Artificial intelligence in animal anatomy: Exploring the technologies, applications, benefits, and challenges.

The purpose of this article is to explore student teachers’ reflections on the pedagogy of play (PoP) as a modeling approach in mathematics. PoP has generally been perceived as a model characterized by a playful classroom environment where learners take risks, make mistakes, and explore new ideas. When student teachers are equipped with PoP knowledge, they can create effective learning environments in mathematics classrooms based on learners’ everyday contexts. This aligns with modern educational trends that advocate for integrating the arts into science, technology, engineering, and mathematics education. The phenomenological research design was employed to describe, understand, interpret, and explain student teachers’ reflections. The participants were 10 mathematics education student teachers who participated in post-intervention focus group interviews, which were used as the main data collection instrument. The findings revealed that PoP can bring a new innovative perspective into the teaching and learning of fractions. It was also revealed that music and boomwhackers may create disruptions in the learning of mathematics.

This article presents the Knowledge Graph for Agricultural Prices (KGAP), which is a knowledge graph (KG) that integrates agricultural commodity prices data from three major Brazilian institutions: Cepea, Conab, and Ipea. The datasets, originally published in heterogeneous formats, were harmonized and converted into RDF/Turtle using the Almes Core metadata schema as the data model. Agricultural products were classified with the Agricultural Product Types Ontology (APTO), and geographic references were aligned with GeoNames identifiers, ensuring semantic consistency and adherence to the FAIR data principles. KGAP is archived on Zenodo and GitHub, and hosted on the Platform Linked Data Nederland (PLDN) with a public SPARQL endpoint. It contains metadata, price observations, product types, and location entities, allowing users to query and compare agricultural prices across institutions, regions, and time periods. The knowledge graph can potentially support applications in agricultural economics, policy analysis, journalism, data science, and machine learning. By explicitly modeling metadata such as reference quantities, KGAP enables semantically-aware queries that prevent common analytical errors and reveal insights previously obscured by data heterogeneity.

A scientific deep learning framework integrating process stochasticity with high-fidelity simulation for millisecond-scale melt pool prediction for L-PBF process

A generic scientific machine learning framework for fruit and vegetable quality prediction

Pain science education seeks to improve an individual's understanding of their pain, and thus improve outcomes. It has been primarily developed and tested within western cultures. The extent and nature of ethnically minoritised group involvement in pain science education trials is unknown. This scoping review aimed to investigate the level of representation of people from ethnically minoritised groups in pain science education randomised controlled trials. This scoping review follows Joanna Briggs Institute guidelines and is reported in line with PRISMA-SCR guidelines. The following search engines were reviewed: CINAHL, EMBASE, MEDLINE, AMED and APA PSYCArticles. Eligible studies were randomised controlled trials involving people with chronic pain who had received pain science education as a focused intervention. The two stage study selection process and data extraction were completed by independent reviewers. Data is presented to quantify ethnically minoritised representation. Sixty-two studies were included in the review, totaling 4685 participants. Nineteen studies reported on ethnicity, ten included no participants from minoritised groups, whilst nine included ethnically minoritised participants ranging from 3 to 29 %. Overall, this review identified that participant ethnicity is not commonly reported in pain science education randomised controlled trials, which highlights an urgent need for better reporting. Where data on ethnicity was reported, ethnically minoritised groups were largely under-represented, raising questions about the generalisability of existing evidence, and underscoring the need for more inclusive and representative research practices in pain science education trials.

