Pub Date : 2020-07-03DOI: 10.1163/23641177-bja00003
Ji-ho Kim, Chan-Jong Kim
This study explored types and intensities of students’ emotions related to participation in school-based SSI club project related to climate change (CE). Ten high school students participated twice a week for 7 weeks in club activities to model causes/ impacts of CE, explore local problems related to CE, and plan and participate in social action. Researchers used the control-value theory to analyze how students’ emotions changed over time and found that while some initially reported negative emotions persisted after the club activities concluded (anxiety, fear, guilt, and despair), students also reported more positive emotions (sense of accomplishment, confidence) than before. Students’ emotions became more positive when planning and participating in social action and some emotions (guilt, anxiety, and expectation) helped to drive students to action. We discuss implications for club activities as a way to educate students about CE and we raise questions for future research.
{"title":"Analysis of Emotions of High School Students Participating in a School SSI Club Project Related to Climate Change","authors":"Ji-ho Kim, Chan-Jong Kim","doi":"10.1163/23641177-bja00003","DOIUrl":"https://doi.org/10.1163/23641177-bja00003","url":null,"abstract":"\u0000This study explored types and intensities of students’ emotions related to participation in school-based SSI club project related to climate change (CE). Ten high school students participated twice a week for 7 weeks in club activities to model causes/ impacts of CE, explore local problems related to CE, and plan and participate in social action. Researchers used the control-value theory to analyze how students’ emotions changed over time and found that while some initially reported negative emotions persisted after the club activities concluded (anxiety, fear, guilt, and despair), students also reported more positive emotions (sense of accomplishment, confidence) than before. Students’ emotions became more positive when planning and participating in social action and some emotions (guilt, anxiety, and expectation) helped to drive students to action. We discuss implications for club activities as a way to educate students about CE and we raise questions for future research.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1163/23641177-bja00003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48241180","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 : 2020-07-03DOI: 10.1163/23641177-bja00007
Vanessa Vinodhen
This paper presents historical analysis of the development of science education in Singapore from 1997 to 2011 with the aim of understanding the impact of education initiatives introduced during this period known as the ability-driven phase in Singapore. To provide context for the research, the author first describes the state of governance and education in Singapore during this period and then provides an introduction to the Thinking Schools, Learning Nation vision, and two main educational initiatives: the Teach Less, Learn More initiative and the Information Technology Masterplan. Next the impact of these initiatives on science education is explored and the impact on science culture and science education in Singapore is discussed. The author concludes with a discussion about value of historical analysis examining the impact of policy on educational practice and a discussion about the implications of this research for science and science education in Singapore in the future.
{"title":"The Development of Science Education During the Ability-Driven Phase in Singapore, 1997–2011","authors":"Vanessa Vinodhen","doi":"10.1163/23641177-bja00007","DOIUrl":"https://doi.org/10.1163/23641177-bja00007","url":null,"abstract":"\u0000This paper presents historical analysis of the development of science education in Singapore from 1997 to 2011 with the aim of understanding the impact of education initiatives introduced during this period known as the ability-driven phase in Singapore. To provide context for the research, the author first describes the state of governance and education in Singapore during this period and then provides an introduction to the Thinking Schools, Learning Nation vision, and two main educational initiatives: the Teach Less, Learn More initiative and the Information Technology Masterplan. Next the impact of these initiatives on science education is explored and the impact on science culture and science education in Singapore is discussed. The author concludes with a discussion about value of historical analysis examining the impact of policy on educational practice and a discussion about the implications of this research for science and science education in Singapore in the future.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1163/23641177-bja00007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48725470","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 : 2020-07-02DOI: 10.1163/23641177-bja10001
Van Hien Nguyen, Vu Bich Hien Nguyen, T. Vu, T. Hoang, Thi Minh Nguyet Nguyen
This article introduces the reader to past, current, and future trends in science teacher preparation and professional development in Vietnam. The authors rely on document analysis for data collection and focused analysis to describe the general education system and the mechanisms for teacher training in Vietnam from the past to the present. Research questions focused on exploring changes in the organization of the education system over time, identifying advances that have been made, and describing what challenges teacher education faces today. In addition, this paper offers a special focus on how Vietnamese pedagogy institutions are working to prepare new teachers. Finally, the authors describe how Vietnam is preparing to implement a new national general education program that will strongly affect all aspects of education, including training and retraining of teachers. The authors conclude by raising some important questions for future research and development.
