How People Learn: Mind, Brain, Experience and School
... IBL, grounded in the constructivist paradigm, emerges as a prominent pedagogical approach designed to equip students with the cognitive skills necessary for navigating complex, dynamic societies. IBL shifts the locus of learning from teacher-directed instruction to student-centred exploration, where learners formulate questions, investigate phenomena, evaluate evidence, and construct knowledge collaboratively (Bransford, Brown, & Cocking, 2000). This approach contrasts with traditional models that often reduce students to passive recipients of information, diminishing opportunities for critical engagement and deeper understanding (Stofflett, 1998;VAST, 1998). ...
... Among the various pedagogical approaches, inquiry-based learning has emerged as a prominent and research-supported strategy. Inquiry-based science education engages learners in the authentic processes of scientific inquiry and knowledge construction (Bransford, Brown, & Cocking, 2000). This method contrasts with traditional instruction by shifting from teacher-centred delivery of factual content to student-centred exploration and problem-solving. ...
... This gain in achievement can be understood via cognitive interpretation, too. Inquiry learning environments require active engagement with hypothesis development, data analysis, and evidence-based argumentation-all known to increase understanding and learning transfer (Bransford et al., 2000). The students participating in the group with IBL were more likely to have been cognitively active as a result of these processes, to the extent that this could have led to their better performance. ...
This study investigates the effectiveness of IBL on students’ academic achievement within an undergraduate education context. A quasi-experimental, pre-test–post-test control group design was employed, involving 60 second-year students assigned to either an IBL-based instruction group or a traditional lecture-based instruction group. Academic achievement was measured using a validated multiple-choice test aligned with the course objectives. Analysis of covariance (ANCOVA) results indicated that the students who were exposed to inquiry instruction performed significantly better than the students of the traditional instruction group with a very large effect size, though these results need to be interpreted cautiously due to unusually high values obtained. Furthermore, prior academic achievement emerged as a strong predictor of post-test performance. These findings highlight the considerable potential of inquiry-based learning to advance academic outcomes and reinforce the importance of initial learner preparedness. The study concludes by recommending broader adoption of structured inquiry models, such as the 5E learning cycle, while calling for future research to explore long-term effects and individual learner differences.
... First, the BBL instructional course emphasized active engagement through various activities, such as group projects, discussions, and role-plays. This active involvement is consistent with constructivist learning theories (Michael, 2006) and neuroscientific evidence indicating that active processing enhances memory and understanding (Bransford et al., 2000). Students were not merely passive recipients of information; they were actively constructing their knowledge of writing skills. ...
... Second, the BBL course prioritized meaningful connections by relating the learning material to students' prior knowledge and experiences. This approach aligns with the principle that the brain learns more readily when new information is linked to existing neural networks (Bransford et al., 2000). By making the writing tasks relevant and relatable, the BBL intervention likely facilitated deeper processing and improved retention. ...
... Dengan demikian, mereka memerlukan pengalaman belajar yang dapat mengaitkan teori dengan praktik dalam kehidupan mereka sehari-hari. Bransford et al. (2000) menunjukkan bahwa pembelajaran yang menghubungkan pengetahuan dengan pengalaman nyata dapat meningkatkan pemahaman siswa terhadap materi pelajaran. Hal ini membuat ...
... Konsep-konsep sains yang selama ini dianggap abstrak dan sulit dipahami oleh siswa, menjadi lebih mudah dipahami karena siswa dapat melihat kaitan langsung antara teori yang diajarkan dengan pengalaman yang mereka alami dalam kehidupan sehari-hari. Hal ini sesuai dengan pendapat Bransford et al. (2000), yang menyatakan bahwa pembelajaran yang menghubungkan pengetahuan dengan pengalaman nyata dapat meningkatkan pemahaman siswa terhadap materi pelajaran (Wulandari & Maftuchah, 2020). ...
Penelitian ini bertujuan meningkatkan hasil belajar sains siswa kelas VIII SMP Negeri 1 Sukawati, Gianyar melaui pembelajaran kontekstual. Dengan melibatkan sampel sebanyak 69 orang yang diambil secara simple random sampling, tetapi yang dirandom adalah kelas karena tidak bisa merubah kelas-kelas yang telah terbentuk sebelumnya. Dengan demikian penelitian ini tergolong eksperimen semu dengan desain pretest-posttest control group design. Instrument yang digunakan untuk menjaring data adalah tes hasil belajar sains berbentuk pilihan ganda yang telah diuji validitas dan koefisien reliabilitasnya. Data yang terkumpul telah diuji prasyaranya dan dalam sebaran normal dan memiliki varians yang homogen sehingga uji hopotesis dengan uji-t bisa dilakukan. Dari hasil uji hipotesis diperoleh hasil bahwa hasil belajar sains siswa yang mengikuti pembelajaran kontekstual lebih baik daripada hasil belajar sains siswa yang mengikuti pembelajaran konvensional. Utuk itu, agar diperoleh hasil belajar sains yang lebih optimal disarankan untuk menggunakan pembelajaran kontekstual.
... However, studies indicate that many students lack foundational knowledge in this area, potentially affecting their clinical decision-making skills and patient interactions [1,4]. Bransford et al. emphasized that effective learning environments should foster conceptual understanding, provide context-based applications, and incorporate active engagement, particularly in adult education [3]. In nursing education, structured modules like elective programs offer a flexible and focused format to deepen understanding in specialized areas. ...
... A similar study by Sharma et al. showed improvement in knowledge scores following a planned teaching program on developmental psychology among undergraduate students [1]. Bransford et al. emphasized the importance of experience-based and structured learning environments in fostering cognitive development among adult learners [3]. Furthermore, the theoretical underpinnings of Erik Erikson's psychosocial development model, which is a key component of developmental psychology education, have been found to enrich students' understanding of patient behavior and psychosocial health [2]. ...
