Pub Date : 2022-05-19DOI: 10.1163/23641177-bja10042
Faisal, S. Martin
Socio-scientific issues (SSIs)-based instruction is considered a potentially useful pedagogical approach for helping teachers to address the scientific literacy competencies outlined in the national curriculum. However, its effective implementation in the classroom requires teachers to have adequate pedagogical knowledge and skills. In this study, we engaged 45 pre- and in-service biology teachers in an 8-week SSIs teaching-oriented course. The course was designed to provide teachers with theoretical knowledge and practical SSIs teaching experience. Using data collected from the SSIs-based instruction questionnaire, interviews, and course assignments, we explored teachers’ perceptions and attitudes towards SSIs-based instruction. The results of quantitative and qualitative analysis indicated that teachers had a high awareness of some core aspects of SSIs-based instruction and perceived themselves as having sufficient knowledge about SSIs pedagogical aspects. Teachers also demonstrated positive attitudes and perceptions about SSIs-based instruction. However, teachers still recognized the challenges of the SSIs teaching implementation for biology teachers in Indonesian school contexts. Teachers considered factors such as curriculum requirements, teachers’ competency, and students’ characteristics as the SSIs teaching challenges. In addition, teachers expressed concerns about their capacity in managing the SSIs discussion activities.
{"title":"Exploring Indonesian Biology Teachers’ Perceptions and Attitudes Towards Socio-Scientific Issues-Based Instruction","authors":"Faisal, S. Martin","doi":"10.1163/23641177-bja10042","DOIUrl":"https://doi.org/10.1163/23641177-bja10042","url":null,"abstract":"\u0000Socio-scientific issues (SSIs)-based instruction is considered a potentially useful pedagogical approach for helping teachers to address the scientific literacy competencies outlined in the national curriculum. However, its effective implementation in the classroom requires teachers to have adequate pedagogical knowledge and skills. In this study, we engaged 45 pre- and in-service biology teachers in an 8-week SSIs teaching-oriented course. The course was designed to provide teachers with theoretical knowledge and practical SSIs teaching experience. Using data collected from the SSIs-based instruction questionnaire, interviews, and course assignments, we explored teachers’ perceptions and attitudes towards SSIs-based instruction. The results of quantitative and qualitative analysis indicated that teachers had a high awareness of some core aspects of SSIs-based instruction and perceived themselves as having sufficient knowledge about SSIs pedagogical aspects. Teachers also demonstrated positive attitudes and perceptions about SSIs-based instruction. However, teachers still recognized the challenges of the SSIs teaching implementation for biology teachers in Indonesian school contexts. Teachers considered factors such as curriculum requirements, teachers’ competency, and students’ characteristics as the SSIs teaching challenges. In addition, teachers expressed concerns about their capacity in managing the SSIs discussion activities.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41479121","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 : 2021-12-10DOI: 10.1163/23641177-bja10035
Mary Dane F. Leonardo, J. Cha
The COVID-19 pandemic has led teachers in the Philippines to rely on technology to provide and support continued education for K-12 students. However, it is not only technology, but also the interactive online learning environments crafted by teachers that impact student science learning. To support teachers to cope with pandemic teaching, the government provided professional development in the form of teacher-training webinars. This study evaluated the webinars using Universal Design for Learning (UDL) principles to understand the impact these professional development sessions had on science teachers’ self-efficacy for delivering science instruction during the pandemic. The study found that webinars including UDL design elements improved science teachers’ self-efficacy for teaching science and there were no significant differences in teacher perceptions relative to gender or teaching experience. Implications for the use of UDL to design long-term professional development offerings beyond the pandemic are discussed.
