Open research questions in Educational Methods and Outcomes

What the literature leaves open

• The study employed an Educational Design Research approach based on the Plomp model, comprising preliminary research, prototyping, and assessment phases; however, the investigation was limited to the prototyping phase, specifically Prototype III.

  Validity of an Interactive E-Student Worksheet (E-LKPD) Based on Structured Inquiry Using Liveworksheets on the Reaction Rate Topic for Phase F Grade XI Senior High School · 2026 · DOI

• Supporting group dynamics in project work and guiding students in adapting to different environments will increase the efficiency of the project process. Future studies could offer a broader perspective to the literature by examining how these perceptions differ or can be generalized among groups of gifted students with different demographic characteristics (e.g., different age groups, genders, socioeconomic backgrounds). Applying Q methodology to examine students' perceptions of the project process not only for student groups attending BILSEM but also for public school students or private school students participating in the project process could yield more generalizable results. Longitudinal studies could also be included to examine changes in students' perceptions of the project. Such a study would make important contributions to examining causality in the project process, providing detailed and reliable results, and understanding the dynamics of change and development. Furthermore, deepening student views on the challenges in the project process through more detailed qualitative research would contribute to the development of strategies to make this process more functional and inclusive. Examining student attitudes toward projects across different fields and types (scientific projects, social responsibility projects, art projects, physics, chemistry, biology, technology design, values education, sociology, etc.) will provide data on which type of field the upcoming generation is oriented towards, which may contribute to the field in terms of education and training. Additionally, when asked, “If you were designing this study, what different items you would include?” the responses received were: 1. "I would like to choose the teacher who will mentor my project." 2. "It upsets me that our opinion was not taken into account in the selection of the project consultant." "What matters in the project is what the process adds to us." 3. "The value placed on the project does not match the effort put into it." 4. "The competitive environment that arises when participating in the project bothers me." 5. "Being in a competitive environment with my friends makes me happy." Such items can also be used in Q method studies. Akar et al.

  An Investigation of Gifted Students' Perceptions Regarding TÜBİTAK Projects Using Q Method · 2026 · DOI

• The study, which examined the perceptions of gifted high school students attending BILSEM regarding the project process using the Q method, was limited to the project perceptions of 25 gifted high school students studying at a specific Science and Art Center in the Southeast Anatolia Region.

  An Investigation of Gifted Students' Perceptions Regarding TÜBİTAK Projects Using Q Method · 2026 · DOI

• Although the paper demonstrates medium practical significance (Cohen's d = 0.731) for physics learning outcomes using Videoscribe with Guided Inquiry, it does not report long-term retention testing, transfer of learning to novel physics problems, or durability of conceptual understanding beyond the immediate posttest measurement.

  The Effect of Videoscribe Media Assisted by the Guided Inquiry Learning Model on Students’ Physics Learning Outcomes · 2026 · DOI

• The research was conducted on physics students described as 'relatively less independent' learners, but does not stratify results by learner independence levels or test whether the medium effect of Videoscribe-Guided Inquiry is replicated in highly independent, moderately independent, or diverse independence-level student populations.

  The Effect of Videoscribe Media Assisted by the Guided Inquiry Learning Model on Students’ Physics Learning Outcomes · 2026 · DOI

• The study identifies that Videoscribe facilitates 'understanding of complex subject matter' and increases 'engagement' in the Guided Inquiry physics classroom, but provides no quantitative measurement of cognitive load, engagement metrics, or mechanism of action explaining why the medium specifically improves learning outcomes in physics instruction.

  The Effect of Videoscribe Media Assisted by the Guided Inquiry Learning Model on Students’ Physics Learning Outcomes · 2026 · DOI

• While the paper compares Guided Inquiry with Videoscribe against standard Guided Inquiry using N-Gain analysis, it does not employ comparative designs testing Videoscribe media integrated with alternative inquiry models (structured inquiry, open inquiry) or other visualization technologies to isolate the specific contribution of Videoscribe versus the learning model itself.

  The Effect of Videoscribe Media Assisted by the Guided Inquiry Learning Model on Students’ Physics Learning Outcomes · 2026 · DOI

• The study demonstrates that Videoscribe media assisted by Guided Inquiry produces a medium effect size (Cohen's d = 0.731) on physics learning outcomes, but does not investigate how this effect varies across different physics topics (mechanics, thermodynamics, electromagnetism, etc.) or student ability levels beyond the mention of 'relatively less independent' students.

  The Effect of Videoscribe Media Assisted by the Guided Inquiry Learning Model on Students’ Physics Learning Outcomes · 2026 · DOI

• The humanistic learning elements (joyful learning atmosphere, teacher facilitation, student self-management) are discussed as supportive factors for critical thinking development, but the paper provides no quantitative measurement of learning environment quality, teacher facilitation fidelity, or student autonomy levels that could explain variance in critical thinking outcomes across the experimental group.

