While user experience (UX) and technical and professional communication (TPC) are intertwined, how UX is taught in TPC is highly variable. In this article, we report data from a study with TPC instructors who teach UX to identify patterns in approaches to teaching UX. We provide background on UX pedagogy, share methods including collecting data…

Student teachers are invaluable educational assets, especially in digital transformation. The online collaborative reflection ability (OCRA) is crucial for their teaching careers and has always been challenging. There is a pressing need for new collaborative learning strategies to enhance student teachers' OCRA and improve the quality of future…

Purpose: This study contributes to the science of teaching reading and vocabulary by illustrating how a ubiquitous classroom practice -- read alouds -- can be enhanced by structured supplements. This experimental study examines whether and to what extent providing structured supplements can improve student comprehension outcomes by helping…

Learning takes time: Performance usually starts poorly and improves with practice. Do children intuit this basic phenomenon of skill learning? In preregistered Experiment 1 (n = 125; 54% female; 48% White; collected 2022-2023), US 7- to 8-year-old children predicted improved performance, 5- to 6-year-old children predicted flat performance, and…

This study examined bilingual preservice teachers' self-efficacy in the context of lesson differentiation for multilingual learners in Spanish. Thirty-six bilingual preservice teachers across three California State University programs participated in a quantitative methods study of lesson plan analysis. Findings showed that preservice teachers…

This study investigates the effects of metacognitive and cognitive strategies for computational thinking (CT) on managing cognitive load and enhancing problem-solving skills in collaborative programming. Four different scaffolding conditions were provided to help learners optimize cognitive load and improve their problem-solving abilities. A total…

Student motivation within a STEM course is dependent on their perceived relevance and utility of the topics learned. This paper presents an Informative Utility Value Intervention (IUVI) designed to promote perceptions of utility. The IUVI was designed as a series of assignments for general chemistry students in large lecture courses, but the…

Purposeful questioning is one of the most important elements to promote successful mathematics understanding (National Council of Teachers of Mathematics, 2014; Ontario Ministry of Education, 2011). Questioning helps teachers to elicit, interpret, and respond to student thinking (Stein et al., 2008) and supports students' understanding,…

Shifting to student-centered teaching-learning in the Philippines entails closer scrutiny of teacher beliefs. These beliefs shape the adoption and application of knowledge in classroom settings and educational reforms. Thus, this study aims to support the theoretical underpinnings of teacher belief. In particular, this study aims (1) to identify a…

The concept of scaffolding in the learning process refers to teacher assistance to all students in the class when they are unable to solve math problems correctly, which is identified by errors in solving the issues. The assistance in question is temporary. The diversity of students' academic abilities in the class influences the teacher's…

In primary science education, inquiry-based science instruction stands out as an optimal learning environment for fostering domain-specific content and procedural knowledge. Recognizing the effectiveness of different forms of teacher guidance, there is an ongoing debate about the planning of high (structured inquiry) and low (guided inquiry)…

We discuss how research on student difficulties was used as a guide to develop, validate, and evaluate a Quantum Interactive Learning Tutorial (QuILT) to help students learn how to determine the completely symmetric bosonic or completely antisymmetric fermionic wave function and be able to compare and contrast them from the case when the particles…

Professional learning communities (PLCs) have become the gold standard of teachers' professional learning. However, their success is far from guaranteed. Little is known regarding the processes that groups of learners undergo to become fully-fledged PLCs. This study followed a teachers' PLC over three years. It shows how the facilitator learned to…

Block-based visual programming tools are widely used in elementary education. Nonetheless, these tools alone may not ensure the spontaneous and efficient acquisition of concepts and skills in computational thinking (CT). Using mind mapping as a form of scaffolding to facilitate the visualization of abstract thinking processes may enhance the…

Background: Collaborative programming is important and challenging for K12 students. Scaffolding is a vital method to support students' collaborative programming learning. However, conventional scaffolding that does not fade may lead students to become overly dependent, resulting in unsatisfactory programming performance. Objectives: This study…