COVID-19 pandemic exhausted the learning resources in the educational system of the Philippines. This situation called for learning materials to supplement the teaching-learning process while in distance education. Hence, this paper utilized asynchronous video lectures (AVL) infused with online learning simulators (OLS) to supplement learning approaches in teaching cell division. Specifically, the goal of this study is to asses the students’ motivation as well as their common misconceptions in learning cell division. Using students’ motivation towards science learning (SMTSL) questionnaire, it was found that the learners are moderately motivated in general and are low to highly-motivated in other areas considered. These results may be associated to the absence of teacher and student interaction. Using the relational and structural scoring of concept maps, it was found that the concept map scores of the learners before and after the use of AVL with OLS were found to be significant. This implies that the misconception of the learners has significantly improved. With this, the AVL with OLS can be utilized as a learning supplement to teach cell division with recorded moderate levels of motivation among learners as well as the significant improvement in the misconceptions among them. Nonetheless, more improvements may be applied to boost the motivation levels among learners.

This study investigated the comparative effects of virtual chemistry laboratories (VCLs) and the conventional teaching approach (CTA) on science learning among grade 12 learners in rural secondary schools of Limpopo Province, South Africa. Using a quasi-experimental design, learners were divided into an experimental group (VCLs) and a control group (CTA). Achievement in acid-base concepts (ABC) was measured through pre- and post-tests, and data were analyzed using analysis of covariance (ANCOVA) to determine the influence of instructional strategy and gender on performance. The quantitative study involved 115 purposively selected learners (50 males and 65 females) from two schools. A validated 30-item chemistry achievement test, derived from national senior certificate examinations (Department of Basic Education, 2014-2024) with a reliability coefficient of α = 0.81, was administered. Descriptive statistics (mean and standard deviation) were used to address research questions, while ANCOVA tested hypotheses at a 0.05 significance level. Results revealed that learners exposed to VCLs achieved higher post-test mean scores (13.49) than those taught through CTA (9.63). Female learners showed greater mean gains than males across both instructional strategies. The study recommends integrating VCLs into the physical sciences curriculum to enhance academic achievement and promote gender equity in STEM education. It also emphasizes the need for teacher training on VCL implementation and the broader adoption of VCLs in under-resourced schools to strengthen conceptual understanding in ABC.

Progressive scaffolding of forensic science students crime scene investigation skills through authentic simulated crime scene assessments

• Minecraft Education creates inclusive forensic learning environments. • Simulated crime scenes using Minecraft Education aid knowledge retention. • Simulated crime scenes effective regardless of prior Minecraft experience. Inclusive practices are increasingly important within higher education in providing equity across the learner experience. Many students find didactic lectures do not allow them to absorb and process teaching material in a manner that allows for maximum learning. Higher education practices therefore need to encompass a variety of approaches that create an inclusive learning environment. This research examines one such approach within the teaching of the forensic sciences, where Minecraft Education (ME) was used to create a simulated crime scene world. Students were asked to explore the ME crime scene world, either before or in class, noting the potential for forensic evidence. Accompanying this exploration, students completed a Microsoft Forms survey which asked them to consider forensic potential, health and safety within the crime scene and how any evidence may be recovered. This approach was adopted across five UK universities and one US university with the student experience subsequently evaluated after the end of the session. This research aimed to evaluate ME as a facilitator for gamified simulated activities and to assess whether such activities promote the application of knowledge, fostered enjoyment among participants and was perceived to be inclusive in nature. The findings showed that ME was effective and practical as a form of simulation with a low barrier to entry. Students reflected that the activity allowed for ease of knowledge application and was enjoyable in nature. In addition, it was found that the activity was inclusive in nature, demonstrating minimal to no barriers for disabled students, applicability across related academic pathways, age, and gender.

This research was to study the effects of a learning model using problem-based learning (PBL) with science, technology, engineering, arts, and mathematics (STEAM) education of light and optics topics on pre-service science teachers’ learning achievement and problem-solving skills. The data were collected using mixed methods for 15 weeks from December 2023 to March 2024. The sample group was 30 undergraduates majoring in teaching general science and taking physics for teacher courses. The achievement test and problem-solving skill evaluation form were used before and after participating in five lesson plans of the PBL with STEAM model focusing on the content of light and optics. This model consists of six steps: i) finding interesting problems; ii) identifying a problem to solve within the group; iii) planning the design; iv) conducting the PBL with STEAM project; v) modifying the project; and vi) project presentation. The results indicated that their learning outcomes of light and optics in physics and problem-solving skills were significantly higher after learning through this model. The results are similar to previous research on PBL and STEAM education at all levels. It is suggested that future studies should focus on applying PBL with STEAM projects to the real science classrooms in the middle school level and providing more time on project designing process.

