Educational Research Review最新文献

{"title":"It Counts. A Multilevel Meta-analysis on Early Numeracy Interventions","authors":"Ana Rita Fernandes Lobo Pereira,Lore Van Belle,Nore Wijns,Wim Van Den Noortgate,Bert De Smedt","doi":"10.1016/j.edurev.2026.100855","DOIUrl":"https://doi.org/10.1016/j.edurev.2026.100855","url":null,"abstract":"","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"36 1","pages":"100855"},"PeriodicalIF":11.7,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149092731","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE IMPACT OF THREE CONSTRUCTIVIST TEACHING APPROACHES ON STUDENTS’ CREATIVE THINKING: A COMPREHENSIVE META-ANALYSIS","authors":"Yawei Yang,Wei Huang,Hua Ran,Yunyi Zhang,Keyi Chen,Hong Lu","doi":"10.1016/j.edurev.2026.100856","DOIUrl":"https://doi.org/10.1016/j.edurev.2026.100856","url":null,"abstract":"","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"33 1","pages":"100856"},"PeriodicalIF":11.7,"publicationDate":"2026-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149210658","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering computational thinking through robotics in kindergarten: A systematic review of learning strategies, frameworks, and assessment","authors":"Soultana Tsingidou,&nbsp;Theodosios Sapounidis","doi":"10.1016/j.edurev.2026.100829","DOIUrl":"10.1016/j.edurev.2026.100829","url":null,"abstract":"<div><div>Computational Thinking (CT) is considered a core 21st-century skill that should be developed early. Educational robotics has been introduced to kindergarten settings to foster the CT learning process. However, there is no systematic review documenting the learning strategies and CT frameworks employed for CT development in kindergarten through robotics. Similarly, there is no updated presentation of the examined CT skills at this level. Furthermore, there is no up-to-date systematic record and classification of the CT assessment tools used to measure CT skills specifically in the kindergarten context. The existing reviews of CT assessment examine broad educational settings ranging from kindergarten through higher education, and do not focus exclusively on educational robotics. Therefore, this systematic review analyses 53 out of 2306 studies published from 2015 to March 2026 across 7 databases, examining robot-mediated CT development in kindergarten. It explored the learning strategies, CT frameworks, CT skills, and assessment tools employed. Our findings indicate that problem-based learning, storytelling, and scaffolding are the most frequently employed strategies in robot-mediated CT learning. In the reviewed articles, four CT frameworks were identified, although most of the studies did not specify any framework. CT concepts and practices are most frequently examined, while CT perspectives remain underexplored. Total CT, sequencing, debugging, and algorithmic design are the most assessed CT skills. Regarding CT assessment tools, TechCheck-K is the most widely used, although in many cases, the assessment tools are developed ad hoc and lack formal validation.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100829"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148693154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Place-based learning in K-12 science education: A systematic review","authors":"Jiahao Ge,&nbsp;Jiaqi Cheng,&nbsp;Xiaoyu Liang,&nbsp;Jianzhen Zhang","doi":"10.1016/j.edurev.2026.100826","DOIUrl":"10.1016/j.edurev.2026.100826","url":null,"abstract":"<div><div>In recent years, place-based learning (PBL) has increasingly gained recognition and practice for its contribution to K-12 science education. However, the existing literature lacks a comprehensive review that systematically investigates the progress and implementation of PBL in K-12 science education. To bridge research and practice, this study conducted a systematic literature review of 68 studies published in internationally reputed journals. The findings revealed that PBL promotes authentic inquiry, fosters students' engagement in social transformation, and integrates local knowledge into science education. Scientific inquiry skills, understanding of human-environment relationships and critical thinking are identified as the main objectives. Main topics include regional sustainable development, biodiversity, and global climate change. Embodied experience, community-based project, and place-based socioscientific issues are frequently employed in the learning process. In terms of assessment, questionnaires &amp; tests, specific formative assessment tasks are more appropriate methods. Moreover, the findings also suggest that PBL in K-12 science education encounters a range of challenges, including synergizing with standards-based science education, teachers' capacity for place-based pedagogy, differences in students’ inherent sense of place, and support from inside and outside the school. The study provides a systematic comprehension of PBL in K-12 science education, filling a gap in the existing literature, providing valuable suggestions for future research and practice.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100826"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499166","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A systematic review of frameworks and measurement instruments for data literacy in higher and adult education","authors":"Marlene Ganz,&nbsp;Marco Kalz","doi":"10.1016/j.edurev.2026.100828","DOIUrl":"10.1016/j.edurev.2026.100828","url":null,"abstract":"<div><div>The concept of data literacy suffers from a persistent theoretical and definitional fragmentation. To contribute to more coherence in the field, we introduce two systematic literature reviews. Together, they provide an integrated overview of how data literacy is conceptualized in competency frameworks and represented in measurement instruments. The first review analyzed 15 frameworks developed for higher education and related contexts after applying rigorous inclusion and exclusion criteria. The content analysis focused on target groups, structural characteristics, and competency dimensions. The second review examined six instruments designed to assess data literacy after applying rigorous inclusion and exclusion criteria. The content analysis focused on targeted competencies, validation