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Direct linkXiao-Fan Lin; Seng Yue Wong; Wei Zhou; Weipeng Shen; Wenyi Li; Chin-Chung Tsai – International Journal of Science and Mathematics Education, 2024
Research evidence indicated that a specific type of augmented reality-assisted (AR-assisted) science learning design or support might not suit or be effective for all students because students' cognitive load might differ according to their experiences and individual characteristics. Thus, this study aimed to identify undergraduate students'…
Descriptors: Computer Simulation, Cognitive Processes, Difficulty Level, Foreign Countries
Edy Hafizan Mohd Shahali; Lilia Halim – International Journal of Science and Mathematics Education, 2024
Teachers' teaching practices are influenced by various factors, including the teacher's personal (e.g. beliefs, efficacy and attitudes) and school context (e.g. administrative and collegial support). However, the previous model did not consider the interactions between these factors simultaneously in effecting the teaching practices. Thus, an…
Descriptors: Science Teachers, Teacher Attitudes, Beliefs, Self Efficacy
Simon Langlois; Nathan Béchard; Guillaume Poliquin; Stéphane Cyr; Patrice Potvin – International Journal of Science and Mathematics Education, 2024
Integrating science and mathematics in the elementary classroom is a significant challenge, as evidenced by the few convincing examples currently available in the scholarly literature. Yet, this integration is often seen as presenting epistemological and pedagogical value. This study aims to measure the impact of science and mathematics (S&M)…
Descriptors: Elementary Education, Elementary School Mathematics, Elementary School Science, Integrated Curriculum
