Asia Pacific Journal of Educators and Education最新文献

{"title":"Science Teachers’ Uptake of Heuristic Educative Curriculum Materials to Develop Students’ Habit of Questioning and Posing Problem","authors":"Bavani Nageswana Row, R. Sathasivam","doi":"10.21315/apjee2022.37.2.10","DOIUrl":"https://doi.org/10.21315/apjee2022.37.2.10","url":null,"abstract":"Science teachers lack the pedagogical knowledge and skills to develop students’ habit of questioning and posing problems (HQP), which is vital for scientific inquiry. Prescriptive curriculum materials do not promote professional growth and development in teachers. In contrast, heuristic educative curriculum materials allow teachers to choose and learn as and when is more feasible. Heuristic design curriculum materials contain educative features that provide suggestions and rationales for instructional activities, empowering teachers to enact more flexibly. In a larger study, a heuristic curriculum material called Skilful Thinking Educative Pedagogical Support (STEPS) was prepared and encompassed three components – specific thinking strategies, habits of mind, and metacognition. STEPS was prepared using findings from needs analysis, a review of additional curriculum materials and the Malaysian Year 4 science syllabus. This paper focuses HQP which is one of the sixteen components of habits of mind. The research objective was to investigate how three Year 4 science teachers up-took educative features in STEPS to develop students’ HQP. The study utilised a qualitative exploratory research design. Classroom observations, open-ended interviews, and document analysis were the data sources. We used tracers in the educative features, such as teachers’ uttered phrases, cues, and suggested tools to indicate HQP implementation. The findings showed fidelity between STEPS and teacher implementation as teachers had used the suggested tools, encouraged students’ HQP skills by using cues, and gave justifications on why HQP is important. The teachers also gave space and scaffolded their students’ question generation and problem-posing. Moreover, teachers adapted the educative features most relevant to their teaching context. Implications for teachers, school leaders, researchers and teacher educators were discussed.","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46584483","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}

{"title":"Revealing Preservice Teachers’ Conceptions, Troublesome Knowledge and Threshold Concept of Chemical Equilibrium through Predict Observe Explain Mental Model Diagnostic Test (POE-MMDT)","authors":"T. Widhiyanti, S. D. Luviani, W. Wiji, S. Mulyani","doi":"10.21315/apjee2022.37.2.3","DOIUrl":"https://doi.org/10.21315/apjee2022.37.2.3","url":null,"abstract":"The purpose of this study is to reveal preservice teacher’ conception of chemical equilibrium concepts which then were further analysed to identify the troublesome knowledge and threshold concept of chemical equilibrium. The participants of this study were 68 preservice chemistry teachers from one of the Teacher Education Institutions in Bandung, Indonesia. Using the descriptive-qualitative design, this research uses a predict-observe-explain mental model diagnostic test consisting of four main questions related to the phenomenon equilibrium process of the decomposition of N2O4 to become NO2. The findings show that most of the preservice teachers’ conceptions about chemical equilibrium are at the level of partial understanding, with five misconceptions has been identified in this study: (1) the reaction in chemical equilibrium is the same as an irreversible reaction; (2) the concentration of reactant and products are the same at equilibrium state; (3) gas with a greater concentration at equilibrium state can be determined from the gas that was first inserted to the container; (4) the concentration ratio at equilibrium is equal with the ratio of the coefficient reaction, and (5) the reactant is the gas which fills the container first. Further analysis shows that there are eight concepts in chemical equilibrium with troublesome knowledge characteristics, namely (1) the concentration of reactants and products in a state of equilibrium; (2) changes in the concentration of reactants and products to a state of equilibrium when starting from any side; (3) reactions that occur in an equilibrium state, (4) chemical equations for equilibrium reaction; (5) the rate of reactions in equilibrium state; (6) the change of reaction rate to reach an equilibrium state; (7) the relationship between Q and K; and (8) the calculation of reactants and products concentration at an equilibrium state. In addition, chemical equilibrium has two threshold concepts: the dynamic characteristic of equilibrium reaction and equilibrium constant. These findings show that the predict-observe-explain instrument has the potential to disclose PSTs’ mental model since it requires the participants to explain the prediction and its corresponding observation result. Besides, this instrument also guides the participants in explaining the macroscopic phenomena, which generates information about their understanding at the submicroscopic and symbolic levels. should be recognised as encompassed by and a form or part of “for all.”","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42031940","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}

