Using engineering design to teach science requires teachers to engage in noticing, interpreting, and responding to students’ needs in real-time. While research has begun to focus on how elementary teachers do so, less is known about how teachers instructionally support and optimize students’ ideas through engineering design feedback. In this study we investigate what instructional moves two elementary teachers’ employ to leverage students’ ideas and reasoning and create opportunities for students to exchange design feedback. Data were gathered using classroom observations of teachers’ implementations of a design task focused on sound and energy transformation. Observations were coded for teachers’ use of high-leverage practices, and event maps were created to chronicle teachers’ implementation of the task from start to finish. Event maps were analyzed and compared for discrete instructional activities and modes of classroom organization that supported opportunities for feedback. Findings suggested that while teachers used similar instructional moves, how and when they created opportunities for student design feedback differed, resulting in diverse ways of assessing and supporting students’ understandings. Implications suggest design feedback as both a purposeful and naturally present phenomenon throughout the design process, reflective of the nature of engineering design.

The students' low science process skills are caused by learning that is still dominated by the teacher, so it is necessary to develop a learning approach that focuses students in the learning process. One approach that can be used is learning that integrates science, technology, engineering, and mathematics (STEM). This study aims to measure the improvement of students' science process skills that are integrated with the STEM approach on the reaction rate material. This research is a quantitative research with a pre-experimental design type, one group pretest-posttest with a sample of 30 students from class XI SMA Negeri 9 Pontianak, taken by random sampling technique. The data collection tool used is a subjective test of science process skills. The results showed that there was an effect of the STEM approach on the students' science process skills on the reaction rate material, with a score of 76.11, good criteria. Among the aspects of science process skills measured, including observation, classifying, calculating, predicting, inferring, and communication, the communication aspect of students experienced a significant increase from a score of 3.33 to 91.1. This study shows that the STEM approach to reaction rate learning effectively improves students' science process skills.

Mathematical connection ability is very important to be mastered by prospective mathematics teacher students as competency to teach in secondary schools. However, the facts show that there are still many students who have weak mathematical connection abilities. This qualitative descriptive study aimed to explore how the process, and product of the mathematical connection made by prospective mathematics teacher students when solving the integral calculus problems based on their prior knowledge. The research subjects were 58 students who were prospective high school mathematics teachers at the University of Jember, Indonesia. Data were collected using documentation, questionnaire, test, and interview methods. After the test results of all subjects were analyzed, six students were interviewed. To find the match between the results of the written test and the results of the interview, a triangulation method was carried out. Data analysis used descriptive qualitative analysis with steps of data categorization, data presentation, interpretation, and making conclusions. The results show that the research subjects have connected and used mathematical ideas in the form of procedures, facts, concepts/principles, and representations in solving integral calculus problems. Students with high prior knowledge abilities can make better mathematical connections than students with moderate and low prior abilities. From these results, it is recommended that lecturers need to improve students' prior knowledge and train the students more intensely to solve integral calculus problems so all students can develop their mathematical connection abilities into very strong categories.

The diversity of definitions of science literacy has resulted in a diversity of measurement tools. However, adult science literacy is mainly assessed on short standardized and non-contextualized questions, thus making the study of adult science literacy more qualitative than quantitative. Here we describe the rationale, development, and validation of a questionnaire that associates the use of science in the specific science-related setting of parents of hard of hearing children with general and topic-specific science knowledge. The questionnaire went through four developmental steps: (1) gathering input from hearing rehabilitation experts and parents, (2) testing the close-ended questionnaire (n=10), (3) open-ended questionnaire (n=24), (4) online close-ended questionnaire (n=91). These all assessed general science knowledge, contextual science knowledge in the field of hearing and parents' advocacy knowledge and attitudes. These steps and the resulting assessment tool can thus inform the further development of measures of adult science literacy in context. The findings suggest that although general science knowledge enables the application of science to everyday science-related problems it only explained a small proportion of the variance in contextual science knowledge. Thus, the results strongly point to the importance of measuring adults' science literacy in a context that is relevant to the responders. The findings also underscored the disappointing outcomes of secondary science education, in that formal scientific background predicted general science knowledge but did not account for contextual science knowledge at all. This should elicit concern as to the ability of students to use science knowledge in future personally important science related contexts.

The ability of students to build problem-solving models using procedural knowledge can be viewed from several aspects, including Mastery of Mathematical Problem Solving (MPS), understanding concepts and application of concepts, the relationship between learning outcomes of mathematics and interest in learning, and examine the contribution of the ability to understand concept problems, the application of concepts to the ability of MPS, as well as student difficulties and some of the advantages of students in solving problems. This experimental study aims to explain the effect of the MPS model using procedural knowledge on solving mathematical problems for Junior High School Students (JHSS). The findings showed that 1) The MPS method using procedural knowledge significantly improved learning outcomes, but the mastery of MPS for JHSS was still unsatisfactory. 2) MPS teaching could still not improve meaningful learning outcomes. However, when JHSS applied the concepts, calculations, and problem-solving aspects, MPS teaching improved meaningful learning outcomes. 3) Students' interest in learning mathematics in the two sample classes was classified as positive. Shortly, MPS teaching accustoms students to think systematically and creatively and not just give up on the problems they face.