The study evaluates the effectiveness of an elective module on developmental psychology among nursing students in a selected nursing college, W.B. 110 students were selected by total enumeration sampling technique, where one-group pre-test post-test design was adopted. Data was collected using a ten itemed structured knowledge questionnaire. The findings revealed a statistically significant improvement in knowledge scores post-intervention (Mean Post-test: (8.14 ± 1.16) Mean pre-test: (7.14 ± 1.32) t=2.74, p<0.05)-the majority of students upgraded from moderate to good knowledge level. The study resonates importance of educational interventions in nursing.
Index Terms-Developmental psychology, elective module, nursing education, knowledge level, effectiveness
... However, a significant decrease in visual content was observed in Class V, suggesting a reduced reliance on visuals as students progress in their academic journey. This aligns with developmental theories indicating that younger children benefit more from visual aids, while older students are better suited for text-based learning (Bransford et al., 2000;Sweller, 1988) [3,14] . In early education, visual aids are crucial for engaging young learners and facilitating comprehension of abstract concepts (Mayer, 2009) [11] . ...
... However, a significant decrease in visual content was observed in Class V, suggesting a reduced reliance on visuals as students progress in their academic journey. This aligns with developmental theories indicating that younger children benefit more from visual aids, while older students are better suited for text-based learning (Bransford et al., 2000;Sweller, 1988) [3,14] . In early education, visual aids are crucial for engaging young learners and facilitating comprehension of abstract concepts (Mayer, 2009) [11] . ...
This study explores the role of visual aids, specifically images of local and national terrestrial wildlife, in primary school textbooks and their effect on cognitive, emotional, and social development. Early childhood is a crucial learning stage, where textbooks play a vital role in knowledge acquisition. Incorporating visuals enhances comprehension, memory retention, and engagement, supporting diverse learning styles. Cognitive theories like Paivio's dual-coding theory suggest that combining text and images activates multiple cognitive channels, improving learning outcomes. Analyzing National Council of Educational Research and Training (NCERT) textbooks for classes 1-5 in subjects like Bengali, English, Mathematics, and Environmental Science, the study found varying frequencies of pictures, with English books having the most. It recommends including more species to promote biodiversity awareness and deepen young learners' understanding of the natural world.
... Self-paced learning enables students to manage their learning pace and direction (Ambrose et al., 2010). Effective learning leads to critical outcomes in knowledge acquisition (Bransford et al., 2000). According to Social Cognitive Theory, learning is influenced by personal, environmental, and behavioural factors (Bandura, 1986). ...
... While the Technology-Enhanced Self-Directed Learning (TESDL) framework indicates a positive relationship between technology adoption and knowledge acquisition, some researchers contend that technology can impede learning if it is not designed or implemented effectively (Cuban, 2001;Kozma, 1994). Others propose that learners' prior knowledge and experiences can adversely affect technology adoption and knowledge acquisition if they are not aligned with the learning objectives (Ausubel, 1968;Bransford et al., 2000). Maduagwu and Kaku (2022) determined how digital technology influences undergraduate students' academic performance. ...
This study examined how technology adoption influences knowledge acquisition in self-paced online learning environments within higher education. It involved surveying 202 learners from the Central University of Jharkhand using a self-constructed five-point Likert scale questionnaire. The linear regression analysis revealed a significant positive relationship between technology adoption and knowledge acquisition (R² = 0.667). The results indicated that technology adoption was high among learners and positively correlated with knowledge acquisition (β = 0.816, p < 0.001), explaining 66.7% of the variance in knowledge acquisition. The analysis also found no significant differences in technology use based on gender (t =-0.286, p = 0.775) or geographic location (t =-1.29, p = 0.199). The findings emphasise that while technology adoption enhanced learning outcomes, neither gender nor geographic location influenced learners' use of technology for education. Overall, the study highlighted the effectiveness of technology in self-paced online learning, suggesting that future research should focus on specific technological tools and their impact on educational success.
... It could be found, that strong metacognitive skills also equips thinkers with the required distance to the assessed information to identify own knowledge gaps, thereby mitigating the Dunning-Kruger e!ect automatically (Zohar & Barzilai, 2013). Further studies have shown, that particularly the active teaching of metacognitive strategies has highly beneficial e!ects on the improvement of general critical thinking and selfassessment (Bransford et al., 2000;Pintrich, 2002). This is the foundation for maintaining a flexible way of thinking, commonly referred to as an open mind, which includes the ability and willingness to adapt one's thinking to new information (Moshman, 2015), which is an essential cognitive asset in breaking through the tight boundaries of online echo chambers, that tend to continually reinforce the ever-same perspectives and information. ...
"Cognitive Nemesis" explores the intricate relationships among reinforcement loops, confirmation bias, echo chambers, cognitive dissonance, metacognition, and the Dunning-Kruger effect within the context of modern digital media. It synthesizes these established cognitive and behavioral concepts and integrates an array of scientific literature to provide original insights into how digital environments and their dynamics impact human cognition and behavior. These insights result from extensive research at the Zentrum für Medienpsychologie und Verhaltensforschung (ZeMV), and serve as an exploratory analysis offering new perspectives on the impact of technology on cognition and resulting behavior, on an individual and societal scale. Solidified through numerous real-world applications and case studies, the implications of this book can enhance the understanding of psychological explanations for phenomena, that are observed in a digitally immersed society.
... The second domain of PCK is pedagogical knowledge, which includes skills and knowledge on teaching and learning of the subject matter (Schulman, 2013). It directs attention to how individuals assimilate learning, thus involving an understanding of educational psychology and the mechanisms by which learners gain knowledge (Bransford et al., 2000), as listed in Fig. 1 below. Pedagogical knowledge encapsulates the teaching competencies that enable teachers to craft educational content, organise instruction, and apply teaching strategies that are productive for pupils' learning. ...
