Although teacher noticing is regarded as a critical component of teacher expertise that matters for student learning, empirical evidence verifying the relationship between teacher noticing and student learning outcomes is scare. Using a relatively large-scale sample involving 189 middle school biology teachers from 156 schools and their students ( n = 7,086), this quantitative study investigated the

Generative Artificial Intelligence (GenAI) holds promise as a tool to assist teachers in addressing specific instructional design and implementation tasks. This study explores how teachers in a master’s-level elementary science methods course used Large Language Model AI, as one type of GenAI, to design lessons fostering students’ environmental science agency (ESA). The course introduced ESA as one

Retrieval practice is well-established as a powerful tool for reinforcing long-term learning. Most previous research has concentrated on the effectiveness of overt retrieval, involving recalling information from memory and generating overt responses by writing, typing, or speaking aloud the retrieved information. Here we ask whether covert retrieval, involving mentally retrieving information without

Human movement plays a foundational role in cognition and learning. This topical collection brings together theoretical and empirical work examining how gestures, physical activity, and virtual movement enhance learning in language, multimedia, and activity-based learning. Regarding language learning, interacting with virtual object improves vocabulary learning, especially for learners with low language

This meta-analysis investigates the impact of music teaching and learning activities (MTLAs) on musical-artistic outcomes. It intends to serve as a starting point for fostering evidence-based educational practices in this domain, a need that has been increasingly emphasized in recent years. Starting with 93,291 articles from online search engine queries, we included only the results of 20 articles

The prominence of multimodal generative artificial intelligence (GenAI) facilitates students’ comprehension of scientific knowledge through linguistic and visual modes. However, there is a lack of research that investigates how students read image-text outputs created in GenAI. We conceptualize a model of image-text reading of GenAI scientific texts that comprises the interpretation, exchange, and

The effect of the problem-based learning method on learning outcomes has been studied in various studies over the years. The fact that there are many meta-analyses on this subject in the literature requires determining how the method affects cognitive and affective learning outcomes. Therefore, this study aimed to reveal the effect of the problem-based learning method on students' cognitive and affective

Students’ professional aspirations constitute an established area of research within the field of science education. To explore how students’ taste for science bridges the gap between their social background and professional aspirations, we developed the Taste for Science Test (TaSTe), which draws on Pierre Bourdieu’s theory of practice. We applied this test to a large sample of Brazilian students

The generative learning strategy of learning by drawing has received increased attention in recent years. Although this strategy is regularly used by educators, the literature suggests that the effectiveness of the method depends on several factors. In this review, we highlight recent research trends and methodological progress within the field. Although recent developments have led to clearer and

This study explores the knowledge-building of chemistry through images in secondary school chemistry textbooks, focusing on their changing abstraction and complexity across learning stages. Drawing on Semantics in Legitimation Code Theory, this study analyzes how these images develop across learning stages to cumulatively build chemistry knowledge in terms of their changing semantic gravity and semantic

A growing body of evidence shows that positive student outcomes are associated with racial/ethnic diversity among university STEM instructors. However, few studies to date have been able to provide direct causal evidence identifying the specific mechanism(s) hypothesized to drive the benefits of instructor racial/ethnic diversity. Leaving these mechanisms unexplained may lead both receptive and critical

With the growth of the online higher education sector, educational institutions are increasingly creating asynchronous online courses resembling Massive Open Online Courses (MOOCs), characterised by reduced interpersonal interactions. While these courses offer higher flexibility for students, much remains unknown about how the design of these courses impacts student behaviour and performance. This

This study explores the influence of external resources on students’ construction of mental representations of curved spacetime and their understanding of General Relativity (GR). Using the Cognitive Mediation Networks Theory (CMNT) as the theoretical framework, a short extracurricular course with Year-12 students was developed. Through the course, we investigated how interactions with various external

In their commentary on our meta-analysis, Zitzmann and Orona (2025) used formal proof and cited methodological studies to argue that test reliability is important, Cronbach’s Alpha generally indicates test reliability, and cutoff values for alpha are indispensable. We agree that high reliability is important for all tests. Yet, alpha does not reflect the reliability of knowledge tests. Zitzmann and

We use three studies to develop and validate the new concept of playful study design – the cognitive-behavioral orientation towards study tasks with the aim to make these tasks more fun and/or more challenging. Based on play and proactive motivation theories, we propose that playful study design can be assessed by items indicating two dimensions: designing fun and designing competition. Results of

Assessments of school achievement play a central role in education. For example, they are used in educational diagnostics to inform long-term placement decisions and are an important criterion in large-scale educational monitoring. Findings on the rank-order stability of students' school achievement are highly relevant to educational research and practice. While low stability undermines the validity

Sexually and gender-diverse secondary school students experience more bullying-victimization and feel less safe at school than their heterosexual, cisgender peers. Therefore, clarifying the associations of various LGBTQ-targeted school-based strategies (enumerated policies, school-staff training, inclusive curriculum, GSAs) with these school experiences is crucial. Furthermore, it is important to determine

