This research investigates the implementation and challenges of incorporating computational thinking (CT) into science education. This research aims to develop a comprehensive framework to improve computational thinking skills in science education through the implementation of a deep learning curriculum, also integrated with computer programming, which leads to enhancing analytical and problem-solving skills for students to tackle real-world problems. This research used a systematic literature review with the PRISMA technique. Data sources used in this research are indexed by the Crossref database and then analyzed using the VOSviewer program. By examining 133 articles included in total, the research identifies key factors that affect effective teaching in science classrooms to enhance computational thinking. Through a series of case studies and empirical analysis, the study highlights obstacles faced in this educational approach. Findings suggest that while deep learning and computer programming integrated into science classrooms can influence the improvement of computational thinking skills and students’ understanding of scientific concepts and their application, challenges such as limited resources are addressed. The proposed framework offers practical strategies for policymakers and educators, especially science educators, in designing learning to overcome these challenges, aiming to prepare students for a technology-driven future better.

In this study, it is aimed to determine the emotions that middle school students attribute to the images of scientists and to examine how students perceive scientists and how they explain the emotional aspects of these perceptions from a qualitative perspective. The research is based on qualitative methodology. The study group of the research was determined by convenience sampling in accordance with the purpose and model of the study. 44 girls and 48 boys aged between 11 and 13 participated in the research process. Emo-DAST wasused as a data source in the data collection process. The students were asked to draw the scientist in their minds, make explanations about the scientist they drew, and show clues to express their emotions. The data obtained from the research were analyzed with a descriptive analysis technique. At the end of the study, it was determined that students mostly attributed positive emotions to scientists. In conclusion, this study reveals how students perceive scientists emotionally and contributes to the literature on the image of scientists.

This study examines the effects of six augmented‑reality (AR)-supported lessons in lower‑secondary natural science classes in Vietnam on students’ conceptual understanding, engagement, and motivation. We used a quasi‑experimental, non-equivalent control group design in two semi‑rural public schools (grades 6–8; eight weeks). Intervention classes completed weekly AR‑supported activities aligned with the 2018 curriculum; comparison classes received regular instruction. Pre-test–post-test assessments and ANCOVA estimated groupdifferences, and a structural model related AR design features to engagement and learning. Interviews and focus groups with students and teachers contextualized mechanisms of change. Intervention classes scored higher on post‑tests than comparison classes (p < 0.001), with a large effect size at the class level; paths from engagement and motivation to learning were moderate to strong, suggesting that AR contributes primarily by sustaining attention and pacing information. Qualitative themes converged on three design levers – signaling,segmenting, and guided manipulability – that helped students construct more elaborated explanations when teachers orchestrated brief pauses and role rotation. These inferences are bounded by the study context (two semi‑rural schools, limited devices, and short teacher preparation). We provide practical guidance for lesson design and professional development and specify conditions under which AR is likely to be educationally useful in comparable settings.

This study seeks to explore, through practical means, the holistic impact of the science curriculum (SC) in heightening awareness about pollution-related issues. In addition, it aims to assess its role in motivating a particular behavior among higher education students in Saudi Arabia specifically, the actions they take to mitigate pollution. The study adopted a conclusive research design and used a survey to collect quantitative data. The rationale for using the survey method was applied to analyze the relationship between the study constructs and verify the hypothesis based on the responses. Atotal of 182 students studying in various science disciplines, randomly selected from a higher educational institution in Saudi Arabia, responded to a survey. The results provide strong evidence that SC can promote a greater level of awareness of the effects of pollution. The findings offer concrete evidence backing the idea that the SC plays a mediating role in pollution reduction. Furthermore, they imply that education has a comparatively weaker influence on the pro-environmental behaviors or actions of students. This study will have significant value for higher educational institutions as it provides empirical evidence that SC can increase awareness of the effects of pollution, stimulating pro-environmental behaviors and in reaching sustainable development.