The present qualitative study explores how continuing education courses within the national programme in Norway, Competence for Quality, can support the development of teachers' English pedagogical content knowledge. The courses under study had a specific emphasis on learner-centred teaching approaches. To gather data, questionnaires were distributed to former students from two tertiary education institutions in Norway, followed by three focus group interviews. The results reveal a strong correlation between learner-centred teaching in continuing education and Desimone's (2009) contextual framework of effective professional development. However, the study suggests an additional element to this framework: the teaching trial. Engaging in these practical trials allowed the teachers to experiment with new methods and strategies directly in the classroom. This hands-on experience was essential in enhancing their understanding and development of their pedagogical content knowledge of English. This, in turn, led to transformative changes in their teaching practices.
... The demonstration method developed rapidly under the influence of sensory-based learning philosophies, which attribute significant importance to the senses in the process of cognition. Recent findings affirm that sensory perception plays a vital role in knowledge construction (Bransford et al., 2000;Mayer, 2021). Initially, its development was dominated by the mere presentation of illustrations and observation of objects and phenomena. ...
Demonstration and Illustration in Teaching" by Bujar Adili and Buniamin Memedi (2025) examines the demonstration method's significance in education. Grounded in sensory philosophies and contemporary cognitive science, it highlights engaging pupils through observation to spark curiosity and critical thinking. The book offers a structured methodology for planning demonstrations, choosing materials, and adapting to diverse learners. Practical examples across subjects such as mathematics and natural sciences demonstrate its application. It also explores extending demonstrations through field trips and digital media. Research in Tetovo's primary schools confirms the method's widespread use and effectiveness, improving teaching quality and pupil outcomes. Recommendations include equipping schools with modern aids and training teachers to optimise this approach.
... Constructivist theory and student-centered instructional models, in particular, require that the learning process be addressed with attention to individual, contextual, and developmental dimensions. According to these approaches, how a student perceives the instructional process is directly related to their age, cognitive level, and prior educational experiences (Bransford, Brown, & Cocking, 2000). Therefore, students' evaluations of the instructional process are not fixed or homogeneous; rather, they vary depending on developmental stages, pedagogical background, and grade level. ...
This study aims to examine whether middle school students' evaluation scores regarding the instructional process significantly differ according to the variable of grade level. Within the scope of the research, student evaluations concerning the dimensions of teacher, content, materials, and learning environment were analyzed. The study was conducted using the relational survey model, and the study group consisted of 541 students enrolled in a public middle school in Turkey. The students were in 6th, 7th, and 8th grades. The Kruskal-Wallis H test was employed for data analysis. The findings revealed significant differences in the dimensions of teacher, content, learning environment, and overall score, while no significant difference was found in the material dimension. Notably, 8th-grade students tended to assign higher evaluation scores, whereas lower scores were observed in certain dimensions among 7th-grade students. The results indicate that students’ perceptions of the instructional process vary according to their developmental levels, in alignment with the constructivist learning approach.
... Perbandingan antara situasi sebelum dan selepas inovasi dapat dirumuskan seperti berikut: Rajah di atas menunjukkan bahawa pendekatan visual berstruktur mampu meningkatkan keberkesanan pengajaran dan mempercepatkan proses pemahaman konsep murid (Bransford, Brown, & Cocking, 2000). ...
... In deze periode wordt de basis voor taalverwerving gelegd: zuigelingen leren door spraak te horen en contexten te zien (Byrnes, 2001). Een rijke auditieve omgeving stimuleert het herkennen van klanken en intonaties, waardoor essentiële fonemenklankeenheden die betekenisverschillen in woorden veroorzaken (bijvoorbeeld pot, pop) -worden vastgelegd (Bransford et al., 1999;McCandliss et al., 2002). ...
A qualitative study on the experiences of families
with the program 'Family-oriented Working on Language'
of SCHUNCK library in Heerlen.
... Furthermore, it is unclear to what extent the methods of teaching lesson planning to PSTs match with what is known about learning in general (i.e. Bransford et al., 2001). In addition, elementary teachers prepared as generalists who will teach all subjects (Kincaid, 2022) must learn to integrate different content areas (Alrwaished, 2024), which means they may learn about lesson planning from teacher educators, mentors and faculty who hold different views on this topic. ...
Lesson planning is a central activity of teaching, yet little is known about how preservice elementary teachers are prepared to construct lesson plans. In teacher education research, most studies continue to examine preservice teacher learning at the level of a single course or single program, limiting generalizability of findings. Further, little is known about how well the lesson plan approaches promoted in teacher education programs align with evidence-based practices for effective teaching. This critical scoping review of studies (n = 37) of elementary generalist preservice teachers’ preparation to write lesson plans was conducted to address this gap. Results indicate that most studies simply describe preservice teachers’ practices for lesson planning, ignoring the influence of teacher educators, while few provide insights into innovations and designs that build teachers’ capacity for lesson planning. Further, most studies of preservice teachers’ lesson planning relate to accepted norms for planning based on key reforms, policies, or theories. However, results also show that most researchers do not articulate the underlying approach to lesson planning promoted in their research. When they do, the most common approaches are constructivist and behaviorist approaches to planning lessons. Other approaches, such as esthetic or ecological approaches to planning, lack attention.
... Moreover, the lack of physical interaction with laboratory equipment raised concerns about the effectiveness of online labs in developing practical skills and critical thinking (Chan et al., 2021). Nevertheless, these challenges also opened opportunities for innovation and improvement in educational practices (Bransford et al., 2000). ...
