Search Results (1,205)

The purpose of this research is to investigate the misconceptions related to geological concepts among Secondary Education students in the region of Achaia, Greece. The study focuses on both Lower Secondary Education (Gymnasium, grades 7–9) and Upper Secondary Education, including General and Vocational Education (grades 10–12). Previous research has shown that students entering Lower Secondary Education or High School often possess several misconceptions about geological concepts. These misconceptions result in a fragmented or incorrect understanding, which may arise from intuitive perceptions of how the natural world evolves that are incorrect, or from stereotypes and assumptions acquired from the family environment or inadequacies in the school curriculum. Despite teachers’ efforts to clarify these concepts, a significant percentage of students continue to hold misconceptions, mainly related to minerals and rocks. A total of 1065 secondary students completed an online closed-ended questionnaire that was designed and validated based on previous research findings to highlight their misconceptions. This study results showed a clear differentiation between students from urban and rural areas, while demographic characteristics (such as gender, age, parents’ occupation, and parents’ marital status) did not appear to play a significant role. In addition, the responses to specific sets of questions varied depending on the student’s grade level. Identifying students’ misconceptions can support the development of appropriate educational tools and/or inform targeted interventions that aim to clarify these concepts and correct any incorrect assumptions. Full article

As an essential medium for the cultural narrative of architectural space, studying the cognitive transformation mechanisms of traditional ethnic decorative patterns is critical for their effective preservation and innovative application. This research focuses on typical decorative motifs found in She ethnic architectural heritage, systematically classifying them into five categories—animal, plant, human figure, totem, and geometric—based on symbolic themes, formal structure, and cultural function. Correspondingly, 20 sets of standardized black-and-white line drawing stimuli were developed for experimental use. Methodologically, this study utilized the EyeLink 1000 eye-tracking system to acquire real-time gaze metrics, including fixation duration and saccadic amplitude, as well as pupil dilation responses from participants engaged in a controlled pattern observation task. Immediately after observation, participants completed a semantic differential assessment using a five-point Likert scale. Data analysis employed descriptive statistics, analysis of variance (ANOVA), Kruskal–Wallis tests, and Bonferroni-adjusted post hoc comparisons (α = 0.05). Attention allocation was further examined through heatmaps and gaze trajectory visualizations to provide comprehensive insight into visual engagement. Two principal findings were identified: first, male participants showed a predominant focus on holistic structural composition and cultural symbol representation, whereas female participants exhibited a processing bias towards fine details; second, concrete symbols imbued with historical significance elicited more pronounced emotional responses, while abstract geometric patterns necessitated formal reconstruction to enhance cognitive accessibility. These findings offer empirical support for gender-inclusive architectural design strategies and inform practical approaches for safeguarding cultural heritage within contemporary architectural environments. Consequently, modern reinterpretation of traditional decorative patterns should balance cultural narrative fidelity with functional adaptation, achieving inclusive expression through contextual reconstruction and interactive design strategies. Future research directions include expanding participant demographics to encompass cross-cultural cohorts and incorporating multimodal neuroimaging techniques to elucidate the underlying cognitive and affective mechanisms, thereby advancing the sustainable transmission and innovation of ethnic cultural heritage. Full article

Driving fatigue is a crucial factor affecting road traffic safety. Accurately assessing the driver’s fatigue status is critical for accident prevention. This paper explores the assessment methods of driving fatigue under different conditions based on multimodal physiological and behavioral data. Physiological data such as heart rate, brainwave, electromyography, and pupil diameter were collected through experiments, as well as behavioral data such as posture changes, vehicle acceleration, and throttle usage. The results show that physiological and behavioral indicators have significant sensitivity to driving fatigue, and the fusion of multimodal data can effectively improve the accuracy of fatigue detection. Based on this, a comprehensive driving fatigue assessment model was constructed, and its applicability and reliability in different driving scenarios were verified. This study provides a theoretical basis for the development and application of driver fatigue monitoring systems, helping to achieve real-time fatigue warnings and protections, thereby improving driving safety. Full article

