Pub Date : 2021-11-08DOI: 10.1163/23641177-bja10028
Melanie Williams, Kok‐Sing Tang
The visual mode provides emergent bi/multilinguals an essential resource to construct scientific explanations. Yet, while a metalanguage is used to describe the written mode of scientific language such as, claim, evidence, reason; there is little research that makes students aware of the metalanguage of a visual mode. We propose an introduction to the visual metalanguage will ensure emergent bi/multilinguals better access to the visual mode. This study employs an instrumental case study to examine the introduction of visual metalanguage to a fifth-grade science class. Two cameras record ten emergent bi/multilinguals as they construct scientific explanations in nine lessons. We use a framework informed by social semiotics to analyse the meanings made. The data revealed that an awareness of the visual metalanguage led to an enhanced commitment to illustrate the explanation of the phenomenon, illuminated key concepts and provided more context to the audience. In addition, teacher questioning became more focused.
{"title":"The Outcomes of Fifth-Grade Emergent Bi/Multilinguals’ Introduction to a Visual Metalanguage When Constructing Scientific Explanations in Hong Kong","authors":"Melanie Williams, Kok‐Sing Tang","doi":"10.1163/23641177-bja10028","DOIUrl":"https://doi.org/10.1163/23641177-bja10028","url":null,"abstract":"\u0000The visual mode provides emergent bi/multilinguals an essential resource to construct scientific explanations. Yet, while a metalanguage is used to describe the written mode of scientific language such as, claim, evidence, reason; there is little research that makes students aware of the metalanguage of a visual mode. We propose an introduction to the visual metalanguage will ensure emergent bi/multilinguals better access to the visual mode. This study employs an instrumental case study to examine the introduction of visual metalanguage to a fifth-grade science class. Two cameras record ten emergent bi/multilinguals as they construct scientific explanations in nine lessons. We use a framework informed by social semiotics to analyse the meanings made. The data revealed that an awareness of the visual metalanguage led to an enhanced commitment to illustrate the explanation of the phenomenon, illuminated key concepts and provided more context to the audience. In addition, teacher questioning became more focused.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47697809","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 : 2021-11-08DOI: 10.1163/23641177-bja10027
T. Teo, Ching Yee Pua
This paper examines the pedagogical practices in three case studies of elementary science lessons that took place in classrooms or laboratories to make connections to the discourse about inclusivity in science teaching. Using the Singapore Teaching Practice as a reference, we analyzed the pedagogical practices enacted during three lessons where specific intervention strategies were undertaken during the lessons to address the needs of students with dyslexia. Using event-oriented inquiry, nine (including one emergent) pedagogical practices were adapted by the science teachers. The findings also suggested differences in the outcomes from enacting the same pedagogical practices in different teaching situations. This study contributes to the literature by offering a situated definition of ‘pedagogical practices’, a dynamic construct in the existing literature, in the context of inclusive education. Suggestions on ways to adapt the nine pedagogical practices to enhance the reflexivity of teachers in inclusive science teaching are offered.
{"title":"Embracing Inclusivity through Pedagogical Practices: Case Studies from Singapore Science Lessons","authors":"T. Teo, Ching Yee Pua","doi":"10.1163/23641177-bja10027","DOIUrl":"https://doi.org/10.1163/23641177-bja10027","url":null,"abstract":"\u0000This paper examines the pedagogical practices in three case studies of elementary science lessons that took place in classrooms or laboratories to make connections to the discourse about inclusivity in science teaching. Using the Singapore Teaching Practice as a reference, we analyzed the pedagogical practices enacted during three lessons where specific intervention strategies were undertaken during the lessons to address the needs of students with dyslexia. Using event-oriented inquiry, nine (including one emergent) pedagogical practices were adapted by the science teachers. The findings also suggested differences in the outcomes from enacting the same pedagogical practices in different teaching situations. This study contributes to the literature by offering a situated definition of ‘pedagogical practices’, a dynamic construct in the existing literature, in the context of inclusive education. Suggestions on ways to adapt the nine pedagogical practices to enhance the reflexivity of teachers in inclusive science teaching are offered.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42719575","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 : 2021-11-08DOI: 10.1163/23641177-bja10029
Wonyong Park, Doy Kim, D. Kang
Although science education and mathematics education share many characteristics as neighboring research disciplines, comparisons between the two research fields in the literature have rarely been made. In this study, we examine the two fields’ similarities and differences in the local context of South Korea by analyzing 2,426 research articles published in 15 selected local journals from both fields. The analysis revealed interesting commonalities and divergences across the two fields, suggesting a high degree of similarity in the distribution of research topics across the two fields. Nevertheless, some topics were more frequently studied in one field than the other. Based on the results, we suggest that understanding the ongoing research agendas and aims of adjacent disciplines such as mathematics education will be beneficial to the science education community by allowing self-reflection and facilitating interdisciplinary communication and collaboration. Several potential ways in which the two disciplines can cross-fertilize are discussed.
