The Mediterranean Journal of Education is a collective initiative taken on by the Department of Educational Sciences and Early Childhood Education. The Journal presents different didactical and pedagogical approaches and offers a wide range of papers on academic and interdisciplinary research and practice.
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Building bridges towards scientific thinking: potential dimensions to enrich research on precursor models
Science education faces the persistent challenge of inert knowledge, where students fail to mobilize what they have learned to interpret phenomena. Within this framework, the notion of the precursor model emerges as a didactic tool to manage the “unassimilability gap” between students' initial representations and school science models. This theoretical reflection article examines the productive tension between the psychodidactic and epistemodidactic perspectives, proposing an articulation that incorporates the social dimension of learning from the perspective of distributed cognition. It also suggests that teachers' management of these models can function as an analytical lens to make visible the configurations of teacher professional knowledge. Drawing on a case study with primary school teachers, it shows how these configurations enable different approaches to the model, shifting the unit of analysis towards the socio-cognitive dynamic and linking the precursor model with scientific literacy as a social practice. Finally, it outlines challenges for a research agenda that positions precursor models as a cross-cutting axis for teacher professional development and a transformative science education.
Building precursor models of buoyancy: a review of current knowledge and future directions
This review examines the literature on the development of precursor models of floating in children aged 3 to 6 years. The studies analyzed were conducted in a variety of cultural and educational contexts. From a methodological standpoint, qualitative approaches predominate. The results show that research on the formation of precursor models of buoyancy in early childhood has focused primarily on the construction of a precursor model based on the nature of materials. Teaching strategies are generally grounded in socioconstructivist theories of learning that emphasize the importance of dialogic teaching and inquiry-based activities. The importance of teacher interventions in guiding children’s inquiries and discussions is highlighted. Further research is needed on the most effective teaching strategies to promote progress in students’ models and forms of reasoning, as well as on the progression of these models. Teaching strategies based on precursor models also constitutes a privileged pathway for linking epistemic knowledge and critical thinking.
Le modèle précurseur comme instrument de l’activité : une approche par les dynamiques intentionnelles
The concept of the precursor model plays a significant role in science education as an intermediate model between students’ spontaneous representations and the scientific models they are expected to master in the long term. However, teachers continue to struggle with its implementation. To address this challenge, we propose shifting the focus from the precursor model as a teaching tool to the precursor model as an instrument of teaching practice. Our first hypothesis is that integrating elements of the precursor model into a dynamic model of intentionality could support teachers’ interpretation of students’ cognitive activity during instructional interactions. The second hypothesis is that reconstructing these intentional dynamics could clarify the processes of instrumentalizing the precursor model. This would allow teachers to better understand the organization of their own activity and, potentially, to transform it. This perspective provides new avenues for thinking about training and professional development of science teachers.
Facilitating the construction of Precursor Models through Early STEAM Education
This article examines the development and construction of precursor models through STEAM education in Early Childhood Science Education settings. More specifically, it discusses and analyzes the connections of precursor models in activities that follow the Engineering Design Process and link thermal phenomena and other Science concepts with everyday situations and challenges that young children are called upon to solve. It appears that through appropriately designed STEAM activities - utilizing physical experiments, digital experiments-games, drawings, and music-movement games - children are able to construct, initially, precursor models for individual phenomena, such as melting or condensation, and subsequently to construct wider precursor models, directly connected to nature and their experiences, for the water cycle. In this way, the connections between individual precursor models become evident, as does their utilization by children in order to synthesize and construct more complex and elaborate precursor models.
Precursor Models in Early Science Education: a multimodal perspective
This paper analyses the importance of modelling and the use of multimodal languages in the construction of precursor models in early science education. Drawing on a semantic view of science, it explores how the coordinated use of various semiotic registers—words, drawings, and physical models—enables students to transition from everyday explanations towards more complex school scientific models. It is argued that scientific language should not be presented as a finished technical structure, but as a system of meaningful relationships that is negotiated and constructed within the classroom. Through practical examples concerning the nervous system among students of different ages, this work illustrates how external representations allow for the materialisation of abstract entities and non-observable processes. The paper concludes that multimodality facilitates children’s ability to make sense of scientific phenomena in a natural and gradual manner, ultimately enabling informed decision-making.