In terms of learning and academic level, this study compares the development of mathematical creative thinking skills between students who use the Blended Learning Model with GeoGebra support (BLM-G) and students who use the Blended Learning Model without GeoGebra aid (BLM-non-G). A nonequivalent control-group design and a quasi-experimental research methodology are being used. The participants in this study were eighth-grade SMPN students in Ternate City, Indonesia. The research sample was 125 people from two schools with different grade levels. The instrument used is a mathematical creative thinking ability test. Research result; Learning using BLM-G influences students' mathematical creative thinking abilities at high and medium school levels, with very high categories. When compared to kids who learn using BLM-non-G learning, students who use BLM-G learning exhibit greater growth in their capacity for both mathematical and creative thought. This is based on high school level pupils. Kids who study using BLM-G learning and students who learn using BLM-non-G learning exhibit equal increases in their capacity for mathematical and creative thought at the middle school level.

This study aims to describe the implication of the Aptitude Treatment Interaction (ATI) model integrated with character values to increase the students’ skill in solving mathematics story problems. This study applied a quasi-experimental research type using a non-equivalent control group design involving two classes with 30 students each. Data was collected using a test instrument for solving mathematics story problem. Data were analyzed using n-gain descriptive statistical analysis to see the increase in students' skill in solving mathematics story world problems. The results showed that the average score of student's aptitude in solving mathematics story problems is 91.26 which is in the category of very high. There is an increase in the students’ ability with score of an n-gain of 0.77 which is in the category of high. In addition, the results of observations related to the implementation of learning model of the ATI with a percentage of 87.5% in the category of very good. Thus, the character-based ATI learning model can be used to increase the students’ skill in solving mathematics story problem. In addition, it accommodates the character of students who are concerned with learning mathematics so that learning goals can be achieved both from cognitive and attitudinal aspects.

3D printer technology and 3D design are used in many fields and are gaining various uses day by day. It is seen that the quality of education and training has increased with the effective use of 3D technology in the education and training environment. This study aims to investigate the attitudes of Pre-Service Teachers about the use of 3D printer activities made with Tinkercad in science education. 43 science pre-service teachers participated in the study, which lasted 8 weeks. A mixed research method was used in this study. The problem-solving scale and the attitude scale towards the use of 3D printers in science education were applied to the pre-service teachers. To collect the research data, the attitude scale was applied as a pre-test and post-test. For Paired samples, a t-test was applied and analyses were performed. In qualitative studies, semi-structured student interview questions were applied. According to the findings of the study, there was a significant increase in students' positive attitudes towards the use of 3D printers in science education. Tinkercad and 3D printer trainings have been given and applications have been made within the scope of these trainings. There have been 6 activities related to 3D printers. Thanks to 3D printers, students have the opportunity to present creative ideas and things they imagine to life by making designs in their minds. It seems that abstract concepts related to the sciences are embodied with a 3D printer and turned into tangible objects. Examining a physical object makes it easier for students to identify mistakes they have made in designs. It is seen that they do creative and solution-oriented work against the problems they encounter. Thus, it is predicted that learning will be more permanent and effective.

Each student has a different amount of time to fully understand information, students with high academic ability (UA) need less time than students with low academic ability (LA). Teachers should apply learning models that can facilitate their study time according to their individual needs. The aim of this research is to assess which learning model is most optimal in reducing the gap in understanding mathematical concepts between UA and LA students. Apart from that, this research also evaluates the effectiveness of implementing the flipped class (FC) model in increasing students' understanding of mathematical concepts, compared to the problem-based learning (PBL) model and conventional learning models. The research method used was the N-Gain Test and ANCOVA. The research results show that the FC model is the most optimal in reducing the gap in understanding mathematical concepts between LA and UA students. In addition, both FC and PBL models have proven effective in increasing students' understanding of mathematical concepts when compared to conventional models. Future research could consider combining the FC model with PBL or other learning models to see whether combining these models can improve students' understanding of mathematical concepts more significantly.

Learning to teach mathematics has become crucial since its application in real life cannot go unmentioned. The desire of mathematics education researchers to make mathematics concepts easier for pre-service teachers to easily understand has attracted attention. This has become indispensable since after college, pre-service teachers are deployed from K-12 to assist learners in understanding mathematics concepts. The study aimed to ascertain how improvement in the learning of mathematics concepts using the Problem-based learning (PBL) approach could be understood and/or explained among pre-service teachers. This was viewed in two folds: how improvement in learning outcomes using the PBL approach could be explained; and how pre-service teachers’ disposition about the PBL could be explained/understood. Exploratory case study design involving qualitative and quantitative data was concurrently gathered and used. This involved the use of data collection instruments such as focus group discussion, pre-post-test scores, PBL observation protocol, and PBL disposition questionnaire. The study showed that the PBL method improved the learning of mathematics concepts among pre-service teachers. Pre-service teachers also showed a positive disposition (interest, belief, and attitude) toward the PBL intervention. The authors advocated for the conduct of a longitudinal study to understand the direction of change over time.

Scaffolding dialogue is a concept in learning that refers to the support or assistance given to individuals during the dialogue process. The main objective of this research is to create a basic structure of dialogue to help and support students during the learning process in improving their algebraic reasoning skills. Algebraic reasoning is a process in which students generalize mathematical ideas from a certain set of examples, establish these generalizations through argumentative discourse, and express them in a formal and age-appropriate way. The study was designed using the grounded theory qualitative model method, which used three sequential steps: open coding, selective coding, and theoretical coding. The research was conducted on students of the mathematics education department at Universitas Islam Sultan Agung. Data collection methods include algebraic reasoning ability tests, questionnaires, and interviews. Data analysis in grounded theory is an iterative and non-linear process that requires researchers to constantly move back and forth between data collection and analysis. This process aims to produce a theory that is valid and can explain phenomena well based on empirical data obtained during research. The dialogue scaffolding strategy framework in improving students' algebraic reasoning abilities includes instructing, locating, identifying, modeling, advocating, exploring, reformulating, challenging, and evaluating.