  Bridging the Gap in Mathematics Education: The Efficacy of Deep Learning and STEM-Based PBL on Critical Thinking · 2026 · DOI

• The study compares deep learning STEM-based PBL against conventional instruction (control group) but does not examine whether specific components of the deep learning approach (cognitive, emotional, or social dimensions) differentially contribute to improvements in each critical thinking aspect, such as which dimension most strongly predicts inference versus evaluation performance.

  Bridging the Gap in Mathematics Education: The Efficacy of Deep Learning and STEM-Based PBL on Critical Thinking · 2026 · DOI

• Table 15 shows that in the explanation aspect, only 56% of control group students achieved comprehensively evident performance compared to 74% in the experimental group, yet the paper does not specify which particular explanation structures or types of mathematical justifications students failed to produce, limiting understanding of what explicit instructional scaffolding might address this gap.

  Bridging the Gap in Mathematics Education: The Efficacy of Deep Learning and STEM-Based PBL on Critical Thinking · 2026 · DOI

• The paper identifies that control group students exhibit 'mechanical and procedural' problem-solving patterns without deep understanding, but does not investigate the specific cognitive mechanisms or prerequisite conceptual deficits that cause students to revert to formula-imitation rather than analytical reasoning when not engaged in experiential learning activities.

  Bridging the Gap in Mathematics Education: The Efficacy of Deep Learning and STEM-Based PBL on Critical Thinking · 2026 · DOI

• While Table 14 compares inference performance between experimental and control groups using a single flagpole measurement problem, the study lacks systematic investigation of whether the critical thinking improvements demonstrated in deep learning PBL are domain-specific to trigonometry or transferable to other mathematics domains (algebra, calculus, geometry) and STEM disciplines.

  Bridging the Gap in Mathematics Education: The Efficacy of Deep Learning and STEM-Based PBL on Critical Thinking · 2026 · DOI

• The study demonstrates that deep learning and STEM-based PBL improve critical thinking in trigonometry contexts, but the coding framework (Table 13) used five critical thinking aspects (interpretation, analysis, evaluation, inference, explanation) without empirical validation of whether this framework comprehensively captures all dimensions of mathematical critical thinking or if additional aspects specific to deep learning contexts should be included.

  Bridging the Gap in Mathematics Education: The Efficacy of Deep Learning and STEM-Based PBL on Critical Thinking · 2026 · DOI

• The argumentative learning tasks and scaffolding structures embedded in the SSI-based e-module are described as contributing to improvements in critical thinking, but the study does not isolate the independent effects of argumentation scaffolding versus socio-scientific contextual framing versus multimodal design on student outcomes.

  Development of A Socio-Scientific Issues (SSI)-Based E-Module on Human Growth and Development to Improve Senior High School Students’ Critical Thinking and Scientific Literacy · 2026 · DOI

• The study reports practicality validation by Biology teachers (89.69%) but does not specify whether implementation success varies by teacher experience level, subject matter expertise, or technological proficiency, nor does it identify specific classroom barriers or facilitators to sustained adoption across diverse school contexts.

  Development of A Socio-Scientific Issues (SSI)-Based E-Module on Human Growth and Development to Improve Senior High School Students’ Critical Thinking and Scientific Literacy · 2026 · DOI

• The effectiveness test compared the SSI-based e-module against traditional SSI instruction with textbooks and Discovery Learning, but did not include comparison groups using other digital learning platforms, gamified approaches, or alternative socio-scientific pedagogies, leaving unclear whether improvements are specific to the module's design or generalizable to e-learning formats.

  Development of A Socio-Scientific Issues (SSI)-Based E-Module on Human Growth and Development to Improve Senior High School Students’ Critical Thinking and Scientific Literacy · 2026 · DOI

• While the study demonstrates short-term effectiveness improvements in critical thinking and scientific literacy immediately post-intervention, it lacks longitudinal data on knowledge retention and the persistence of critical thinking gains over extended periods (months to years) following module completion.

  Development of A Socio-Scientific Issues (SSI)-Based E-Module on Human Growth and Development to Improve Senior High School Students’ Critical Thinking and Scientific Literacy · 2026 · DOI

• The SSI-based e-module was tested only on senior high school students in a single institutional context; the study does not examine transferability of the module across different Biology topics beyond human growth and development, nor does it assess adaptation requirements for diverse educational systems or curricula frameworks.

  Development of A Socio-Scientific Issues (SSI)-Based E-Module on Human Growth and Development to Improve Senior High School Students’ Critical Thinking and Scientific Literacy · 2026 · DOI

• SPS and SR develop partially and are not integrated; science learning needs to involve more SPS and SR through interesting, fun, relevant practicums with contextual, collaborative, and adaptive learning designs so that both can develop simultaneously.