approaches, and provided a quality appraisal. The synthesis shows that frameworks describe data literacy in broad and multidimensional terms, whereas instruments capture only a narrower subset of competencies, often emphasizing technical skills while reflective and ethical dimensions remain underrepresented. Most instruments rely on self-report formats and provide limited validation evidence, raising concerns about their ability to capture applied and context-dependent competencies. Building on these insights, the study proposes a Core–Periphery Framework (COPERDALE) that distinguishes a stable core of fundamental skills from more flexible, context-dependent competencies. This structure clarifies which dimensions can be universally assessed and which require contextual adaptation. Beyond conceptual clarification, the findings underscore the need to diversify assessment practices, moving beyond self-reports toward approaches that better capture applied, reflective and ethical aspects of data literacy. The review thereby offers both a structured conceptual foundation and directions for advancing research and educational practice.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100828"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148656987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Dimensions and assessments of advertising literacy: A systematic review","authors":"Eugene Zheng Yao,&nbsp;Alexandra List","doi":"10.1016/j.edurev.2026.100817","DOIUrl":"10.1016/j.edurev.2026.100817","url":null,"abstract":"<div><div>Given new legislative pushes to incorporate media literacy into curricula and concerns regarding increasingly intrusive and exploitative advertising, this systematic literature review examines the dimensions of advertising literacy investigated over the last 15 years and how these have been assessed. Based on an analysis of 56 studies, published in peer-reviewed journals, advertising literacy has most commonly been conceptualized as including cognitive (conceptual), affective (attitudinal), and moral dimensions. Critical reasoning, as an advertising literacy dimension, was most often assessed as students' recognition of persuasive intent, neglecting examinations of students' evaluation of advertisements as cultural products or analysis of the techniques used to accomplish persuasive ends. Assessments of advertising literacy largely focused on student outcomes, neglecting the cognitive processes involved when individuals encounter advertisements. Also, across dimensions of advertising literacy, the assessments used were predominantly rating scales. In contrast, open-ended questions capturing students’ elaborated reasoning about advertisements were often not examined. Further, process measures (e.g., eye-tracking, think-alouds) were less commonly used. Authors suggest the need to integrate the assessment of high-order thinking and critical thinking skills into frameworks of advertising literacy.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100817"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148539239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Early mathematics interventions in pre-primary education: A three-level meta-analysis of intentional teaching and exploratory play approaches","authors":"Jin Sun,&nbsp;Shuang Xie,&nbsp;Jian-Bin Li,&nbsp;Jiajia Li,&nbsp;Fangmeng Mu","doi":"10.1016/j.edurev.2026.100830","DOIUrl":"10.1016/j.edurev.2026.100830","url":null,"abstract":"<div><div>Early mathematics interventions in pre-primary education are generally effective, but prior syntheses rarely distinguish the dominant pedagogical approach used and provide limited evidence on which study or implementation features are associated with effects within each approach. This three-level meta-analysis synthesized 74 studies (2000–2025) of early mathematics interventions in preschool and kindergarten, focusing on two broad pedagogical approaches: intentional teaching and exploratory play. Studies were classified by dominant pedagogical emphasis as intentional teaching (<em>k</em> = 56) or exploratory play (<em>k</em> = 18), yielding 566 effect sizes. Both approaches were associated with positive effects on children's learning (intentional teaching: <em>g</em> = 0.32; exploratory play: <em>g</em> = 0.21), and the difference between approaches was not statistically significant. Moderator analyses examined heterogeneity by program design, intervention conditions and outcome evaluation. For intentional teaching, effects were larger for advanced numeracy outcomes (quantitative comparison: <em>g</em> = 0.42; calculation: <em>g</em> = 0.45) than for foundational number and counting skills (<em>g</em> = 0.21). Effects also attenuated over time, with smaller follow-up than immediate post-test effects (post-test: <em>g</em> = 0.34; follow-up: <em>g</em> = 0.20), suggesting partial fadeout. For exploratory play, interventions incorporating contextual scenarios showed larger effects (<em>g</em> = 0.47) than those without (<em>g</em> = 0.13), and effects were stronger for math-specific outcomes (<em>g</em> = 0.26) than for non-math outcomes (<em>g</em> = −0.01). Overall, the findings support the use of both pedagogical approaches in early mathematics programs and highlight the need to align instructional design with targeted numeracy goals and to sustain learning gains over time.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100830"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148767478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Attitudes and emotions in the context of mathematical learning: A systematic review and meta-analysis of intervention studies","authors":"Enrica Donolato,&nbsp;Sara Caviola,&nbsp;Alice Masi,&nbsp;Arne Lervåg,&nbsp;Monica Melby-Lervåg","doi":"10.1016/j.edurev.2026.100815","DOIUrl":"10.1016/j.edurev.2026.100815","url":null,"abstract":"<div><div>This meta-analytic review examines the effectiveness of math attitude interventions on math attitudes, math emotions, math self-regulated strategies, and math performance in school-age students. A systematic search identified 28 studies (142 effects) at post-test, of which five (49 effects) also reported follow-up data. At post-test, interventions showed a large and positive effect on math attitudes (<em>g</em> = 0.34, 95% CI [0.17, 0.52]; <em>p &lt;</em> .001), and a large reduction in negative math emotions (<em>g</em> = −0.40, 95% CI [−0.66, −0.13]; <em>p =</em> .003). Medium positive effects emerged for math self-regulated strategies (<em>g</em> = 0.30, 95% CI [0.13, 0.47]; <em>p &lt;</em> .001) and math performance (<em>g</em> = 0.27, 95% CI [0.14, 0.41]; <em>p &lt;</em> .001). Effects on positive emotions for math were nonsignificant (<em>g</em> = 0.30, 95% CI [−0.83, 1.33]; <em>p =</em> .651), based on only three studies. None of the moderators of math attitude outcomes—intervention approach, delivery agent, intervention duration, and student school level—reached significance. Analyses of publication bias suggested small-study effects for math attitudes, although a modest effect remained after bias correction; no bias was detected for math negative emotions or math performance. Follow-up effects were null and nonsignificant across math attitudes, math self-regulated strategies, and math performance, based on a limited number of studies. Overall, math attitude interventions yield meaningful short-term benefits, including improved math performance, but longer-term effects remain unclear. Future research should prioritize theory-driven studies testing mechanisms linking attitudinal, emotional, and self-regulated strategy changes to sustained outcomes, and examine generalizability across diverse educational contexts.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100815"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148539301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Human-AI interactions (HAII) in STEM education: A systematic review from 2010 to 2025","authors":"Mian Wu,&nbsp;Fan Ouyang","doi":"10.1016/j.edurev.2026.100821","DOIUrl":"10.1016/j.edurev.2026.100821","url":null,"abstract":"<div><div>Artificial intelligence (AI) is increasingly integrated into STEM education to construct adaptive learning environments. The perspective of Human-AI Interaction (HAII) offers a critical lens to examine how agency and roles are distributed between students and AI systems, highlighting the alignment of technological designs with pedagogical goals. To clarify these dynamics, this systematic review followed the PRISMA guidelines to select 327 empirical studies related to HAII in STEM education published between 2010 and 2025. Specifically, this review proposed a conceptual framework centered on HAII relationship paradigms, reviewing the educational contexts, technical affordances, interaction types &amp; modalities, and learning outcomes of each. First, in the AI-directed, learner-as-recipient paradigm, AI systems exercise strong control over student agency. It retained a relatively higher presence in primary school and mathematics contexts, relying on probability-based models and compulsory designs to direct learning pathways. Employing implicit data tracking and interface controls, the evaluations primarily focused on domain knowledge and system usability. Second, in the AI-supported, learner-as-collaborator paradigm, agency is shared between students and AI systems. With relatively increased implementation in secondary education and science, these systems employed a mix of algorithms to provide adaptive scaffolding. Combining explicit text inputs with sustained implicit tracking, this paradigm broadened assessments to include affective outcomes and general skills. Third, in the AI-empowered, learner-as-leader paradigm, students hold the highest autonomy. Heavily concentrated in higher education, these systems leveraged Generative AI and suggestive designs to support explicit on-demand inquiry through natural language. The reliance on implicit tracking declined significantly, and the assessment of traditional domain knowledge decreased relative to other paradigms. Based on these results, this review offered several implications to inform the future design of AI applications in STEM education.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100821"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148587245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Research on research use in schools: A systematic review with a framework synthesis","authors":"Camilla Gramstad Hagevold,&nbsp;Sanna Erika Forsström,&nbsp;Serap Keles","doi":"10.1016/j.edurev.2026.100825","DOIUrl":"10.1016/j.edurev.2026.100825","url":null,"abstract":"<div><div>This systematic review investigates how use of research in schools has been framed and described in empirical literature, identifying the prevalent barriers and enablers reported. Systematic searches were conducted in January 2025 across Scopus, Web of Science, and ERIC databases, yielding 23,299 records after duplicates were removed. After a double-blind screening process in two stages, 109 studies were included based on a priori eligibility criteria: studies focusing on engagement with research among teachers and school leaders in primary and secondary education, published in English-language, and in peer-reviewed journals. Study quality was appraised using the Mixed Methods Appraisal Tool (MMAT) through a double-blind process. Data were synthesized based on an initial framework consolidating recent conceptualizations and theory on research use in education The findings highlight that while research use is a complex phenomenon shaped by systemic influences, it has been studied primarily at the individual level. The analysis identified four governing mechanisms - trust, relationships, skills development, and sustainable structures - that span from outside the system through the organizational level to individual educator practice. Consequently, in this review we propose a conceptual shift from “implementation” of research findings toward an “integration” of research with other knowledge sources and professional wisdom through thoughtful engagement. This interpretation suggests that moving beyond symbolic appropriation of research requires fostering professional agency through sustainable structures, rather than relying on instrumental mandates of evidence-based practice.</div></div>","PeriodicalId":48125,"journal":{"name":"Educational Research Review","volume":"52 ","pages":"Article 100825"},"PeriodicalIF":10.3,"publicationDate":"2026-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499174","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}