Background: In STEM education, tasks are essential for organizing and designing teaching-learning processes, as they give concrete form to curricular goals and content standards. Tasks that build on each other and initiate a learning process are particularly effective. Tasks are often specified according to their function (confrontation,…

In this study, we explored elementary school teachers' experiences working on open-ended mathematics tasks during a 10-day professional development (PD) workshop. Teachers engaged with the tasks daily in a session call Morning Math (MM). Thirty-two elementary teachers from three school districts in the USA participated in a 2-year professional…

Research suggests that collaborative learning may enhance the benefits to learners when solving cognitively demanding tasks. However, there are concerns about how students with different achievement and engagement levels perceive these benefits. This study examines how students with varying achievement and engagement levels respond to…

In the present study, we explored whether future teachers considered spatial skills to be built up slowly and incrementally (incremental view) or considered spatial skills to be an innate, static aptitude (entity view). We also examined whether these views were associated with personal spatial skills, confidence in spatial problem-solving, or…

Psychology-based research has been a characteristic of empirical inquiry in sport coaching for over 50 years, and cognitive function is widely accepted as a fundamental component of sport coaching expertise. Within the academic literature, much empirical research on coaches' cognitions has tended to adopt retrospective approaches, such as…

Problem posing is an indispensable constituent of mathematical thinking, which makes it a requisite ability for students of all grades. Therefore, pre- and in-service teachers should carry out problem posing activities of high quality, and having them pose non-routine problems may be a good way to make this happen. In this context, this study…

Research on how university faculty design courses has been limited and marked by modest detail on faculty design processes. Addressing this gap, seven faculty members supported by an educational developer at a teaching-intensive university used collaborative autoethnography (CAE) to explain how university faculty engage in reflective, iterative…

The starting reasoning and promoting switch from intuitive system 1 to deliberate system 2 for provoking creative thinking is lacking feasible model, especially during the global pandemic. We established a visible, trainable and learnable (VTL) model with digital technique to promote this dual switch for creative thinking. This study was…

Objective: To evaluate the hypothesis that social problem solving (SPS) moderates strong emotion reactivity (ER) to stressful events in predicting suicide ideation (SI). Participants: 200 college students: mean age = 20.33; 75% women; 58% white. Methods: Participants completed the following self-report inventories: Beck Scale for Suicide Ideation,…

This research explores the link between achievement emotions and covariational reasoning, a type of mathematical reasoning involving two variables. The study employs a case study approach, focusing on a high school calculus student named Valeria, and develops a theoretical framework based on the control-value theory and levels of covariational…

This study explored the effects of a self-adapted mobile concept mapping-based problem-posing (CMPP) approach applied in a virtual museum context. To investigate the effectiveness of the proposed approach, a quasi-experimental design was applied to compare the critical thinking tendency, meta-cognition tendency, problem-solving tendency,…

Background and Context: Productive failure (PF) is a learning paradigm that flips the order of instruction: students work on a problem, then receive a lesson. PF increases learning, but less is known about student emotions and collaboration during PF, particularly in a computer science context. Objective: To provide insight on students' emotions…

Emotions are a complex multi-faceted phenomenon. To assess the complexity of emotions from different facets, multi-modal approaches are necessary. However, multi-modal approaches are rarely used for assessing emotions, especially in the context of computer programming. This study adopts a multi-modal approach to understand the changes in students'…

Understanding factors that influence k-12 students' Science, Technology, Engineering, and Mathematics (STEM) performance is essential to improving their problem-solving ability. Most studies have focused on the relationship between students' psychological factors and STEM performance and have paid little attention to the relationship between…

This study aims to evaluate the effect of adventure education programs on resilience enhancement among first-year undergraduate students. The researchers designed adventure education courses using a benefits-based management activity planning model. An analysis is conducted using quasi-experimental and pre- and post-test non-equivalent group…