Abstract This study analyses empirical research concerning the use of Augmented Reality applications in physics teaching and learning. While many literature reviews have explored AR in education, there is limited empirical research documenting its specific role in physics education. We screened 1,861 articles from 20 journals, equally representing science education and educational technology, and identified 12 empirical studies for analysis. Most studies highlighted visualization gaps and the need to enhance learning experiences as key rationales for using AR . The reviewed studies contributed to AR design by integrating text and virtual objects to support the development of cognitive and affective skills. Furthermore, these studies demonstrated how immersive features, capturing sensory, actional, and social aspects, could foster active and collaborative learning, providing experiences that enrich students’ conceptual understanding and teamwork abilities. The paper’s concluding sections discuss the implications of these findings, particularly in curriculum design and the integration of AR in physics classrooms.

Abstract This study aimed to measure hazard literacy among adults, addressing five domains, including knowledge and understanding, reasoning and skill, values and attitudes, psychology and emotion, and behavioral and practical engagement, and examining variations by gender, age, and disaster education. A self-assessment survey was conducted with 1,000 adults. Results showed the highest scores in the values and attitudes domain and the lowest scores in the knowledge and understanding and reasoning and skill domains, especially scientific content knowledge and systems thinking. Men and younger adults tended to have higher scores overall, whereas women and older adults showed higher scores in non-cognitive aspects. While participants with disaster education experience scored higher in most domains, its impact on critical thinking and certain values appeared to be limited. Findings call for targeted, life course-sensitive education balancing strong value orientations with enhanced scientific and analytical skills to support evidence-based disaster education.

Abstract Teachers’ accurate classification of cognitive demand is essential when developing assessment instruments. This study examined Malaysian science teachers’ proficiency in classifying 30 science multiple-choice questions ( MCQ s) according to the revised Bloom’s taxonomy ( RBT ) and the Structure of the Observed Learning Outcome ( SOLO ) taxonomy. Classifications were conducted over three rounds using the bookmark procedure, with revisions after discussion. Initial agreement was low, improving to moderate in the second. During the discussions, some teachers displayed professional judgement, while others were influenced by personal interpretive tendencies. Final classifications were compared to those of the research team, showing higher agreement for RBT than for the SOLO taxonomy. Most panelists demonstrated varied accuracy in individual item classification. A chi-square test revealed significant association ( χ 2 (1) = 26.12, p < .001), indicating that both taxonomies measure cognitive complexity in similar ways, with lower-order thinking aligning with surface-level learning and higher-order thinking aligning with deep-level learning.

Abstract This study examined the effects of the ENACT project, an intervention designed to enhance Indonesian pre-service science teachers’ ( PST s) understanding and engagement with socioscientific issues ( SSI s). Ninety PST s majoring in physics, biology, and chemistry education participated in real-world problem solving and critically evaluated in societal, environmental, and ethical dimensions of science and technology. Data were collected through questionnaires, interviews, and artifacts produced during the project. Results showed significant improvement in PST s’ understanding of nature of science and technology ( NOST ) and SSI -based teaching. PST ’s recognized the complex and often dualistic nature of technological advancements and valued their broader societal implications. They also reported stronger beliefs about the importance of integrating SSI s into science instruction and greater confidence in planning and implementing SSI -based lessons. The findings highlight the potential of structured interventions such as ENACT to prepare future teachers to address the multifaceted challenges of science and technology in society.

Abstract This study developed and evaluated an integrated Pathway 3 technological pedagogical content knowledge ( TPACK ) program for 18 in-service secondary chemistry teachers in Korea. The 12-session program, structured by Niess’s (2009) five-stage model, cultivated pedagogical knowledge ( PK ) through responsive teaching, content knowledge ( CK ) through model-based reasoning in acids and bases, and technological knowledge ( TK ) through creative Scratch authoring. A pre–post design combined domain assessments with rubric-based analysis of lesson plans. Results showed gains across domains, with universal improvements in TK and advances in PK ; CK improved more modestly. TPACK scores increased across learning dimensions, although collaboration lagged. Regression on change scores indicated that growth in TK was the sole significant predictor of TPACK improvement, whereas PK and CK were not. Findings highlight the value of discipline-grounded, authoring-focused TK development within an integrated design for strengthening chemistry teachers’ TPACK and inform the design of future programs that embed assessment and collaboration explicitly.

Abstract This comparative study examines how sustainability is integrated into lower secondary science curricula in Sweden and Korea, two countries selected for their contrasting educational cultures and sociopolitical systems. Sweden is widely recognized for its long-standing commitment to environmental education, while Korea represents a high-performing but exam-driven system where sustainability is often marginalized. Through content analysis using a Sustainable Development Goals ( SDG )-based rubric and keyword identification, we analyzed how each curriculum reflects sustainability principles, focusing particularly on SDG 12: Responsible Consumption and Production. The results show that Sweden’s curriculum integrates sustainability nearly six times more frequently than Korea’s, with SDG 12 accounting for over 40% of its sustainability-related content. In contrast, Korea’s curriculum shows fragmented and limited representation of sustainability with no dominant SDG focus. These disparities are interpreted through a comparative lens, highlighting how curriculum design reflects broader sociopolitical priorities, with Sweden emphasizing civic responsibility and Korea focusing on economic competitiveness. While our analysis is limited to curriculum documents, we recommend that future studies include classroom-level implementation and Korea’s 2022 revised curriculum. Practically, we propose that Korea adopt clearer SDG alignment and interdisciplinary, inquiry-based learning strategies to integrate sustainability more meaningfully into science education.

Abstract In Indonesia, fostering scientific literacy is a central goal of the science curriculum, yet effective instructional approaches have remained a challenge. Socioscientific issue ( SSI )-based instruction offers a promising method for enhancing students’ engagement and reasoning skills. To explore how pre-service teachers adopt this approach, this study engaged 45 pre-service biology teachers in an 8-week SSI teaching-oriented course. Data from lesson videos, reflections, and instructional materials were analyzed using the Socioscientific Issues Observation Protocol ( SSI-OP ). Quantitative findings revealed variation in teachers’ implementation of SSI -based instruction, with strengths in classroom engagement but challenges in instructional planning, argumentation, and integrating science content with social dimensions. Qualitative analysis highlighted difficulties in assessment and resource development. These results offer practical insights for science teacher educators, emphasizing the need for structured training in SSI pedagogy to better prepare teachers for integrating socioscientific discussions into school science curricula.

Abstract While global research has emphasized the impact of informal learning institutions, such as science museums, on preservice teacher development, there has been limited focus on Asian contexts, particularly regarding science teacher identity. This study, therefore, explored how the science teacher identity of Thai preservice teachers transformed through their internship experiences at a science museum. Using a qualitative interpretive approach, the study examined how these internship experiences influence identity formation and development. Data were collected through pre-internship life graph narratives and post-internship reflective journals and field notes. The findings, analyzed through interpretative phenomenological analysis, revealed that all participants advanced to a higher identity group following the internship. The study highlights the importance of communities of practice and reflection in shaping science teacher identity and emphasizes the role of informal science institutions in preservice teacher development.