{"title":"Research Trends in Science and Mathematics Education in South Korea 2014–2018: A Cross-Disciplinary Analysis of Publications in Selected Local Journals","authors":"Wonyong Park, Doy Kim, D. Kang","doi":"10.1163/23641177-bja10029","DOIUrl":"https://doi.org/10.1163/23641177-bja10029","url":null,"abstract":"\u0000Although science education and mathematics education share many characteristics as neighboring research disciplines, comparisons between the two research fields in the literature have rarely been made. In this study, we examine the two fields’ similarities and differences in the local context of South Korea by analyzing 2,426 research articles published in 15 selected local journals from both fields. The analysis revealed interesting commonalities and divergences across the two fields, suggesting a high degree of similarity in the distribution of research topics across the two fields. Nevertheless, some topics were more frequently studied in one field than the other. Based on the results, we suggest that understanding the ongoing research agendas and aims of adjacent disciplines such as mathematics education will be beneficial to the science education community by allowing self-reflection and facilitating interdisciplinary communication and collaboration. Several potential ways in which the two disciplines can cross-fertilize are discussed.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49348786","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 : 2021-11-08DOI: 10.1163/23641177-bja10030
Nam-Hwa Kang, Juri Seo
By analyzing cases in South Korea, this study examined high school physics teachers’ online teaching practices during the first semester of school lockdown due to COVID-19. A total of eight physics teachers participated in this study. Data sources included observations of online classes, interviews with the teachers, and lesson materials. Data analysis was informed by social practice theory and literature on online learning. As a result, teachers’ practices were distinguished based on teaching emphases including content explanation, participatory learning, and independent first-hand experience. Through the application of various technological tools, teaching practices varied in terms of the degree of interactions and student self-directedness. Three essential practices of physics teaching, defined as those preserved from on-site teaching, were identified. Those features reflected the nature of schooling and the subject matter. The teachers were found to have professional development opportunities through online teaching experiences. Implications for professional development and further research topics are suggested.
{"title":"Emerging Online Science Teaching Practices: Insights from High School Physics Teaching Cases in South Korea during COVID-19 Pandemic","authors":"Nam-Hwa Kang, Juri Seo","doi":"10.1163/23641177-bja10030","DOIUrl":"https://doi.org/10.1163/23641177-bja10030","url":null,"abstract":"\u0000By analyzing cases in South Korea, this study examined high school physics teachers’ online teaching practices during the first semester of school lockdown due to COVID-19. A total of eight physics teachers participated in this study. Data sources included observations of online classes, interviews with the teachers, and lesson materials. Data analysis was informed by social practice theory and literature on online learning. As a result, teachers’ practices were distinguished based on teaching emphases including content explanation, participatory learning, and independent first-hand experience. Through the application of various technological tools, teaching practices varied in terms of the degree of interactions and student self-directedness. Three essential practices of physics teaching, defined as those preserved from on-site teaching, were identified. Those features reflected the nature of schooling and the subject matter. The teachers were found to have professional development opportunities through online teaching experiences. Implications for professional development and further research topics are suggested.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43011666","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 : 2021-05-31DOI: 10.1163/23641177-BJA10026
Hye-eun Chu