  Descriptive Analysis of Science Process Skills (SPS) and Scientific Reasoning (SR) of High School Students and Pre-service Teacher in Science Learning · 2026 · DOI

• Practical activities that can practice observation, measurement, classification, experiments, and data analysis are not intensive enough to really strengthen SPS even though students feel their scientific reasoning is relatively better.

  Descriptive Analysis of Science Process Skills (SPS) and Scientific Reasoning (SR) of High School Students and Pre-service Teacher in Science Learning · 2026 · DOI

• Hence, these two instructional strategies should be emphasized and enforced in the teaching and learning of biological concepts among all deprived science-based senior high school students in Ghana and where appropriate learning and teaching resources to solve the related problems are scarcely available.

  Teaching strategies impact on students’ self-efficacy development, a case of Ashanti Mampong municipality, Ghana high schools · 2025 · DOI

• Understanding the material taught to students is not fully understood, as can be seen from the acquisition scores obtained by students who are still below the minimum completeness criterion of 70.

  PENINGKATAN PEMAHAMAN IPA PESERTA DIDIK SD: SEBUAH PENGEMBANGAN BAHAN AJAR BERBASIS PENDEKATAN PEMECAHAN MASALAH · 2023 · DOI

• According to the frequency distribution table which has been made as a result of the data, it has been determined that the preservice teachers are insufficient on the subjects of being able to show the data of variables in the scenario on the ready figures, to position the variables correctly onto the axes.

  The Review on the Science Process Skills and the Levels to Create a Graphic: The Sample on Preservice Science Teachers · 2020 · DOI

• According to the results, a great majority of the preservice teachers' conceptual structures related to the metabolic events were limited to respiration and photosynthesis and those which were related to the energy forms were limited to ATP, light and heat.

  Examination of conceptual structures of science preservice teachers about metabolic events and energy forms in the cell · 2018 · DOI

Most-cited papers in Educational Methods and Outcomes

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• Faktor-Faktor Yang Mempengarui Hasil Belajar Peserta Didik (Literature Review) · Jurnal Pendidikan Siber Nusantara · 2023 · 33 citations
• Improving Students’ Collaboration Thinking Skill Under the Implementation of the Quantum Teaching Model · International Journal of Instruction · 2022 · 31 citations
• Promoting Students’ Scientific Habits of Mind and Chemical Literacy Using the Context of Socio-Scientific Issues on the Inquiry Learning · Frontiers in Education · 2021 · 31 citations
• Gender difference in students’ performance in chemistry – can computer simulation bridge the gap? · Research in Science & Technological Education · 2021 · 30 citations

Most recent work

• Integrating PJBL-STEM in teaching modules: Innovation in biology learning improve critical and creative thinking · JPBI (Jurnal Pendidikan Biologi Indonesia) · 2026
• The Effect of The Talking Stick Cooperative Learning Model on Science Learning Outcomes of Fifth-Grade Students · Journal of General Education and Humanities · 2026
• EFEKTIVITAS MODEL LEARNING CYCLE 5E BERBASIS MEDIA INTERAKTIF WORDWALL DALAM MENINGKATKAN HASIL BELAJAR IPAS SISWA SEKOLAH DASAR · Primary Education Journals (Jurnal Ke-SD-An) · 2026
• PENGARUH MODEL PROBLEM BASED LEARNING BERBASIS PENDEKATAN TARL (TEACHING AT THE RIGHT LEVEL) TERHADAP HASIL BELAJAR IPAS SISWA KELAS IV SEKOLAH DASAR · Primary Education Journals (Jurnal Ke-SD-An) · 2026
• Descriptive Analysis of Science Process Skills (SPS) and Scientific Reasoning (SR) of High School Students and Pre-service Teacher in Science Learning · KONSTAN - JURNAL FISIKA DAN PENDIDIKAN FISIKA · 2026
• Enhancing students’ problem-solving skills and energy-saving character through a physics e-module · Indonesian Journal of Science and Mathematics Education · 2026
• The Effect of Videoscribe Media Assisted by the Guided Inquiry Learning Model on Students’ Physics Learning Outcomes · Jurnal Phi Jurnal Pendidikan Fisika dan Fisika Terapan · 2026
• Comparison of IB-NOSA and Discovery Learning Models on Students' Scientific Literacy and Scientific Argumentation Skills in High School · Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan · 2026
• Development of A Socio-Scientific Issues (SSI)-Based E-Module on Human Growth and Development to Improve Senior High School Students’ Critical Thinking and Scientific Literacy · INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS · 2026
• Bridging the Gap in Mathematics Education: The Efficacy of Deep Learning and STEM-Based PBL on Critical Thinking · Jurnal Pendidikan MIPA · 2026

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