Amid growing global environmental concerns, education plays a critical role in shaping students' understanding and attitudes toward sustainability. Science education, in particular, is uniquely positioned to foster environmental awareness and encourage responsible behaviors. This research was conducted to identify science teachers' perspectives regarding their role in instilling environmental sustainability values and reinforcing responsible behaviors among their students. A qualitative approach was employed through conducting interviews with a purposive convenience sample of 51 primary-stage science teachers in Saudi Arabia. Collected data was analyzed based on the grounded theory approach to facilitate the extraction of core ideas and themes. The findings demonstrated that teachers are deeply aware of their role in the reciprocal relation between human and the environment, which extends beyond knowledge transmission to shaping students' environmental behaviors, and that their environmental practices function as a model that strongly influences students' practices. Teachers' awareness of modeling, intellectual empowerment, and capability to link learning to real life situations demonstrated their deep understanding of how environmental education shapes long-term environmental attitudes. They highlighted empowering students to expect environmental challenges through integrating science curricula into real-life concerns. The findings strongly support integrating sustainability across disciplines to provide a comprehensive understanding of the concept and demonstrate science teachers' advanced educational vision to facilitate values and critical thinking rather than knowledge transmission. Keywords: primary science education, environmental sustainability, teachers' beliefs, contextualized teaching

Supporting primary school teachers’ Pedagogical Content Knowledge (PCK) development for modeling-based instruction (MBI) remains a key challenge in science teacher education. Professional Learning Communities (PLCs) offer a promising context for this professional growth. This study examined the PCK development processes of three primary school teachers with varying experience levels as they participated in five MBI-focused PLC sessions. PCK changes were traced using an integrated analytical framework that combined the Interconnected Model of Teacher Professional Growth (IMTPG) with the Refined Consensus Model (RCM). Findings revealed positive growth across PCK components, though pathways varied. While curriculum knowledge development was often characterized by refinement based on prior knowledge (change sequences), growth in knowledge of student understanding, instructional strategies, and assessment typically demonstrated more complex, interconnected growth networks involving dynamic knowledge exchange, shaped by interactions among personal, collective, and enacted PCK, as well as individual orientations. The study highlights the potential of PLCs as spaces for practice-based learning, supporting sustained PCK development, and demonstrates the utility of the combined IMTPG–RCM framework for analyzing the nuances of teacher growth over time. Keywords: modeling-based instruction, pedagogical content knowledge, professional learning communities, qualitative case study, science education

Assessing scientific inquiry competence (SIC) is essential for fostering students’ inquiry skills, and the effectiveness of such assessments largely depends on teachers’ assessment knowledge. Grounded in a four-dimensional framework of science teacher assessment knowledge, this study developed and validated a scenario-based diagnostic instrument incorporating authentic video clips of inquiry-focused teaching situations. The instrument was administered to 146 novice chemistry teachers in China to examine their knowledge of assessing SIC. Results showed that teachers demonstrated relatively strong knowledge of assessment content but had only moderate awareness of assessment purposes and limited knowledge to apply appropriate assessment strategies and interpret evidence. These findings highlight significant gaps in teachers’ assessment knowledge of SIC, especially in integrating multiple dimensions of assessment in practice. The study underscores the need for targeted professional development to enhance teachers’ assessment literacy and support effective inquiry-based science teaching, particularly in discipline-specific contexts such as chemistry. Keywords. chemistry teachers, mixed-methods research, scientific inquiry competence, assessment literacy

Even as regulation policies prohibiting educational dissection have become more prevalent, some teachers continued to express an intent to perform it. This study attempted to empirically explore how biology teachers' intentions to teach dissection are constructed, focusing on four factors: the perceived educational effectiveness of dissection, self-efficacy in teaching dissection, concerns about dissection, and perceived effectiveness of alternatives. Survey data from 124 Korean biology teachers were analyzed using partial least squares structural equation modeling. The results revealed that the perceived educational effectiveness of dissection strongly predicted intentions to teach dissection, both directly and indirectly, through teachers’ self-efficacy. Conversely, concerns about dissection did not directly impact intentions, but indirectly diminished them by reducing self-efficacy and enhancing the perceived effectiveness of alternatives. These results suggest that biology teachers’ intentions to teach dissection are resilient as long as they perceive the educational effectiveness of dissection. Thus, it is crucial not only to emphasize concerns about dissection and the effectiveness of alternatives, but also to highlight the critical evaluation of the educational effectiveness of dissection in order to effectively mitigate teachers' psychological resistance towards regulatory policies. Keywords: teaching dissection, intention to teach dissection, partial least squares structural equation modelling (PLS-SEM), South Korean biology teachers

Collaborative problem-solving (CPS) is increasingly essential in both scientific practice and modern education, yet remains difficult to embed authentically in classrooms. This study addressed that gap by integrating CPS into a ninth-grade biology lesson using a smartphone-based asymmetric simulation. The innovative three-phase instructional scenario, which combined preparation, hands-on simulation, and guided reflection, was implemented in a real classroom setting with 43 students. Data from worksheets, reflective responses, and a CPS self-evaluation tool revealed high levels of student engagement and strong social-regulation skills, yet also pointed to challenges in applying inquiry strategies and fostering mutual interdependence. Rather than offering conclusive claims, this study positioned itself as a pilot exploration of how digital asymmetry can trigger authentic collaboration in science learning. The findings illuminate both the potential and the pedagogical tensions of using mobile-supported tools to support 21st-century skills in inquiry-based education. Keywords: collaborative problem-solving, inquiry-based learning, science education, technology-enhanced learning

