Pub Date : 2023-06-09DOI: 10.1163/23641177-bja10065
S. Martin
{"title":"Asia-Pacific Science Education (APSE): Can Publishing Become More Equitable in the Age of Artificial Intelligence?","authors":"S. Martin","doi":"10.1163/23641177-bja10065","DOIUrl":"https://doi.org/10.1163/23641177-bja10065","url":null,"abstract":"","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41403405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-05DOI: 10.1163/23641177-bja10061
Yoon-Sung Choi, Chan-Jong Kim, Seung-urn Choe
This study contributes to the literature by shedding light on students’ learning by examining and comparing students’ gestures in two educational contexts: geological field trips and classroom-based modeling activities. This study engaged 10 middle-school students in two different geological field trips and two classroom-based modeling activities and employed a hermeneutic approach to understand students’ use of gestures in both settings. Using multimodal interaction analysis (MIA) students’ gestures were explored to understand how students created and conveyed meaning using verbal and nonverbal interactions. The study found students’ gestures conveyed scientific content and differing social roles in the two settings. The results suggest the frequency and type of gestures used in each setting may be complementary to students’ development of accurate models. This study presents new classification criteria and characteristics to identify students’ gestures. This study demonstrates gestures can be an important resource for learning when students are engaging in modeling activities.
{"title":"Exploring Students’ Use of Gestures to Create Scientific Models during Geological Field Trips and Modeling Activities","authors":"Yoon-Sung Choi, Chan-Jong Kim, Seung-urn Choe","doi":"10.1163/23641177-bja10061","DOIUrl":"https://doi.org/10.1163/23641177-bja10061","url":null,"abstract":"\u0000This study contributes to the literature by shedding light on students’ learning by examining and comparing students’ gestures in two educational contexts: geological field trips and classroom-based modeling activities. This study engaged 10 middle-school students in two different geological field trips and two classroom-based modeling activities and employed a hermeneutic approach to understand students’ use of gestures in both settings. Using multimodal interaction analysis (MIA) students’ gestures were explored to understand how students created and conveyed meaning using verbal and nonverbal interactions. The study found students’ gestures conveyed scientific content and differing social roles in the two settings. The results suggest the frequency and type of gestures used in each setting may be complementary to students’ development of accurate models. This study presents new classification criteria and characteristics to identify students’ gestures. This study demonstrates gestures can be an important resource for learning when students are engaging in modeling activities.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45661360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-05DOI: 10.1163/23641177-bja10062
Jina Chang, Joonhyeong Park, Jisun Park
This study aims to explore how to use an AI chatbot pedagogically in scientific inquiry by developing a guided-inquiry activity using an AI chatbot and applying it. The developed guided-inquiry activity consisted of designing and doing inquiry activities using the transmission of sound as the topic. In this activity, a chatbot, which was given the name Inquirybot, was designed with conversation flow and scripts for guiding the inquiry design process. By applying the developed inquiry activities and Inquirybot to fifth- and sixth-grade gifted students, we found several practical possibilities and challenges for using an AI chatbot in scientific inquiry. Based on the results, future tasks and educational implications are discussed in terms of efficiently adapting AI chatbots in scientific-inquiry activities.
{"title":"Using an Artificial Intelligence Chatbot in Scientific Inquiry: Focusing on a Guided-Inquiry Activity Using Inquirybot","authors":"Jina Chang, Joonhyeong Park, Jisun Park","doi":"10.1163/23641177-bja10062","DOIUrl":"https://doi.org/10.1163/23641177-bja10062","url":null,"abstract":"\u0000This study aims to explore how to use an AI chatbot pedagogically in scientific inquiry by developing a guided-inquiry activity using an AI chatbot and applying it. The developed guided-inquiry activity consisted of designing and doing inquiry activities using the transmission of sound as the topic. In this activity, a chatbot, which was given the name Inquirybot, was designed with conversation flow and scripts for guiding the inquiry design process. By applying the developed inquiry activities and Inquirybot to fifth- and sixth-grade gifted students, we found several practical possibilities and challenges for using an AI chatbot in scientific inquiry. Based on the results, future tasks and educational implications are discussed in terms of efficiently adapting AI chatbots in scientific-inquiry activities.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43019193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-05DOI: 10.1163/23641177-bja10064
Yoon-Sung Choi
This study examines the individual contextual characteristics of elementary school students in Korea during the phase of interest development, using Phase of Interest Development (PIT) and Process-Person-Context-Time (PPCT) models. Four students from each level of interest development were selected to participate, and they wrote photo-journals for 12 weeks while meeting with the researcher every two weeks for semi-structured interviews. The results show that students with higher levels of interest in science tend to participate more in science activities, become more independent, and re-engage in activities. The findings suggest that factors within the microsystem, such as schoolteachers or parents, may have an influence on students’ interest in science, regardless of their level of interest. This study contributes to the theoretical foundation of interest in science research and may be useful for developing strategies to increase students’ interest in science.
