Studying complex interactions between variables to comprehend phenomena can be challenging for students of all ages. Simulations are often used to facilitate exploratory learning of complex phenomena, but students still face difficulties in comprehending interactions between factors. This study examined the comparative effectiveness of the Problem-Solving before Instruction (PS-I) approach versus the Instruction before Problem Solving approach (I-PS) in this context. In PS-I, learners are presented with complex tasks that help them understand the domain before they are taught the target concepts. While PS-I has been found to be effective in several domain-specific contexts, few studies have explored its benefits for learning general inquiry skills. The current study focused on the impact of using simulations before and after instruction on the development of Multivariable Causality (MVC) strategy and reasoning. In this controlled-experimental design, 35 undergraduate students completed a virus transmission exploration task using simulations that was then followed by instruction (Exploration-First), and 36 students were taught first before completing the virus transmission exploration task (Instruction-first). All the students then completed a second exploration task on the same topic at the end of the intervention, followed by a transfer exploration task on Predator-Prey relationships. The results showed that instruction before exploration had immediate benefits on learning and applying MVC. However, no significant differences between approaches were found for the development of students’ MVC strategy or reasoning at the end of the intervention. In the transfer context, the Exploration-First students transferred their MVC strategy better and showed more advanced MVC reasoning. These findings suggest that the Exploration-First approach may improve the transfer of inquiry strategies and reasoning by incorporating interactive simulations.

The claim that science education is useful for people’s everyday engagement with science is often repeated but has little evidence. In an attempt to empirically test this shared assumption, we examined whether the level of science education people received predicted indicators of science-informed decision-making: adherence to experts’ recommendations, using science to justify science-related decisions, and relying on credible sources. Real-life COVID-19 dilemmas were used to examine this question in three studies: Study I involved a convenience sample of sports fans (n = 412); Study II involved a representative sample of the general population (n = 500), and Study III involved a sample of a religious minority group of Ultra-Orthodox Jews (n = 800) who do not receive mandatory level science education. In the three studies, science education did not predict adherence to social distancing guidelines, the use of science and health-related reasoning to justify one’s stance, or, for the most part, the ability of participants to choose credible information sources. Scientific knowledge played a role in predicting adherence to social distancing guidelines; however, this relationship disappeared when other commitments dominated. This study provides a starting point for a quantitative empirical research approach for testing the long-term transferability of science education to the personal lives of non-scientists.

The quality of parent–child interaction during shared reading (“shared reading quality”) is strongly linked to cognitive and relational benefits. However, the relationship between shared reading quality and activation and synchronization of reading-related brain networks has not yet been characterized. The current study involved 22 4-year-old girls who completed functional MRI including a validated stories listening task, and a primary parent. Prior to MRI, video observation of the parent and child reading together was conducted and later coded using a standardized scoring form quantifying parent–child verbal and nonverbal interaction. Behavioral measures included demographics and a maternal depression scale. To achieve this goal, fMRI stories-listening data was utilized to create a diffusion maps algorithm and then to classify the level of parent–child interaction during the shared reading observation. The algorithm clustered children with higher parent–child engagement scores with fMRI diffusion patterns in regions of the brain known to support reading. This study establishes proof-of-concept that applying this diffusion maps algorithm to brain functional connectivity data can reliably predict parent–child interaction during shared book reading. It also suggests that an algorithmic approach may be a novel, data-driven means to quantify parent–child interaction in different contexts (e.g., reading, play) and populations.

The ability to integrate information from the auditory and visual sensory systems, also referred to as audiovisual integration (and as synchronization), is important for reading fluency. Several studies have pointed to atypical synchronization of the auditory and visual systems in individuals with reading difficulties, which in turn may help to explain their dysfluent reading and have been supported by neuroimaging evidence. This inefficient synchronization between the modalities has also been thought to be attributed to top-down (executive functions) and bottom-up (print characteristics) processes. Interestingly, a rhythmic reading training manipulation seems to be effective in enhancing this audiovisual integration (or synchronization) by triggering executive functions in affected readers and improving their reading fluency. Here we discuss the theories that underlie audiovisual integration (or synchronization), executive functions, the connections to reading fluency, and provide an overview of the literature related to neuroimaging of visual versus auditory-based rhythmic reading training.

