In this paper, we present findings from an exploratory qualitative study that investigated perceptions of science and scientists, which can shape how learners participate in narrative-based socioscientific digital media and hands-on activities. We examine how middle school learners conceptualize science and scientists’ roles through their possible selves and the way in which they express their interests. We present findings of interviews with middle school students who took part in digital media and hands-on science activities in a school science classroom. Our findings show that while there are variations in the ways that students perceive science and scientists, many students in our study are influenced by formal learning environments (e.g., school), and some students have difficulty making connections between informal and formal science activities. By examining learners’ heterogeneous perceptions of science and scientists, we identified students’ perceptions of the qualities of scientists, science responsibility, and science in daily life, along with ideas inspired by the activities we presented. In our discussion, we consider how the constructs of possible self and interest in science can enable students to engage in science and to think about science and scientists in more expansive ways. Lessons from this study can support middle school students in developing a positive scientist possible self and increase their interest in science.

This study aimed to determine the involvement of neural circuits associated with executive functions (EF) during Hebrew reading in its two forms, deep and shallow, on a word and contextual level in children. Functional MRI data was collected employing 49 8-12-year-old Hebrew-speaking children performing the n-back task. Functional connectivity within and between EF networks (i.e. the cingulo-opercular; CO and fronto-parietal; FP networks) was calculated and included in prediction models for single word as well as contextual reading measures on a deep and shallow orthographic level. Working memory was positively associated with single word reading in Hebrew-speaking children. Functional connectivity between CO-FP networks better predicted deep orthography reading in single word reading compared to shallow orthography. Results highlight the utilisation of EF networks during the deep form of Hebrew in single word reading.

Advancements in large language models (LLMs) have transformed human-computer interaction, enhancing engagement with conversational agents like chatbots, virtual agents, and social robots. This study explored how different conversational interfaces (computer, Furhat, NAO, and Pepper) impact perception and acceptance using the Human-Robot Interaction Evaluation Scale (HRIES) and the Technology Acceptance Model (TAM). One hundred participants rated interfaces through a video-based survey, revealing significant differences: computers scored highest in Perceived Usefulness (PU) and Ease of Use (PEU), while social robots, particularly Pepper and NAO, excelled in Sociability. A Structural Equation Model (SEM) indicated that HRIES dimensions of Sociability and Agency positively influenced Perceived Enjoyment (PENJ) and PEU, whereas Disturbance negatively affected both. These findings highlight the nuanced interplay between interface design and user acceptance, suggesting that while factors like Sociability and Agency are pivotal for enhancing enjoyment and ease of use, they alone are insufficient to account for overall acceptance.

The present study explores the integration of a hybrid MOOC (H-MOOC) called Simply Math in the setting of advanced mathematics lessons in school. Considering two components—institutional support and curricular content alignment—the H-MOOC theoretical framework was applied to this study to gain a better understanding of how existing MOOCs can be incorporated into the secondary school curriculum. This understanding was informed by examining the perceptions of 55 high school teachers of the use of H-MOOC, and through two case studies of teachers Raya and Israa, who integrated the H-MOOC into their mathematics lessons. The research tools included a perception questionnaire, as well as classroom observations and retrospective interviews. The findings revealed that the two components illustrating the implementation of the H-MOOC were highly evident in the current study. Specifically, concerning the institutional goals, numerous key components and attributes of hybrid learning were identified in practice, indicating successful MOOC implementation. The H-MOOC’s value stood out in promoting active learning, fostering interaction between the teacher and students, intensive problem-solving, and collaborative group learning. With respect to the curricular content alignment, higher satisfaction was observed with the online filmed lectures than with the online exercises.

Teacher mobility is a widespread and growing phenomenon. This study sought to examine professional identity construction processes among mobile teachers across various contexts. Using the concepts of motility and viscosity, we examined three cohorts teaching abroad in different contexts – a national organization context, a private organization context, and a familial context (due to spouse-driven expatriation). We explored the processes of constructing a professional identity through the lens of a dialogue between teachers and their work environment. We found that context plays a central role in establishing teachers’ motility capital and results in different professional identity conceptualizations. We contribute to the literature by highlighting how varying migration contexts shape migrant teachers’ professional identity construction. By emphasizing the influence of context on identity negotiation strategies, the study underscores the need for schools and organizations to develop models that support the construction of optimal professional identities among mobile teachers. Additionally, the findings have significant implications for educational policy and practice, calling for context-sensitive support models to better integrate and empower migrant teachers in diverse educational systems.