This study presents a bibliometric analysis of research on higher-order thinking skills (HOTS) in mathematics education. The objectives are to examine publication distribution and identify leading journals, authors, institutions, and countries. Data were retrieved from the Scopus database and analyzed using VOSviewer software. A total of 104 articles published between 2004 and 2022 were reviewed. Various visual representations, including graphs, tables, charts, and maps, were used to present the findings. The results show that HOTS research in mathematics education is closely associated with problem-solving, mathematics learning, and assessment. Eurasia Journal of Mathematics, Science, and Technology Education emerged as the most prominent journal, while Universiti Teknologi Malaysia was identified as the most influential institution, with Malaysia playing a significant role in this research domain. These findings provide a comprehensive overview of the research landscape and offer directions for future studies in mathematics education. Based on these results, suggestions for future research are proposed.

A surrogate model for single-stage synchronous induction coilgun based on scientific machine learning

State-space models are accurate and efficient neural operators for dynamical systems.

The integration of virtual reality (VR) into clinical sciences education offers transformative potential for enhancing experiential learning and clinical training. This paper presents a comprehensive framework for integrating VR into clinical sciences education, using a case study from a speech-language pathology (SLP) program. It provides a roadmap for aligning VR integration with program and institutional goals, ensuring sustainability, and fostering stakeholder collaboration. Key components of the integration process are identified, and a case study on the implementation of the Bodyswaps VR platform for training active listening skills in SLP students is presented to illustrate the practical application and benefits of VR in clinical education. Preliminary findings indicate that VR integration increased student engagement and self-efficacy and improved clinical competencies. This paper concludes with reflections on the challenges and future directions of VR adoption in higher education. The roadmap presented serves as a scalable model for other programs seeking to leverage VR to enhance educational outcomes, boost student engagement, and prepare students for a technologically advanced workforce.

Fostering engagement in forensic science education for students without a science background through the development of a student-staff partnership

The burnout crisis: Insights from U.S. radiologic science educators.

This study assessed the learning gaps in science specialized subjects among Grade 12 STEM students at St. Paul University Surigao, focusing on General Biology, General Chemistry, and General Physics. Using a pre-experimental one-group pretest-posttest design, researcher-developed diagnostic and posttests aligned with K–12 curriculum competencies were administered to determine students’ levels of mastery before and after the instructional intervention. Results revealed that students initially demonstrated low-to-average mastery across most competencies, particularly in abstract and computation-heavy topics. After the intervention, which included guided instruction and laboratory-based activities, notable improvements were observed in several competencies; however, some areas still reflected only average or below-proficiency levels, indicating persistent learning gaps despite gains. The study concludes that although instructional strategies improved students’ performance, full mastery was not consistently achieved, suggesting the need for strengthened remediation, improved instructional materials, and further research on more effective teaching approaches in science education.

This study examined the level of science motivation and its relationship with the academic performance of Grade 7 students in Integrated Science 7 at St. Paul University Surigao. A descriptive-correlational research design was employed using the Science Motivation Questionnaire (SMQ) by Mubeen and Reid (2014) with 100 respondents. Descriptive statistics and Pearson product-moment correlation were used to analyze the data. Findings revealed that students generally exhibited high levels of science motivation and academic performance, with most grades falling within the 85–94 range. However, results of the correlation analysis showed no significant relationship between science motivation and academic performance (r = -0.082, p = 0.42), leading to the acceptance of the null hypothesis. This indicates that students’ motivation in science does not directly predict their academic achievement in the subject. The study suggests that other factors may better explain academic performance and highlights the need to consider additional academic and contextual variables that influence student achievement in science learning.