An important goal of science education is to equip students with the scientific knowledge and evaluation skills necessary to identify misinformation. However, the specific role of science education and knowledge and the evaluation strategies most commonly relied on in this process remain unclear. The two studies presented here leverage educational diversity to explore these issues: Study I focused on a representative sample of the general population (n = 500), where science education is compulsory up to 10th grade. Study II focused on a representative sample from an ultra-Orthodox community (n = 800), where science education in school is not compulsory. Respondents in both studies were asked to share misinformation they heard during the COVID-19 pandemic and explain why they did not believe it. Using content analysis of participants’ open-ended answers, we found that about half of the general population and only a third of the ultra-Orthodox sample were able to identify misinformation when confronted with such. Science knowledge was correlated with accurately identifying misinformation in both studies, but science education was correlated with performance only among the general public who widely receives mandatory science education. Participants from the general public who justified their suspicion using content evaluation were more likely to identify misinformation correctly. At the same time, ultra-Orthodox were more likely to perform well when they justified their suspicion based on the evaluation of the source. These findings highlight the difficulty of recognizing misinformation in real life. Having scientific knowledge and awareness of sources doesn't guarantee protection from being misled—but it helps.

This literature review examines 84 peer-reviewed studies of Black youth activism in the United States, published from 2012 to 2023. Data were extracted from EBSCO, ERIC, and Web of Science using search terms related to “Black”, “youth”, and “activism”. The review identifies the disciplines where studies were published, publication trends, major theories used, types and scopes of activism studied, and the anticipated roles of Black youth in these activism efforts, as well as the intersectionality of the activism. It highlights the dispersed nature of the field, the local focus of most activism studied, and the notable prominence of youth-led initiatives. Many studies described youth or youth with adults as the primary initiators of activism, with Black youth participating both through existing frameworks or by leading efforts themselves. The findings underscore the need for more research specifically on youth-led initiatives to fully understand the scope and impact of Black youth activism.

GenAI is playing an increasingly important role in computing courses at all levels, offering new opportunities to support teaching and learning. However, using GenAI effectively raises important concerns regarding trust, academic integrity, and broader social and ethical dimensions. This Working Group was formed to report on the current state of the art in using GenAI in upper-level computing courses to aid educators. The working group will undertake a methodological review of published work and solicit input from the computing educational community as part of the report.

Scientists increasingly use generative artificial intelligence (GenAI) to aid in science communication tasks due to limited time and resources. GenAI can function as a writing assistant, idea generator, or collaborative tool. While it offers promising support, it is crucial to address potential pitfalls, such as misinformation due to its stochastic nature, dependency on prompt specificity, and the risk of reproducing biases and stereotypes. To mitigate these issues, scientists should be trained in competencies that foster ethical and effective interactions with GenAI, ensuring they develop what we call “Good Working Habits” for science communication with GenAI.

Learning for complex world-making practices cannot be understood without embracing theoretical perspectives that acknowledge the complexity and dynamics of the interconnected and distributed among people and their environments nature of such practices. This symposium aims to advance the conceptual foundations for studying learning as an ecological phenomenon. It builds upon the recent special issue of Journal of the Learning Sciences, “Beyond disciplinary engagement: Researching the ecologies of interdisciplinary learning” (Markauskaite et al., 2024). The papers in this special issue adopted diverse ecological perspectives to study interdisciplinary learning, offering unique insights into how personal resourcefulness, teamwork dynamics, institutional processes, and disciplinary cultures intertwine in this context. However, the underpinning conceptual issues of theorizing and empirically studying learning as an ecological phenomenon were not specifically examined. In this symposium, we extend this work to unpack different ecological conceptualizations of learning and discuss critical directions for further development.

This study examined higher education students’ attitudes toward F2F learning vs. online learning using a Self-Determination Theory (SDT) framework. Overall, 113 undergraduates completed a 12-item SDT-based questionnaire twice, once for each learning format. Exploratory factor analysis supported the SDT framework. While students’ sense of competence and relatedness were higher for F2F learning, their sense of autonomy was higher for online learning. Specifically, the ability to focus was a barrier to benefit from learning online.