This study pursues a twofold objective: first, to assess Physical Science teachers’ knowledge in teaching at science centers, and second, to investigate their perceptions of their roles in facilitating teaching within these centers. Employing a qualitative case study method with interviews and observations, eight teachers voluntarily participated. Content analysis was applied to the collected data. Findings reveal a preference for hands-on approaches and demonstrations, however, highlight some teachers’ insufficient understanding of the science center concept. Views on curriculum alignment vary among teachers. In addition, teachers perceive their roles at science centers as non-facilitators, behavior managers, and observers. Implications emphasize the need for targeted professional development to address conceptual gaps and enhance effective integration of science center experiences into the curriculum.

Science, technology, engineering, and mathematics (STEM) education has become a focal point of global discussions in the field of education. It emphasizes an interdisciplinary approach to learning. Subjective well-being of adolescents is characterized as joy to learn, close connectedness in schools, perception of the purpose of education, and the estimation of academic efficiency. This study investigates the mediating role of mathematics and science engagement in the relationship between the attitude toward STEM education and subjective well-being of school students in Kerala. Drawing upon theoretical frameworks from psychology, education, and sociology, this study employs a quantitative approach to data collection and analysis. A sample of 363 secondary and senior secondary students was administered standardized survey tools, measuring attitudes toward STEM education, subjective well-being, and their engagement in mathematics and science classes. Regression and mediation analyses resulted in indicating the positive, mediating effect of mathematics and science engagement in the relationship between the attitude toward STEM education and subjective well-being. Practically, the study suggests that educators should foster positive STEM attitudes through engaging teaching techniques and hands-on activities. Cultivating a positive STEM culture in schools can contribute to students’ well-being and equip them for future success in STEM fields.

This study investigated the awareness level and sources of sex education, beliefs, and practices of adolescents across gender, location, and school type. Sources of sex education were categorized as either analog or digital. Guided by four research questions, a stratified random sample of 162 adolescents with the sampling frame constructed to ensure proportionate representation of adolescents was conducted. Data were collected using a 7-point Likert scale instrument, adolescents knowledge of Sexuality Education Questionnaire. The instrument was rigorously tested for face and content validity, been reviewed, and validated by experts in measurement and evaluation and health education. The Cronbach alpha reliability coefficient was 0.70, indicating moderate reliability on a pilot study of 50 adolescents. Descriptive and inferential statistics were employed to explore relationships. Results showed, the adolescents demonstrated a moderate and comparable level of awareness of sexuality education across groups. The results also showed that digital sources especially the internet had the greatest influence on the adolescents’ sexual awareness, beliefs, and practices across gender, location, and school types. The findings underscore the need for educators and policymakers to create comprehensive and inclusive sex education programs in all schools that integrate both analog and digital sources to cater to the diverse needs of adolescents.

Several countries have developed STEM education to boost global competitiveness. Studies on the implementation of STEM have revealed that educators and curriculum developers employ a variety of frameworks. These variances highlight the need for educators in the ASEAN community to have a shared understanding of STEM implementation to guide their teaching practice. We analyzed the literature on STEM implementation to create a knowledge base that would better guide policymakers and educators. The initial literature search identified 988 studies, but only 11 articles met the inclusion criteria for selection. We report on STEM education practices in ASEAN countries, their implementation status, and their impact on learners. We also discuss the geographical and practical gaps and highlight critical areas for future inquiries.

In today’s knowledge-based and rapidly changing society, developing students’ critical thinking skills in instruction is a vital concern in almost all science curricula. To acquire meaningful learning, learners need to develop skills in choosing suitable information, gauging the integrity of information, and crafting sound decisions. With this, creating learning spaces that stimulate critical thinking has become a challenge among educators. This study aims to explore the critical thinking profile of Filipino students in science laboratory classes as a means of generating insight for possible curricular enhancement. Utilizing a quantitative descriptive research design, a survey was administered to 300 junior high school students under K to 12 curricula. Results revealed that openness to different ideas is the most practiced aspect of critical thinking among Filipino students, while the planning and organization of information disclosed as the least. Furthermore, the importance of gathering information to support position is the most agreed factor, while the strategies in thinking of a problem in an experiment are the least. Hence, findings suggest that the necessary facets of critical thinking strategies should be explicitly articulated in the science curriculum framework, especially encapsulating it in the content and performance standards.