The research aimed to determine the effectiveness of Prometheia, a technology-driven learning tool that enhances the academic performance of Grade 7 students in science as well as offering additional learning advantages beyond the usual classroom instruction. To shed light on that matter, the research explored two kinds of students’ achievements: those who were taught in the traditional way and those who used Prometheia through the differences between pretests and posttests. Also, it elucidated the students’ perceptions of the platform through dimensions of engagement, understanding, confidence, and overall learning experience. Forty (40) students of Grade 7 from Caalibangbangan Integrated School, Division of Cabanatuan City, during the School Year 2025–2026, served as the participants and were split into control and experimental groups. In this study, researchers used an experimental design employing pretest-posttest assessments and an Other Benefits Survey Questionnaire. The gathered data was subjected to descriptive statistics, paired sample t-test, and independent sample t-test analyses. The results indicated that the control and experimental groups' pretest scores were similar, thereby implying that the two groups had equal starting knowledge. On the other hand, there were statistically significant differences in the posttest scores of all Science 7 units. Students in the experimental group were consistently outperforming those in the control group. Besides that, the survey findings solidified that students totally agreed that Prometheia facilitated their understanding of scientific concepts, helped them to be more engaged, and elevated their confidence in learning Science. The results of the study indicate that Prometheia is a powerful educational medium offering not only a significant upgrade in students' academic results but also the provision of worthwhile learning advantages in their Science 7 lessons.

Recent developments in augmented reality (AR), virtual reality (VR), and immersion visualization technologies have created increased interest in their potential to mitigate ongoing challenges faced by mathematics education, especially those related to abstraction, visualization and learner motivation. Despite the growing number of research studies, there remains a lack of understanding of how immersive technologies have shaped mathematics education. This study provides a broad bibliometric analysis of Scopus-indexed (n = 408) publications for 2002–2025 examining augmented and immersive learning technologies in mathematics education. Using citation analysis, document co-citation analysis, co-word analysis, trend topic analysis and three-field plotting via VOSviewer and Biblioshiny, the study charts the field’s intellectual landscape, thematic evolution and emerging research frontiers. Recent literature published across almost 3 years indicated a rapidly expanding area of research, with contributions being built on earlier work on basic frameworks for AR and learning applications, predominantly from mathematics. The collective citation and co-word analysis identified four prominent thematic clusters, namely (1) augmented reality applications and mathematics learning processes, (2) STEM integration and technology-enhanced science and mathematics education, (3) immersive and intelligent learning environments, and (4) virtual reality, e-learning, and educational foundations. Trend analyses, in addition, also show a progressive transition from early visualization and computer-aided instructions to more immersive, learner-centered and interdisciplinary STEM research. The study provides a novel mapping of the evolution in bibliometric terms, analogous to the spread of technological novelty to pedagogical efficacy. These outcomes point to mathematics education policies that integrate and implement immersive tools for geometry and lifelong curricula, and scalable implementations or necessary cognitive scaffolds.

Past research has shown that the low practice of inquiry-based learning (IBL) in Asian countries is not simply because of teachers’ unwillingness, but because of other underlying factors, such as sociocultural, that influence it. However, past reviews only focus on the technology integration and students’ outcome. This study systematically reviewed the sociocultural contexts influencing Asian science teachers’ IBL practices. This study was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) which involves identifying, screening, and finding eligible studies. The sociocultural factors found in the Asian IBL practice were the social norms of authoritative and fast-paced learning, teachers’ experiences (prior learning, environmental pressure, and professional development), cultural beliefs, East Asian culture, and the social norms of the education system. This study focused on reviewing 20 articles published in English from 2016 to 2026. Future studies should explore this further but focus on specific science subjects such as physics, chemistry, and biology. This study serves as a reference for teachers and provides support to policymakers in the development of science curricula and future professional development. These sociocultural factors should be addressed to enhance the impact of IBL on Asian students’ learning.

Problem: the integration of local wisdom in junior secondary science learning remains limited, contributing to low students’ creative thinking skills. Furthermore, the use of digital teaching materials that support project-based learning is not yet optimal, resulting in less contextual and engaging learning. Objective: this study aimed to develop and examine the feasibility and effectiveness of a Project-Based Learning (PjBL)-based e-booklet on temperature and heat integrated with the local wisdom of Magelang pottery. Method: this research employed a Research and Development (R&D) approach using the ADDIE model and involved an experimental and a control class. The evaluation focused on feasibility (validity, readability, and practicality) and efeftiviness (product and process performance, as well as learning outcomes). Results: the developed e-booklet was found to be valid, practical, and received positive responses from students. Conclusion: the e-booklet was sufficiently effective in enhanving student engagement and creative thinking skills, making it a feasible contextual teaching material for junior secondary science learning.

