This study addresses global concerns surrounding elementary students' science performance following the COVID-19, as a result of international tests such as Trends in International Mathematics and Science Study (TIMSS) highlight the ongoing challenges that urge the exploration of innovative educational approaches to improve science learning. This research employed gamification-assisted instruction and explored its impact on enhancing the understanding of science concepts and attitudes toward science class among fourth graders. The study adopted a quasi-experimental design and included an experimental group (ExG) that was taught using a gamification strategy and a control group (CoG) that was taught using a traditional method with a sample of 38 female elementary students from a public school in Jordan. Data were gathered using valid and reliable tools: the developed scientific concepts test and the Attitude Towards Science class measures. The ANCOVA analysis revealed that gamification significantly improves the acquisition of scientific concepts (η2=.208) and boosts a positive attitude toward science classes among elementary students (η2=.626). These findings encourage decision-makers to incorporate gamification into science teaching practices and methods.

Learning to read constitutes one of the most important cognitive abilities students acquire during their education, and teachers’ knowledge of reading instruction is considered significant to teaching quality and students’ achievement. This paper aims to systematically review the existing research on teacher knowledge of reading instruction over the past six years, following the PRISMA statement’s guidelines, to identify the current research trends, areas of research, and research gaps. Three main research areas are identified in the 22 reviewed articles, namely (a) Teacher knowledge (TK) exploration, (b) TK assessment, and (c) TK development. More specifically, research on TK exploration includes sub-themes such as examining TK, investigating the relationship between TK and practice and student achievement, and influencing factors of TK. TK assessment includes research on the development and validation of more comprehensive measurement tools to assess teachers’ content knowledge and pedagogical content knowledge of reading instruction. TK development involves the effectiveness of interventions on TK of reading instruction in teachers’ professional development programs. Future studies are recommended to use a more diverse range of methods, including both quantitative and qualitative approaches to study teachers’ knowledge in their classroom practice, and to focus on teachers’ active role as knowledge constructors. Studies in L2 reading contexts are also recommended.