Photo by Dr. Yoshisuke KUMANO

2021 International Conference of East-Asian Association for Science Education=Host University==Co-Host University==Special Supporter==Supporters=
STEAM Education Institute,
Shizuoka University=Sponsors=
AOKI Co.,Ltd.
Dainippon tosho Co., Ltd.
Gakko Tosho Co.,Ltd.
GASTEC Corporation
Japan Educational Mutual Aid Association of Welfare
Foundation, Shizuoka Branch.
Narika Corportaion*Alphabetical Order2021 International Conference of East-Asian Association for Science Education=Collaborating Universities=*Alphabetical Order2021 International Conference of East-Asian Association for Science Education

Greetings!! It is my great honor to announce the 2021 International Zoom Conference EastAsian Association for Science Education, Shizuoka, Japan. As all of you have known that2020 ICEASE at Korea was canceled because of COVID 19. We are all straggling with theunbelievable difficulties in all of the activities as human beings. We are all living in the
middle of historical epoch within the time of great changes of Global community.
Our theme this time is settled down as “Asian Collaboration Towards the Development of
New Science Education for the Future; the Wise Preparation with SDGs/STEM” This theme
has strong connection not only with the COVID 19, but also with rapid changes of Science,
Technology, Engineering, Liberal Arts, and Mathematics toward SDGs. We will be able tofind good solutions towards many issues that coming up globally. Those issues and problems
cannot find proper solutions without good collaborations among all of the countries in theworld.
I would express my great thanks to all of the participants for 2021 International Zoom
Conference EASE. Your presentations, your ideas, your questions and our discussions will
be able to elaborate super solutions for the future!!
We will have six keynote speakers including myself, who will be able to provide stimulated
ideas and research results for our researches in science education. I strongly
wish that all of the participants should listen to their keynote speakers carefully.
Let us enjoy by joining EASE. New members and old members should attend the all-member
meeting and please vote for the new president and new executive members from each region.
Also, we will welcome new country members for EASE. They are the researcher fromThailand and Indonesia! Welcome to EASE!! In a near future, I would like to propose that
we should upgrade the name from EASE to Asian Association of Science Education (AASE).
This is one of the tasks for the New President!
Best Wishes
President of EASE, 2018-2021

2021 International Conference of East-Asian Association for Science Education

SPONSORSAOKI Co.,Ltd.

Japan Educational Mutual Aid Association of
Welfare Foundation, Shizuoka Branch.

＊Alphabetical orderDeveloping students who learn Mathematics byand for themselves
Study with Your Friends

Mathematics

1-3
0E

English Edition ofJapanese Elementary School
Mathematics Textbooks

Mathematics 1
Study with Your Friends

stfor Elementary School

Volume 1

Mathematical Thinking:
How to develop it in classrooms
Published in 2020
English Edition Chief Editors:
Masami Isoda, Aki Murata

for Elementary School

1st Grade Vol.1, Vol.2
2nd Grade Vol.1, Vol.2

1 st Grade

3rd Grade Vol.1, Vol.2

Volume 1

4th Grade Vol.1, Vol.2
5th Grade Vol.1, Vol.2

GAKKO TOSHO

6th Grade
GAKKO TOSHO

6th Grade

Bridge to the Junior High School

Contact (Order)
From outside Japan: https://support.gakuto.co.jp/mathematics-textbook/
From within Japan: https://support.gakuto.co.jp/r2s_sansu_translation/

3-10-36 Higashijujo,Kitaku,Tokyo,114-0001,Japan

Japan Educational Mutual Aid
Association of Welfare Foundation
We are supporting students, a guardian, andthe educational personnel!
We have been contributing in terms of educational promotion at Shizuoka
Prefecture according to the scholarship enterprise (student-loan and studentloan grant), educational research promotion services (educational activity
encouragement / training assistance / educational practice research papers
reports, etc.), and education cultural projects (parents-and-teachersassociation activities support, area training culture support, etc.).
Moreover, we strive for the substantial welfare works (gifts of happinessas the family, gifts for the memorial events, etc., discount coupon for the
hotels, complete physical examination assistance, etc.) to you, theeducational persons who are the members, and we provide grace to the life.
These enterprises are developed by the policy dividend of the Nikkokyo
insurance which are carrying out as a mutual aid project (cooperated
insurance foundation). Those projects send you lifelong relief, a source ofrevenue, and, support the educational fullness and development for thechildren who challenge tomorrow.

zip: 420-0856

Shizuoka Prefecture Education Hall 4F,
1-12,Aoiku, Sunnpu-machi, Shizuokashi,Shizuoka Pref.,Japan TEL 054-205-5130

