<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yen-Sheng Chen</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DESIGNING CONTRAST TO SUPPORT LEARNING IN SCIENCE AND TECHNOLOGY COURSES THROUGH RHYTHMIC ENGAGEMENT PEDAGOGY (REP)</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">Active learning</style></keyword><keyword><style  face="normal" font="default" size="100%">course design</style></keyword><keyword><style  face="normal" font="default" size="100%">higher education</style></keyword><keyword><style  face="normal" font="default" size="100%">science and technology education</style></keyword><keyword><style  face="normal" font="default" size="100%">student engagement</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2026</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October / 2026</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2026/987-1793131578.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">25</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Active learning in higher education science and technology courses is often discussed through pedagogical approaches or in contrast with lecture, with less attention to how engagement is organised over educational timescales. This study examined Rhythmic Engagement Pedagogy (REP), a contrast-based design that coordinates recurring shifts between teacher explanation and student activity across the macro, meso, and micro course timescales, with rhythm referring to this temporal pattern rather than to music. Using a cross-course, cross-semester quantitative design, the study compared three 2025 REP offerings with non-REP offerings in a theory-oriented circuit course, a mixed theory–practice antennas course, and a practice-centred microwave laboratory course. Attendance records and final grades were analysed between semesters, and pre- and post-course questionnaires assessed behavioural, cognitive, and emotional engagement. The REP offerings had attendance rates 17.3, 13.4, and 15.9 percentage points higher and final grades 17.7, 9.2, and 11.7 points higher, respectively. Post-course ratings exceeded pre-course expectation ratings in all nine course-by-dimension comparisons, with the largest differences observed in the theory-oriented course. REP addresses this temporal dimension by coordinating lecture, student activity, and assessment across multiple course timescales without prescribing a fixed set of active-learning activities.</style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">819-834</style></section></record></records></xml>