The COVID-19 pandemic prompted a rapid shift to online education, exposing both challenges and opportunities in teaching practices. This study evaluates the experiences of first-year Chemical Engineering students at the University of Manchester with online practical teaching during the pandemic, aiming to understand how online lab activities can complement—not replace—traditional laboratory work. A survey was conducted via Qualtrics, with 78 out of 141 students responding. Data were analysed using SPSS and Excel to assess key factors including motivation, instructional clarity, communication, assessment, feedback, and adaptability. Findings show that while student motivation was generally low and satisfaction with clarity and resources was moderate, students displayed significant adaptability. Assessments were well received, but communication and feedback emerged as areas needing improvement. The study highlights the potential for online lab components to enhance flexibility, accessibility, and resilience in chemical engineering education. It advocates for integrating live virtual labs and other online resources to enrich traditional lab sessions. Such an approach could offer lasting benefits, including greater adaptability to future disruptions and broader access for diverse student cohorts, ultimately contributing to a more robust educational framework.
... Viewing in Kurikulum Merdeka contributes a better role in enhancing learning outcomes. Direct observation bridges the gap between theoretical concepts and practical applications, facilitating deeper understanding (Bransford et al., 2000). This immersive approach cultivates critical thinking, analytical skills, and problem-solving abilities for the students in the classroom. ...
English is an essential language used in various aspects of life, and formal education remains the primary setting where students learn English. In Indonesian Junior High Schools, English is commonly taught using resources provided by the school, with textbooks or learning modules serving as key materials. Most of these schools have adopted the Emancipated Curriculum (Merdeka Curriculum) while some, particularly Islamic schools, supplement it with the Integrated Islamic School Network (JSIT) Curriculum. The JSIT Curriculum combines an integrated learning system with a full-day school model, emphasizing Islamic values and character building. Given these unique educational settings, it is important to explore teachers’ specific needs for English reading modules that align with the characteristics and goals of Islamic schools. This qualitative study involved 25 English teachers from Islamic junior high schools in Magelang Regency. Data were collected through questionnaires and interviews. The results reveal that teachers encounter challenges in teaching reading comprehension, primarily due to a lack of suitable learning resources reflecting Islamic schools' identity and educational objectives. Therefore, there is a significant need to develop English reading modules tailored to the values, vision, and mission of Islamic education to enhance classroom instruction.
... However, there is little consensus on its precise definition (Barnett & Ceci, 2002). Some studies define it as "the carrying over of an act or way of acting from one performance to another" (Woodworth & Schlosberg, 1954), while others describe it as "the ability to extend what has been learned in one context to new contexts" (Bransford, Brown, & Cocking, 2000). The nature of transfer is often discussed in terms of near and far transfer. ...
... When introduced through traditional pedagogical approaches, concepts such as the social determinants of health, institutional racism, and economic injustice often appear abstract or disconnected from students' lived realities (Hummer & Byrne, 2021;Wildeman & Wang, 2017;Nowotny & Kuptsevych-Timmer, 2018). Instruction that prioritizes data, policy analysis, and theoretical models, while essential, can inadvertently reduce complex social issues to academic exercises, failing to convey their emotional and material consequences for affected communities (Bransford et al., 2000;Mezirow, 1997). Furthermore, such approaches may overlook developmental considerations that shape how undergraduates engage with ambiguity, grapple with moral complexity, and construct a sense of social responsibility, central developmental tasks during late adolescence and emerging adulthood (Arnett, 2000;Baxter Magolda, 2001). ...
This study evaluates the pedagogical impact of integrating the documentary I Am Shakespeare: The Henry Green Story into an undergraduate public health course focused on structural health inequities. Through narrative-based learning, students examined how social determinants, such as racism, poverty, educational access, and neighborhood disinvestment, shape individual and population health outcomes. The documentary provided an emotionally resonant entry point for applying frameworks like the Social Determinants of Health (SDOH) and the Social-Ecological Model (SEM), while also engaging students in complex themes such as hypermasculinity, trauma, and resilience. The study draws on student reflections, final papers, and survey data to assess how narrative-centered instruction supports systems thinking, cultural humility, and advocacy-oriented learning. In addition to these public health competencies, the analysis incorporates developmental psychology perspectives, emphasizing how late adolescence and emerging adulthood, critical periods for identity formation, emotional regulation, and cognitive growth, are shaped by exposure to structural violence and chronic stress. Students demonstrated increased awareness of the psychological toll of inequity, including its impact on self-efficacy, executive function, and interpersonal trust. Findings suggest that narrative-based learning promotes both conceptual mastery and personal growth, helping students integrate academic content with evolving ethical and professional identities. By bridging public health theory with lived experience, and aligning instruction with developmental and psychological milestones, this approach offers a multidimensional framework for preparing equity-minded public health professionals. The study highlights the value of interdisciplinary pedagogy in fostering critical reflection, empathy, and a deeper commitment to social transformation.
... Traditional lecture-based approaches primarily rely on statistical data, policy analysis, and theoretical models to explain health disparities. However, research indicates that these methods can lead to disengagement and superficial learning, as students struggle to connect theoretical frameworks to lived experiences and real-world consequences (Bransford et al., 2000;Mezirow, 1997;Briant et al., 2016). ...