Rethinking Precursor Models in Early Childhood Science Education: reflections, tensions, and future directions
The concept of precursor models has gained increasing attention in early childhood science education as a means of bridging young children’s initial mental representations with formal scientific knowledge. This paper offers a reflective and critical reading of the precursor model, drawing on empirical research across early childhood and beyond. Building on studies of children’s understanding of physical phenomena, particularly water state changes, as well as recent work on adolescents’ alternative ideas in inclusive contexts, the paper explores the epistemological status, pedagogical value, and limitations of precursor models. It is argued that precursor models can be understood as part of a broader constructivist framework concerned with the transformation of learners’ alternative ideas across developmental stages and diverse learner populations. The paper concludes by proposing key directions for future research, including the extension of precursor model approaches to inclusive and interdisciplinary contexts.
The use of precursor models in design-based research
Design-based research (DBR) provides an appropriate framework for analyzing the application and utility of precursor models across diverse educational contexts and perspectives. Kolb’s experiential learning theory further serves as a valuable lens for conducting a reflective, practice-oriented analysis of this conceptual approach. In this study, utilizing the Predict-Observe-Explain (POE) structured inquiry strategy, we evaluate numerous classroom interventions implemented over recent years to examine the affordances and potential limitations of these models. Specifically, we highlight several case studies involving pre-service teachers and primary school students engaged in developing explanatory precursor models for various physical and chemical phenomena. Furthermore, we argue that it is crucial to analyze how precursor models—developed as scaffolding tools by teacher educators—are adopted and utilized by both teachers and children in university and school settings. Within this framework, we examine how conceptual models relate to precursor models, emphasizing the significance of a comprehensive understanding of their constituent elements within science education.
Diverses facettes du modèle précurseur : complexité et richesse
This text sets out some thoughts and issues raised by an examination of the precursor model, both as a research program and a concept. It examines the original three-part definition, the relationship with school science models, the working-out of the precursor model by the researchers, teaching interventions as a means for pupils to develop the precursor model, and the functions of the precursor model.
Constructing a precursor model of friction through ontological analysis, learners’ ideas, and modeling theory: towards an embodied inquiry framework
This paper proposes a precursor model of friction constructed through the articulation of three complementary perspectives: an ontological analysis of friction as an interfacial phenomenon, research on learners’ alternative conceptions, and the modelling framework developed by Lemeignan and Weil-Barais. The model is designed to support conceptual transitions toward a relational and interaction-based understanding of friction by foregrounding system interaction, reciprocity, interface dynamics, and the identification of variables with genuine predictive value for motion under frictional conditions. Particular emphasis is placed on the distinction between variables that participate in the frictional mechanism and variables that function as predictors of stopping distance. The paper concludes by proposing embodied inquiry as a coherent pedagogical extension of the precursor model, since bodily investigations of coupling, uncoupling, resistance, and sliding can support learners in progressively reconstructing friction as an emergent phenomenon of system interaction and interface dynamics.
Modèles précurseurs à l’apprentissage des Sciences Physiques et Naturelles. Questions ouvertes et perspectives
This text simply raises a few questions regarding the significance, value and scope of precursor models, not only from a research perspective but also from an educational one. In an attempt to facilitate this correlation, the following issues are raised: the scope of application of precursor models; the relationship between precursor models and modelling; the correlation of precursor models with the school teaching process; and the identification and creation of precursor models.
Rethinking Precursor Models in Science Education: reflections on an evolving field
Within constructivist theory which has dominated science education over recent decades, precursor models have emerged as a distinct area of inquiry. First introduced by Lemeignan and Weil-Barais in secondary education and later extended to Early Childhood Education by Ravanis and Boilevin, the concept has developed along a noteworthy trajectory across educational levels. Building on foundational work in the field, this special issue of the Mediterranean Journal of Education brings together contributions from a second generation of researchers who continue to elaborate and refine this line of research. Drawing on the contributions included in this issue, the present paper aspires to reflect on the evolving study of precursor models and to contribute further to the ongoing discussion.