Recent advancements in large language model-based generative artificial intelligence (GenAI) tools have transformed computer science education, presenting both opportunities and challenges. A study investigating students' attitudes toward these tools was conducted during an Introduction to Computer Science course. The target of the study was to gauge students' evolving attitudes toward using GenAI tools in the course, before, during and after ChatGPT was gradually assimilated into homework assignments. The study refers to three phases: preliminary phase, assimilation phase, and calibration stage, which currently takes place. Findings show that, in the preliminary phase, students appreciated the efficiency of GenAI tools offered but were concerned about developing a dependency on these tools and about ''cheating''. Findings from the assimilation phase indicate that consistent, guided exposure to GenAI tools positively shifted students' views, alleviating initial concerns and promoting a positive attitude toward using GenAI tools in the course. The targets of the calibration phase are: a) to examine how to leverage independent learning by formulating clear guidelines that can build trust in the technology and help overcome concerns regarding reliability and credibility; b) to check how GenAI can help students in a Introduction to Computer Science course acquire skills such as critical thinking and code comprehension. The study offers insights for educators on the integration of GenAI tools into computer science courses to enhance learning while maintaining academic integrity.

Critical thinking (CT) consists of a deliberate and reflective process that can lead to informed decisions. It involves scrutinizing the trustworthiness and consistency of underlying assumptions, the sources of data, and the validity of other information. CT embodies deliberate, self-regulated judgment incorporating cognitive abilities such as analysis, evaluation, and inference. In this follow-up study to Gadot & Tsybulsky (2023), we confirm the role of Digital Curation (DC) as a catalyst for CT and present a structured taxonomy of DC practices that enhance CT. This taxonomy is designed to act as a systematic framework for categorizing DC tasks while capturing the personal and social facets of curation activities. The curation workflow is broken down into the acquisition and assimilation stages and incorporates the level of complexity. This classification can thus be harnessed by educators and practitioners to define the aims and competencies that are critical to fostering CT skills through DC practices.

Publicly accessible large language models like ChatGPT are emerging as novel information intermediaries, enabling easy access to a wide range of science-related information. This study presents survey data from seven countries (N = 4320) obtained in July and August 2023, focusing on the perception and use of GenAI for science-related information search. Despite the novelty of ChatGPT, a sizable proportion of respondents already reported using it to access science-related information. In addition, the study explores how these users perceive ChatGPT compared with traditional types of information intermediaries (e.g. Google Search), their knowledge of, and trust in GenAI, compared with nonusers as well as compared with those who use ChatGPT for other purposes. Overall, this study provides insights into the perception and use of GenAI at an early stage of adoption, advancing our understanding of how this emerging technology shapes public understanding of science issues as an information intermediary.

Aim The differences between parent–child joint attention while reading together from a screen versus from a paper are unknown. The current study aimed to determine if parent–child brains synchronise differently during screen-based versus printed paper-based, in other words, a book reading. Methods The study was carried out in 2022 in Israel. Cohorts were recruited via posted ads. Cognitive and behavioural measures were assessed using standardised tests. In addition, two reading sessions were administered by the parent, one on the screen and another using a book, while electroencephalograph data captured their brain synchronisation. The difference in brain synchronisation between the conditions was correlated with behavioural measures. Results Of the 49 parent–child pairs age 3.94 years ± 0.751; 24 females who participated in language-based tasks for this study, electroencephalograph data from 11 dyads showed a higher brain-to-brain synchronisation during printed-based reading compared to screen-based reading was found and associated with the child's verbal and cognitive abilities. Conclusion Printed-paper reading fosters a higher parent–child neural synchronisation and cognitive engagement compared to screen-based reading.

This study suggests the framing of structured mathematical modelling (MM) in an authentic scientific-engineering context. Taking a task design view, structure is maintained through inherent scaffolding for the dual purpose of preserving the authenticity of the extra-mathematical context and making the adaptations required to allow incorporation of the task into the duration of a regular lesson and within the full capacity of the curriculum. Participants were 23 secondary school novice mathematics teachers and two experts who possess extensive experience in MM task design. Research tools included a reflective diary filled in by the novice teachers throughout the design process, and a task design evaluation form that was filled in by the two expert designers. Both tools aimed at identifying MM task characteristics and the alignment of the designed structured MM tasks with the MM cycle phases. Findings show the presence of all the unique characteristics that underly a quality designed MM task, with relatively low presence of openness and high presence of accessibility and authenticity from the novice teachers’ point of view. The alignment with the MM cycle was further manifest in the designed tasks, with the validation phase as being less evident compared to the other MM phases. Theoretical and practical contributions are discussed in the paper, indicating the sequentially-oriented process by which the structured MM tasks scaffold students through the MM cycle.