Background and Aims: Anaphylaxis is a severe allergic reaction that can lead to life-threatening consequences. Despite growing awareness of food allergies, schools in Saudi Arabia remain underprepared to manage allergic reactions. This study aimed to evaluate the preparedness of primary schools in Rabigh, Saudi Arabia, in managing allergic reactions, with a focus on their policies and training practices to prevent food-related anaphylaxis. Methods: A cross-sectional survey was conducted involving all 24 primary schools in Rabigh. We used a previously published questionnaire that was translated into Arabic and contextually adapted; however, no formal psychometric validation was performed. The questionnaire assessed school preparedness to manage allergic reactions and existing protocols for allergy management. Data were analysed using IBM SPSS Statistics version 25 to examine associations between preparedness level and the presence of pupils with food allergy or anaphylaxis. Results: Nineteen schools (79%) completed the survey. Most schools (95%) had emergency communication systems, and 74% designated a staff member to manage allergic reactions. However, only 58% were aware of pupils with food allergies. Preventive measures such as food-handling guidance and a no-nut policy were present in most schools. Still, policies against food sharing and closer supervision of high-risk pupils were inconsistently implemented. A comparison between schools with and without pupils with allergies revealed that schools with such pupils were more likely to identify allergy risks and provide closer supervision during mealtimes (p = 0.042). Conclusions: While some primary schools in Rabigh reported strengths such as designated staff and emergency communication systems, substantial gaps were observed in preventive measures, including mealtime supervision and food-sharing policies. Preparedness varied across schools, with those without known allergic pupils less likely to implement preventive practices. These findings underscore the importance of standardised policies and regular staff training to ensure readiness for allergic emergencies in all schools. Full article

Currently, teaching programming in primary and secondary schools is already standard practice in many countries. Although teaching methods and tools vary, the goal remains the same: to teach students how to program, i.e., to create appropriate algorithms for solving various tasks. In our research, we focused on the influence of personal interest and career orientation as motivation for better performance in programming and algorithm design. The main objective of the research was to determine the influence of student motivation, personal preferences, and career orientation tests on programming results. The secondary objective of the research was to verify in the practical part whether elementary school students (eighth and ninth grade) are able to program an industrial machine that they will encounter at secondary vocational schools. A structured questionnaire and an unconventional device, the PLC Logo from Siemens, were used as testing tools. Research has shown that students who have the prerequisites for studying at a technical secondary school achieve better results in programming than students who do not have these prerequisites. Full article

Presbyopia is a ubiquitous age-related condition characterized by reduced near focusing ability due to lenticular stiffening. Pharmacologic agents such as pilocarpine have re-emerged as a less-invasive treatment option by inducing miosis and thereby enhancing depth of focus. However, the optimal pharmacologically induced pupil size that balances improved near vision with sufficient retinal illuminance remains undetermined. In this work, we present for the first time a direct integration of advanced theoretical modeling with a systematic synthesis of clinical trial outcomes to define the optimal target pupil size for pharmacologic presbyopia correction. We modeled visual performance using the Visual Strehl Ratio of the Optical Transfer Function (VSOTF) and convolved images of optotypes across a range of pupil diameters from 1.5 mm to 3.5 mm. This combined optical–clinical approach allowed us to quantitatively compare modeled image quality and depth of focus predictions with real-world clinical efficacy data from pilocarpine-based interventions. Simulations showed that smaller pupil sizes (1.5–2.5 mm) significantly extended depth of focus compared to standard multifocal optics while maintaining image quality within acceptable limits. These findings align with clinical trials of pilocarpine formulations, which commonly achieve post-treatment pupil diameters in the 2.0–2.5 mm range and are associated with clinically meaningful gains in near vision. Our analysis uniquely demonstrates that these clinically achieved pupil sizes closely match the theoretically optimal 2.0–3.0 mm range identified in our modeling, strengthening the evidence base for drug design and patient selection. These results reinforce the role of pharmacologically controlled pupil size as a central target in presbyopia management. By explicitly linking predictive optical modeling with aggregated clinical outcomes, we introduce a novel framework to guide future pharmacologic development strategies and refine clinical counseling in the emerging era of presbyopia therapeutics. Full article

Since the advent of lasers, coherent optical imaging has found significant applications in optical precision measurement. Among these, digital holography is a key research area. In detection studies, accurately obtaining the amplitude and phase of the object being measured through digital holographic image reconstruction is a critical research task. However, current coherent optical imaging formulas can only calculate the amplitude distribution of the image light field when the object size is smaller than one-quarter of the diameter of the optical system’s entrance pupil, making it difficult to meet the needs of applied research. This paper derives formulas that are not restricted by the size of the incident pupil and can calculate the amplitude and phase distributions of the image light field. Based on the mathematical analysis of the formulas, this paper introduces a technique for obtaining the amplitude and phase distribution of detected objects and provides experimental evidence. Full article

In light of the increasing interest in integrating mindfulness techniques into educational contexts, it is essential to examine their potential cognitive and emotional benefits for the child population. Pilot investigation, analyzed in this paper, aimed to study and assess the impact of a structured mindfulness-based intervention on executive functioning and dispositional mindfulness in young learners. The intervention sample consisted of 14 fourth-grade pupils (mean age = 10 years), enrolled in a public primary school. Pre-test–intervention–post-test quasi-experimental design with two conditions was adopted. Executive functioning was assessed using the Delis-Kaplan Executive Function System subtests (D-KEFS), while trait mindfulness was assessed via the Five Facet Mindfulness Questionnaire (FFMQ). Preliminary findings revealed statistically significant improvements in cognitive flexibility and inhibitory control, as well as qualitative changes in mindfulness trait levels post-intervention. The results suggest that mindfulness-based programs may represent a promising approach for fostering executive and emotional competencies in younger school-aged children, thereby contributing to their overall academic performance and psychological development. Further research employing larger and more heterogeneous samples, including active control conditions, is warranted to replicate these effects and explore the long-term efficacy of mindfulness interventions in school settings. Full article