The study assessed the influence of teachers’ year of experience on students’ level of acquisition and application of science process skills (SPS) in junior secondary schools Basic Science in Ondo city, Nigeria. It also determined the influence of teachers’ educational qualifications on students’ level of acquisition and application of science process skills in Basic Science. These were with a view to providing empirical information on the position of teacher-related factors in improving students’ acquisition and application of science process skills in Basic Science. The study adopted the correlational research design. The population comprised Junior Secondary three (JS 3) Basic Science teachers and students in Ondo State. The sample consisted of 20 JSS 3 Basic Science teachers and 432 students from Ondo West and East Local Government Areas (LGAs). Two instruments were used for data collection, which are: Basic Science Teaches’ Observation Rating Scale (BSTORS), and Students’ Science Process Skills Observation Rating Scale (SSPSORS). Data collected were analysed using the Pearson product-moment correlation coefficient and ANOVA. The results showed that there was no significant influence of teachers’ year of experience on students’ level of acquisition and application of SPS (F3,16 = 1.629, p > 0.05). Also, there was no significant influence of teachers’ educational qualification on students’ level of acquisition and application of SPS (F1,18 = 0.002, p > 0.05). The study therefore concluded that teachers’ years of experience and their educational qualifications have no significant influence on students’ level of acquisition and application of SPS in Basic Science.

Education quality improvement has become easier with technology integration, particularly in science education. The impact of ICT integration on learning of students, and the challenges of ICT usage while considering specifically the perceptions of teachers, the study analyzed impact of ICT at secondary level science classrooms of public schools in Panjgur District. A quantitative method with a descriptive survey design was utilized. A sample of fifty science teachers at secondary level was drawn to complete a structured questionnaire for collecting data on their perceptions of ICT integration, its impact on students’ learning, and its usage barriers. Using 3 as a neutral scale-value, the descriptive statistics and one-sample t-test were utilized. Positive perceptions of teachers concerning integration of ICT is encouraging. It was equally encouraging that teachers felt ICT has positive impact on students’ learning in terms of knowledge, engagement, and learning particularly in science. However substantial barriers: lack of resources, deficient training, intermittent & poor Internet, mechanical problems, and lack of support from management, were reported by the teachers regarding ICT integration. For all three variables, mean scores were above the neutral for the public schools, also test results were significant at 0.1% significance level.

This correlational study examines the relationship between pre-service teachers’ affective dispositions towards genetics and their academic performance in genetics courses. The unit of analysis consists of 101 undergraduate pre-service science teachers enrolled in a public university. A descriptive correlational research design was employed to quantify the nature and strength of the association between variables. Data were collected through standardized assessments of genetic content knowledge and a 5-point Likert-scale questionnaire measuring perceptions and attitudes towards genetics. The reliability of the instruments was confirmed using Cronbach’s alpha, with perception and attitude scales achieving coefficients of 0.87 and 0.85, respectively. Data analysis involved the use of Pearson’s correlation coefficient to determine the strength and direction of relationships, complemented by multiple Linear regression analysis to identify the predictive power of affective dispositions on academic outcomes. The results indicated that only 5% of students’ perception and attitude was able to predict their performance with a p-value of 0.087 depicting the model’s insignificance at 0.05 significance level, despite the positive attitude (mean [M] = 3.95) and perception (M = 4.09). This highlight’s the gap between students’ affective dispositions and their academic performance as what one might perceive may not entirely reflect within the shortest possible time. The study’s findings further suggest that tailored instructional strategies focusing on affective factors can enhance genetics comprehension and teaching efficacy among pre-service teachers.

Laboratory science education can provide a training ground for developing experimental design capabilities, the ability to critically assess a range of laboratory methods, and confidence in selecting, adapting, and performing laboratory techniques. However, traditional, fail-safe, protocol-based laboratories provide little opportunity for students to develop these cognitive abilities. We introduced experimental design elements into a second-year undergraduate biochemistry laboratory. Using a guided inquiry model, we show that students improve their self-perceived and externally measured ability to critically assess laboratory methods, design experiments, and adapt protocols (experimental laboratory competence) and gain confidence in adapting protocols and applying technical laboratory knowledge to new situations (experimental laboratory confidence). Furthermore, students on the whole reported enjoying engaging with experimental design.