{"title":"Filipino Science Teachers’ Evaluation on Webinars’ Alignments to Universal Design for Learning and Their Relation to Self-Efficacy amidst the Challenges of the COVID-19 Pandemic","authors":"Mary Dane F. Leonardo, J. Cha","doi":"10.1163/23641177-bja10035","DOIUrl":"https://doi.org/10.1163/23641177-bja10035","url":null,"abstract":"\u0000The COVID-19 pandemic has led teachers in the Philippines to rely on technology to provide and support continued education for K-12 students. However, it is not only technology, but also the interactive online learning environments crafted by teachers that impact student science learning. To support teachers to cope with pandemic teaching, the government provided professional development in the form of teacher-training webinars. This study evaluated the webinars using Universal Design for Learning (UDL) principles to understand the impact these professional development sessions had on science teachers’ self-efficacy for delivering science instruction during the pandemic. The study found that webinars including UDL design elements improved science teachers’ self-efficacy for teaching science and there were no significant differences in teacher perceptions relative to gender or teaching experience. Implications for the use of UDL to design long-term professional development offerings beyond the pandemic are discussed.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48572007","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 : 2021-12-09DOI: 10.1163/23641177-bja10038
Hong-jeong Kim, Sungmin Im
This study investigates pre-service teachers’ beliefs about learning physics and explores how beliefs correlate with learning achievement as evidenced by conceptual understanding and grades in a year-long physics course. To investigate beliefs about learning physics, 14 second-year pre-service teachers in a teacher training program in South Korea completed a Likert-style questionnaire called the Beliefs About Learning Physics Survey (BAPS). To measure learning achievement, final grades for the physic course were obtained and the Force Concept Inventory (FCI) was used to assess conceptual understanding. Analysis revealed that pre-service physics teachers’ beliefs about learning physics had a positive correlation with conceptual understanding but not with motivational beliefs. Students’ grades in physics had a positive correlation with cognitive beliefs, regardless of changes in pre- and post-test responses. Implications about how to utilize pre-service physics teachers’ beliefs about learning physics as an epistemological resource for teaching and learning physics are discussed.
{"title":"Pre-service Physics Teachers’ Beliefs about Learning Physics and Their Learning Achievement in Physics","authors":"Hong-jeong Kim, Sungmin Im","doi":"10.1163/23641177-bja10038","DOIUrl":"https://doi.org/10.1163/23641177-bja10038","url":null,"abstract":"\u0000This study investigates pre-service teachers’ beliefs about learning physics and explores how beliefs correlate with learning achievement as evidenced by conceptual understanding and grades in a year-long physics course. To investigate beliefs about learning physics, 14 second-year pre-service teachers in a teacher training program in South Korea completed a Likert-style questionnaire called the Beliefs About Learning Physics Survey (BAPS). To measure learning achievement, final grades for the physic course were obtained and the Force Concept Inventory (FCI) was used to assess conceptual understanding. Analysis revealed that pre-service physics teachers’ beliefs about learning physics had a positive correlation with conceptual understanding but not with motivational beliefs. Students’ grades in physics had a positive correlation with cognitive beliefs, regardless of changes in pre- and post-test responses. Implications about how to utilize pre-service physics teachers’ beliefs about learning physics as an epistemological resource for teaching and learning physics are discussed.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64622930","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 : 2021-12-09DOI: 10.1163/23641177-bja10036
Ha My Anna Mang, Hye-eun Chu, S. Martin, Chan-Jong Kim
This study employed a multi-phased process to guide the development of an approach for integrating socio-scientific issues (SSI) and science, technology, engineering, arts, and mathematics (STEAM) education in a way that can reform how science is taught in schools to improve scientific literacy. This approach can help teachers connect science authentically to real-world issues that have social and cultural relevance to students’ everyday lives. To demonstrate how the approach could be used for curriculum development, the authors defined the dimensions and key principles of SSI-based STEAM teaching and translated the approach into a climate change program by using a 6E inquiry model, which emphasizes an “enactment” stage. This program was used to discuss the benefits and challenges of employing an SSI-based STEAM approach in classroom contexts. We conclude by discussing implications for using this approach to improve science learning opportunities in cross-cultural contexts, and we raise questions about the need for future research.