{"title":"Predictors of Student Engagement in Science Learning: The Role of Science Laboratory Learning Environment and Science Learning Motivation","authors":"Law Hui Haw, S. Sharif, C. G. K. Han","doi":"10.21315/apjee2022.37.2.11","DOIUrl":"https://doi.org/10.21315/apjee2022.37.2.11","url":null,"abstract":"Student engagement is one of the indicators of a successful teaching and learning process. Many studies claim that student engagement is associated with the performance and achievement of students. In this study, the researchers aimed to determine the effects of science laboratory environments and science learning motivation towards student engagement in learning science among non-science students. 468 upper secondary non-science students in Sarawak were involved in this survey with the administration of three sets of questionnaires on science laboratory environment, science learning motivation and student engagement in science learning. Multiple regression was used to analyse the research questions. Both science laboratory learning environment (r = 0.523) and science learning motivation (r = 0.670) are found positively correlated to student engagement. The results also revealed that the science laboratory learning environment and science learning motivation are significant predictors of student engagement in learning science with R2 = 0.463. Specifically, student cohesiveness, open-endedness, integration and material environment in the science laboratory learning environment and all the dimensions of motivation predict student engagement in science learning. The findings suggest that educators, especially science teachers, should utilise the laboratory effectively and keep students motivated to ensure their active engagement in science learning.","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47246840","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}

{"title":"A Historical Perspective of Science Education in Japan: Which Way is it Headed in the Future?","authors":"Tetsuo Isozaki","doi":"10.21315/apjee2022.37.2.8","DOIUrl":"https://doi.org/10.21315/apjee2022.37.2.8","url":null,"abstract":"Japan has achieved rapid modernisation compared with other Asian countries, and Japanese students often obtain higher scores on international science assessment tests than students from Western countries that have influenced Japan. The question of what led Japan to attain such a position and what can be expected in the future persists. To understand the future of science education in schools, called rika in Japan, as well as its complex and multi-layered status in schools, it is important to employ a historical approach. This study examines the following analytical points: the slogan “Science for all and for excellence,” the West’s influence, and social changes. This study also explores the pre- and post-World War II eras. Finally, expectations for the near future are discussed. It is known that Japan will continue to develop rika that encompasses both homogeneous and heterogeneous Western science education, considering the global trends in science education. Consequently, while the policy of “Science for all” will be maintained in the near future, “Science for excellence” programmes, such as the “Super Science High Schools” programme, can be extended in terms of the supply of future scientists and engineers. This can be partly at the request of the industrial sector to survive international economic competition based on scientific and technological innovation and to maintain its international status. An important lesson from history is that science, as a part of liberal education, is provided for the individual wellbeing of scientifically literate citizens, rather than for the nation’s benefit. Therefore, the duality of “Science for all and for excellence” should not be considered in terms of binary opposition; “for excellence” should be recognised as encompassed by and a form or part of “for all.”","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44112349","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}

{"title":"Examine In-Service Teachers’ Initial Perceptions Toward STEM Education in Thailand","authors":"Pairoh Sohsomboon, C. Yuenyong","doi":"10.21315/apjee2022.37.2.16","DOIUrl":"https://doi.org/10.21315/apjee2022.37.2.16","url":null,"abstract":"This research aims to examine teacher’s initial perceptions of STEM Education. The participants in this study were 43 in-service STEM related subject teachers from the northeastern region in Thailand who were keen on participating in the STEM Education for Educators Module, Khon Kaen University. The data was collected through an open-ended questionnaire of Teacher’s Perceptions of STEM Education (TP-STEM) prior to the process of professional development beginning. The aspects of TP-STEM included (1) STEM concept; (2) Experience implementing STEM; (3) STEM PK; (4) Teacher’ competency for STEM education; (5) Assessment in STEM education; (6) Supporting STEM education in schools; and (7) Research in STEM education. An interpretative paradigm was implemented as a methodology to interpret qualitative data in this research. Research findings were discussed around seven aspects of teacher’s perceptions of STEM education according to the TPSTEM questionnaire. The findings reveal that teacher’s perceptions of the STEM concept goes around the term integrated STEM disciplines. Surprisingly, the majority of teachers had never implemented STEM education in their teaching and a number of teachers tend to separate STEM teaching into each discipline rather than link the disciplines for problem solving. Key PK in STEM education was emphasised on practicing, active learning, and integrated disciplines. Teacher’s indicated PK (PK) as the most significant competency for STEM education, whereas partnership was also considered as a competency to support successful STEM implementation. Authentic assessment and formative assessment were emphasised as key features for assessment in STEM education. Teachers indicated good organisation and support from schools on resources, policy, and professional development for successful STEM implementation. Also, enhancing student’s skills, and innovation were indicated as a focus for STEM education research. These findings could explicitly indicate the trail for professional development (PD) provided that teacher’s ideas about STEM education are related closely to the STEM philosophy from the basic background to implications for a more efficient outcome for implementing STEM education in schools. Moreover, there were indications of the need for support from the Ministry of Education, school administrations, and experts from universities in order to produce effective STEM Education in Thailand. The paper has implications for STEM education professional development not only in Thailand but also for Asia Pacific countries.","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47337608","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}

