In a historical moment in which Artificial Intelligence and machine learning have become within everyone's reach, science education needs to find new ways to foster "AI literacy." Since the AI revolution is not only a matter of having introduced extremely performant tools but has been determining a radical change in how we conceive and…

Determining the level of difficulty and student development is important in the learning continuum, especially the anatomical and physiological aspects. This study aimed to collect teachers' opinions about the learning continuum of anatomical and physiological aspects based on its difficulty level. This survey research was conducted in the cities…

This study investigates whether the Cognitive Acceleration through Science Education (CASE) scheme could be used to meet the demands of the Literacy and Numeracy Framework (LNF). The LNF is part of the Welsh Government's improvement strategy in response to perceived poor performance in the Programme for International Student Assessment (PISA)…

Purpose: This study explored the relationship of robotics activity with the development of conceptual understanding skills among secondary school students. Method: Forty-four sixteen-year-old Form 4 (Year 10) students in a fully government-aided school who have access to functioning LEGO-Mindstorms sets during physics lessons participated in the…

This article describes how the Cognitive Acceleration through Science Education (CASE) programme was implemented in the final year of primary school and the first year of secondary school in a number of schools in Ireland. The original CASE programme, pioneered in the 1980s, proved successful in its aim to develop the science-reasoning abilities…

Interdisciplinary curriculum supports cognitive development through well planned lessons at early age. This article focuses on a specific experimental study done in 2010 on Grade 7 learners in a Lebanese private school to aid them in empowering their skills and competencies to solve a real life problem. The objective of this experimental study is…

This article describes key facets of the Cognitive Acceleration through Science Education (CASE), a curriculum that emerged in the United Kingdom, enabling teachers to accelerate the process of cognitive development so that more students could attain the higher-order thinking skills (formal operational thinking) required (Lecky, 2012). CASE, also…

International examination results have already influenced many countries to make radical reforms in education system. According to these results countries have been categorized as high, middle and low achievement in education. Turkey has also taken these results into consideration quite seriously and started to investigate to what extent there are…

Science educators have long been concerned with how formal schooling contributes to learners' capacities to engage with science after school. This article frames productive engagement as fundamentally about the coordination of claims with evidence, but such coordination requires a number of reasoning capabilities to evaluate the strength of…

Learning progressions, or representations of how student ideas develop in a domain, hold promise as tools to support teachers' formative assessment practices. The ideas represented in a learning progression might help teachers to identify and make inferences about evidence collected of student thinking, necessary precursors to modifying…

In classrooms, science is usually taught within the cognitive domain while the psychomotor learning domain is achieved through performing science experiments in the laboratory. Although students attend civic and moral education and pastoral care classes where values and life skills are often taught directly, learning experiences in most school…

This paper presents research on the effects of a cognitive acceleration intervention in science lessons on low socioeconomic students in a government high school in regional Western Australia. "Thinking Science Australia" is a programme currently being implemented in Australian junior high school classes. The research was conducted for…

University and high school students not pursuing a science, technology, engineering, and/or mathematics (STEM) course of study demonstrate less developed scientific reasoning than their STEM-based peers. Previous studies show that the majority of non-STEM students can be classified as either concrete operational or transitional reasoners in…

The objective of this naturalistic study was to explore, model and visualise the learning progress of 13-year-old students in the domain of evolution theory. Data were collected under actual classroom conditions and with a sample size of 107 learners, which followed a teaching unit on Darwin's theory of natural selection. Before and after the…

The Lawson Classroom Test of Scientific Reasoning (LCTSR) was used to gauge the relative effectiveness of three different methods of pedagogy, "Reading, Presenting, and Questioning" (RPQ), "Experimenting and Discussion" (ED), and "Traditional Methods" (TM), on increasing students' level of scientific thinking. The…