The definitions serve the purpose of communication and preservation of knowledge in scientific inquiry. However, it is quite often to perceive number sense concept without well-accepted definitions in the field of mathematics education research. Despite the mentioned issue, the current literature on children's number sense provide a glean for introducing, implementing, and even measuring the number sense using the specific and contextualized indicators in early mathematics. Consequently, this phenomenon offers to bridge a gap in the literature concerning definitions of number sense and its indicators. This article systematically reviews on the indicators in measuring children's number sense based on the past research guided by the PRISMA statements. The metadata were analysed using open-coding and were further re-coded through axial coding and selective coding to form a definition of number sense. This article discusses on limitations, implications, and the future research directions for studying children's number sense in the primary schools' mathematics.

Creative pedagogy has been explored extensively, and previous research suggests that there is a gap between the level and practice of creativity of science teachers, and that it varies by school location. The aim of this study was to determine the levels of creativity, and creativity practice of primary school science teachers, and differences in the levels of creativity and creativity practice of primary school science teachers based on school location. The Torrance Tests of Creative Thinking (TTCT) were used to acquire qualitative data from 20 participants, and a questionnaire of creativity practice in science teaching was used to collect quantitative data from 409 participants. The qualitative data were analyzed according to the TTCT scoring technique and the quantitative data were analyzed descriptively using Statistical Package for the Social Sciences 26. This study found that, that while overall teacher creativity was low, the teachers perceived that they employed highly creative practices. No difference was found in relation to environment, teaching aids, skills and science process skills of teachers in urban and rural areas. However, teachers in rural areas were more knowledgeable about creativity, while teachers in urban areas were better at practising it. This research provides baseline evidence on current practices in creative pedagogy of science teachers nationwide.

Despite the fact that Islam being one of/counts among the major religions of the world, scientific progress in Muslim majority countries seems to be lagging behind the rest of the world. Therefore, there have been calls by Muslim scholars and clerics to bridge the gap between Islam and science, especially for young Muslims, by harmonising science and Islam in education. This study aims to analyze the documents pertaining to Islam, Science, and Education (ISE) extracted from the historical literature. For the purpose of analysis, firstly documents were retrieved from a scientific database and secondly, a descriptive analysis of temporal trends was conducted. The documents clustered according to as the time-lined categories were and then analysed qualitatively. Later, using VOS viewer, the analysis of spatial distribution, networks, and keywords was conducted. It was found that the evolution of ISE converged into a broader spectrum from earlier in medicine and later to other areas, which encompassed Qur’ānic studies, social studies and economics, and even technology. The volume of publication versus the network links strength provided evidence that there is a need to stimulate collaborative works by/through knowledge dissemination through/from an authoritative platform for the researches concerning ISE. This study also discovered that some severe biases that might contribute towards the results being skewed in the finding or even underrepresentation of scholarly works in ISE. The findings of this study are beneficial for the researchers reviewing this topic and the educators working to harmonize Islam and science in education.

The purpose of this study was to analyse the students' views and the effects of using Augmented Reality (AR) in learning Science. Given that Science education emphasizes the understanding of the physical and the natural world, the science lesson is basically received through systematic observation and experimentation. The introduction of abstract concepts in the science lesson is implemented gradually by scaffolding the concrete understanding during primary schooling. The potential use of AR, as a teaching tool in facilitating the process of understanding concrete facts, could be beneficial in science education. The introductory topic, "Senses," was chosen; since it is directly related to the students’ anatomy; and it cultivates their interest in Science. A quasi-experimental methodology was utilized to examine the impact of AR on primary school students’ academic achievement, interest, and science-process skills in this study. During the science lesson, the experimental group was exposed to AR stimulation, whereas the control group was not; and rather it learnt through the conventional method. A set of post-test questions was conducted, in order to collect the data on student achievement and science process skills, while a set of questionnaires was employed, in order to identify the students’ interest. The data were analysed by using descriptive statistics and the t-test. In this study, the real world had been augmented by using virtual information, thereby providing new possibilities for science education to become more meaningful. The findings indicated that AR had a significant favourable effect on all three aspects of the experimental group's achievement, interest, and science-process skills.

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