AsiaPacific Science Education最新文献_第4页

The Outcomes of Fifth-Grade Emergent Bi/Multilinguals’ Introduction to a Visual Metalanguage When Constructing Scientific Explanations in Hong Kong 香港五年级新兴双/多语学生引入视觉元语言建构科学解释的结果

AsiaPacific Science Education Pub Date : 2021-11-08 DOI: 10.1163/23641177-bja10028

Melanie Williams, Kok‐Sing Tang

引用次数: 0

Embracing Inclusivity through Pedagogical Practices: Case Studies from Singapore Science Lessons 通过教学实践拥抱包容性:新加坡科学课程的案例研究

AsiaPacific Science Education Pub Date : 2021-11-08 DOI: 10.1163/23641177-bja10027

T. Teo, Ching Yee Pua

引用次数: 1

Research Trends in Science and Mathematics Education in South Korea 2014–2018: A Cross-Disciplinary Analysis of Publications in Selected Local Journals 2014-2018年韩国科学与数学教育研究趋势：对部分地方期刊出版物的跨学科分析

AsiaPacific Science Education Pub Date : 2021-11-08 DOI: 10.1163/23641177-bja10029

Wonyong Park, Doy Kim, D. Kang

引用次数: 0

Emerging Online Science Teaching Practices: Insights from High School Physics Teaching Cases in South Korea during COVID-19 Pandemic 新兴的在线科学教学实践：从新冠肺炎大流行期间韩国高中物理教学案例看

AsiaPacific Science Education Pub Date : 2021-11-08 DOI: 10.1163/23641177-bja10030

Nam-Hwa Kang, Juri Seo

{"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}

引用次数: 6

Editorial: STEAM Education in the Asia Pacific Region 社论：亚太地区的STEAM教育

AsiaPacific Science Education Pub Date : 2021-05-31 DOI: 10.1163/23641177-BJA10026

Hye-eun Chu

{"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}

引用次数: 3

Trends in STEM/STEAM Education and Students’ Perceptions in Japan 日本STEM/STEAM教育趋势及学生认知

AsiaPacific Science Education Pub Date : 2021-05-31 DOI: 10.1163/23641177-BJA10022

Takuya Matsuura, Daiki Nakamura

引用次数: 9

The Impacts of a Climate Change SSI-STEAM Program on Junior High School Students’ Climate Literacy 气候变化SSI-STEAM项目对初中生气候素养的影响

AsiaPacific Science Education Pub Date : 2021-05-28 DOI: 10.1163/23641177-BJA10019

Suyun Choi, A-Rang Won, Hye-eun Chu, Hyun-Jung Cha, Hyeonjeong Shin, Chan-Jong Kim

{"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}

引用次数: 8

A Teacher’s Practical Knowledge in an SSI-STEAM Program Dealing with Climate Change SSI-STEAM应对气候变化项目中教师的实践知识

AsiaPacific Science Education Pub Date : 2021-05-27 DOI: 10.1163/23641177-BJA10023

A-Rang Won, Suyun Choi, Hye-eun Chu, Hyun-Jung Cha, Hyeonjeong Shin, Chan-Jong Kim

引用次数: 5

Theorizing STEM Leadership: Agency, Identity and Community STEM领导力理论化：机构、身份和社区

AsiaPacific Science Education Pub Date : 2021-05-25 DOI: 10.1163/23641177-BJA10021

Uma Natarajan, Aik-Ling Tan, T. Teo

{"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}

引用次数: 1

Examining the Impact of STEAM Education Reform on Teachers’ Perceptions about STEAM in Uzbekistan 考察乌兹别克斯坦STEAM教育改革对教师对STEAM的看法的影响

AsiaPacific Science Education Pub Date : 2021-05-25 DOI: 10.1163/23641177-BJA10025

Yumi Lee

引用次数: 6