AsiaPacific Science Education最新文献_第5页

STEAM Education for Critical Consciousness: Discourses of Liberation and Social Change among Sixth-Grade Students 批判意识的STEAM教育:六年级学生的解放与社会变革话语

AsiaPacific Science Education Pub Date : 2021-05-25 DOI: 10.1163/23641177-BJA10020

Bhaskar Upadhyay, Kara Coffino, J. Alberts, Andrew Rummel

{"title":"STEAM Education for Critical Consciousness: Discourses of Liberation and Social Change among Sixth-Grade Students","authors":"Bhaskar Upadhyay, Kara Coffino, J. Alberts, Andrew Rummel","doi":"10.1163/23641177-BJA10020","DOIUrl":"https://doi.org/10.1163/23641177-BJA10020","url":null,"abstract":"\u0000In this case study, we present opportunities science, technology, engineering, arts, and mathematics (STEAM) education provided to a sixth-grade class. We collected observational and interview data in a language arts and a science class over 1 year. We used the liberation social psychology (LSP) framework to understand students’ discourses and discussions as they drew from science, engineering activities, and language arts ideas. Further, LSP allowed us to explore students’ engagement in critical reflection of social, racial, and other discrimination. The data analysis showed that STEAM education promoted the integration of science ideas, engineering design, social and critical consciousness. We found STEAM education supported discourses of critical reflection, racism, and social discrimination in class. Finally, we argue that STEAM education in Asia-Pacific and Global South countries has to be about critical consciousness, social change, and liberation of underrepresented groups and immigrants for more inclusive, sociopolitically conscious, and democratic STEAM education experiences.","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":"44620725","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

The Genetics Conceptual Understanding of Indonesian and United States Undergraduate Biology Students 印尼和美国生物学本科学生的遗传学概念理解

AsiaPacific Science Education Pub Date : 2021-05-21 DOI: 10.1163/23641177-BJA10024

A. N. Rusmana, A. Rachmatullah, E. Nuraeni, M. Ha

{"title":"The Genetics Conceptual Understanding of Indonesian and United States Undergraduate Biology Students","authors":"A. N. Rusmana, A. Rachmatullah, E. Nuraeni, M. Ha","doi":"10.1163/23641177-BJA10024","DOIUrl":"https://doi.org/10.1163/23641177-BJA10024","url":null,"abstract":"\u0000Genetics as a core concept of life science is essential for understanding biology. Examining genetics understanding among biology majors is becoming important since they must necessarily achieve some level of genetics understanding to advance their career. This study compares Indonesian biology majors’ genetics understanding with previously published data from students in the United States (US). This study also identifies the effect of academic year and program on genetics understanding by administering the Genetics Concept Assessment (GCA) to 377 biology majors in Indonesia. IRT-Rasch modeling was performed for instrument validation, followed by one-way ANOVA and independent sample t-test for the analysis. The results showed that Indonesian biology majors’ genetics understanding was significantly affected by academic year but was not affected by the academic program. Indonesian biology majors had a slightly similar level of genetics understanding with US non-majors’ pre-test scores, while Indonesian biology majors’ scores were two times lower than US majors’ post-test scores. The implications of reducing the gap between two countries are discussed.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46777513","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: 2

Editorial: Asia-Pacific Science Education (APSE): Expanding Research on Equity and Inclusion Science Education in the Asia-Pacific Region 社论：亚太科学教育（APSE）：扩大对亚太地区公平和包容科学教育的研究

AsiaPacific Science Education Pub Date : 2021-01-15 DOI: 10.1163/23641177-BJA10018