{"title":"Charting the Southeast Asian Science Teachers’ Challenges into Recommendations for Future Online Regional Courses","authors":"Zainun Mustafa, Devananthini Sinniah, Nelson Cyril, Sharfuddin Abdul Syukor, S. Sinniah","doi":"10.21315/apjee2022.37.2.9","DOIUrl":"https://doi.org/10.21315/apjee2022.37.2.9","url":null,"abstract":"The regional courses for science teachers in Southeast Asia (SEA) offer participants with the inservice knowledge and skills while promoting deliberate discussions about recent issues related to teaching profession and the sharing of best practices in science education. A total of 21 teachers from eight SEA countries were purposefully selected to participate in this course as nominated by their respective education ministerial officers. Given that the participants came from different countries and attended the course virtually for four weeks, this article aims to chart participants’ insights to be backed as data for future course facilitation. The findings are based on post-course evaluation garnered from 21 unstructured essays provided by participants with a focus on two key aspects: (1) the challenges that participants encountered prior to or during the courses, and (2) a recommendation for a similar course in future. Five challenges emerged from the findings include; English proficiency, socio-cultural preferences in social activities, digital technology access and skills, time and schedule constraints, and institutional challenges. In terms of recommendations, participants shared their thoughts on how to better facilitate and manage course administration. Since the majority of professional development courses are held at the national level, this study helped to consolidate country differences and served as the foundation of evidence for future courses that will adapt similar region-based online participations.","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43370301","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}

{"title":"Teaching College Physics to the K to 12 Program Graduates: Teachers’ Experiences and Perspectives","authors":"Louie Paul D. Fulminar","doi":"10.21315/apjee2022.37.2.13","DOIUrl":"https://doi.org/10.21315/apjee2022.37.2.13","url":null,"abstract":"This qualitative research explored the experiences of university professors and instructors in teaching College Physics to the K to 12 Program graduates. The data were obtained from Physics professors and instructors from various state universities in Eastern Visayas through semi-structured interviews. Using Colaizzi’s method of data analysis, five themes regarding the issues and challenges were generated. These themes are: STEM versus non-STEM graduates; students’ lack of knowledge and poor conceptual understanding; challenges in teaching problem solving; challenges in conducting laboratory activities; and negative perception towards physics. In each of the issues and challenges, corrective measures were employed by the participants. Recommendations addressed to various stakeholders were also sought from them. Results reveal that there is a lack of readiness for the K to 12 Program graduates to take on the College Physics course and there are serious learning gaps between Physics education in higher education and K to 12 Basic Education curricula. The results of this study can guide the concerned individuals in the educational sector in making ways to establish continuity and progression in learning Physics.","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43144108","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}

