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Hu Xuelong – Cambridge Journal of Education, 2025
This paper attempts to address challenges identified by Michael Young and those arising from his writings on 'powerful knowledge' to gain a deeper insight into the relationship between everyday horizontal knowledge and disciplinary vertical knowledge as well as how we can approach it in a way that benefits pedagogy. The attempt includes the move…
Descriptors: Context Effect, Epistemology, Knowledge Level, Educational Theories
Margaret Walton; Janet Walkoe – Mathematics Teacher: Learning and Teaching PK-12, 2025
Seeds of Algebraic Thinking comes from the Knowledge in Pieces (KiP) perspective of learning. KiP is a systems approach to learning that stems from the constructivist idea that people learn by building on prior knowledge. As people experience the world, they acquire small, sub-conceptual knowledge elements. When people engage in a particular…
Descriptors: Mathematics Instruction, Prior Learning, Knowledge Level, Algebra
Trudi Lord; Paul Horwitz; Hee-Sun Lee; Amy Pallant; Christopher Lore – Journal of Science Education and Technology, 2025
From the experiential learning perspective, this study investigates middle and high school students (n = 1009) who used an online module to learn about wildfire hazards, risks, and impacts through computational simulations of wildfire phenomena. These students were taught by 18 teachers in urban, rural, and suburban schools across the United…
Descriptors: Concept Formation, Natural Disasters, Risk Assessment, Risk
Sinethemba Mdleleni; Kenneth Mlungisi Ngcoza – African Journal of Research in Mathematics, Science and Technology Education, 2025
Many learners seem to struggle to grasp the concepts of forces and Newton's law of motion, possibly owing to decontextualised teaching pedagogies used in science classrooms. This study investigates Grade 11 Physical Sciences teachers' perspectives in South Africa on integrating Indigenous Knowledge (IK) to improve learners' understanding of…
Descriptors: Grade 11, Science Instruction, Scientific Concepts, Motion
Patrick B. Johnson; Corinna Singleman; Jennifer Valad; Eva Fernandez; Nathalia Holtzman – College Teaching, 2025
This study examined the extent to which college algebra instructors employ pedagogical practices previously found to assist students master difficult STEM content material and address their own previous math deficits. Faculty classroom behaviors were assessed with a modified version of the Generalized Observation and Reflection Platform (GORP).…
Descriptors: College Mathematics, Mathematics Teachers, Mathematics Instruction, College Faculty
Ian Thacker; Hannah French; Shon Feder – International Journal of Science Education, 2025
Presenting novel numbers about climate change to people after they estimate those numbers can shift their attitudes and scientific conceptions. Prior research suggests that such science learning can be supported by encouraging learners to make use of given benchmark information, however there are several other numerical estimation skills that may…
Descriptors: Climate, Computation, College Students, Hispanic American Students

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