The integration of the arts into the teaching of STEM subjects (STEAM) is an innovative approach to teaching science that has been tried out or adopted in several countries in and outside the Asia-Pacific region. The term ‘arts’ covers a broad area including visual arts (drawing, photography etc.), the humanities (history and literature) and any socio-cultural practice or product (e.g., media facade, traditional house architecture, musical instruments, etc.). There have been many publications on STEAM education in Korean journals in Korea, where STEAM has been implemented in the national curriculum since 2012. However, there have been few publications in English on Korean efforts at implementing STEAM and Korean research on STEAM. Publications in English disseminate information and research results about STEAM in Korea to a wider international audience. In addition, while there have been few reports on STEAM from other countries in the Asia-Pacific region, this does not mean that STEAM is unknown or has not been attempted in those countries. Using the Visualization of Similarities (VOS) program (Van Eck & Waltman, 2010) and the key words ‘STEAM education’ to analyze 470 papers published in SCOPUS yielded the results shown in Figure 1. From the results we can see that there has been work on STEAM in five Asia-Pacific countries: China, Indonesia, Singapore, the Philippines and Thailand. It is possible that interest in and research on STEAM in Asia-Pacific countries has been under-represented in SCOPUS and other English language science education journals because of the challenges of writing papers for
{"title":"Editorial: STEAM Education in the Asia Pacific Region","authors":"Hye-eun Chu","doi":"10.1163/23641177-BJA10026","DOIUrl":"https://doi.org/10.1163/23641177-BJA10026","url":null,"abstract":"The integration of the arts into the teaching of STEM subjects (STEAM) is an innovative approach to teaching science that has been tried out or adopted in several countries in and outside the Asia-Pacific region. The term ‘arts’ covers a broad area including visual arts (drawing, photography etc.), the humanities (history and literature) and any socio-cultural practice or product (e.g., media facade, traditional house architecture, musical instruments, etc.). There have been many publications on STEAM education in Korean journals in Korea, where STEAM has been implemented in the national curriculum since 2012. However, there have been few publications in English on Korean efforts at implementing STEAM and Korean research on STEAM. Publications in English disseminate information and research results about STEAM in Korea to a wider international audience. In addition, while there have been few reports on STEAM from other countries in the Asia-Pacific region, this does not mean that STEAM is unknown or has not been attempted in those countries. Using the Visualization of Similarities (VOS) program (Van Eck & Waltman, 2010) and the key words ‘STEAM education’ to analyze 470 papers published in SCOPUS yielded the results shown in Figure 1. From the results we can see that there has been work on STEAM in five Asia-Pacific countries: China, Indonesia, Singapore, the Philippines and Thailand. It is possible that interest in and research on STEAM in Asia-Pacific countries has been under-represented in SCOPUS and other English language science education journals because of the challenges of writing papers for","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47017852","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 : 2021-05-31DOI: 10.1163/23641177-BJA10022
Takuya Matsuura, Daiki Nakamura
This study aimed to examine the trends in grants for STEM/STEAM education in Japan as well as Japanese students’ perception of science learning and future careers. The grants were addressed through analysis of chronological trends, while student perceptions were reviewed through student questionnaires on Trends in International Mathematics and Science Study (TIMSS) 2011, 2015, and 2019. The results reflect ideas on not only STEM education, which is often treated in the context of workforce development and science/mathematics education in Japan, but also ideas on the rapid expansion of and changes to STEAM education around 2015, which seems to be intended the integration of multiple subjects. In contrast, the results showed that students’ perceptions of science and engineering careers are improving, but there are still challenges. Since subject-integrated learning has already been conducted in Japan, we consider the further discussion required regarding specific objective of STEAM versus STEM education.