{"title":"Vietnamese Education System and Teacher Training: Focusing on Science Education","authors":"Van Hien Nguyen, Vu Bich Hien Nguyen, T. Vu, T. Hoang, Thi Minh Nguyet Nguyen","doi":"10.1163/23641177-bja10001","DOIUrl":"https://doi.org/10.1163/23641177-bja10001","url":null,"abstract":"\u0000This article introduces the reader to past, current, and future trends in science teacher preparation and professional development in Vietnam. The authors rely on document analysis for data collection and focused analysis to describe the general education system and the mechanisms for teacher training in Vietnam from the past to the present. Research questions focused on exploring changes in the organization of the education system over time, identifying advances that have been made, and describing what challenges teacher education faces today. In addition, this paper offers a special focus on how Vietnamese pedagogy institutions are working to prepare new teachers. Finally, the authors describe how Vietnam is preparing to implement a new national general education program that will strongly affect all aspects of education, including training and retraining of teachers. The authors conclude by raising some important questions for future research and development.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1163/23641177-bja10001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46159539","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 : 2020-07-02DOI: 10.1163/23641177-bja00006
Leslie Elizabeth Sprong, S. Martin
Quality environmental education (EE) is key for supporting sustainable development and use of resources. Educators in rural India face considerable challenges to teach EE in K-12 school settings. This study took place in Assam in Northeast India where non-governmental organization (NGO) educators are working to develop an EE program for students in rural areas. To reveal students’ perceptions of the environment, researchers administered the Draw-an-Environment Test (DAET) to 277 middle school students in government schools. Analysis of students’ drawings of the environment revealed that while students recognized humans have an impact on the environment, they did not fully understand the impact could often be negative and drawings did not necessarily reflect the reality of the local environment. Implications for how these findings can be used to develop responsive EE curriculum that challenges and extends students’ conceptions of the environment and the need for future research are discussed.
{"title":"Exploring Indian Middle School Students’ Conceptions of the Environment Using the Draw-an-Environment Test","authors":"Leslie Elizabeth Sprong, S. Martin","doi":"10.1163/23641177-bja00006","DOIUrl":"https://doi.org/10.1163/23641177-bja00006","url":null,"abstract":"\u0000Quality environmental education (EE) is key for supporting sustainable development and use of resources. Educators in rural India face considerable challenges to teach EE in K-12 school settings. This study took place in Assam in Northeast India where non-governmental organization (NGO) educators are working to develop an EE program for students in rural areas. To reveal students’ perceptions of the environment, researchers administered the Draw-an-Environment Test (DAET) to 277 middle school students in government schools. Analysis of students’ drawings of the environment revealed that while students recognized humans have an impact on the environment, they did not fully understand the impact could often be negative and drawings did not necessarily reflect the reality of the local environment. Implications for how these findings can be used to develop responsive EE curriculum that challenges and extends students’ conceptions of the environment and the need for future research are discussed.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1163/23641177-bja00006","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43803986","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 : 2020-06-30DOI: 10.1163/23641177-bja10002
Yoon-Sung Choi, Seung-urn Choe, Chan-Jong Kim
The purpose of this study was to examine middle school students’ gestures during a geological field trip. Previous research on gestures has focused on understanding human development and exploring students’ gestures can be helpful in improving understanding of students’ communication in learning environments. In this study, middle school students from a gifted education center engaged in fieldwork along the Hantan-River to learn about and explain river formation processes. Using hermeneutics to interpret meaning from student gestures, researchers identified three types of frequently used gestures: deictic, imageable, and depictive, which served either a social communication purpose (explaining, asking, insisting, and giving evidence) or science communication purposes (visualization and temporal or spatial). Researchers offer implications about the role of gestures for helping novice learners communicate geoscience content and about the potential for gestures to be used by educators as an instructional resource for learners.
{"title":"Examining Middle School Students’ Gestures on Geological Field Trips","authors":"Yoon-Sung Choi, Seung-urn Choe, Chan-Jong Kim","doi":"10.1163/23641177-bja10002","DOIUrl":"https://doi.org/10.1163/23641177-bja10002","url":null,"abstract":"\u0000The purpose of this study was to examine middle school students’ gestures during a geological field trip. Previous research on gestures has focused on understanding human development and exploring students’ gestures can be helpful in improving understanding of students’ communication in learning environments. In this study, middle school students from a gifted education center engaged in fieldwork along the Hantan-River to learn about and explain river formation processes. Using hermeneutics to interpret meaning from student gestures, researchers identified three types of frequently used gestures: deictic, imageable, and depictive, which served either a social communication purpose (explaining, asking, insisting, and giving evidence) or science communication purposes (visualization and temporal or spatial). Researchers offer implications about the role of gestures for helping novice learners communicate geoscience content and about the potential for gestures to be used by educators as an instructional resource for learners.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1163/23641177-bja10002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49482366","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 : 2020-06-30DOI: 10.1163/23641177-bja00004
Nancy E. Park, Seung-urn Choe, Chan-Jong Kim
Climate change education (CCE) programs should foster citizen response to climate change by integrating knowledge/skill development with reflection on the need for actively changing current social systems and personal actions. An analytical framework was developed to examine 16 Korean and international CCE programs to identify (1) structure and content and (2) to categorize action-emphasized climate change education (AECCE) programs. Results show most CCE programs are for elementary levels and place emphasis on knowledge/skill development, but not on action. AECCE categorized programs were less structured, included more reflexive activities, and promoted more action. Korean AECCE programs offered online content and promoted action at the personal level. International AECCE programs balanced online/real-life content and promoted more action at the socio-political level. AECCE programs need to foster values/attitudes and to promote participation and action at all grade levels, should balance potential and practical components, and target both personal and socio-political levels of action.