2021 International Conference of East-Asian Association for Science Education

Conference Program

1

Keynote Speech

3

Dr. Jeff Weld

4

Dr. Myeong kyeong SHIN

7

Dr. Pradeep Maxwell Dass

10

Dr. John Stiles

13

Dr. Gillian Roehrig

15

Dr. Yoshisuke KUMANO

17

Oral Session
Oral Session1

Room1

22

James Green（Chosun University）

23

Indarini Dwi Pursitasari（Universitas Pakuan）

25

Wai Wai Kyi（Hiroshima University）

27

Nanda Syah Putra（Universitas Pendidikan Indonesia）

29

Oral Session1

Room2

31

Nobuyuki KAWAI（Kobe Municipal Junior High School）

32

Rogelio Bañares Lacorte, Jr.（PHINMA University of Iloilo）

34

Shang Lingling（Northwest Normal University）

36

Kousuke SHIMADA（Hiroshima University）

38

Oral Session1

Room3

WENHUA CHANG（Grad. Inst. of Sci. Ed., National Taiwan Normal
University）
Daiki Nakamura（Hiroshima University）
Yuyu Rahayu （ Science Education, Indonesia University of
Education, Indonesia）
ANNA PERMANASARI（UNIVERSITAS PENDIDIKAN INDONESIA）

Oral Session1

Room4

40
41
43
45
47
49

Ratiporn Munprom（Kasetsart university）

50

Roseleena Anantanukulwong（Kasetsart University）

52

Qingchen Yao（Xian Middle School of Shaanxi Province,）

54

Naoko KOSAKA （ Graduate School of Science and Technology,
Shizuoka University）

Oral Session1

Room5

56
58

Riandi RIANDI（Universitas Pendidikan Indonesia）

59

Ngoc-Huy Tran（National Kaohsiung Normal University）

61

HU TAO （ East China Normal University colledge of teacher
education）
Eni Nuraeni（Universitas Pendidikan Indonesia）

63

Yu Lei （ National Engineering Laboratory For Educational Big
Data,Central China Normal University）

Oral Session2

-

Room1

65
68

Yamashita Shuichi（Chiba National University）

69

PINIT KHUMWONG（Srinakharinwirot University）-

NURUL FARACH（Indonesian Education university）

71

Yuki Aono（Hiroshima University）

73

Oral Session2

Room2

75

PONGPRAPAN PONGSOPHON（Kasetsart University）

76

Hina Morishige（Graduate School of Education, Chiba University）

78

Supansa Khansumrit（Srinakharinwirot University）

80

Heesoo Ha （ Center for Educational Research, Seoul National
University）

Oral Session2

Room3

82
84

Chanyah Dahsah（Srinakharinwirot University）

85

Indrawati（The University of Jember）

87

Arizaldy（Science Education, Indonesia University of Education,
Indonesia）
Yuya Nakanishi（Hiroshima University）

Oral Session2

89
91

Room4

93

Erkki T. Lassila（University of Oulu）

94

Hsuang-Ming

Tseng （ National

Changhua

University

Education）
Sucie Nuryani（Student, Indonesia University of Education）

of

96
98

Ujang Fahmi Abdillah（University of Jember）

Oral Session2

100

Room5

102

Tomotaka KURODA（Shizuoka University）
WanpenKamtet （ Kasetsart

University,

103
Kamphaeng-Saen

Campus, Thailand）
Duangjan Kaewkongpan（Kasetsart University, Kamphaeng Saen
Campus）
Yong XIE（Beijing normal university）

Oral Session3

Room1

105
107
109
112

Rossama Lumputha（Srinakharinwirot University）

113

Wei Hung, Huang（NTNU Univwesity）

115

Yu Wang（Hefei No.6 Middle School, Anhui Province, China）

117

Oral Session3

Room2

Hasan Uştu（Turkish Ministry of Education）
SHIH-JUNG HUANG（Department of Science Education, National
Taipei University of Education）
Audchara Onpan（Srinakharinwirot University）

Oral Session3

Room3

119
120
122
124
126

SRI WAHYUNI（University of Jember）

127

Hui-Shan Lin（National Changhua University of Education）

129

Chen-Chen Yeh （ Sanxia Junior High School, New Taipei City,
Taiwan, R.O.C.）

Oral Session3

Room4

131
133

Chaninan Pruekpramool（Srinakharinwirot University）

134

Ippei MINETA（University of Tsukuba）

136

Santy Nurmalasari（ Science Education, Indonesia University of
Education, Indonesia）
Hisashi OTSUJI（Toyo University）

Oral Session3

Room5

138
140
142

Younkyeong Nam（Pusan National University）

143

Idris Solola（Ehime University）

145

Go Tanaka（Shizuoka University）

147

Apiradee Pansing（Srinakharinwirot University）

Oral Session3

149

Room6

151

Cheng-Chueh Liu （ Graduate Institute of Science Education,
National Taiwan Normal University）