Given the uncertain and complex challenges faced by the younger generation, it is essential to equip them with the competencies necessary to respond to these risks effectively. This study aimed to identify the Risk Response Competencies (RR-Competencies) that should be incorporated into science education for K-12 students. Using a three-round Delphi method, we gathered insights from 27 Korean experts

In this meta-analysis and narrative review, we investigated whether personality traits of children and adults (i.e., parents and teachers), as well as personality similarity, were associated with the affective quality of dyadic adult–child relationships. We conducted a systematic literature search following PRISMA guidelines. By performing a quantitative meta-analysis (k = 39), we examined the associations

Eviction cases are concentrated among renter households with children, yet we know little about the repercussions of evictions for children’s educational trajectories. In this study, we link eviction records in Harris County, Texas, to educational records of students enrolled in the Houston Independent School District between 2002 and 2016. At least 13,000 public school students in Houston lived in

This study analyzes the effectiveness of implementing flipped classroom instruction in elementary school education, with a specific focus on biology lessons and reducing student misconceptions. A pedagogical experiment was conducted in elementary schools where students in the experimental group (E) participated in lessons using the flipped classroom model, while the control group (C) followed traditional

Artificial intelligence (AI) holds significant potential for enhancing student learning. This reflection critically examines the promises and limitations of AI for cognitive learning processes and outcomes, drawing on empirical evidence and theoretical insights from research on AI-enhanced education and digital learning technologies. We critically discuss current publication trends in research on AI-enhanced

Misinformation can have severe negative effects on people’s decisions, behaviors, and on society at large. This creates a need to develop and evaluate educational interventions that prepare people to recognize and respond to misinformation. We systematically review 107 articles describing educational interventions across various lines of research. In characterizing existing educational interventions

Learners’ attempts to regulate their own motivation for studying in the face of tedious or difficult tasks is an important aspect of self-regulated learning. Therefore, motivation regulation has received increasing attention over the past few years, resulting in numerous publications using different definitions of the construct, samples, operationalizations, and research designs. The aim of this systematic

Although the adoption of AI-generated content, such as ChatGPT, has extensively transformed traditional teaching and learning paradigms, the critical question of the effectiveness of ChatGPT content in lesson preparation remains largely unanswered. Therefore, this research aims to understand the determinants that drive or hinder this effectiveness, which is crucial to realizing the full potential of

We present results from meta-analyses of 68 experimental studies on digital learning prompts, examining what features constitute an effective prompt for learning achievement. First, a systematic review reveals the different features of prompts used across various studies. Second, a quantitative meta-analysis using a random-effects model shows that digital prompts significantly enhance learning achievement

Discussions about educational content on race and racism have captured widespread public and political attention, with much of this debate falling under the umbrella of critical race theory (CRT). Despite this attention, we currently do not know whether it is the content in these lessons or the CRT label that is influencing opinion on this issue. Are critics of CRT reacting to the content that CRT

Peer-feedback can be an effective method to support learning. However, students often require instructional support to provide and process peer-feedback effectively. Previous research used various types of instructional support to improve the quality of peer-feedback processes and outcomes. Yet, a comprehensive overview over their effects is missing. Therefore, this meta-analysis (based on N = 32 studies

Transversal skills describe a broad spectrum of skills that are considered to be essential for thriving in today’s society and tackling the challenges of the twenty-first century. Therefore, a high demand is placed on educators to teach these skills to their students. Unfortunately, the conceptualization of transversal skills remains vague with different frameworks reporting on various transversal

With the development of computer and information techniques, robotics education provides potential to reshape the instructional and learning process in the educational system. From the perspective of the educational system, it is essential to understand the roles of robotics in education as well as their relationships with learners. Specifically, this systematic review proposed a conceptual framework

The classroom represents a complex socio-cultural environment where emotions emerge as a result of instruction, learning, and interpersonal transactions. Teachers’ ability to recognize, regulate, and respond to emotions in the classroom has powerful consequences for students’ behavior, learning, and the teacher’s own well-being. In order to be effective in instruction and classroom management and to

The increasing global demand for English Medium Instruction (EMI) in higher education (HE) highlights the need for empirical research to contribute to its success and suggest ways of mitigating the diverse challenges faced by students and institutions. Identifying the key factors that contribute to successful EMI is critical for improving both content and language learning outcomes for students. In

Children with advanced domain-general skills are associated with a better understanding of scientific concepts and articulation of scientific reasoning. However, research has found that not all individuals utilize these skills to respond to science literacy (SL) tasks, indicating the need for further identifying potential resources in early formal science education. Language-reading skills may help

A common theme across psychological research on belonging in school has been a focus on the social—on the quality of students’ connections to others in the school environment. In this review, I argue that when a student indicates that they do or do not “feel like I belong at my school,” social connections are necessary but not sufficient to fully explain that experience. Extending Schmader and Sedikides’