Identifying and cultivating mathematical giftedness through competitive Mathematics: evidence from European participation trends
This study addresses the gap in longitudinal, cross-national research on European mathematics competitions as pedagogical contexts for identifying and fostering diverse mathematical giftedness. Focusing on Bebras, Kangourou, the Henri Poincaré Mathematical Thinking Contest, and the European Statistics Competition, it examines how these competitions nurture creativity, flexible reasoning, and advanced problem-solving beyond standard curricula. Drawing on participation data from 1995 to 2025, the study employs quantitative, descriptive, and comparative analyses to explore student population growth patterns and pedagogical characteristics. Findings demonstrate that these competitions serve as valuable ecosystems for recognizing high-ability learners and cultivating creative, non-formalist mathematical thinking across Europe.
Assessing student engagement in Higher Education: validation of the university student engagement inventory among Maltese University students
This study examined the psychometric properties of the University Student Engagement Inventory (USEI) among Maltese university students, addressing the lack of validated tools for assessing student engagement (SE) in Malta’s higher education (HE) context. The questionnaire was sent to all 12,400 University of Malta students out of which 323 fully completed the USEI, measuring behavioural (BE), emotional (EE), and cognitive engagement (CE). Confirmatory factor analysis supported both the three-factor model (CFI=0.945, TLI=0.933, RMSEA=0.073) and an excellent second-order model fit (CFI=0.981, TLI=0.977, RMSEA=0.057). Reliability was good for EE (α=0.83, ω=0.81) and CE (α=0.79, ω=0.76), and marginal for BE (α=0.68, ω=0.65), consistent with international findings. Measurement invariance was confirmed across STEM and non-STEM groups, indicating model stability across disciplines. Predictive validity showed that higher SE significantly predicted fewer dropout intentions (β=–0.49, p<0.001) and higher self-reported academic performance (β=0.56, p<0.001). Results confirm the USEI as a reliable and valid tool for assessing SE within the Maltese HE context and confirms its use in identifying disengaged students and informing interventions to enhance persistence and academic success.
Pedagogical interactive choices for distance continuation of undergraduate studies in traditional universities during potential future crises
This study aims to investigate, through the lens of sociological theoretical concepts, the choices that traditional universities need to adopt to establish a pedagogical and interactive framework for delivering distance education during periods of crisis. The research findings indicate that participants, whose habitus integrates knowledge and skills related to the implementation of emergency remote teaching, believe that traditional universities should employ mixed pedagogical approaches to ensure the quality of both synchronous and asynchronous distance education in times of crisis. Specifically, the application of mixed pedagogies is necessary both for the hierarchical rules that shape pedagogical and interactive relationships between instructors and students and for the instructional rules concerning selection, sequence, pacing, and criteria in the delivery of synchronous and asynchronous undergraduate teaching.
Prévalences et origines des neuromythes chez des enseignants tunisiens des sciences de la vie et de la terre
Neuromyths represent a well-documented field of international research. This study extends such investigations to Tunisian life and earth sciences teachers working in senior middle and high school classes. A questionnaire, inspired by international studies, was administered to teachers covering nervous system content. Findings indicate strong endorsement of specific neuromyths, particularly learning styles and multiple intelligences, with rates exceeding 90%. Other neuromyths ranged between 30% and 80%. Analysis of declared information sources revealed no dominant channel, suggesting systemic dissemination. Reported teaching practices aligned with these misconceptions, confirming their pervasive influence within the Tunisian educational context.