Abstract Science educators worldwide emphasise the need for students to conceptualise the energy change, recognising its relevance in both teaching and everyday life. However, previous studies have shown that students face difficulties with conceptualising energy change (e.g. through transfer and/or transformation) due to interdisciplinary fragmentation. To address student conceptualisation through disciplinary boundaries, a multiple-choice item test was developed across four science disciplines (chemistry, biology, physics, and earth science), framed through the lens of physical and chemical changes. The developed Energy Change Test (ECT) is grounded on a) the Estonian national science curriculum for grades 7–9, and b) the TIMSS framework. Results from the 28-item ECT ( N = 432, 9th graders), analysed using Item Response Theory, indicate a student reliability of 0.75 and an item reliability of 0.98. The findings provide new insights for curriculum developers, educators, chemistry and other science teachers, demonstrating how single items or item sets from the ECT can serve as initial tools for fostering institutional collaboration among science teachers to overcome conceptual challenges associated with energy change.

Ethnoscience-based digital learning media in science learning is an innovation that integrates science with local culture. This study aims to identify what digital media are used to integrate ethnoscience, relevant science topics, impact on aspects of learning outcomes, and challenges in implementing ethnoscience-based digital media through a systematic literature review using the PRISMA guide. Of the 271 articles identified, 13 articles were selected based on inclusion and exclusion criteria. The results of the study show that ethnoscience-based digital media is effective in improving concept understanding, science literacy, science process skills, motivation, environmental literacy and cultural literacy. The integration of local culture in digital media helps students connect science concepts with everyday life, thus creating more relevant and meaningful learning. However, challenges such as limited technological infrastructure, teacher readiness, and student adaptation to digital learning are still major obstacles. Collaboration between educators, educational institutions, and governments is needed to overcome these constraints, by providing adequate training and resources.

This action research examined the impact of inquiry-based learning (IBL) through the 5E (Engage, Explore, Explain, Elaborate, Evaluate) model on Grade 8 students' science achievement, with 42 students selected purposively from Laureano Salusod National High School (LSNHS), a government school in a remote area, Philippines, using a one-group pretest-posttest design. The 8-week intervention, using the 5E phases, targeted the fourth-quarter topics (Force, Motion, and Energy) in accordance with the MATATAG curriculum. It used a 40-item, teacher-made, validated test (Cronbach’s α=0.87) containing 20 conceptual, 10 problem-solving, and 10 application test items that assess performance in the following dimensions. For the quantitative results, mean percentage scores increased by 27.62 points from pretest (M=48.57; SD=9.23; Below Proficient) to posttest (M=76.19; SD=7.45; Proficient). The paired-samples t-test was statistically significant, t(41)=14.67, p-value<0.001, affirmed by the very large Cohen’s d effect size of 3.41. For the domains, application was highest at +31.4 points; problem-solving followed at +28.9 points; and conceptual was approximately +25.0 points. The reasoning showed the greatest improvement by honing the higher-order skills. In the features, the qualitative data showed that students were more engaged, more responsive, and more confident in conducting scientific inquiry, even though they were from a resource-limited school and had a language barrier. Therefore, the findings support the proposition of using localization and low-cost 5E-based IBL in improve science teaching and combat low performance in Philippine high schools with limited resources. Furthermore, the recommended action is the nationwide DepEd teacher training on IBL and its scaffolding strategies in multilingual forms.

Annotation. The article proposes a conceptual model of STEM training for a modern teacher of technology and computer science based on an interdisciplinary approach as a comprehensive system containing target, content, process-technological and result-evaluation blocks. The multi-level and integrative nature of STEM training is emphasized, combining deep subject knowledge with pedagogical skills and the ability to effectively apply digital and technological tools in the educational process. The article pays special attention to interdisciplinarity and practical orientation, which are implemented through students' project and research activities, integration of knowledge in mathematics, natural sciences, technology and computer science, as well as the use of modern technologies, in particular: robotics, 3D modeling, automation systems, virtual and augmented environments, distance and blended learning. The article reveals the possibilities of using electronic portfolios, defending interdisciplinary projects, public presentations, as well as students' participation in hackathons and competitions. The important role of these innovative practices in ensuring the professional mobility of future teachers of technology and computer science, their readiness to adapt to modern challenges and participate in the implementation of projects at the national and international levels is emphasized. Special attention is paid to the social and professional role of the STEM teacher as an agent of change in society, capable of cultivating innovative thinking, forming responsibility and reflection in their students. The article also outlines the prospects for further research: assessing the effectiveness of integrating digital technologies into the educational process, developing models of interdisciplinary projects and their evaluation systems, studying pedagogical reflection and social responsibility, monitoring the long-term impact of STEM training on the professional activities of graduates, as well as improving the criteria for assessing competencies, taking into account creativity, innovation and practical effectiveness of results. The materials of the article can be used to optimize STEM training, develop modern educational programs, and form a competent, innovative and socially responsible teacher of technology and computer science of the new generation.

