Ergi Bufasi

This study investigates the impact of short interactive videos (IVs) compared to traditional paper-based manuals (PBMs) on student performance and engagement in undergraduate physics laboratories. A quasi-experimental design was employed, involving pre-tests, six lab sessions with alternating instructional formats, and post-lab assessments. Results revealed that students learning lab instructions from IVs showed significantly higher conceptual understanding in early lab sessions and maintained better performance when continuing with the interactive format. In contrast, performance declined when students transitioned from the video to paper-based format. Students highly rated the interactive H5P video format for lab instructions as easier to understand, less time-consuming, and more engaging than PBMs. These findings suggest that IVs offer an effective and engaging alternative to traditional lab manuals and provide actionable insights for modernizing lab-based instruction in STEM education.

Physics is foundational to medical practice, yet many first-year medical students enter their studies with persistent misconceptions about core physics concepts, potentially undermining their ability to understand physiological processes and medical technologies. This study investigates the prevalence and nature of these misconceptions among 52 first-year medical students enrolled in a medical physics course. Focusing on five clinically relevant topics—surface tension, blood pressure, viscosity, audiometry, and elasticity—the research employed a concept-based diagnostic test administered before and after instruction, alongside a background questionnaire assessing prior physics exposure, interest, and perceived relevance. Results revealed that surface tension and audiometry were the most poorly understood topics, with post-instruction scores remaining below 50%, suggesting limited conceptual gains. In contrast, viscosity showed the greatest improvement (+9.6%), followed by moderate gains in elasticity, while blood pressure was well-understood from the outset, indicating a possible ceiling effect. Item-level analysis exposed persistent misconceptions related to molecular mechanisms, sound frequency interpretation, and non-Newtonian fluid behaviour. Correlation analysis showed a moderate negative relationship between perceived difficulty and performance (r = − 0.27), and a weak positive correlation with interest (r = 0.15), while prior exposure, knowledge level, and perceived relevance showed negligible predictive value. These findings suggest that traditional instruction alone may be insufficient to correct deeply rooted misconceptions, especially where abstract or cross-disciplinary concepts are involved.

Educational reforms increasingly require teachers to implement innovations, yet these efforts often remain unsustainable. Effective implementation is closely tied to continuous professional development and learning (CPDL). This study explores how a CPDL path supports the transition from current teaching practices to enhanced instructional methods that integrate a STEM innovation focused on improving students’ spatial ability—a critical cognitive skill linked to STEM success, especially in early education. While professional development (PD) can foster practices that support spatial thinking, few studies have examined how teacher learning translates into measurable student gains. This study evaluates the impact of a CPDL program that combined expert-led workshops with Lesson Study (LS), a collaborative and reflective approach. The program was tailored to 24 female STEM teachers whose profiles showed limited cognitively active learning opportunities for students. Pre- and post-intervention assessments measured changes in student performance across three spatial components: visualization, mental transformation, and orientation. Students in Grades 1–3 showed statistically significant gains (p < 0.00001), with the strongest improvement in spatial visualization. Grade 3 students made the largest relative gains, indicating developmental readiness. Findings highlight the value of stepwise preparation and leadership support in innovation implementation, offering strong empirical evidence that LS-based CPDL improves both teaching and student cognitive outcomes.

This study explores the efficacy of a professional development (PD) model that employs lesson study to teach spatial ability skills in primary STEM education. The structure of the PD supported the ‘Insights’ mechanism by focusing on visualisation, mental rotation, construction and deconstruction, and spatial orientation, which are vital for nurturing students’ spatial abilities. The ‘Motivation’ mechanism was addressed through goal setting in lesson planning, motivating teachers to integrate spatial tasks into their curricula. Continuous feedback and practical support facilitated the ‘Technique’ mechanism, embedding learned skills into everyday teaching practices. Last, the ‘Embed in Practice’ mechanisms, including action planning and prompts, were effectively translated into classroom practices, evidencing the model’s operational efficacy.