This study explores the impact of integrating The Short and Tragic Life of Robert Peace into the undergraduate public health course PBHL 2950: Disparities in Health as a pedagogical tool to enhance student understanding of systemic inequities. Traditional lecture-based methods often fail to effectively convey complex concepts such as social determinants of health (SDOH), systemic racism, and economic disparities. Narrative-based learning, however, has been shown to deepen student engagement by humanizing statistical data and theoretical constructs. Using a mixed-methods approach, this study assesses how engagement with Robert Peace’s life story influences students’ comprehension of public health frameworks, including the Social-Ecological Model (SEM) and SDOH, and their ability to critically analyze structural inequities. Findings indicate that students demonstrated significant improvement in their ability to identify systemic health disparities, apply public health theories, and engage in policy discussions. Qualitative analysis of student reflections revealed increased empathy, enhanced systems thinking, and a stronger motivation for public health advocacy. However, students faced challenges in developing actionable, multi-tiered public health interventions, underscoring the need for structured guidance on intervention design. The study suggests that integrating real-world narratives into public health curricula can bridge the gap between theory and lived experience, preparing students with the critical thinking skills necessary for addressing health disparities. These findings contribute to ongoing discussions on innovative teaching strategies that cultivate cultural competence, policy awareness, and advocacy-oriented thinking in future public health professionals.
... In the scholarship of teaching and learning, prior knowledge is discussed as a key to effective instruction, because it helps learners construct their new knowledge (Bransford et al. 2000:10, who cite decades' worth of pedagogical studies). Assessing prior knowledge is a pedagogical technique that we all do to varying degrees, consciously or unconsciously. ...
Overview
Archaeologists promote the use of digital methods and data management principles such as FAIR and CARE to democratize and decolonize the discipline and our projects. Digital archaeology offers the potential to enhance accessibility, improve opportunities for data sharing, and foster multivocal interpretation while avoiding colonialist dynamics in international collaborations. In June 2024, the authors’ discussions about digital archaeology in Armenia highlighted the importance of addressing collaborators’ prior knowledge and knowledge frameworks in digital archaeological projects. These discussions, along with a case study about an earlier digital survey in the Azat River valley, demonstrated that varying levels of familiarity with tools such as geographic information systems (GIS) and different training traditions can limit successful collaboration and data interpretation if not addressed explicitly. This review argues that successful digital archaeology requires a focus on understanding and integrating the diverse knowledge frameworks and prior experiences of all team members into all aspects of the digital workflow.
... Learning is an active and constructive process where students acquire knowledge through experiences, social interactions, and cognitive development [27]. Theories such as Piaget [28] and Bransford et al. [29] research on brain-based learning emphasize the importance of active engagement, reflection, and the application of knowledge. Effective learning behaviors involve metacognition, problem-solving, and self-regulated learning, which enable students to take ownership of their education [30]. ...
The study investigated the effects of parental involvement on the learning behaviors of junior high school students in Zamboanga City during the Covid-19 pandemic. A total of 383 junior high school students from grades seven to ten out of 75,542 were included in the study. A stratified random sampling method was employed in the selection of samples at a 95% confidence level and a 5% margin of error. To answer the research questions, this study employed a quantitative descriptive-survey approach utilizing two adopted validated and reliable questionnaires to measure the extent of parental involvement and the students’ learning behaviors, respectively. Based on the results obtained, the participation of parents in their children’s education was high, and children perceived parental involvement to be highly important to them. Further, results also indicated that parental involvement is moderately associated with the students’ learning behavior, and this association is significant at a p-value <0.05.
‘STEM’ education initiatives have garnered significant attention since the beginning of the twenty-first century. Those initiatives are often positioned as vital for preparing students to tackle significant societal and environmental problems. However, likely due to significant influences of dominant sociotechnical dispositifs, most STEM education efforts continue to be narrowly focused on procuring students with technical skills. In this chapter, we report on work that we have conducted with Middle School students that contests dominant approaches to STEM education. In an after-school context, we guided students in conducting critical inquiries into technologies that they found meaningful and influential in their lives. Our goal was to help students develop “technoskeptical” ways of thinking by analyzing the unintended effects of technologies on people and the environment. We also guided students in imagining alternative technological futures that would address the issues they identified during their inquiries. Through our approach, we established foundational practices that support students’ pursuit of socially and environmentally just futures.
Evaluation in education is a complex and multifaceted process, linked to teaching and planning. It represents a powerful tool for regulating behaviors, refining actions, and adapting educational interventions to the specific context in which they are implemented. In this evaluation framework, the work aims to highlight the educational value of assessment, considered a moment in which both the teacher and the student are involved in the teaching-learning process. In particular, formative assessment allows you to find essential information to understand the progress of the actions implemented, highlighting strengths and weaknesses to intervene in educational planning. In this sense, it becomes a valid support for both teachers and students as it allows them to monitor the progress of the teaching/learning process. The work is divided into two parts: the first is theoretical, in which the transition from the assessment of learning (summative) to the assessment for learning (formative) is presented; the second is focused on formative assessment and feedback practices. From a methodological perspective, the literature review emphasizes the potential of assessment that involves students both as recipients and active participants through peer assessment. The paper highlights potential and challenges aimed at improving and experimenting with ways to enhance evaluation competence, which prepares students for professional life.
Bildung is commonly represented in English with terms such as ‘character building’ or ‘character formation’. Advocates have argued that school education should prepare young people to be active citizens in society and capable of moral judgements, that education should be more than a utilitarian preparation for employment. This chapter argues that widespread and costly engineering failures are associated with the lack of serious engagement with socio-technical aspects of engineering in undergraduate education. Research has demonstrated that engineers practice their technical expertise within complex social and organizational environments for which few education programs provide significant preparation. The lack of industry experience and appreciation of socio-technical factors among engineering faculty staff impedes attempts to bridge this gap. In the meantime, it is possible to learn from observations on engineering practice related to the consequences of an education system focusing primarily on the technical knowledge required by engineers. We can see how education practices shape the expectations and habits of engineers and constrain their ability to perform in practice. The chapter suggests how education restructuring might be approached in a slow process of reform.