{"title":"A Case Study of Individual Contextual Characteristics Impact on Korean Elementary School Students’ Interest in Science Using Phase of Interest Development and the Process-Person-Context-Time Models","authors":"Yoon-Sung Choi","doi":"10.1163/23641177-bja10064","DOIUrl":"https://doi.org/10.1163/23641177-bja10064","url":null,"abstract":"\u0000This study examines the individual contextual characteristics of elementary school students in Korea during the phase of interest development, using Phase of Interest Development (PIT) and Process-Person-Context-Time (PPCT) models. Four students from each level of interest development were selected to participate, and they wrote photo-journals for 12 weeks while meeting with the researcher every two weeks for semi-structured interviews. The results show that students with higher levels of interest in science tend to participate more in science activities, become more independent, and re-engage in activities. The findings suggest that factors within the microsystem, such as schoolteachers or parents, may have an influence on students’ interest in science, regardless of their level of interest. This study contributes to the theoretical foundation of interest in science research and may be useful for developing strategies to increase students’ interest in science.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48657344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-05DOI: 10.1163/23641177-bja10058
E. Kim, Hye-eun Chu, Jinwoong Song
As collaboration among scientists from diverse backgrounds can help generate theories and foster the discovery of natural phenomena, the importance of creativity via collaboration in science learning has been widely recognized. This study aimed to investigate the science classroom creativity of Korean high school students who participated in an Australia-Korea intercultural STEAM program (ISP). Due to COVID-19 restrictions, data was only collected from Korean students. The Revised Science Classroom Creativity Questionnaire (R-SCCQ) was administered to 25 Korean students, and interviews were conducted with 10 students to explore creative behavior. The results showed a significant increase in students’ science classroom creativity following their participation in the ISP. This study shows that the intercultural experience provided by the program can help induce a more flexible mindset and encourage different perspectives, ultimately enhancing science classroom creativity. This finding is significant as it highlights the potential of the ISP as a new teaching method for promoting creativity in science education.
{"title":"Development and Impact of an Intercultural STEAM Program on Science Classroom Creativity","authors":"E. Kim, Hye-eun Chu, Jinwoong Song","doi":"10.1163/23641177-bja10058","DOIUrl":"https://doi.org/10.1163/23641177-bja10058","url":null,"abstract":"\u0000As collaboration among scientists from diverse backgrounds can help generate theories and foster the discovery of natural phenomena, the importance of creativity via collaboration in science learning has been widely recognized. This study aimed to investigate the science classroom creativity of Korean high school students who participated in an Australia-Korea intercultural STEAM program (ISP). Due to COVID-19 restrictions, data was only collected from Korean students. The Revised Science Classroom Creativity Questionnaire (R-SCCQ) was administered to 25 Korean students, and interviews were conducted with 10 students to explore creative behavior. The results showed a significant increase in students’ science classroom creativity following their participation in the ISP. This study shows that the intercultural experience provided by the program can help induce a more flexible mindset and encourage different perspectives, ultimately enhancing science classroom creativity. This finding is significant as it highlights the potential of the ISP as a new teaching method for promoting creativity in science education.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42064595","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-31DOI: 10.1163/23641177-bja10063
Norsyazwani Muhamad Dah, Mohd Syafiq Aiman Mat Noor, Muhammad Zulfadhli Kamarudin, Mohd Mokhzani Ibrahim
This study developed the Investigable Questioning Formulation Technique (IQFT) protocol to formulate investigable questions by following the procedures of design-based research. As guiding heuristics, the protocol used two provisional design principles based on teaching experience and previous studies that have applied tools for formulating questions, notably, the question formulation technique, SMART goals, and a typology of investigable and non-investigable questions. Two cycles comprising six lesson interventions were completed with two groups (n = 23, n = 25) of students in the same school in Malaysia. Questions were analyzed using qualitative content analysis and a question typology framework. Findings show the majority of students formulated comparison, exploratory, and validation of mental model questions. Some questions were posed in the prediction, descriptive, and problem-solving categories, but none were categorized as cause and effect, design and make, or pattern seeking. Implications for use of the IQFT protocol to help facilitate Malaysian students’ generation of investigable questions, design experiments, and implement open inquiry are discussed.
