As artificial intelligence and natural language processing methods rapidly develop, communication plays a pivotal role in every-day interactions. In this theoretical paper, we explore the overlap and commonalities between question-asking and prompt engineering. While seemingly distinct, these processes share a common foundation in essential skills…

This research aimed to develop a computer detective game for science education to provide students in experiencing real-world problem-solving after learning electricity-related knowledge, and to explore the effects of designing the guidance of process constraints and prompts into this game. To explore the effects of guidance, two different game…

The researchers in this study examined the influence of questions designed with the Practical Inquiry Model (PIM), compared with the regular (playground) questions, on students' levels of cognitive presence in online discussions. Students' discussion postings were collected and categorized according to the four levels of cognitive presence:…

This study explores the effects of metacognitive and cognitive prompting on the scientific inquiry practices of students with various levels of initial metacognition. Two junior high school classes participated in this study. One class, the experimental group (n?=?26), which received an inquiry-based curriculum with a combination of cognitive and…

This study aims to examine kindergarten children's mental models of the day and night cycle and provide implications for pedagogical practices targeting space science concepts in early childhood classrooms. A total of 46 kindergartners participated in the study, their age ranging from 60 to 75 months, including 22 boys and 24 girls.…

This paper proposed a method for developing capacity for lifelong learning in open spaces, defined here as places without predefined learning structures or objectives, through the cultivation of aesthetic literacy. This discussion will be situated within fieldwork performed by the authors in Helsinki, Finland, and Tallinn, Estonia, in 2013. Based…

In the research conducted, the relationship between teaching complexity and children's mathematical thinking was investigated in 4 "reform" classes and 1 conventional elementary class (7-8 years). Forty lessons were analyzed for the type of teaching and children's mathematical thinking revealed during class discussion. The results indicate…