Penelitian ini bertujuan untuk mengetahui pengaruh pembelajaran kontekstual terhadap minat belajar siswa pada mata pelajaran Ilmu Pengetahuan Sosial (IPS) di sekolah dasar. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan desain eksperimen kuasi, di mana dua kelompok siswa dari sekolah dasar yang berbeda dipilih sebagai kelompok eksperimen dan kontrol. Kelompok eksperimen menerima pembelajaran kontekstual yang mengaitkan materi pelajaran dengan fenomena sosial di sekitar siswa, sementara kelompok kontrol diajarkan dengan metode konvensional. Hasil penelitian menunjukkan bahwa kelompok eksperimen mengalami peningkatan minat belajar yang signifikan, dengan rata-rata skor pre-test yang meningkat dari 3,1 menjadi 4,2 pada post-test. Sebaliknya, kelompok kontrol hanya mengalami peningkatan kecil, dari 3,2 menjadi 3,5. Uji statistik menggunakan uji t menunjukkan bahwa perbedaan skor pada kelompok eksperimen signifikan (p < 0,05), sementara pada kelompok kontrol tidak signifikan (p > 0,05). Penelitian lebih lanjut dengan sampel yang lebih besar dan variabel yang lebih beragam dapat memberikan wawasan yang lebih luas mengenai efektivitas pendekatan ini di berbagai konteks Pendidikan.
The Leaner-Centric Approach, a method of teaching that has stood the test of time, was first introduced in the education system during the times of the Chinese Philosopher Confucius (551BC 479BC) and the teachings of Socrates (469BC-399BC). The old education emphasized students and their tasks based on the instruction given by teachers. Even though the education system was not called learner-centric, it was indeed a learner-centric system that existed then. Later, the teacher-centric approach became essential, and students' participation became very low in the classroom. Because of this, the students' performance was affected. The leaner-centric approach incorporates many activities and methods and increases learner participation. The study focuses on reconstructing the leaner-centric approach in the current scenario by changing the traditional concepts conceived by different teachers. The research also highlights that if a centric approach is followed in the classroom in its true sense, learning will be an unforgettable experience for the students.
This study presents an innovative approach to STEM education through Adaptive Problem-Based Learning (PBL), integrating fractional calculus and artificial neural networks (ANNs) to bridge abstract mathematical theory with real-world AI applications. Addressing the limitations of traditional PBL—such as insufficient personalization—the proposed framework employs AI-driven adaptation to tailor problem complexity, feedback, and scaffolding in real time. The research contextualizes fractional calculus within ANN design, focusing on robotic inverse kinematics—a critical yet ill-posed challenge in automation. As a result, the study offers a replicable model for adaptive PBL, emphasizing personalization, interdisciplinary relevance, and real-time data-driven adjustments. Promoted for the Summer Institute on AI in Education (Shanghai, July 7–11, 2025), this work bridges educational innovation and applied mathematics, highlighting adaptive PBL’s role in fostering engagement with theoretical disciplines while advancing fractional calculus applications in AI-driven robotics.
The development of vocabulary across various fields of science, including science education, continues to increase. However, the emergence of new terms that resemble commonly known words often leads to misunderstandings in comprehending the material. This study aims to develop a Student Worksheet (LKM) designed to enhance mastery of scientific vocabulary in science education. The research employed a development study using the 4D model (define, design, develop, and disseminate), with data analyzed both quantitatively and qualitatively. The instruments used included product evaluation sheets from experts and student response sheets. The developed product is a worksheet containing unique news about nature, along with activities to check a list of unique events and their scientific names in English. The validation results from experts showed an average score of 3.51, categorized as excellent, while the practicality assessment by students resulted in a score of 3.54, also falling under the excellent category.
Purpose
The STEM-integrated project-based learning (PjBL) model represents a contemporary pedagogical innovation designed to optimize instructional methodologies in primary education. The study has three primary objectives: first, to develop a conceptual framework for STEM-integrated PjBL tailored for elementary school educators; second, to assess the framework’s validity within elementary education contexts and third, to evaluate the efficacy of STEM-integrated PjBL in cultivating essential 21st-century competencies – namely, collaboration, creativity, critical thinking and communication – that are indispensable for success in modern educational and professional environments.
Design/methodology/approach
The development of the PjBL-STEM conceptual framework was systematically guided through the ADDIE instructional design model (analysis, design, development, implementation and evaluation). Empirical validation of the framework was conducted via a controlled field study involving 30 certified elementary school teachers and 26 fourth-grade students in Kediri Regency, East Java, with observational oversight provided by school administrators. Data obtained from this research were analyzed using quantitative descriptive statistical techniques to assess both pedagogical efficacy and implementation parameters.
Findings
The framework design exhibits high validity, as evidenced by a mean score exceeding 85%. It is anticipated to serve as a valuable resource for educators, enhancing teacher performance and professionalism while also facilitating the assessment of improvements in student response quality, concept understanding and academic achievement, particularly within elementary education contexts.
Research limitations/implications
The data collection period was confined to three months, which may not capture long-term changes or sustained impacts. Furthermore, the sample size of 26 students limits the generalizability of the findings. Future research should expand the sample size and scope to enhance the validity and applicability of the results. The study was also geographically restricted to Kediri Regency; broader research involving larger populations or different regions would provide a more comprehensive understanding of the model’s effectiveness. Additionally, further studies should include more schools or subjects beyond science to test the practicality and adaptability of the PjBL-STEM model across diverse educational contexts. This would offer a more nuanced perspective on its potential to transform elementary education.
Originality/value
The development of the STEM-integrated project-based learning (PjBL-STEM) conceptual framework is structured around a four-phase design: (1) information search and analysis, (2) designing collaborative learning and brainstorming, (3) presenting the project and (4) reflection and follow-up.
