The level of arithmetic knowledge of a high school student was explored when solving additive word problems considering the semantic structure and syntactic component. The methodology was qualitative and developed in four stages: the first is the selection of the participant, the second is the design of a questionnaire with twenty additive…

This study critically examines the biases and methodological shortcomings in studies comparing deaf and hearing populations, demonstrating their implications for both the reliability and ethics of research in deaf education. Upon reviewing the 20 most-cited deaf-hearing comparison studies, we identified recurring fallacies such as the presumption…

Debugging is essential for identifying and rectifying errors in programming, yet time constraints and students' trivialization of errors often hinder progress. This study examines differences in debugging challenges and strategies among students with varying computational thinking (CT) competencies using weekly coding journals from an online…

This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of ChatGPT and GPT-4 on NAEP science assessments and compare their performance to students by cognitive demands of the items. Fifty-four…

Generative AI has recently gained the ability to generate computer code. This development is bound to affect how computer programming is taught in higher education. We used past programming assignments and solutions for textbook exercises in our introductory programming class to analyze how accurately one of the leading models, ChatGPT, generates…

Video instruction has been widely studied and is generally considered as effective as live instruction for teaching scientific concepts and procedures. However, there is limited research on the effectiveness of prerecorded videos for teaching more challenging content. This study conducted a controlled experiment on over 300 high school students to…

In massive open online course (MOOC) environments, computer-based analysis of course reviews enables instructors and course designers to develop intervention strategies and improve instruction to support learners' learning. This study aimed to automatically and effectively identify learners' concerned topics within their written reviews. First, we…

This study compares direct instruction to two constructivist approaches, namely experimentation and problem-based learning, in fifth-grade science learning in Hong Kong. Constructivist instructional approaches, contrary to direct instruction, stress on students' active role in constructing knowledge in learning. Experimentation and problem-based…

The rapid development of large language models (LLMs) presented opportunities for the transformation of science and STEM education. Research on LLMs was in the exploratory phase, characterized by discussions and observations rather than empirical investigations. This study presented a framework for incorporating LLMs into Science and Engineering…