Anatomy is the cornerstone of medical education. Virtual reality (VR) and augmented reality (AR) technologies are becoming increasingly popular in the development of anatomy education. Various studies have evaluated VR and AR in anatomy education. This meta-analysis aims to evaluate the effectiveness of VR and AR in anatomical education. The…

The preparation gap [Salehi et al., Phys. Rev. Phys. Educ. Res. 15, 020114 (2019)] refers to gaps in students' prior knowledge that can negatively affect their learning as they engage in introductory physics courses. To better characterize the gap, the current study distinguished the impact of various prior knowledge components on learning gains.…

A subject of physics includes various complex and sophisticated concepts that pose a challenge for both instructors to teach and students to grasp the clarity in the subject. Many researchers have discussed this challenge toward adopting an appropriate approach to teach physics in the institution. Therefore, the study reviews the research articles…

Visualisation has been a critical means of scientific reasoning, knowledge development, and communication. In science classrooms, visualisation plays significant roles for teaching and learning. To better understand the landscape of the existing research on visualisation for supporting student science learning in K to 12 classroom contexts, we…

The present review intends to show the current state of teaching quantum-related content, to analyze and compare its learning efficiency, and to give a systemized overview of quantum-educational activities in the last years. We focus on teaching and learning elements, their innovative tools, and process-oriented studies that are empirically…

Science and drawing have been paired for hundreds of years, and this synergy is still prevalent in research investigating the role of drawing for developing and assessing understanding. However, despite research at the primary and secondary levels of education, there is limited research on whether drawing facilitates learning at the undergraduate…

Students are encouraged to develop a set of scientific skills and disciplinary practices common across the STEM disciplines. These skills (scientific inquiry, quantitative skills, laboratory and computational skills, communication skills, teamwork/interpersonal skills, interdisciplinary competency) are highlighted as important in discipline-based…

This study aimed to investigate research trends related to socio-scientific issues (SSI). The SSI articles analysed were from highest-rating five science education journals with the highest impact ratings, published between 2011 and 2022, including "Science Education" [SE], "Journal of Research in Science Teaching" [JRST],…

Spatial abilities have been correlated to anatomy knowledge assessment and spatial training has been found to improve spatial abilities in previous systematic reviews. The objective of this systematic review was to evaluate spatial abilities training in anatomy education. A literature search was done from inception to 3 August 2017 in Scopus® and…

Game-based learning (GBL) may address the unique characteristics of a single subject such as chemistry. Previous systematic reviews on the effects of GBL have yielded contradictory results concerning cognitive and motivational outcomes. This meta-analysis aims to: (a) estimate the overall effect size of GBL in chemistry education on cognitive,…

This study synthesized impacts of integrated literacy and content-area instruction (i.e., science, social studies) on vocabulary and comprehension outcomes in the elementary years (i.e., kindergarten through fifth grade). A systematic search of the extant literature identified 35 (quasi)experimental studies. Random-effects models were used to…

Based on the "analytical framework of nature of science" (NOS) in junior school science textbooks, a content analysis method was adopted to analyze the NOS in junior middle school physical textbooks (grade 8) of five editions authorized by the Ministry of Education of China, and the features of NOS were analyzed and compared. It was…

This systematic review is aimed to explore the researches that established students' conceptual change process, both studies that facilitate conceptual change and studies that determined learner characters influencing conceptual change. Overall, 50 studies were examined in this review. The current study focused on the common characteristics of the…

This study synthesized impacts of integrated literacy and content-area instruction (i.e., science, social studies) on vocabulary and comprehension outcomes in the elementary years (i.e., kindergarten through fifth grade). A systematic search of the extant literature identified 35 (quasi)experimental studies. Random-effects models were used to…

In recent years, student-generated stop-motion animations (SMAs) have been employed to support sharing, constructing, and representing knowledge in different science domains and across age groups from pre-school to university students. The purpose of this review is to give an overview of research in this field and to synthesize the findings. For…