Conscientiousness has consistent and robust associations with a large set of key student outcomes. Thus, to understand the extent to which conscientiousness could be leveraged to support students’ learning, achievement, and well-being, it is important to ascertain whether conscientiousness could be strengthened by means of interventions. To narrow this important knowledge gap, this research synthesizes

Discussions and arguments are a central component of science and its development. Therefore, it is very important to integrate them into science teaching. Various studies show that the use of arguments and discussions in science classes significantly improves students’ conceptual understanding compared to other learning methods. Jewish literature has for many centuries been a tradition of learning

Edelsbrunner et al. Educational Psychology Review, 37, 1–43, 2025 recently published a systematic review and meta-analysis of Cronbach's alphas in domain-specific knowledge tests. While appreciating their analysis and agreeing with most findings, we disagree with three messages regarding the use of alpha in knowledge tests: (1) alpha measures the strength of interrelations among items, (2) a low alpha

Sense of belonging in education encompasses an individual's experiences of feeling accepted, valued, and included within educational environments. Not all students experience the same level of sense of belonging, and those from marginalised or under-represented groups are shown to report lower levels of belonging compared to others in their cohorts. Fostering a stronger sense of belonging amongst these

This exploratory study examined the experiences, expectancy value, academic identity, sense of impostorism, and social networks of graduate students in a large convergence science research center established with the goal of increasing phosphorus sustainability. There were two components to the study: a survey that explored expectancy value factors pre and post to the academic year and a social network

Over a dozen rigorous randomized-controlled trials show that recognizing worries about belonging in a new school as normal and as improving with time can help students stay engaged, build relationships, and succeed. Such “social-belonging” interventions can help students take advantage of opportunities available to them to develop their belonging in college—yet what is the institutional role? Drawing

Today's science education faces the imperative task of developing students’ competency to navigate misinformation while broadening the scope of scientific literacy. Traditionally, the concept of epistemic dependence, which encourages public trust in professional scientists, has supported this goal. However, the current landscape of science challenges the notions of experts with unanimous opinions and ‘the

Recent research underscores the importance of inquiry learning for effective science education. Inquiry learning involves self-regulated learning (SRL), for example when students conduct investigations. Teachers face challenges in orchestrating and tracking student learning in such instruction; making it hard to adequately support students. Using AI methods such as machine learning (ML), the data that

Increasing the playback speed of video lectures is popular amongst students as a time saving strategy, but does this negatively impact test performance? Here, we conducted a meta-analysis to examine the effect of increasing video lecture playback speed on content test performance. A meta-regression with robust variance estimation was used to aggregate data from 110 effect sizes, stemming from 24 studies

The aim of this paper is to present an analytical framework which characterizes students’ multimodal representations of nature of scientific practices (NoSP) and scientific methods (NoSM). Previous analytical frameworks primarily focused on students’ linguistic representation of NoSP/NoSM. Linguistic frameworks are limited as they can only uncover part of students’ understanding, as students might

Cognitive load theory’s incorporation of evolutionary perspectives suggests biologically primary knowledge, acquired through evolutionary processes, can support students in learning biologically secondary knowledge, the focus of typical educational curricula. Touch-based interactions using the hands are likely to be biologically primary. The present study investigates the effects of tracing and pointing

Failure can be an effective tool for learning, but it comes with negative consequences. Educators and learners should practice strategies that leverage the benefits of failure while managing its negative consequences on learners’ motivation and persistence. Towards that goal, this paper examines the biological effects of failure on learning to (1) explain how failure primes the brain for learning and

The persistence of learning styles as a concept in educational discourse and research is paradoxical, given the overwhelming evidence discrediting the matching hypothesis, the notion that aligning teaching methods with students’ preferred learning styles enhances achievement. This paper examines the resurgence of learning styles across meta-analyses and proposes an explanation for their enduring appeal

Design thinking (DT) has drawn increasing attention in K-12 education. However, research on DT in K-12 education has not yet been comprehensively reviewed. The current review research attempted to bridge this gap in the field. Following the PRISMA guidelines, this review examined 40 empirical studies on DT in K-12 education, with specific emphasis on four key aspects: (1) research areas, (2) incorporation

The integration of artificial intelligence (AI), particularly ChatGPT, in higher education is rapidly expanding, offering new avenues for enhancing the learning experience. Despite its potential, the adoption of ChatGPT remains in need of further study, especially in regions like Saudi Arabia. Previous studies have focused on general e-learning tools, but more research needs to examine the specific

The autoethnographic study investigates the transformative impact of generative AI on educational research, instructional design, and teaching practices over a 5-month period (May–October 2024). By integrating AI tools into every phase of the research process, the study examines AI’s role as both a research partner and a subject of inquiry. Field notes, queries, and AI-generated outputs were systematically

Generative artificial intelligence (AI)-powered conversation agents such as ChatGPT are increasingly being used in teacher education. Although ChatGPT can provide ample resources for lesson planning, little attention has been paid to how teacher candidates construct prompts and evaluate AI-generated outputs in real time to develop lesson plans. Taking up Bisconti et al.’s conceptualization of generative