{"title":"Analysis of Climate Change Education (CCE) Programs: Focusing on Cultivating Citizen Activists to Respond to Climate Change","authors":"Nancy E. Park, Seung-urn Choe, Chan-Jong Kim","doi":"10.1163/23641177-bja00004","DOIUrl":"https://doi.org/10.1163/23641177-bja00004","url":null,"abstract":"\u0000Climate change education (CCE) programs should foster citizen response to climate change by integrating knowledge/skill development with reflection on the need for actively changing current social systems and personal actions. An analytical framework was developed to examine 16 Korean and international CCE programs to identify (1) structure and content and (2) to categorize action-emphasized climate change education (AECCE) programs. Results show most CCE programs are for elementary levels and place emphasis on knowledge/skill development, but not on action. AECCE categorized programs were less structured, included more reflexive activities, and promoted more action. Korean AECCE programs offered online content and promoted action at the personal level. International AECCE programs balanced online/real-life content and promoted more action at the socio-political level. AECCE programs need to foster values/attitudes and to promote participation and action at all grade levels, should balance potential and practical components, and target both personal and socio-political levels of action.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1163/23641177-bja00004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43157046","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 : 2020-06-15DOI: 10.1163/23641177-bja00001
A. N. Rusmana, F. Roshayanti, M. Ha
Metacognitive ability is enormously important for improving students’ learning performance. However, overconfidence bias may hinder students’ metacognition abilities. Therefore, in this study, we conducted an intervention to reduce or debias overconfidence among students using the KAAR (knowledge, awareness, action, and reflection) model. Ninety Indonesian undergraduate students were subjects of this study. Overconfidence scores were analyzed using paired sample t-tests in SPSS to compare the mean difference between pre- and post-tests. Next, their overconfidence patterns during the intervention were analyzed using R to perform group-based trajectory modeling (GBTM). Two main findings were noteworthy: Watching a video about overconfidence is likely the most significant activity of KAAR model in reducing students’ overconfidence, and, based on students’ overconfidence change during the intervention, trajectory analysis classified them into five groups. Recommendations for future intervention studies to reduce overconfidence among students are discussed.
{"title":"Debiasing Overconfidence among Indonesian Undergraduate Students in the Biology Classroom: An Intervention Study of the KAAR Model","authors":"A. N. Rusmana, F. Roshayanti, M. Ha","doi":"10.1163/23641177-bja00001","DOIUrl":"https://doi.org/10.1163/23641177-bja00001","url":null,"abstract":"\u0000Metacognitive ability is enormously important for improving students’ learning performance. However, overconfidence bias may hinder students’ metacognition abilities. Therefore, in this study, we conducted an intervention to reduce or debias overconfidence among students using the KAAR (knowledge, awareness, action, and reflection) model. Ninety Indonesian undergraduate students were subjects of this study. Overconfidence scores were analyzed using paired sample t-tests in SPSS to compare the mean difference between pre- and post-tests. Next, their overconfidence patterns during the intervention were analyzed using R to perform group-based trajectory modeling (GBTM). Two main findings were noteworthy: Watching a video about overconfidence is likely the most significant activity of KAAR model in reducing students’ overconfidence, and, based on students’ overconfidence change during the intervention, trajectory analysis classified them into five groups. Recommendations for future intervention studies to reduce overconfidence among students are discussed.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1163/23641177-bja00001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47838238","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 : 2019-12-13DOI: 10.1186/s41029-019-0039-6
Ki-Sun Oh, Nam-Hwa Kang
{"title":"Participation patterns of elementary students in scientific problem finding activities","authors":"Ki-Sun Oh, Nam-Hwa Kang","doi":"10.1186/s41029-019-0039-6","DOIUrl":"https://doi.org/10.1186/s41029-019-0039-6","url":null,"abstract":"","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s41029-019-0039-6","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48820458","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 : 2019-12-04DOI: 10.1186/s41029-019-0045-8
D. Kang
{"title":"Past, present, and future of gifted science education in Korea: a historical perspective","authors":"D. Kang","doi":"10.1186/s41029-019-0045-8","DOIUrl":"https://doi.org/10.1186/s41029-019-0045-8","url":null,"abstract":"","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1186/s41029-019-0045-8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45217064","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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