AI-powered full-site web generation tools promise to democratize website creation for novice users. However, their actual usability and accessibility for novice users remain insufficiently studied. This study examines interaction barriers faced by novice users when using Wix ADI to complete three tasks: Task 1 (onboarding), Task 2 (template customization), and Task 3 (product page creation). Twelve participants with no web design background were recruited to perform these tasks while their behavior was recorded via screen capture and eye-tracking (Tobii Glasses 2), supplemented by post-task interviews. Task completion rates declined significantly in Task 2 (66.67%) and 3 (33.33%). Help-seeking behaviors increased significantly, particularly during template customization and product page creation. Eye-tracking data indicated elevated cognitive load in later tasks, with fixation count and saccade count peaking in Task 2 and pupil diameter peaking in Task 3. Qualitative feedback identified core challenges such as interface ambiguity, limited transparency in AI control, and disrupted task logic. These findings reveal a gap between AI tool affordances and novice user needs, underscoring the importance of interface clarity, editable transparency, and adaptive guidance. As full-site generators increasingly target general users, lowering barriers for novice audiences is essential for equitable access to web creation. Full article

Beliefs about one’s abilities are powerful predictors of success. Self-efficacy is a basic belief every human should have, as it reflects the confidence that one can achieve one’s goals. As this belief can change over time and depends on one’s self-reflection competence, it is defined as a skill. Academic self-efficacy extends beyond the classroom, shaping how students approach problems, set goals, and respond to challenges. There have been many attempts to create an instrument for measuring different types of self-efficacy, from general self-efficacy about life to self-efficacy to solve specific mathematical tasks. The purpose of this study was to translate, test, and adapt the Academic Self-Efficacy Scale to a sample of Latvian adolescents. The sample comprises 360 adolescents, ranging from 13-year-old sixth-grade pupils to first-year university students. The Academic Self-Efficacy Scale was validated by confirmatory factor analysis, which demonstrated excellent model fit and good item loadings. The Academic Self-Efficacy Scale demonstrated weak to moderate correlations with self-reported achievements in literature, language, and diligence. The strongest correlations were between academic self-efficacy and mathematics. Academic self-efficacy explained 23% of achievement distribution in mathematics. Achievement in mathematics together with diligence explained 32% of self-efficacy distribution. The validated scale demonstrated good reliability, convergence, and incremental validity, and the scale’s reliability and unidimensionality were approved. Full article

Background: Ear advantage (EA) reflects hemispheric asymmetries in auditory processing. While a right-ear advantage (REA) for speech and a left-ear advantage (LEA) for music are well documented in typically developing individuals, it is unclear how these patterns manifest in young children with cochlear implants (CIs). This study investigated whether pupillometry could reveal asymmetric listening efforts in toddlers with bilateral CIs when listening to speech and music under monaural stimulation. Methods: Thirteen toddlers (mean age = 36.2 months) with early bilateral CIs participated. Pupillary responses were recorded during passive listening to speech and music stimuli, presented in quiet or with background noise. Each child was tested twice, once with only the left CI active and once with only the right CI active. Linear mixed-effects models assessed the influence of session (left/right CI), signal type (speech/music), and background noise. Results: A significant interaction between session and signal type was observed (p = 0.047). Speech elicited larger pupil sizes when processed through the left CI, while music showed no significant lateralized effects. Age and speech therapy frequency moderated pupil responses in speech and music trials, respectively. Conclusions: Pupillometry reveals subtle asymmetric listening effort in young CI users depending on the listening ear, suggesting early emerging functional lateralization despite sensory deprivation and device-mediated hearing. Full article

Eurocentric portrayals of Africa remain entrenched in European educational systems, perpetuating stereotypes of poverty, primitiveness, and exoticism. This study investigates how such representations are mirrored in German students’ mental conceptions and how they are interpreted by future educators. Using an interpretivist qualitative design, the study analyzes open-ended responses from 41 Grade 5 and 7 pupils at a lower secondary school in Münster, Germany, and written reflections from 17 teacher trainees enrolled in a master’s course in geography education. Thematic analysis reveals five dominant pupil schemas: poverty and deprivation, environmental determinism, racialization and othering, infrastructural deficit, and the wildlife-tourism gaze, rooted in media, textbooks, teachers, and social networks. Teacher trainees’ reflections ranged from emotional discomfort to critical awareness, with many advocating pedagogical pluralism, the normalization of African modernity, and the cultivation of critical consciousness. However, most proposals remained reformist, lacking a deep epistemological critique. The findings highlight the urgency of integrating decolonial theory, postcolonial critique, and epistemic justice into teacher education. Without such structural reorientation, schools will risk reproducing the very global hierarchies they purport to challenge. Full article