{"title":"An SSI-Based STEAM Approach to Developing Science Programs","authors":"Ha My Anna Mang, Hye-eun Chu, S. Martin, Chan-Jong Kim","doi":"10.1163/23641177-bja10036","DOIUrl":"https://doi.org/10.1163/23641177-bja10036","url":null,"abstract":"\u0000This study employed a multi-phased process to guide the development of an approach for integrating socio-scientific issues (SSI) and science, technology, engineering, arts, and mathematics (STEAM) education in a way that can reform how science is taught in schools to improve scientific literacy. This approach can help teachers connect science authentically to real-world issues that have social and cultural relevance to students’ everyday lives. To demonstrate how the approach could be used for curriculum development, the authors defined the dimensions and key principles of SSI-based STEAM teaching and translated the approach into a climate change program by using a 6E inquiry model, which emphasizes an “enactment” stage. This program was used to discuss the benefits and challenges of employing an SSI-based STEAM approach in classroom contexts. We conclude by discussing implications for using this approach to improve science learning opportunities in cross-cultural contexts, and we raise questions about the need for future research.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45718343","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 : 2021-11-29DOI: 10.1163/23641177-bja10037
S. Bae, Jae Hwan Lee, Jongseok Park
The FCE (field-based chemistry experiment) model was developed to cultivate pre-service science teachers’ ability to teach chemistry experiments in secondary classrooms. We describe the process of developing the FCE model and student activities via feedback from experts and analysis of the implemented program. This study evaluated the effectiveness of implementing the FCE model with 58 pre-service science teachers to examine how this model impacts on the role of the instructor and students. Implementation impact was examined by analyzing qualitative data from surveys and observations of student activities. The FCE model minimized the role of the instructor by using flipped learning and cooperative learning, which enabled learners to construct class contents by themselves with topics aligned to the secondary science curriculum. Findings suggest the FCE model supports pre-service science teachers to acquire both knowledge and practical skills related to conducting and teaching experiments. Implications for pre-service science teacher preparation are discussed.
{"title":"Development of a Field-Based Chemistry Experiment Teaching Model to Strengthen Pre-Service Teachers’ Competence for Teaching Chemistry Experiments","authors":"S. Bae, Jae Hwan Lee, Jongseok Park","doi":"10.1163/23641177-bja10037","DOIUrl":"https://doi.org/10.1163/23641177-bja10037","url":null,"abstract":"\u0000The FCE (field-based chemistry experiment) model was developed to cultivate pre-service science teachers’ ability to teach chemistry experiments in secondary classrooms. We describe the process of developing the FCE model and student activities via feedback from experts and analysis of the implemented program. This study evaluated the effectiveness of implementing the FCE model with 58 pre-service science teachers to examine how this model impacts on the role of the instructor and students. Implementation impact was examined by analyzing qualitative data from surveys and observations of student activities. The FCE model minimized the role of the instructor by using flipped learning and cooperative learning, which enabled learners to construct class contents by themselves with topics aligned to the secondary science curriculum. Findings suggest the FCE model supports pre-service science teachers to acquire both knowledge and practical skills related to conducting and teaching experiments. Implications for pre-service science teacher preparation are discussed.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49278385","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 : 2021-11-29DOI: 10.1163/23641177-bja10039
S. Martin
A second paper exploring educational responses to school disruption caused by COVID-19 comes from Jiyoon Yoon (USA), Yeonjoo Ko (Korea), and Hyunju Lee (Korea), who introduce an online pre-service teacher education program called Virtual and Open Integration of Culture for Education (VOICE). The third paper in this group, by Jeongho Cha (Korea) and Mary Dane F. Leonardo (Korea), evaluates a government-implemented science teacher education program in the Philippines using webinars to instruct teachers about a wide variety of technology to support science teaching in online environments in response to COVID-19 school restrictions. The first paper, by Agung Subiantoro (Indonesia), David Treagust (Australia), and Kok-King Tang (Australia), reports findings from a case study exploring the perceptions of four Indonesian biology teachers about SSI-based biology instruction after engaging in an SSI-focused teacher professional development program. Building from interviews, written reflections, and survey responses, the authors found teachers’ positive development with regard to knowledge about SSI s and scientific literacy, the necessity of including SSI s in science instruction, situational factors related to addressing SSI s in class, and teachers’ attitudes towards teaching SSI s. The researchers conclude by discussing the value of SSI-based instruction in Indonesian contexts and describe the need for and benefits of teacher professional development to promote SSI s in school science.