{"title":"What Creative Ideas Came Up about Global Warming in RADEC Online Class?","authors":"R. Sukardi, W. Sopandi, R. ., M. Beeth, A. Shidiq","doi":"10.21315/apjee2022.37.2.4","DOIUrl":"https://doi.org/10.21315/apjee2022.37.2.4","url":null,"abstract":"The study aims to investigate the effects of an online learning model, Read-Answer-Discuss-Explain-Create (RADEC), on the emergence of creative ideas and projects for 7th-grade students when designing local solutions to global warming problems. Case studies were used in this research by implementing learning in environmental science concepts. This one-shot case study research was conducted on 30 7th-grade students (16 boys and 14 girls) selected through the purposive sampling technique. The research was conducted in Bandung, Indonesia. Five stages are carried out in the RADEC learning model, including the Read-Answer stage, where students answered pre-learning questions outside the classroom; the DiscussExplain stage, where students responded to their pre-learning questions in small and large groups; and the Create stage, where students agreed on solutions to a problem and realised the product of a creative project. Qualitative data were collected through worksheets, posters, and guided interviews. Although students have not been able to demonstrate originality thinking skills, the implementation of the online RADEC model stimulated students’ fluency and flexibility thinking skills. This was evident from the many creative ideas or projects of students. Besides, students could decide on ideas or group projects to solve global warming problem with rational considerations. Although the online RADEC model has not been able to produce original creative products, its implementation has stimulated students to think creatively about solving global warming problems. In addition, the implications, limitations, advantages and potential of further research are discussed in this paper.","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42007292","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}

{"title":"Computerised Testlet Instrument to Assess Students’ Conceptual Understanding of Chemistry on the Topic of Stoichiometry: Psychometric Analysis","authors":"S. Yamtinah, Shifi Syarifa Fahmina, Dimas Gilang Dimas Gilang, S. Saputro, A. Shidiq","doi":"10.21315/apjee2022.37.2.2","DOIUrl":"https://doi.org/10.21315/apjee2022.37.2.2","url":null,"abstract":"Measuring students’ conceptual understanding is a challenge for teachers. Teachers usually use open-ended instruments to measure students’ conceptual understanding in depth. However, this instrument is considered highly subjective in the assessment and requires a relatively long time to check the answers. Computerised Testlet instruments developed by combining the advantages of open-ended and closed-ended instruments are deemed the solution to these problems. This study, therefore, aims to analyse the quality of the Computerised Testlet instrument psychometrically. The Rasch analysis model with Winsteps software was used in this study. A total of 10 Testlet items with three supporting questions were developed on the topic of stoichiometry. A total of 413 students (N = 413: 236 female, 177 male) from three different schools took tests on stoichiometry using the Testlet instrument, which was provided through a web developed previously (computerised). Rasch analysis model helped psychometric analysis regarding reliability, linear validity of students’ knowledge, and difficulty of items. This study reveals that Computerised Testlet able to identify students’ thinking processes. Besides, the psychometric analysis results showed that using Testlet to measure conceptual knowledge had good unidimensionality and reliability; it could be used to measure stoichiometric conceptual knowledge. Some questions needed to be revised as they proved unable to distinguish between high and low students’ conceptual knowledge; in general, the instrument could be used and provided a good function in analysing conceptual knowledge on the topic of stoichiometry.","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49540202","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}

{"title":"Contemporary Science Education Initiatives Undertaken in the Asia Pacific Region","authors":"Mageswary Karpudewan, Ian Phil Canlas, Ingo Eilks","doi":"10.21315/apjee2022.37.2.1","DOIUrl":"https://doi.org/10.21315/apjee2022.37.2.1","url":null,"abstract":"The theme issue on ‘contemporary science education initiatives undertaken in Asia Pacific region’ presents the compilation of efforts across primary to tertiary levels performed by science education researchers and practitioners across Asia Pacific countries, including Indonesia, India, Japan, Malaysia, Philippines and Thailand. Large-scale studies such as PISA and TIMSS identified students lacking interest and negative attitudes towards science education (OECD, 2009). The organization further documented that one of the primary reasons for the problematic situation is due to the teaching and learning of science content that is irrelevant and uninteresting (Giamellaro, 2014). The didactic teaching prevalently embraced in science education often results in the development of “inert knowledge”, a knowledge which is decontextualized from the real world (Holbrook et al., 2022). Decontextualizing science education not only contributes to declining intrinsic motivation and attitude but is also problematic for understanding the current real-world problems, which are complex and interdisciplinary. Contextualization of science education is necessary for educating students to appreciate the importance of scientific knowledge to deal with challenges from the advent of digitalization and technological advancement, climate change, pandemic and many more. The theme issues on science education present the compilation of articles describing contextualization occurring in various forms in the Asia Pacific region.","PeriodicalId":36930,"journal":{"name":"Asia Pacific Journal of Educators and Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45929314","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}