The landscape of education in the 21st century is undergoing a profound transformation, driven by the need to align theoretical instruction with practical, real-world application. Traditional models of education—characterized by rote learning, passive reception of knowledge, and standardized assessments—are increasingly seen as insufficient for preparing students to meet the complex demands of the modern world. In response, educators, policymakers, and institutions are turning towards innovative pedagogical approaches that emphasize active learning, critical thinking, problem-solving, and the meaningful application of knowledge. This paper explores the significance and effectiveness of these innovative approaches in bridging the longstanding gap between theory and practice in modern education. Grounded in established educational theories such as constructivism, experiential learning theory (Kolb), and Bloom’s taxonomy, the research underscores how these frameworks have paved the way for new teaching methodologies that place the learner at the center of the educational process. The objective is to present a comprehensive analysis of how project-based learning (PBL), flipped classrooms, experiential learning, and digital tools are reshaping educational environments to foster deeper understanding, increased engagement, and improved skill acquisition. Project-Based Learning (PBL) emerges as a key strategy that integrates theoretical content with practical challenges. In PBL environments, students tackle real-world problems through collaborative projects that demand research, design, implementation, and reflection. This method has been shown to cultivate not only academic knowledge but also vital soft skills such as communication, collaboration, and adaptability. Similarly, the flipped classroom model, which reverses the traditional sequence of instruction, empowers students to engage with learning materials at their own pace before applying their knowledge in interactive, instructor-facilitated sessions. The model promotes autonomy and provides opportunities for personalized feedback and peer learning. Experiential learning, another cornerstone of innovative education, emphasizes “learning by doing” and reinforces knowledge through direct experiences. Whether through internships, simulations, service learning, or laboratory work, experiential education allows learners to make connections between theoretical frameworks and their real-world applications. This approach aligns closely with Kolb’s experiential learning cycle, which involves concrete experience, reflective observation, abstract conceptualization, and active experimentation. The integration of digital tools further enhances these pedagogical innovations. Learning Management Systems (LMS), virtual labs, interactive simulations, and AI-powered tutoring platforms not only facilitate access to content but also create dynamic, personalized learning experiences. These technologies cater to diverse learning styles and bridge geographical and socioeconomic gaps, making quality education more inclusive and scalable. Keywords: Innovative Education, Pedagogy, Theory and Practice, Project-Based Learning, Digital Tools, Experiential Learning
Abstract
This study explores the concept of culture through the metaphor of an iceberg, contrasting visible and
hidden elements. Rooted in intercultural communication and organizational behavior research, this
framework underscores that deeper cultural values, beliefs, and assumptions—rather than overt
expressions like language or customs—are substantial in shaping behavior. By applying this model to
the demographic of international students in higher education, this analysis emphasizes the challenges
students face against these often unseen cultural differences. Specifically, the document utilizes a mixedmethods approach, incorporating surveys, interviews, and focus groups with approximately 200
international students, to identify key cultural challenges in higher education. Moreover, effective
support systems and institutional strategies promoting intercultural recognition are crucial for fostering
inclusion as well as academic success. This analysis aims to deepen understanding beyond surface-level
observations, providing a foundation for enhancing the experiences of international students in higher
intellectual learning. Potential results include identifying context-specific cultural misunderstandings
and effective assistance strategies, leading to recommendations for enhanced language programs,
mentorship initiatives, in along with culturally sensitive curricula. Ultimately, this study highlights the
importance of addressing both visible and hidden cultural dimensions to create more inclusive and
supportive academic environments for international students.
Key Words: Cross-Cultural Communication, International Students, Higher Education
This study aims to analyze the application of activity-based learning models in improving students' learning motivation in the subject of Aqidah Akhlaq, especially in the material of the attributes of Allah in class VII MTs. Miftahul Ulum Kareteng. The background of this study is the low motivation of students to understand the concept of the attributes of Allah, which is caused by conventional learning methods that do not actively involve students. Therefore, the activity-based learning model is applied to improve student participation and understanding of the material being taught. The research method used is classroom action research (CAR) which consists of two cycles. Each cycle includes the stages of planning, implementation, observation, and reflection. Data were collected through observation, interviews, learning motivation questionnaires, and learning outcome tests. The subjects of this study were 30 students of class VII MTs. Miftahul Ulum Kareteng. The results of the study showed that the application of the activity-based learning model can significantly increase students' learning motivation. This can be seen from the increasing involvement of students in the learning process, their increasing curiosity about the material being studied, and the increasing learning outcomes of students after the application of this method. In addition, students are more active in discussions, group work, and practical activities designed to strengthen their understanding of the attributes of Allah. In conclusion, the activity-based learning model can be an effective alternative in improving students' motivation and learning outcomes in the subject of Aqidah Akhlaq. Teachers are advised to apply this method continuously to create a more interesting and interactive learning atmosphere.
This study aims to analyze the application of the scaffolding method in improving learning outcomes of commendable moral material at MTS Masyarqul Anwar Mekar Jaya Tanjung Raja. The scaffolding method is a learning approach that provides gradual support to students until they are able to learn independently. In this study, the scaffolding method was applied through several stages, namely identifying students' proximal development zones, providing initial support, discussion and reflection, providing gradual challenges, and evaluation and reinforcement. The results of the study showed that this method was effective in improving understanding and application of commendable moral values, such as honesty, patience, and responsibility. In addition, this method also contributes to increasing students' learning motivation and building their confidence in making decisions based on moral values. Therefore, the scaffolding method is recommended to be applied in moral learning in order to form better student character.