第二篇探讨新冠肺炎造成的学校中断的教育对策的论文来自Jiyoon Yoon（美国）、Yeonjoo Ko（韩国）和Hyunju Lee（韩国），他们介绍了一项名为“虚拟和开放的文化教育融合”（VOICE）的在线职前教师教育计划。该小组的第三篇论文由Jeongho Cha（韩国）和Mary Dane F.Leonardo（韩国）撰写，评估了菲律宾政府实施的科学教师教育计划，该计划通过网络研讨会指导教师了解各种技术，以支持在线环境中的科学教学，以应对新冠肺炎学校的限制。第一篇论文由Agung Subiantoro（印度尼西亚）、David Treagust（澳大利亚）和Kok King Tang（澳大利亚。通过访谈、书面反思和调查回复，作者发现教师在SSI知识方面的积极发展 s和科学素养，包括SSI的必要性 s在科学教学中，与解决SSI相关的情境因素 s在课堂上的表现，以及教师对SSI教学的态度 s.研究人员最后讨论了基于SSI的教学在印尼背景下的价值，并描述了教师专业发展促进SSI的必要性和好处 他在学校学科学。
{"title":"Editorial: Asia-Pacific Science Education (APSE): Building a Community of Scholars","authors":"S. Martin","doi":"10.1163/23641177-bja10039","DOIUrl":"https://doi.org/10.1163/23641177-bja10039","url":null,"abstract":"A second paper exploring educational responses to school disruption caused by COVID-19 comes from Jiyoon Yoon (USA), Yeonjoo Ko (Korea), and Hyunju Lee (Korea), who introduce an online pre-service teacher education program called Virtual and Open Integration of Culture for Education (VOICE). The third paper in this group, by Jeongho Cha (Korea) and Mary Dane F. Leonardo (Korea), evaluates a government-implemented science teacher education program in the Philippines using webinars to instruct teachers about a wide variety of technology to support science teaching in online environments in response to COVID-19 school restrictions. The first paper, by Agung Subiantoro (Indonesia), David Treagust (Australia), and Kok-King Tang (Australia), reports findings from a case study exploring the perceptions of four Indonesian biology teachers about SSI-based biology instruction after engaging in an SSI-focused teacher professional development program. Building from interviews, written reflections, and survey responses, the authors found teachers’ positive development with regard to knowledge about SSI s and scientific literacy, the necessity of including SSI s in science instruction, situational factors related to addressing SSI s in class, and teachers’ attitudes towards teaching SSI s. The researchers conclude by discussing the value of SSI-based instruction in Indonesian contexts and describe the need for and benefits of teacher professional development to promote SSI s in school science.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47369891","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 : 2021-11-18DOI: 10.1163/23641177-bja10034
Jennifer C. Park
This paper explores the cultivation of STEAM literacy through the employment of practices derived from traditional reading strategies. This teaching and learning framework focuses on utilizing multimodal texts to increase exposure and opportunities for students to creatively explore diverse realms of STEM through the arts. Featuring student-centered endeavors through self-selected texts and in-class reading practices followed by tiered scaffolded discourse engagements, this framework initiates greater interest, autonomy, and culturally and linguistically authentic practices enhancing STEAM literacy. Embedded in the implications is the deconstruction of frequently aggregated STEM data that “overrepresents” the Asian demographic. Using the lens of the model minority myth, this paper attempts to disaggregate the Asian category, illuminating the actual diaspora that makes up the Asian and Asian American communities, many of which are not represented in STEM fields. Through more reading opportunities and fostering discourse practices, the arts contribute greater inclusion, cultivating STEAM literacy for all students.