本研究开发了可调查问题制定技术(IQFT)方案，按照基于设计的研究程序制定可调查问题。作为指导启发式，该协议基于教学经验和先前的研究使用了两个临时设计原则，这些原则已经应用了制定问题的工具，特别是问题制定技术，SMART目标以及可调查和不可调查问题的类型。在马来西亚同一所学校的两组学生(n = 23, n = 25)中完成了包括6个课程干预的两个周期。采用定性内容分析和问题类型框架对问题进行分析。调查结果显示，大多数学生提出了比较、探索性和验证性的心理模型问题。有些问题是在预测、描述和解决问题的类别中提出的，但没有一个被归类为因果、设计和制造或模式寻找。本文讨论了使用IQFT协议来帮助马来西亚学生生成可调查的问题、设计实验和实施开放探究的含义。
{"title":"Facilitation of Student Questioning in the Malaysian Secondary Science Classroom Using the Investigable Questioning Formulation Technique (IQFT) Protocol","authors":"Norsyazwani Muhamad Dah, Mohd Syafiq Aiman Mat Noor, Muhammad Zulfadhli Kamarudin, Mohd Mokhzani Ibrahim","doi":"10.1163/23641177-bja10063","DOIUrl":"https://doi.org/10.1163/23641177-bja10063","url":null,"abstract":"\u0000This study developed the Investigable Questioning Formulation Technique (IQFT) protocol to formulate investigable questions by following the procedures of design-based research. As guiding heuristics, the protocol used two provisional design principles based on teaching experience and previous studies that have applied tools for formulating questions, notably, the question formulation technique, SMART goals, and a typology of investigable and non-investigable questions. Two cycles comprising six lesson interventions were completed with two groups (n = 23, n = 25) of students in the same school in Malaysia. Questions were analyzed using qualitative content analysis and a question typology framework. Findings show the majority of students formulated comparison, exploratory, and validation of mental model questions. Some questions were posed in the prediction, descriptive, and problem-solving categories, but none were categorized as cause and effect, design and make, or pattern seeking. Implications for use of the IQFT protocol to help facilitate Malaysian students’ generation of investigable questions, design experiments, and implement open inquiry are discussed.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64623003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-25DOI: 10.1163/23641177-bja10059
Hyunshik Ju, E. Cho, Seoung-Hey Paik
This study investigated the impact of teaching materials developed using the reconceptualized family resemblance approach to the nature of science (RFN) on pre-service chemistry teachers views about the nature of science (NOS). The materials were based on the book Leviathan and the Air-Pump: Hobbes, Boyle, and the Experimental Life by Shapin and Schaffer (1985), which covers various aspects of NOS emphasized by the RFN. The pre-service teachers underwent 15 weeks of constructivist learning, including lectures, discussions, and essay writing, and their understanding of NOS was evaluated using a pre- and post-test. The results revealed changes in their understanding of NOS, particularly in the social aspects of science. This study is significant in shedding light on the specific challenges that participants encountered when grappling with the idea of science as a social and institutional system.
{"title":"Impact of Teaching Materials Based on the Family Resemblance Approach on Pre-service Chemistry Teachers’ Views of Nature of Science","authors":"Hyunshik Ju, E. Cho, Seoung-Hey Paik","doi":"10.1163/23641177-bja10059","DOIUrl":"https://doi.org/10.1163/23641177-bja10059","url":null,"abstract":"\u0000This study investigated the impact of teaching materials developed using the reconceptualized family resemblance approach to the nature of science (RFN) on pre-service chemistry teachers views about the nature of science (NOS). The materials were based on the book Leviathan and the Air-Pump: Hobbes, Boyle, and the Experimental Life by Shapin and Schaffer (1985), which covers various aspects of NOS emphasized by the RFN. The pre-service teachers underwent 15 weeks of constructivist learning, including lectures, discussions, and essay writing, and their understanding of NOS was evaluated using a pre- and post-test. The results revealed changes in their understanding of NOS, particularly in the social aspects of science. This study is significant in shedding light on the specific challenges that participants encountered when grappling with the idea of science as a social and institutional system.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46528562","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-25DOI: 10.1163/23641177-bja10057
Zhengyan Zhang, Ying‐Chih Chen, Guangxi He, H. She, Jhih-Cheng Chen
This study aimed to develop a valid and reliable instrument, the Mental Images of Scientists Questionnaire (MISQ), and use the instrument to examine Chinese students’ mental images of scientists’ characters across school levels, regions, living settings, and gender. The final version of the MISQ consisted of four constructs: scientists’ cognitive, affective, lifestyle, and job characters. The results showed that senior high school students gave higher scores for scientists’ cognitive character construct than junior high and elementary school students did. Students from eastern regions, which have a more highly developed economy, gave the highest scores on cognitive and affective character constructs of scientists. Students from western regions, which have a less developed economy, had a relatively negative impression of scientists. Students’ images of scientists’ affective, lifestyle, and job characters were positively correlated with their interests in pursuing scientific careers. Future research to explore the relationships between students’ mental images of scientists’ characters and students’ motivation to pursue science-related careers or to engage in scientific practices are recommended.