This study examined the influence of educational environment and self-regulated learning on the scientific epistemic beliefs of senior high school students. Anchored on Bandura’s social cognitive theory, Vygotsky’s constructivist perspective, and Zimmerman’s social cognitive model of self-regulated learning, the study investigated how supportive learning conditions and students’ regulation of their own learning relate to their understanding of scientific knowledge and inquiry. A quantitative descriptive-correlational design was employed. The respondents were 306 Grade 12 students selected through stratified random sampling from Cateel Vocational High School and San Antonio National High School in Cateel, Davao Oriental, during the first semester of the 2025–2026 school year. Data were gathered using three adapted instruments: the Dundee Ready Education Environment Measure (DREEM), the Adaptive Self-Regulated Learning Questionnaire (ASRQ), and the Scientific Epistemic Belief (SEB) Survey. Mean, Pearson’s r, and linear regression were used in data analysis. The findings showed that the educational environment, self-regulated learning, and scientific epistemic beliefs were all at high levels. Students’ perception of learning obtained the highest mean under educational environment, self-evaluation and environmental structuring were strongest under self-regulated learning, and justification had the highest mean under scientific epistemic beliefs. The study also found significant positive relationships between educational environment and scientific epistemic beliefs, and between self-regulated learning and scientific epistemic beliefs. Regression analysis further showed that educational environment and self-regulated learning significantly influenced scientific epistemic beliefs, with perception of atmosphere and self-evaluation emerging as significant predictors. The study concluded that supportive educational settings and effective self-regulated learning behaviors contribute to stronger scientific epistemic beliefs among senior high school students. It recommended strengthening participatory learning activities, supportive classroom practices, self-regulated learning programs, and continuous evaluation of the school learning environment. The study aligns with SDG 4 by supporting quality education through improved science learning, critical thinking, and student engagement. It also relates to SDG 8 and SDG 9 through the development of scientific reasoning and skills relevant to future work and innovation. The study contributes to educational, institutional, and socio-economic sustainability by informing school practices that strengthen learner resilience, academic confidence, and meaningful participation in science education.

Abstract High-stakes licensure examinations represent critical milestones in medical and health professions education. Success on these examinations determines progression into professional practice and is closely monitored by accrediting bodies and educational institutions. Traditional preparation strategies primarily emphasize content mastery through lectures, review materials, and question banks. However, research in cognitive psychology, educational science, and performance psychology suggests that examination performance depends on a broader range of factors including psychological readiness, cognitive endurance, and strategic test-taking skills. This conceptual paper reviews literature related to high-stakes examination performance and introduces the Exam Mode Performance Framework (EMPF), an integrated model designed to support student readiness for licensure examinations in medical and health professions programs. The framework proposes that optimal examination performance results from the interaction of three domains: cognitive preparation, psychological readiness, and performance conditioning. By incorporating insights from learning science and performance psychology, the EMPF provides educators and institutions with a structured approach for improving student success in national licensure examinations. Keywords: High-stakes licensure examinations; medical education; health professions education; cognitive preparation; psychological readiness; performance conditioning; cognitive endurance; Exam Mode Performance Framework.