Influence of marital conflict on student’s academic performance as perceived by teachers in Ilorin metropolis, Kwara State
This study investigated influence of marital conflict on student’s academic performance as perceived by teachers in Ilorin metropolis, Kwara State. The moderating variables such as gender, age, teaching experience and educational qualification were examined. The study was descriptive research design of the survey type. The population of this study comprised all secondary school teachers in Ilorin metropolis, Kwara State while sample size of 150 teachers participated in the study. A questionnaire entitled ‘Influence of Marital Conflict on Students` Academic Performance Questionnaire (IMCSAPQ)’ was used to collect data for the study. Percentage was used to analyse the demographic data. Mean and rank order analysis was used to answer research question while the four null hypotheses formulated were tested using t-test and ANOVA statistical techniques. The findings of the study revealed that marital conflict has a negative influence on students’ academic performance which include difficulty concentrating on their studies; inability to plan and organize their study time effectively; and inadequate sleep, leading to tiredness during school hours among others. The findings also showed that there was a significant difference in the influence of marital conflict on students’ academic performance as expressed by teachers in Ilorin metropolis, Kwara state based on gender, age and teaching experience but significant differences was found based on educational qualification. Based on the findings of this study, it was recommended that school management/administrators should develop strategies to provide psychological and academic assistance to children with different problems, which hinder their educational development among others
The Learning Organization model in Greek Adult Education and Training: a comparative aspect of two eras
Τhe present study examines the evolution of Peter Senge’s Learning Organization model within adult education in Greece emphasizing on lifelong citizen empowerment. Drawing on Critical Discourse Analysis and hybridized discourse with the support of Artificial Intelligence and framed by Senge’s five disciplines, the objective of the study is to reveal the way the official state discourse for the built of adult learning is transformed comparing two pivotal periods, 2005 & 2025. The results indicate that Senge’s concepts of systems thinking, personal mastery, mental models, shared vision, team learning are highly re-conceptualized within the context of the contemporary digital and green transition.
Balancing standardization and personalization in Higher Education Quality Assurance: Insights from Jordanian Universities
Balancing standardization and personalization in quality assurance remains a key challenge for higher education systems worldwide. This study examines Jordanian academics’ perceptions of these two approaches and their relationship with perceived educational quality. A cross-sectional online survey was conducted with 200 academics from Jordanian universities. Composite indices were developed to measure standardization, personalization, and perceived quality, and Pearson correlation analysis was applied. Results showed strong support for standardization (M=6.14-6.36) but no significant association with perceived quality (r = –0.08). Personalization practices showed moderate implementation (M=4.67-5.11) and were positively associated with perceived quality (r=+0.27). The findings highlight the need to integrate personalization within accreditation frameworks.
Representations of climate change among Tunisian secondary school students
Climate change education is of great importance for raising awareness among younger generations about environmental issues and supporting the ecological transition, in line with the Sustainable Development Goals, particularly SDGs 4 and 13. In Tunisia, however, this education remains marginal in school curricula, with no explicit teaching on climate change. In this context, this exploratory research aims to identify the social representations of climate change among Tunisian secondary school students. The study was conducted among 300 second-year secondary school students (science section) using a questionnaire. The data collected were subjected to quantitative and qualitative analyses focusing on representations, knowledge, sources of information, and emotions. The results show that the majority of students surveyed recognize the existence of climate change, but develop fragmented representations of it, mainly focused on observable local manifestations. These representations reveal a lack of understanding of the scientific mechanisms of the phenomenon. In the absence of structured teaching, the media and the Internet are the main sources of information, while a feeling of concern remains widely expressed.
Physics is usually regarded as a science capable of explaining any phenomenon in this World. However, Heraclitus had pointed out from ancient times that Nature remains beyond human grasp. Classical Physics was proven inadequate for the microcosm and replaced by Quantum Physics with extensive use of Mathematics, which sets aside the need for natural explanations, replacing physical quantities by functions and relations. Finally, in accordance with Heraclitus, the contemporary philosopher Ludwig Wittgenstein remarks that any language, scientific or mathematical, is not adequate to describe the World, giving just a picture of reality, leaving the real Nature beyond reach.
From recurring problems in scientific publications to a heuristic framework for quality control of the research and writing process
The quality of a scientific publication depends not only on the clarity of the writing but also on the soundness of the decisions made at all stages of the research process. This paper examines recurring methodological, writing, ethical, and publication-related issues reported in the relevant literature and investigates how these can be transformed into a practical framework for quality control of the research and writing process in educational research. The study was conducted as an integrative review employing a conceptual and methodological synthesis of 14 purposively selected publications. Their findings were organized and compared according to common categories related to stages of the research and writing process and types of errors. The synthesis highlighted recurring problems related to the formulation of the research question, research design, data collection and analysis, presentation and interpretation of results, bibliographic citations, language, ethics, and the publication process. Based on these findings, a framework comprising nine dimensions and 66 self-assessment and peer-review questions was developed. The framework is proposed as a heuristic and reflective tool rather than as a universal evaluation system, to support the early identification of potential weaknesses and enhance research transparency and quality.