Loodusteadusliku hariduse puhul puutuvad eri riigid pidevalt kokku probleemiga, kuidas säilitada noorte huvi loodusainete vastu, tagades samas, et nende ainepõhised nõuded saaksid rangelt täidetud. Artiklis käsitletakse loodusteaduste õppekava kui struktuuri, mille kaudu saab suunata noorte osalemist õppeaine mõtestamises, anda neile võimalus kogeda tunnustust ja tutvustada võimalikke tulevasi karjäärivalikuid. Colombia, Eesti ja Ameerika Ühendriikide riiklike loodusteaduste õppekavade kvalitatiivse võrdleva analüüsiga uurime, kuidas neis käsitletakse ainepõhist õpet, toetatakse noorte agentsust uurimistööde, praktilise ja projektõppe kaudu ning kuidas teeb hindamisprotsess õppimise nähtavaks. Õppekava käsitlevate teooriate kohaselt ja sotsiokultuurilisest vaatenurgast lähtudes ei ole agentsus õpilase individuaalne omadus, vaid õppekava juhendiga tagatud ülesannete struktuurist, osalemisvõimalustest ja tunnustamisviisidest sõltuv tulem. Kõigi kolme riigi õppekavasid ühendab keskendumine uurimisele ja õppimise seostamine igapäevaeluga, kuid neid tegevusi viiakse ellu erineval viisil: Ameerika Ühendriikide õppekavad rõhutavad osalemist teadustegevuses kolmemõõtmelise õppimise kaudu, Eesti rõhutab autonoomsust ja isereguleeritud uurimistegevust kui teadusliku kirjaoskuse omandamise peamist meetodit ning Colombia rõhutab loodusainete õppimist igapäevaelu ja kogukonna probleemide lahendamise kaudu. Meie väidame, et heade tulemust poole pürgimine eeldab kaasamist: õppekavad, mis on ehitatud järjepidevale tegevuse mõtestamisele sidusate projektide, kaasamist võimaldavate osalemistingimuste ja kujundava hindamise kaudu, võivad toetada noorte pädevust, kuuluvustunnet ja eesmärgikindlust, võimaldades mitmekesiseid valikuid väljaspool kitsaid STEM-karjäärivõimalusi. Full text

Ion channels are essential for signal processing and propagation in neural cells. Voltage-gated ion channels permeable to potassium (K v ) form one of the most prominent channel families. Techniques used to model the voltage-dependent gating of K v channels date back to Hodgkin and Huxley (1952). Different K v types can display radically different kinetic properties, requiring different mathematical models. However, the construction of Hodgkin-Huxley-like (HH-like) models is generally complex and time consuming due to the number of parameters, their tuning and having to choose functional forms to model gating. In addition to the between-K v type heterogeneity, there can be significant within-K v type kinetic heterogeneity between different cells with genetically identical channels. Since HH-like models do not account for such variability, extensions to it are necessary. We use scientific machine learning (SciML), the integration of machine learning methodologies with existing scientific models, and non-linear mixed effects (NLME) modelling to bypass the limitations of HH-like modelling. NLME is a modelling methodology that takes into account both within- and between-subject variability. These tools allowed us to complement the HH-like modelling and construct a unified SciML HH-like model that fits the recordings from 20 different K v types. The unified SciML HH-like model produced closer fits to the data compared to a set of seven previous HH-like models and was able to represent the highly heterogeneous data from different cells. Our model may be the first step in producing a SciML foundation model for ion channels that would be capable of modelling the gating kinetics of any ion channel type.

ABSTRACT Although some literature explores the experiences of Black male teachers (BMST) across subject areas and grade levels, very little research examines the motivations, realities, and recruitment of Black men science teachers in urban public secondary schools. This qualitative study draws on Critical Race Theory and Black Male Intersectionality to analyse the counter-narratives of three Black men science teachers. Participant narratives revealed four themes: (1) relational capital in STEM education, (2) planting seeds: informal experiences as pathways into teaching, (3) reflecting on the motivations for entering teaching, and (4) navigating race and gender in teacher education and science teaching. Across the four themes, the experiences of BMST reveal how their professional journeys are shaped by relational connections, informal recruitment pathways, personal motivations, and racialised and gendered professional contexts.