{"title":"Trends in STEM/STEAM Education and Students’ Perceptions in Japan","authors":"Takuya Matsuura, Daiki Nakamura","doi":"10.1163/23641177-BJA10022","DOIUrl":"https://doi.org/10.1163/23641177-BJA10022","url":null,"abstract":"\u0000This study aimed to examine the trends in grants for STEM/STEAM education in Japan as well as Japanese students’ perception of science learning and future careers. The grants were addressed through analysis of chronological trends, while student perceptions were reviewed through student questionnaires on Trends in International Mathematics and Science Study (TIMSS) 2011, 2015, and 2019. The results reflect ideas on not only STEM education, which is often treated in the context of workforce development and science/mathematics education in Japan, but also ideas on the rapid expansion of and changes to STEAM education around 2015, which seems to be intended the integration of multiple subjects. In contrast, the results showed that students’ perceptions of science and engineering careers are improving, but there are still challenges. Since subject-integrated learning has already been conducted in Japan, we consider the further discussion required regarding specific objective of STEAM versus STEM education.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47967284","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 : 2021-05-28DOI: 10.1163/23641177-BJA10019
Suyun Choi, A-Rang Won, Hye-eun Chu, Hyun-Jung Cha, Hyeonjeong Shin, Chan-Jong Kim
This study aims to investigate climate literacy among junior high school students participating in an SSI-STEAM climate change education program and to examine the impacts of the program on the cultivation of climate literacy. Thirty-one eighth-grade students in Seoul, Korea, participated in this study. Data were collected using pre- and post-program surveys with a climate literacy questionnaire (CLQ), students’ background survey questions, interviews with participants, and from the artifacts produced by students during the program. Participants’ climate literacy was shown to improve substantially after attending the program, especially in the domains of perception and action. The four characteristics of climate literacy change were identified in the participants’ responses: more concrete ideas, extension of the scope of thinking, positive responsibility, and relevance recognition. The climate literacy program developed showed potential for fostering young people’s climate literacy along with their understanding of responsible national and global citizenship. The study discusses the implications of these findings and includes suggestions for future climate literacy program development and for both curricular and extra-curricular climate change education that can together nurture students’ more profound understanding of climate change.
{"title":"The Impacts of a Climate Change SSI-STEAM Program on Junior High School Students’ Climate Literacy","authors":"Suyun Choi, A-Rang Won, Hye-eun Chu, Hyun-Jung Cha, Hyeonjeong Shin, Chan-Jong Kim","doi":"10.1163/23641177-BJA10019","DOIUrl":"https://doi.org/10.1163/23641177-BJA10019","url":null,"abstract":"\u0000This study aims to investigate climate literacy among junior high school students participating in an SSI-STEAM climate change education program and to examine the impacts of the program on the cultivation of climate literacy. Thirty-one eighth-grade students in Seoul, Korea, participated in this study. Data were collected using pre- and post-program surveys with a climate literacy questionnaire (CLQ), students’ background survey questions, interviews with participants, and from the artifacts produced by students during the program. Participants’ climate literacy was shown to improve substantially after attending the program, especially in the domains of perception and action. The four characteristics of climate literacy change were identified in the participants’ responses: more concrete ideas, extension of the scope of thinking, positive responsibility, and relevance recognition. The climate literacy program developed showed potential for fostering young people’s climate literacy along with their understanding of responsible national and global citizenship. The study discusses the implications of these findings and includes suggestions for future climate literacy program development and for both curricular and extra-curricular climate change education that can together nurture students’ more profound understanding of climate change.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48560819","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 : 2021-05-27DOI: 10.1163/23641177-BJA10023
A-Rang Won, Suyun Choi, Hye-eun Chu, Hyun-Jung Cha, Hyeonjeong Shin, Chan-Jong Kim
Teachers do not simply deliver a set curriculum, but carry out classes based on practical knowledge, including their values, beliefs, and experiences. Therefore, it is meaningful to investigate the practical knowledge of teaching among teachers in terms of orientation, structure, and content in order to understand the teacher’s knowledge, conflicts, and trial and error experiences in the classroom. In this study, we explored the practical knowledge of a teacher conducting SSI-STEAM classes themed on climate change. In the specific context of SSI-STEAM classes, it was possible to understand how the teacher organized climate change classes and guided the actions of students in action-oriented classes. In addition, we expect that this study, which examines the practical knowledge of a novice teacher, will serve as the first step in narrowing the gap in SSI-STEAM education between pre-service teacher education and actual school classroom experience.
