The purpose of the study was to investigate the effect of conceptual change-oriented instruction accompanied by computer-based interactive conceptual change text (CBICCT) on 11th grade students understanding of electrochemistry. The study was conducted in a high school in Ankara with 66 students enrolled in two science classes. A quasi-experimental design was used. The classes were assigned to groups; one as a control group and the other as an experimental group. While the control group was given traditional instruction, the experimental group was given conceptual change-oriented instruction accompanied by CBICCT. The Electrochemistry Concept Test (ECT) was administered before and after treatment. To investigate possible covariates, the Science Process Skills Test (SPST) was administered after treatment. The gain scores of ECT were analyzed with two-way ANCOVA when SPST scores were controlled as covariates, and the results showed that the experimental group developed a significantly better understanding of concepts than the control group. The results also showed that there was no mean difference between males and females and no interaction effect between instruction method and gender.

One of the challenging concepts that many primary school pupils deal with is adding fractions. However, the problem of adding fractions in the classroom might be resolved by employing virtual manipulatives. This study aimed to compare the use of virtual manipulatives and conventional lecture-based methods in two groups of Year 4 pupils to examine the effects of understanding the addition of fractions. Sixty-four pupils participated in this study. This study occurred throughout a six-week time frame in a primary school in Temerloh, Malaysia. A quasi-experimental non-equivalent pre-post test was implemented to compare the effects of the control and experimental groups. The first finding showed that the experimental group's conceptual understanding of adding fractions was significantly better after using virtual manipulatives during the intervention, t (62) = 11.682, p<0.005. Cohen's D demonstrated the effect size for comparison (d=2.06), showing a significant effect. The second finding revealed that the conceptual understanding of adding fractions was significantly better after the intervention with virtual manipulatives when controlling the pre-test score, F (1, 61) = 9.475, p < .001, η2 = 0.134. This study showed that pupils in the experimental group improved their conceptual understanding of adding fractions.

The purpose of this study was to develop a valid and theoretically sound 21st century skills-based mathematics learning model. Plomp's research and development theory and Nieveen's criteria were used to ensure the quality and reliability of the model. The model development process includes Initial Investigation, Design, and Realization/Construction. Data were collected from six schools through various instruments such as observation sheets, documents, 21st century skills tests, and interview guides. Model validation involved the participation of five experts. A blended data analysis approach was used to ensure a comprehensive understanding of the findings. The result of this study is a 21st century skills-based mathematics learning model named Model 21-BML. The model consists of five interconnected core components: Learning Syntax, Social System, Reaction Principles, Support System, and Instructional and Accompanying Impacts. The uniqueness of this model lies in the seven integrated learning trajectories: Object translation, decomposition, cognitive construction, cognitive development, communication, reflection, and extension. After going through a rigorous validation process, the five experts confirmed the high validity of the 21-BML Model. This model not only enhances innovative mathematics learning theory, but also provides practical alternatives for mathematics teachers to encourage the development of 21st century skills in students. The model is expected to make a significant contribution in bridging the gap between traditional mathematics education and the competency demands of the modern era, as well.

The aim of this study is to find out the preferences of students (150) in the first year of the study of the Preschool and Primary Education programme. The data was collected using a questionnaire in the first seminar focusing on science content (a course called Science Propaedeutics) to determine the preferences of pre-service teachers. The aim was to find out the (un)popularity of STEM (Science, Technology, Engineering, Mathematics) education covering the subjects of Biology, Physics, Mathematics, Technology and Chemistry in Slovakia. The results showed that students are interested in science education. The findings also showed that students prefer more biological topics (humans and plants) and less physics, chemistry, and mathematics. They also preferred topics that they knew from everyday life. The results revealed a negative correlation between students' concerns about teaching science in their future practice and their interest in science education. We found it necessary to connect the topics to everyday life and avoid mathematical calculations. So we can increase their interest in these areas/issues in the Science Propaedeutics course.

This paper examined socio-scientific issues-related literature in science education over the past two decades, from 2004 to 2023, to enhance researchers' understanding of research trends. To this end, the Scopus database was utilized to search for articles on socio-scientific issues published from 2004 to 2023. According to the inclusion and exclusion criteria, 288 articles were chosen for the data collection. The analysis was conducted utilizing VOSviewer software. The results show that the number of articles on socio-scientific issues in science education is steadily increasing. The most substantial growth in the number of articles was recorded in the last four years before 2024. The United States is the leader in the publication of articles. The number of citations demonstrates that the United States, Germany, and Sweden are the leading countries. The ten journals with the highest citations are ranked in the Q1 category. The research trends identified five clusters: a) decision-making, b) decision-making and argumentation practices, c) climate change, d) inquiry-based learning and the nature of science, and e) scientific literacy. Furthermore, the findings show that recent research in the context of socio-scientific issues has focused on STEM education. In light of the findings, I propose recommendations for future research.