S. Martin

{"title":"Editorial: Asia-Pacific Science Education (APSE): Expanding Research on Equity and Inclusion Science Education in the Asia-Pacific Region","authors":"S. Martin","doi":"10.1163/23641177-BJA10018","DOIUrl":"https://doi.org/10.1163/23641177-BJA10018","url":null,"abstract":"In January 2021, the Korean Association for Science Education (KASE) will hold their annual international winter conference (see https://www.kase2021 .org/). The theme for the conference is “Walking Together Toward Inclusive Science Education by Creating Equitable Science Learning Opportunities” (공평한 과학 학습 기회를 통해 함께 하는 과학 교육 만들기). Inclusive science education refers to the practice of “including” students with diverse learning needs, such as students with special education needs and culturally and linguistically diverse students, in classrooms with regular education students. Ideally, these students would receive appropriate educational support designed to maximize their strengths while engaging them in learning content similar to their peers during the same science lesson. In education systems with sufficient resources and well-trained teachers, these students can benefit from being educated alongside their peers. In the Asia-Pacific region, research specifically focusing on the needs of diverse students is emerging. To support researchers to learn more about this topic and to encourage more interest in pursuing research agendas exploring equity-related topics, the KASE organization invited 11 international scholars and their collaborators to share their research focused on equity issues in science teaching and learning. Eight of these scholars have contributed manuscripts for a special issue of APSE focusing on the same topic. As such, this issue features papers exploring equity issues related to special education, cultural and linguistic minorities, and teaching and learning in informal science education contexts around the world – but with connections and implications for research and teaching in","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42566407","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: 0

A Survey of Science Teachers’ Perception and Practices in Inclusive Science Classrooms 全纳科学课堂中科学教师的认知与实践调查

AsiaPacific Science Education Pub Date : 2021-01-05 DOI: 10.1163/23641177-bja10013

T. Teo

引用次数: 1

Designing Frameworks for Authentic Equity in Science Teaching and Learning: Informal Learning Environments and Teacher Education for STEM 在科学教学和学习中设计真正公平的框架:非正式学习环境和STEM教师教育

AsiaPacific Science Education Pub Date : 2020-12-29 DOI: 10.1163/23641177-bja10016

Jennifer D. Adams

引用次数: 4

Dialogic Pedagogies and Multimodal Methodologies: Working Towards Inclusive Science Education and Research 对话教育学和多模式方法论：致力于包容性科学教育和研究

AsiaPacific Science Education Pub Date : 2020-12-29 DOI: 10.1163/23641177-bja10017

Christina Siry

引用次数: 2

Co-Designing for Rightful Presence in Informal Science Learning Environments 非正式科学学习环境中正当存在的共同设计

AsiaPacific Science Education Pub Date : 2020-12-21 DOI: 10.1163/23641177-bja10015

Angela Calabrese Barton, W. Kim, Edna Tan

引用次数: 5

Identity Formation of Pre-service Science Teachers: Focusing on Those Who Changed Their Major to Earth Science Education in Korea 职前科学教师的身份形成——以韩国地球科学教育专业学生为中心

AsiaPacific Science Education Pub Date : 2020-12-21 DOI: 10.1163/23641177-bja10007

Eun-Jeong Yu, Chan-Jong Kim

{"title":"Identity Formation of Pre-service Science Teachers: Focusing on Those Who Changed Their Major to Earth Science Education in Korea","authors":"Eun-Jeong Yu, Chan-Jong Kim","doi":"10.1163/23641177-bja10007","DOIUrl":"https://doi.org/10.1163/23641177-bja10007","url":null,"abstract":"\u0000This study is aimed at understanding the identity formation of pre-service science teachers (PST s) who are transitioning from students to teachers and from science/engineering majors to education majors. This was done using the conceptual lens of identity within a specific socio-cultural context. The participants were three undergraduate students in their mid- to late twenties who had transferred to science education from natural science or engineering majors. Collection of data included in-depth interviews, story timelines, e-mail surveys, and participant drawings. The study revealed that the PST s’ identity formation was not one common universal process; rather, each person’s experiences were individually affected positively or negatively by their life history. Although the three PST s came from very similar social backgrounds in Korea, their identity formation was categorized into three different types: determined effort, critical exploration, and continuous confusion. This research shows that the life history model of PST s’ identity formation can be based on the individual and practical support to reduce the gap between the actual self and future self within science education.","PeriodicalId":32304,"journal":{"name":"AsiaPacific Science Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49280753","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: 0

Exploration of Middle School Students’ Ideas of Fine Dust Issues Using Issue Concept Maps 利用问题概念图探究中学生对微尘问题的认识

AsiaPacific Science Education Pub Date : 2020-12-18 DOI: 10.1163/23641177-bja10014

Gahyoung Kim, Kongju Mun, Hyunjeong Lee

引用次数: 1

Science and Language Instructional Shifts with Second-Language Learners 科学与语言教学的转变与第二语言学习者

AsiaPacific Science Education Pub Date : 2020-12-16 DOI: 10.1163/23641177-bja10005

Okhee Lee

引用次数: 1