conceptual learning and relevant cognitive skill development. However, there is limited research on pedagogical approaches for integrating mixed embodied scaffoldings in learning with interactive…

This study aims to help concrete thinkers learn science through the use of Piagets' cognitive processes (CPs) during scientific inquiry. A total of 203 fourth-grade students participated as volunteers in a pre-post control group study. The students were from urban, remote rural, and suburban regions of Indonesia. Data analysis demonstrated that…

This article highlights the main ideas that underlie the differences in potential pragmatic knowledge constructs students experience when solving problems, between the zone of proximal development (ZPD) and the zone of potential construction (ZPC). This qualitative research is based on a phenomenological approach to finding the meaning of things…

Gifted students with spatial strengths have areas of remarkable talent but are often overlooked, underidentified, and underserved in American schools. Their preference for learning through imagistic reasoning conflicts with traditional verbal instructional techniques typically used in schools. To better serve these students who have the potential…

This study used eye-tracking methodology in the school setting to examine fourth graders' online processing of text and graphics while reading an illustrated science text. We were interested in identifying patterns of visual behavior, which was examined considering individual differences in reading comprehension, prior knowledge, and spatial…