Extensive research has established that spatial ability is a crucial factor for achieving success in Science, Technology, Engineering, and Mathematics (STEM). However, challenges that educators encounter while teaching spatial skills remain uncertain. The purpose of this study is to develop a research framework that examines the interrelationships, barriers, and enablers amongst various educational components, including schools, teachers, students, classrooms, and training programs, that are encountered when teaching for spatial ability development. A thorough examination of international research, in combination with a detailed review of the primary Science and Mathematics curricula in Ireland, Latvia, Sweden, and the Netherlands, is undertaken to acquire a more concentrated comprehension of the incorporation of spatial components in the curriculum. The review seeks to establish the fundamental factors that enable or hinder teachers in terms of curriculum, pedagogy, pedagogical content knowledge, and spatialized classroom practices.

Professional development (PD) plays a crucial role in equipping teachers with the necessary knowledge and skills to effectively foster spatial ability among their students. This study aimed to explore the potential of action research as a PD mode for primary school teachers to enhance students’ spatial ability. The findings of this study indicate the positive impact of PD on teachers’ practice, leading to significant improvements in student performance and engagement. The PD program effectively equipped teachers with new knowledge and skills, leading to noticeable progress in their instructional approaches and teaching practices. This research provides a foundation for future studies on PD programs aimed at enhancing students’ spatial ability.

Computational thinking has been identified as an important approach for enabling students' better comprehension of science concepts as well as scientific procedures. Computation is useful in physics because it permits physics theories to be applied to issues that are complicated to fix analytically. Visual Python provides a 3D environment where learners may design 3D objects, apply a physical framework, and study the effects of altering parameters. The implementation and outcomes of a 6-week teacher-led computational thinking intervention with groups of 12th graders (n=60) are described in this study. Two research questions are being addressed using quantitative analysis and a quasi-experimental approach involving a pre- and post-test. The participants who received the six-week implementation on the experimental group performed significantly better on the post-test than the control group, which received only standard teaching lectures. The results indicated a statistically significant difference in mean scores between the experimental group (M = 24.03, SD = 4.68) and the control group (M = 20.3, SD = 5.38). The findings indicate that implementing computational thinking activities not only improves students' knowledge of physics concepts, but it also improves visual thinking, allowing students to better cognitively comprehend the problem.

Information about the paper titled "A PRELIMINARY STUDY ON SPATIAL ABILITY FOR PRIMARY SCHOOL TEACHERS' PROFESSIONAL DEVELOPMENT" at IATED Digital Library

In this chapter, we show students how to use computational modeling to better comprehend and apply mathematical ideas, particularly when dealing with 3D objects like vectors and geometrical shapes. Without any prior coding expertise, students can utilize the Visual Python (VPython) integrated development learning environment to create various 3D objects such as arrows, spheres, and boxes. Building 3D arrows and manipulating by adding or subtracting two or more vectors can help students improve their spatial thinking in a three-dimensional system. The aim of this study is to utilize computational modeling to help students improve their spatial thinking in geometry so that they may better understand and apply mathematical concepts and solve problems. Using VPython, students can adjust the parameters of different vectors, their position, and also attribute different colors based on their preferences. In addition, using mathematical formulas, they will be able to find the solution directly based on some pre-given information. As a result, using VPython provides the educational benefit of empowering students to do more physical modeling and enabling them to better depict processes, both of which help students comprehend concepts better.

The use of 2D teaching materials and laboratory classes form the gold standard of anatomy education. Students are typically required to extract spatial information from 2D representations (usually pictures or videos) and create mental 3D models; a major cognitive leap that educators underestimate. The purpose of this study was to design and evaluate a 3D dynamic visualization (3D Viz) to improve spatial thinking, and thereby, anatomical learning. The design applied certain features aimed at decreasing cognitive load while learning with the 3D Viz. A user experience approach was initially taken using a cognitive walkthrough and think-aloud protocol to evaluate the 3D Viz. Then an experimental intervention was conducted to compare 3D Viz with comparable 2D teaching materials. Complete data from a total of 22 participants was obtained. The intervention included a survey, learning tasks using 3D or 2D materials, a spatial anatomy test and a measurement of mental workload using the NASA Task Load Index. The results indicated that the overall mental workload did not differ significantly between 3D and 2D groups. However, the 3D group reported better performance and less frustration workload. The 3D group performed better on the spatial anatomy test. We propose that visual chunking was a strategy the 3D group tended to use when working with the learning tasks. Overall, the findings suggest that the 3D Viz can be used to improve spatial thinking and thereby anatomy knowledge. We recommend further investigation of the learning strategies and mechanisms by which 3D Viz in general can provide beneficial outcomes for learners.