{"title":"A Teacher’s Practical Knowledge in an SSI-STEAM Program Dealing with Climate Change","authors":"A-Rang Won, Suyun Choi, Hye-eun Chu, Hyun-Jung Cha, Hyeonjeong Shin, Chan-Jong Kim","doi":"10.1163/23641177-BJA10023","DOIUrl":"https://doi.org/10.1163/23641177-BJA10023","url":null,"abstract":"\u0000Teachers do not simply deliver a set curriculum, but carry out classes based on practical knowledge, including their values, beliefs, and experiences. Therefore, it is meaningful to investigate the practical knowledge of teaching among teachers in terms of orientation, structure, and content in order to understand the teacher’s knowledge, conflicts, and trial and error experiences in the classroom. In this study, we explored the practical knowledge of a teacher conducting SSI-STEAM classes themed on climate change. In the specific context of SSI-STEAM classes, it was possible to understand how the teacher organized climate change classes and guided the actions of students in action-oriented classes. In addition, we expect that this study, which examines the practical knowledge of a novice teacher, will serve as the first step in narrowing the gap in SSI-STEAM education between pre-service teacher education and actual school classroom experience.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41320617","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 : 2021-05-25DOI: 10.1163/23641177-BJA10021
Uma Natarajan, Aik-Ling Tan, T. Teo
STEM education, when perceived as integrated learning that encompasses knowledge, skills and practices of Science, Technology, Engineering and Mathematics, points to a need to re-examine ways of classification of school subjects and learning. Consequently, dilemmas related to integrated STEM education arise. School leaders are faced with the task to organize teams to address issues such as the ownership of STEM, identity issues such as STEM teacher or teacher of STEM subjects, evaluation of STEM programs and resources to support STEM education. The unique characteristics of integrated disciplines demand leaders who understand the unique characteristics and demands of each discipline and to apply them to build a synergistic platform to magnify the similarities and harness the differences for learning. In this paper, we present an argument for STEM leadership to focus on building STEM teachers’ agency, identity and sense of belonging to a community. These three aspects are important for meaningful planning, enactment and sustainability of STEM programs since teachers’ beliefs, intentions, actions and empowerment are known to be instrumental in the success of many educational reforms.
{"title":"Theorizing STEM Leadership: Agency, Identity and Community","authors":"Uma Natarajan, Aik-Ling Tan, T. Teo","doi":"10.1163/23641177-BJA10021","DOIUrl":"https://doi.org/10.1163/23641177-BJA10021","url":null,"abstract":"\u0000STEM education, when perceived as integrated learning that encompasses knowledge, skills and practices of Science, Technology, Engineering and Mathematics, points to a need to re-examine ways of classification of school subjects and learning. Consequently, dilemmas related to integrated STEM education arise. School leaders are faced with the task to organize teams to address issues such as the ownership of STEM, identity issues such as STEM teacher or teacher of STEM subjects, evaluation of STEM programs and resources to support STEM education. The unique characteristics of integrated disciplines demand leaders who understand the unique characteristics and demands of each discipline and to apply them to build a synergistic platform to magnify the similarities and harness the differences for learning. In this paper, we present an argument for STEM leadership to focus on building STEM teachers’ agency, identity and sense of belonging to a community. These three aspects are important for meaningful planning, enactment and sustainability of STEM programs since teachers’ beliefs, intentions, actions and empowerment are known to be instrumental in the success of many educational reforms.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46936947","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 : 2021-05-25DOI: 10.1163/23641177-BJA10025
Yumi Lee
In an effort to reform education, Uzbekistan has adopted STEAM education as a basic principle of educational reform. However, as these efforts are largely being made from a top-down manner, knowledge about STEAM education in schools and informal settings is not yet well known. This paper introduces Uzbekistan’s general education status and shares findings from surveys and interviews with in- and pre-service teachers, and professors about STEAM education. In addition, newspaper articles and government documents about STEAM education were analyzed to understanding how education reforms are being established. STEAM education is explored as a potential tool for helping to improve science teaching and learning in the Uzbekistan education system. Using survey responses and interviews, this paper shares how teachers think of STEAM education and makes suggestions for how the government can more effectively achieve reform goals related to STEAM education.
{"title":"Examining the Impact of STEAM Education Reform on Teachers’ Perceptions about STEAM in Uzbekistan","authors":"Yumi Lee","doi":"10.1163/23641177-BJA10025","DOIUrl":"https://doi.org/10.1163/23641177-BJA10025","url":null,"abstract":"\u0000In an effort to reform education, Uzbekistan has adopted STEAM education as a basic principle of educational reform. However, as these efforts are largely being made from a top-down manner, knowledge about STEAM education in schools and informal settings is not yet well known. This paper introduces Uzbekistan’s general education status and shares findings from surveys and interviews with in- and pre-service teachers, and professors about STEAM education. In addition, newspaper articles and government documents about STEAM education were analyzed to understanding how education reforms are being established. STEAM education is explored as a potential tool for helping to improve science teaching and learning in the Uzbekistan education system. Using survey responses and interviews, this paper shares how teachers think of STEAM education and makes suggestions for how the government can more effectively achieve reform goals related to STEAM education.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47097740","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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