{"title":"Cultivating STEAM Literacy: Emphasizing the Implementation of the Arts through Reading Practices Supporting the Asian Diaspora","authors":"Jennifer C. Park","doi":"10.1163/23641177-bja10034","DOIUrl":"https://doi.org/10.1163/23641177-bja10034","url":null,"abstract":"\u0000This paper explores the cultivation of STEAM literacy through the employment of practices derived from traditional reading strategies. This teaching and learning framework focuses on utilizing multimodal texts to increase exposure and opportunities for students to creatively explore diverse realms of STEM through the arts. Featuring student-centered endeavors through self-selected texts and in-class reading practices followed by tiered scaffolded discourse engagements, this framework initiates greater interest, autonomy, and culturally and linguistically authentic practices enhancing STEAM literacy. Embedded in the implications is the deconstruction of frequently aggregated STEM data that “overrepresents” the Asian demographic. Using the lens of the model minority myth, this paper attempts to disaggregate the Asian category, illuminating the actual diaspora that makes up the Asian and Asian American communities, many of which are not represented in STEM fields. Through more reading opportunities and fostering discourse practices, the arts contribute greater inclusion, cultivating STEAM literacy for all students.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43076348","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 : 2021-11-18DOI: 10.1163/23641177-bja10032
A. W. Subiantoro, D. Treagust, Kok‐Sing Tang
Promoting socio-scientific issue (SSI)-based instruction in Indonesian science classrooms requires competent science teachers. To understand teachers’ perceptions about the implementation of SSI-based instruction, a case study involving four biology teachers engaged in a teacher professional development program was conducted. The program consisted of four phases: reflection on teachers’ prior teaching experience and background knowledge, 3-day SSI-based teaching workshop, collaborative development and implementation of SSI-based learning in biology, and post-implementation reflections by teachers. Teachers’ perceptions were gathered via interviews and written reflections, which were analyzed qualitatively with an explanation building mode approach. Findings indicated a positive development along four dimensions: knowledge about SSIs and scientific literacy, the necessity of including SSIs in science instruction, situational factors related to addressing SSIs in class, and teachers’ attitude towards teaching SSIs. Further research needs to be conducted in Indonesian contexts to be able to extend the SSI teacher professional development program to different regions.
{"title":"Indonesian Biology Teachers’ Perceptions about Socio-Scientific Issue-Based Biology Instruction","authors":"A. W. Subiantoro, D. Treagust, Kok‐Sing Tang","doi":"10.1163/23641177-bja10032","DOIUrl":"https://doi.org/10.1163/23641177-bja10032","url":null,"abstract":"\u0000Promoting socio-scientific issue (SSI)-based instruction in Indonesian science classrooms requires competent science teachers. To understand teachers’ perceptions about the implementation of SSI-based instruction, a case study involving four biology teachers engaged in a teacher professional development program was conducted. The program consisted of four phases: reflection on teachers’ prior teaching experience and background knowledge, 3-day SSI-based teaching workshop, collaborative development and implementation of SSI-based learning in biology, and post-implementation reflections by teachers. Teachers’ perceptions were gathered via interviews and written reflections, which were analyzed qualitatively with an explanation building mode approach. Findings indicated a positive development along four dimensions: knowledge about SSIs and scientific literacy, the necessity of including SSIs in science instruction, situational factors related to addressing SSIs in class, and teachers’ attitude towards teaching SSIs. Further research needs to be conducted in Indonesian contexts to be able to extend the SSI teacher professional development program to different regions.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41484962","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 : 2021-11-16DOI: 10.1163/23641177-bja10033
Yunhee Choi, Hyunju Lee
This study aimed to examine the effects of a research-based SSI program on fostering students’ understanding of issues and their willingness to act. Twenty-five middle school students voluntarily participated in the program on the issue of artificial food additives over 6 months. The data were collected by means of interviews with the students, field notes, and students’ artifacts such as SSI maps and journals. Results indicated that students’ research experiences helped them widen their understanding of the issues and feel more connectedness to the issue and motivated to explore the hidden nature of the issue as they conducted their research. They found various stakeholders in the food industry and business network and discovered how individual stakeholders would be affected within the network. They also became aware of the inequality and injustice that arose in the network. In addition, their experience of executing research increased their confidence and willingness to act for resolving contentious issues.