At present, the evaluation of science, technology, engineering, arts, and mathematics (STEAM) education in college English teaching is still in the exploratory stage. Current research has focused solely on student learning and has addressed only that aspect of STEAM learning. To address this gap, this study integrates deep learning (DL) within the context of cognitive psychology to examine English teaching behavior at a private university. DL originates from the concept of “deep learning” in the fields of education and learning sciences. In this context, DL emphasizes learners' deep understanding, meaning construction, and transfer application of knowledge in the learning process, focusing on cognitive engagement, emotional experience, learning strategies, and the development of higher-order thinking. It is a learning orientation centered on learning quality and learning process. First, the concepts of cognitive psychology, DL, and STEAM education are introduced. Second, in line with cognitive psychology, DL is strategically designed and incorporated into the evaluation of STEAM education. Finally, based on STEAM education, the study explores the current state of English teaching at private universities and uses data from a questionnaire to analyze this situation.

Distance learning has become an effective alternative to face-to-face learning in many fields, including the health professions. This study aims to identify the factors influencing nursing and health techniques students' motivation using learning management systems. A multicenter cross-sectional study was conducted across students from public institutions in Morocco, providing distance education in health sciences. Student motivation was tested using the Situational Motivation Scale. The learning management system was evaluated through a questionnaire containing 04 sub-components: course content quality, online learning activities, course technology, and student Support. Both correlation and logistic regression analyses were conducted to meet the study objectives. A total of 1061 students took part in the study. The multiple logistic regression analysis indicated that course content quality (aOR=1.771; 95% CI=1.402-2.236; p<0.001) and online learning activities (aOR=1.306; 95% CI=1.010-1.688; p<0.042) were the key factors impacting students' motivation. This study highlighted the importance of prioritizing student motivation in the design and development of distance learning courses through learning management systems.

ABSTRACT Purpose During hands-on science, technology, engineering, and mathematics (STEM) learning, the Predict-Observe-Explain-Do (POED) model provides a systematic framework to enhance learning effectiveness. When hands-on STEM learning is integrated with content and language integrated learning (CLIL), it may deepen content knowledge and develop English proficiency. Design Drawing on embodied learning theory, we examined the effects of integrating the CLIL approach into a hands-on STEM learning course designed with the POED model (i.e. creating an automatic plant care device) on learning effectiveness and teachers’ perceptions. We developed 14 class sessions (560 min in total) for 96 sixth graders. The experimental group (EG) (n = 51) attended the POED-based hands-on STEM learning course incorporating the CLIL approach, whereas the control group (CG) (n = 45) received the same POED-based hands-on learning course without CLIL integration. Two teachers who supervised the two groups were interviewed. Findings STEM knowledge improved among all students. The EG outperformed the CG in English proficiency and showed greater STEM knowledge gains among students with higher levels of prior STEM knowledge; in contrast, lower initial motivation was associated with decreased learning motivation. Teachers perceived the incorporation of the CLIL approach into the POED-based hands-on STEM learning course as essential but also noted its challenges. Originality/Value This study provides a novel contribution to CLIL and STEM education by examining their intersection through an approach rarely employed in previous research. Notably, the effects of incorporating the CLIL approach into the POED-based hands-on STEM learning course were conditional rather than all-or-nothing.

The teaching reform of New Engineering Education emphasizes applied learning, aiming to cul-tivate highly skilled talents capable of supporting emerging industries and even creating new in-dustrial fields. As a compulsory course for science and engineering students, Modern Physics Ex-periment is characterized by distinct practicality, interdisciplinary nature, and comprehensiveness. However, challenges such as insufficient integration with other disciplines, a disconnect between faculty research achievements and the development of teaching resources, and a lack of promotion from experimentation to technological application have made it difficult for the course to effectively meet the demands of the New Engineering Education context. This study proposes the construction of a "five-in-one" teaching model that integrates "ideological and political guidance, interdiscipli-nary convergence, synergy between scientific research and education, outcome-driven orientation, and technological application." This approach enables deep integration across faculty innovation and research, curriculum resource development, student critical thinking, academic inquiry, and the dissemination of outcomes. It effectively leverages the advanced role of Modern Physics Ex-periment in engineering education to align with the construction and development of New Engi-neering Education.