This article closely examines the Georgian folk tale Master and Pupil, focusing on the intermedial transformation of its sequential narrative structure as an instance of oral storytelling. The tale is analyzed within the broader discourses of performativity, voice, and narrative subjectivity through the lenses of performance theory, media formalism, and the Aarne–Thompson–Uther (ATU) classification system (Type 325). The study reveals a transition in the tale from silence to vocal authority; here, voice functions not only as a means of communication but also as a vehicle for resistance, transformation, and the negotiation of identity. Master and Pupil emerges, beyond a magical apprenticeship narrative, as a multilayered performance of disembodiment and symbolic transmission through an intermedial perspective; in this context, musicality and vocality operate as liminal forces. The pupil’s acquisition of voice signifies both a narrative rupture and a restructuring of hierarchical relations. Furthermore, the article situates the tale within the broader matrix of the Georgian oral storytelling tradition, demonstrating how recurring motifs surrounding the transformation of voice reflect culturally embedded patterns of media convergence and embodied knowledge. By foregrounding the tale’s intermedial dynamics, this study reframes folk tales as a fluid site of aesthetic, cultural, and epistemic negotiations. Full article

This study is focused on the analysis of the level of geometric thinking of 15-year-old Slovak pupils in relation to the difficulty of geometric problems, their gender, and their assessment in mathematics. The main aim of this study was to determine the level of geometric thinking of 15-year-old Slovak pupils, to examine the relationship between their mathematics assessment and the level of geometric thinking, and to find out gender differences in relation to the different levels of geometric thinking. The van Hiele test was adapted and applied to a representative sample of 15-year-old Slovak pupils to determine the level of geometric thinking. We used reliability/item analysis. The reliability of the knowledge test (after adaptation) was assessed using Cronbach’s alpha (0.64). The validity of the test was demonstrated by the correlation of the Usiskin test results with pupils’ mathematics grades (Goodman–Kruskal’s gamma, p < 0.05). Statistical analysis showed that 15-year-old Slovak pupils achieve different levels of geometric thinking depending on the difficulty of the tasks. Pupil achievement declined significantly as task difficulty increased. Pupils had the greatest difficulty with tasks classified as the fifth (rigorous) and partly the fourth (deductive) van Hiele level, which require a deep understanding of geometric systems and the ability to prove logically. The lower-level tasks (visualization, analysis, and abstraction) were able to differentiate students according to different levels of geometric thinking. The results showed a significant positive relationship (Goodman–Kruskal’s gamma, p < 0.05) between the pupils’ overall mathematics scores (expressed as a grade) and their level of geometric thinking as detected by the van Hiele test. The analysis of gender differences (Duncan’s test, p < 0.05) showed that in the less challenging tasks, corresponding to the first three van Hiele levels (visualization, analysis, abstraction), girls performed statistically significantly better than boys. In the more challenging tasks, classified as the fourth (deductive) and fifth (rigorous) levels of geometric thinking, there were no statistically significant differences between boys and girls. In the more challenging tasks, the performances of both genders were comparable. The presented study identifies significant deficits in the development of higher levels of geometric thinking among 15-year-old Slovak pupils. These findings strongly imply the necessity for the transformation of the curriculum, textbooks, and didactic approaches with the aim of systematically developing deductive and rigorous reasoning, while it is essential to account for the demonstrated gender differences in performance. Full article

Sustainability education has become a global priority in educational systems, aiming to equip learners with the knowledge, values, and skills necessary to address complex environmental and social challenges. This study specifically aims to understand the role of science education in promoting students’ awareness of sustainability and their understanding of the interconnected relationship between humans and the environment, based on the perceptions and practices of primary science teachers in Al-Ahsa, Saudi Arabia. A qualitative approach was utilized, which included semi-structured interviews complemented by classroom observations as primary data collection instruments. The targeted participants comprised a purposive sample consisting of forty-nine primary-level science instructors from the Al-Ahsa district, located in eastern Saudi Arabia. Emergent concepts from open and axial coding processes by using grounded theory were developed with the gathered data. Based on the findings, teachers perceive science teaching not only as knowledge delivery but as an opportunity to cultivate critical thinking and nurture eco-friendly actions among pupils. Classroom practices that underscore environmental values and principles of sustainability foster a transformative view of the teacher’s role beyond traditional boundaries. The data also highlighted classroom practices that integrate environmental values and sustainability principles, reflecting a transformative perspective on the teacher’s educational role. Full article