{"title":"Exploring the Effects of Implementing a Research-Based SSI Program on Students’ Understanding of SSI and Willingness to Act","authors":"Yunhee Choi, Hyunju Lee","doi":"10.1163/23641177-bja10033","DOIUrl":"https://doi.org/10.1163/23641177-bja10033","url":null,"abstract":"\u0000This study aimed to examine the effects of a research-based SSI program on fostering students’ understanding of issues and their willingness to act. Twenty-five middle school students voluntarily participated in the program on the issue of artificial food additives over 6 months. The data were collected by means of interviews with the students, field notes, and students’ artifacts such as SSI maps and journals. Results indicated that students’ research experiences helped them widen their understanding of the issues and feel more connectedness to the issue and motivated to explore the hidden nature of the issue as they conducted their research. They found various stakeholders in the food industry and business network and discovered how individual stakeholders would be affected within the network. They also became aware of the inequality and injustice that arose in the network. In addition, their experience of executing research increased their confidence and willingness to act for resolving contentious issues.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42469761","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 : 2021-11-12DOI: 10.1163/23641177-bja10031
Jiyoon Yoon, Yeonjoo Ko, Hyunju Lee
Cultural competencies and confidence in teaching diverse students are needed to close achievement gaps between mainstream and minority students in science. In this study, an online teacher education program, Virtual and Open Integration of Culture for Education (VOICE), was designed to help retain teacher candidates’ science affinities and cultural competency during the COVID-19 pandemic. Thirty-two Korean teacher candidates were selected as culturally responsive instructors who were able to reduce their cultural bias and preferences about Korean culture and develop culturally responsive instruction. VOICE proceeded through (1) “collaborating,” by connecting seminar speakers worldwide; (2) “designing,” by creating culturally responsive science activities based on Korean culture; and (3) “performing,” by communicating with American students, teacher candidates, teachers, and parents. Pre- and post-survey results show that VOICE increased the teacher candidates’ cultural proficiency and interest in science. Guidelines for research on designing online programs to enhance teacher candidates’ science affinities and cultural competencies are provided.
{"title":"Virtual and Open Integration of Culture for Education (VOICE) with Science Teacher Candidates from Korea during COVID-19","authors":"Jiyoon Yoon, Yeonjoo Ko, Hyunju Lee","doi":"10.1163/23641177-bja10031","DOIUrl":"https://doi.org/10.1163/23641177-bja10031","url":null,"abstract":"\u0000Cultural competencies and confidence in teaching diverse students are needed to close achievement gaps between mainstream and minority students in science. In this study, an online teacher education program, Virtual and Open Integration of Culture for Education (VOICE), was designed to help retain teacher candidates’ science affinities and cultural competency during the COVID-19 pandemic. Thirty-two Korean teacher candidates were selected as culturally responsive instructors who were able to reduce their cultural bias and preferences about Korean culture and develop culturally responsive instruction. VOICE proceeded through (1) “collaborating,” by connecting seminar speakers worldwide; (2) “designing,” by creating culturally responsive science activities based on Korean culture; and (3) “performing,” by communicating with American students, teacher candidates, teachers, and parents. Pre- and post-survey results show that VOICE increased the teacher candidates’ cultural proficiency and interest in science. Guidelines for research on designing online programs to enhance teacher candidates’ science affinities and cultural competencies are provided.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45645719","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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