A persistent problem in engineering-focused science instruction is the "design-science gap," whereby learners focus on building successful engineering products, instead of focusing on the relevant scientific principles. This research explores (a) whether integrating contrasting cases into engineering activities can impact how deeply learners notice scientific structures both within the engineering task and in novel transfer contexts, and (b) whether the perceptual process of noticing is related to task performance and transfer. In Study 1, 41 adults designed and built a Lego cantilever, which relates to the physics concept center-ofmass. Learners who analyzed contrasting cases that highlighted the underlying structure of center-of-mass noticed that structure more deeply, compared with a no cases condition. Although both conditions performed similarly on the engineering task, learners who noticed on a deeper level performed better, regardless of condition. In a second study with 63 adults, the same two conditions were compared with a single cases condition. The contrasting cases condition demonstrated superior transfer to near but novel contexts. Moreover, noticing predicted performance and far transfer, regardless of condition. Results imply that (a) contrasting cases enhance near transfer from engineering activities and (b) noticing plays a key role in performance in and transfer from engineering activities. K E Y W O R D S contrasting cases, engineering, perceptual learning, physics, transfer Science Education. 2019;103:440-471. wileyonlinelibrary.com/journal/sce 440 |

Social networking site like Facebook has been used as a modern source of communication and interaction. It also has the potential to be an effective academic too. This paper aims to present a comprehensive picture of what has already been discovered regarding Facebook as a language learning environment and it further tends to investigate ESL learners’ perceptions of Facebook as a language learning environment in Pakistani context particularly in Sindh. The sample who participated in this research were 100 higher secondary students studying in IBA-Public School Sukkur. The findings of this study revealed that the ESL learners in Sindh believe Facebook as a language learning environment helps to enhance language skills including reading, writing, vocabulary and grammar. Altogether students showed positive perceptions regarding this learning model. So, in light of the findings it is recommended for the Teachers teaching English as a second language in Sindh, Pakistan should plan their lessons that involve Facebook as a language learning platform.

Learning occupies a very important place in our life. Learning provides a key to the structure of our personality and behaviour. It occurs through listening, reading, observation and experiences.Meaningful learning involves continuous construction of new knowledge and interpretations with previous knowledge. In teacher education programme student-teachers apply various methods and techniques to learn meaningful. There for the aim of the study is to find out the meaningful leaning among undergraduate student-teachers. The investigator applied survey method to collect the meaningful learning behaviour. The size of the sample of the study is 100 second year undergraduate student-teachers from Pondicherry district,among them, 25 were male and 75 were female student-teachers. The data have been collected through administration of the tool-A Scale on Measuring Meaningful Learning of the Learners. The data have been analyzed through statistical techniques. The descriptive analysis shows that there is high meaningful leaning among student-teachers. The differential analysis shows that there is no significant difference between male and female as well as urban and rural student-teachers in their meaningful learning. ANOVA results also shows that there is no significant difference among second year undergraduate student-teachers in their meaningful learning with respect to education qualifications and native languages. This pilot study revealed that the second year undergraduate student-teachers are identical and they have same meaningful learning behavior.