Penelitian tinjauan literatur ini bertujuan untuk menganalisis dan mensintesis berbagai strategi pembelajaran matematika yang terbukti efektif dalam meningkatkan kemampuan pemecahan masalah siswa. Kemampuan pemecahan masalah merupakan aspek krusial dalam pembelajaran matematika yang memberdayakan siswa untuk menerapkan pengetahuan dan keterampilan mereka dalam menghadapi situasi baru dan kompleks. Tinjauan ini mengeksplorasi berbagai pendekatan pedagogis, model pembelajaran, dan teknik instruksional yang telah diteliti dan diimplementasikan untuk mengembangkan kemampuan pemecahan masalah siswa di berbagai jenjang pendidikan. Melalui penelusuran sistematis terhadap literatur yang relevan, penelitian ini mengidentifikasi karakteristik strategi pembelajaran yang efektif, mekanisme bagaimana strategi tersebut memengaruhi kemampuan pemecahan masalah, serta faktor-faktor yang memoderasi keberhasilannya. Diharapkan, tinjauan literatur ini dapat memberikan wawasan yang komprehensif bagi pendidik, peneliti, dan pengembang kurikulum dalam upaya mengoptimalkan pembelajaran matematika guna meningkatkan kemampuan pemecahan masalah siswa secara signifikan.
This chapter explores Project-Based Learning (PBL) and Inquiry-Based Learning (IBL) as transformative educational approaches that emphasize student-centered, active learning. PBL and IBL engage students in real-world problems and inquiry-driven processes, fostering critical thinking, collaboration, and creativity. While PBL is focused on collaborative projects with tangible outcomes, IBL centers around student-directed exploration and questioning. The chapter highlights their theoretical foundations, pedagogical benefits, and practical applications in various educational contexts. It also discusses the challenges of implementing these approaches, including resource limitations and the need for teacher professional development. As educational systems evolve, the integration of technology and the growing importance of 21st-century skills position PBL and IBL as essential methods for preparing students for future success. The chapter concludes with a look at the future of PBL and IBL, emphasizing their potential for transforming education in the digital age.
Bu araştırmada kişi-örgüt uyumu, kişi-iş uyumu, bilgi paylaşımı, dijital dönüşüm
ve yenilikçi iş davranışı konuları ele alınmıştır. Araştırmanın amacı, kişi-örgüt ve kişi-iş
uyumunun yenilikçi iş davranışı üzerindeki etkisinde bilgi paylaşımı ve dijital
dönüşümün aracı rolünün incelenmesidir. Bu bağlamda çalışma, bilişim sektöründe
faaliyet gösteren şirket yöneticileri üzerinde gerçekleştirilen bir alan araştırması ile
desteklenmiştir. Nicel araştırma yöntemine başvurulan çalışmada veriler anket formuyla elde edilmiştir. Araştırmanın örneklemini, Türkiye’de bilişim sektöründe faaliyet gösteren en iyi 50 şirkette çalışan 607 alt, orta ve üst düzey yönetici oluşturmuştur. Verilerin analiz edilmesinde SPSS 25.0 ve SmartPLS 4.0 paket programlarından faydalanılmıştır.
Hipotez testlerinden elde edilen sonuçlar incelendiğinde; kişi-örgüt ve kişi-iş
uyumunun bilgi paylaşımı, dijital dönüşüm ve yenilikçi iş davranışını; dijital dönüşümün yenilikçi iş davranışını pozitif yönde etkilediği belirlenmiştir. Bilgi
paylaşımının ise yenilikçi iş davranışını etkilemediği tespit edilmiştir. Ayrıca, kişi-örgüt ve kişi-iş uyumunun yenilikçi iş davranışı üzerine etkisinde dijital dönüşümün aracı rol oynadığı; bilgi paylaşımının ise aracı rolünün istatistiki olarak anlamsız olduğu belirlenmiştir.
The purpose of this study was ascertain the readiness of students to pursue Diploma Retail Management. Two aspect were specially looked into are the level of academic knowledge of student Diploma in Retail Management semester 1 toward Diploma in Retail management. Second is the habits of mind for student in Retail Management semester 1 toward Retail Diploma Management, A reliability test was conducted on the instrument used in this study is to know the student’s readiness to pursue Diploma in Retail Management. It is registered an index of 0.781 on the Cronbach’s alpha which considered high and therefore appropriate to be used in this study. A total 50 students participated in this study. Data gathered through the questionnaire that were being analysed using statistical package for social science (SPSS). Descriptive statistic using means, frequencies and percentages were used in measuring the readiness of the students. From this research, it found that student habits of mind towards Diploma in Retail Management is 3.55. While the knowledge among students toward Diploma in Retail Management is 4.01 thus the level of student readiness to pursue Diploma in Retail Management is 3.81. Based on the finding, student already know about retail courses
Keywords: Readiness, Students, Pursue, Diploma Retail Management, Polytechnic
This chapter explores Project-Based Learning (PBL) and Problem-Based Learning (PrBL) as innovative pedagogical approaches within STEM education. Highlighting their potential to equip students with critical 21st-century skills—such as creativity, collaboration, communication, and critical thinking—PBL and PrBL serve as catalysts for deeper learning and student-centered inquiry. The discussion underscores their relevance in preparing students for an uncertain and rapidly evolving global economy by integrating real-world problem-solving and interdisciplinary collaboration. Comparisons between PBL and PrBL delineate their unique structures and applications, while emphasizing their shared focus on fostering self-directed learning and authentic assessments. Furthermore, the chapter examines the impact of PBL and PrBL on school reform, exemplified by initiatives like Texas' T-STEM Academies and the University Academy at UT Tyler, which have demonstrated measurable improvements in student achievement, engagement, and postsecondary readiness. Insights into teacher preparation programs and professional development strategies affirm the importance of equipping educators to implement these approaches effectively. The chapter concludes by advocating for further research into the long-term outcomes of PBL and PrBL as transformative educational models.
ResearchGate has not been able to resolve any references for this publication.