The growing incorporation of social media into the field of science education encourages the current study to investigate the relationships and interactions of TikTok as an Educational Tool (ET), Pedagogical and Scientific Skills (PSS), TikTok's Ease of Use (EU), its Educational and Future Impact (EFI), and Participant Satisfaction (PS). The study sample consisted of 174 students, including Physics, Chemistry, and Biology majors from the Faculty of Science, and Elementary Education majors from the Faculty of Education who are trained to teach science at the elementary level. Among them, 58 students received training to create educational TikTok videos. Data were analyzed using Structural Equation Modeling (SEM) with SmartPLS 4 in two main stages. Findings indicate that both ET and EU significantly enhance PSS and EFI, with PS serving as a key mediator in improving the learning experience. EU had the greatest impact, highlighting the importance of the pedagogical value of intuitive and engaging design. Grounded in the Technology Acceptance Model (TAM), the study found that users were more likely to adopt TikTok as an educational tool when they perceived it as both beneficial and user-friendly, which in turn contributed to the development of PSS. These findings suggest that TikTok can be an efficient ET, particularly in science education, when designed to enhance engagement and accessibility. Keywords: TikTok for education, science learning, technology acceptance model, science education

Artificial Intelligence (AI) has the potential to transform preschool teacher education, particularly in the domain of health education, yet its effective integration remains underexplored in socioeconomically diverse regions. Understanding the psychological and technical factors that influence AI adoption is essential for improving early childhood education outcomes. This study examines the mediating role of self-efficacy and the moderating effect of technological proficiency in the relationship between AI integration and teaching effectiveness among preschool teachers. A mixed-methods approach was employed, involving 475 preschool teachers from Henan Province, China. Data were gathered using validated survey instruments and semi-structured interviews. The results revealed that AI integration positively influences teaching effectiveness, primarily through increased teacher confidence. Technological proficiency also plays a supporting role in enhancing instructional effectiveness. These findings highlight the importance of targeted training, equitable access to AI tools, and professional development programs that foster teacher readiness and confidence in adopting AI into early childhood education. Keywords: AI integration in education, preschool teacher training, self-efficacy, technological proficiency, teaching effectiveness

Computational thinking (CT) is increasingly recognized globally as a fundamental skill for the 21st century, yet its implementation in computer science (CS) education often is still limited to coding activities (Bers, 2018). It is essential to reframe CT as a cognitive approach that supports computational inquiry, problem-solving, and ethical AI engagement, starting from early education using developmentally appropriate tools like ScratchJr (Papadakis, 2020). In the age of artificial intelligence and rapid technological advancements, CS education faces a critical need to evolve beyond traditional approaches.

Natural science is often overlooked in preschool education, despite its crucial role in developing young children's inquiry and exploration skills. This study aimed to explain the impact of inquiry-based science teaching activities on the science teaching efficacy of pre-service preschool teachers. Participants included 23 pre-service teachers enrolled in a preschool education undergraduate program at a university. Employing a pretest-posttest weak experimental design, data were collected using the Teachers’ Sense of Efficacy Scale (TSES) and a semi-structured interview form developed by the researchers. Pre- and post-intervention assessments were conducted, and quantitative and qualitative data were analysed comparatively. Results indicated a significant increase in participants’ science teaching efficacy following their engagement in inquiry-based activities. The findings highlight the effectiveness of structured, inquiry-centred coursework in enhancing pre-service preschool teachers’ confidence and competence in science teaching, underscoring the importance of embedding inquiry-based approaches within early childhood teacher preparation programs. Keywords: inquiry-based science education, science teaching efficacy, preschool teachers, early childhood teacher education

Evaluating students' cognitive understanding of core concepts and identifying learning path aligned with their cognitive developmental patterns are critical for enhancing conceptual mastery in chemistry. This study employed the Rule Space Model to investigate students' cognitive characteristics and learning path in comprehending the conceptual network centered on "ionization equilibrium." Within this framework, nine key attributes were identified, and corresponding assessment instruments comprising 23 test items were developed. The assessment was administered to 340 upper-secondary school students in China, with systematic scoring and analysis of their responses. The findings reveal that: (1) The assessment demonstrates satisfactory reliability and validity; (2) Students exhibited significant cognitive challenges in four attributes: "Ionization degree," "Ionization equilibrium constant," "Solution acidity/alkalinity and pH," and "Acid-base titration". (3) The predominant learning path for students to construct a conceptual network is： Electrolyte → Strong /weak electrolyte → Ionization equilibrium → Ionization degree → Ionic product of water → The shift in ionization equilibrium → Ionization equilibrium constant → Solution acidity/alkalinity and pH → Acid-base titration. Keywords: ionization equilibrium, rule space model, cognitive diagnostic assessment, cognitive structure, learning path