{"title":"Thinking and Practicing Like a Scientist?","authors":"Zhengyan Zhang, Ying‐Chih Chen, Guangxi He, H. She, Jhih-Cheng Chen","doi":"10.1163/23641177-bja10057","DOIUrl":"https://doi.org/10.1163/23641177-bja10057","url":null,"abstract":"\u0000This study aimed to develop a valid and reliable instrument, the Mental Images of Scientists Questionnaire (MISQ), and use the instrument to examine Chinese students’ mental images of scientists’ characters across school levels, regions, living settings, and gender. The final version of the MISQ consisted of four constructs: scientists’ cognitive, affective, lifestyle, and job characters. The results showed that senior high school students gave higher scores for scientists’ cognitive character construct than junior high and elementary school students did. Students from eastern regions, which have a more highly developed economy, gave the highest scores on cognitive and affective character constructs of scientists. Students from western regions, which have a less developed economy, had a relatively negative impression of scientists. Students’ images of scientists’ affective, lifestyle, and job characters were positively correlated with their interests in pursuing scientific careers. Future research to explore the relationships between students’ mental images of scientists’ characters and students’ motivation to pursue science-related careers or to engage in scientific practices are recommended.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43135453","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-13DOI: 10.1163/23641177-bja10056
S. Martin
to engage in ECS. In the second contribution,
参与ECS。在第二篇文章中，
{"title":"Asia-Pacific Science Education (APSE): An Influential Source for Science Education Research Dissemination from the Asia-Pacific","authors":"S. Martin","doi":"10.1163/23641177-bja10056","DOIUrl":"https://doi.org/10.1163/23641177-bja10056","url":null,"abstract":"to engage in ECS. In the second contribution,","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44203104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-13DOI: 10.1163/23641177-bja10052
Eunju Park, M. Ha
To effectively employ inquiry-based learning to enhance students’ inquiry practices and encourage them to think and act like scientists, science teachers must have a deeper understanding of the factors that influence scientific research and attitudes about scientist practice. This research contains the experience of two postdoctoral researchers in epigenetics as graduate students in a newly established epigenetics laboratory. Two in-depth interviews, two preliminary questionnaires, a record of laboratory visits, and a supervisor interview were analyzed for this qualitative research. Even though the two postdoctoral researchers have encountered various obstacles, such as a lack of resources, scientific uncertainty, and unestablished personal identity, they are effectively maturing as scientists as a result of their capacity to overcome these obstacles. This study may provide science educators and students with a better understanding of the challenges they will experience in their scientific work and strategies for overcoming those challenges.
{"title":"Coping with Challenges and Uncertainty in Scientific Research","authors":"Eunju Park, M. Ha","doi":"10.1163/23641177-bja10052","DOIUrl":"https://doi.org/10.1163/23641177-bja10052","url":null,"abstract":"\u0000To effectively employ inquiry-based learning to enhance students’ inquiry practices and encourage them to think and act like scientists, science teachers must have a deeper understanding of the factors that influence scientific research and attitudes about scientist practice. This research contains the experience of two postdoctoral researchers in epigenetics as graduate students in a newly established epigenetics laboratory. Two in-depth interviews, two preliminary questionnaires, a record of laboratory visits, and a supervisor interview were analyzed for this qualitative research. Even though the two postdoctoral researchers have encountered various obstacles, such as a lack of resources, scientific uncertainty, and unestablished personal identity, they are effectively maturing as scientists as a result of their capacity to overcome these obstacles. This study may provide science educators and students with a better understanding of the challenges they will experience in their scientific work and strategies for overcoming those challenges.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43729032","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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