152

Waralee Sinthuwa（Faculty of education, Kasetsart university）

154

Yi Liu（Central China Normal University）

156

Pingping Wang（Northwest Normal University）

Oral Session3

-

Room7

158

Siriporn Kruatong （ Kasetsart University, Kamphaeng Saen
Campus）

159

Wenhua Zhang（Central China Normal University）

161

Zhu-yan Song（No. 6 Middle School of Harbin）

163

R. Ahmad Zaky El Islami（Kasetsart University）

165

Oral Session3

Room8

167

Takekuni YAMAOKA（Tokai Gakuen University）

168

Nurul F. Sulaeman（Mulawarman University）

170

Nina Rosliana（Universitas Pendidikan Indonesia）

172

Phattraporn Thongkesorn（Srinakharinwirot University）

174

Oral Session4

Room1

177

Jing-Wen Lin（Department of Science Education, National Taipei
University of Education）
Vipavadee

Khwaengmek（

Kasetsart

FY4N-LU6T-DG021

University (Bangkhen Campus）
Titisan Rumchatsakul（Srinakharinwirot University）

Oral Session4

178
180
182

Room2

184

Winnie Wing Mui SO（Department of Science and Environmental
Studies, The Education University of Hong Kong, Hong Kong
Special Administrative Region, the People ’ s Republic ofChinaCentre for Education in Environmental Sustainability, The
Education

University

of

Hong

Kong,

Hong

Kong

185

SpecialAdministrative Region, the People’s Republic of China）
Tawinan Saengkhattiya（Brunel University London）

187

Oral Session4

Room3

Hung Ming CHEN（Taichung Municipal Shi-Yuan Senior High Sc
hool）

189
190

Pramudya Dwi Aristya Putra（The University of Jember）

192

NIKMATIL HASANAH（University of Jember）

194

THANAWAT NGAODA（Faculty of Education, Kasetsart University(Bangkhen Campus)）

Oral Session4

Room4

196
198

BIBIN RUBINI（PAKUAN UNIVERSITY）

199

Nindy Lestarie（Indonesia University of Education）

201

Pedro DE PAULA TERRA（Chiba University）

203

Liang Sanxia（Northwest Normal University）

205

Oral Session4

Room5

207

Irvan Permana（Universitas Pakuan）

208

Jirawan Nucharoen（Srinakharinwirot University）

210

Indah Juwita Sari（Kasetsart University）

212

Junye Gao（Hiroshima University）

214

Oral Session4

Room6

216

Tomoki Saito（Juntendo University）

217

Tepkanya Promkatkeaw（Srinakharinwirot University）

219

Guo-feng Zhang （ Wentao Middle School, Hangzhou, Zhejiang
Province, China）
Pei-Chen Wu（National Dong Hwa University）

Oral Session5

Room1

221
223
226

Jirayute Ruennakarn（Srinakharinwirot University）

227

Tian-Da Hsieh（National Taipei University of Education）

229

Suppamai Promkaew（Kasetsart University）

231

Yuan-Li Liu（Graduate Institute of Science Education, National
Taiwan Normal University）

Oral Session5

Room2

DongYoung Lee（Pusan National University）

233
235
236

LIN MEIHUI（National Taipei University of Education Departmentof Natural Science Education）

238

Ying-Tai Hsu（National Changhua University of Education）

240

Tetsuya YAMADA（Minatogawa College）

242

Pattaraporn Pikunkwan（Kasetsart University）

244

Oral Session5

Room3

246

Ka Lok Cheng（The University of Hong Kong）

247

Sunisa Numdee（Srinakharinwirot University）

249

Xie Xiaoyu（Beijing Normal University）

251

Gao Ling（Capital Normal University）

253

Oral Session5

Room4

255

Stephen Okonkwo（Faculty of Education, Chiba University）

256

Naphat Suknarusaithagul（Kasetsart University）

258

Ying-Ju Chen（The National Kaohsiung Normal University）

260

Mengyun Xie（Beijing Normal University）

262

Oral Session5

Room5

264

Nuryani Rustaman（Universitas Pendidikan Indonesia）

265

Witchayada NAWANIDBUMRUNG（Waseda University）

267

Sudarmin（Universitas Negeri Semarang）

269

Wanting Qiao（Central China Normal University）

271

Oral Session5

Room6

273

Shelly Efwinda（Mulawarman University）

274

Ting-Hsuan Huang（Tatung University）

276

Anupong Praisri（Kasetsart University）

278

Hsin-Yi Chiu（National Kaohsiung Normal University）

280

Oral Session5

Room7

282

Chatree Faikhamta（Kasetsart University）

283

Young-Shin Park（Chosun University）

285

Yue-jiong Su（Taiyuan No.61 Middle School）

287

Poster Session
Yuhei Yamane （ Graduate School of Education, Nippon Sport Science
University）

289
291

Kazushige Mizobe（Hyogo University of Teacher Education）

292

Yau Yan Wong（Kasetsart University）

293

Chao-Fang Yang（Taipei Private Tsai Hsing School）

294

Thanyarat Suwannatrai（Srinakharinwirot University）

295

Tharuesean PRASOPLARB（Kasetsart University）

296

Didit Ardianto（Pakuan University）

297

Galih Albarra Shidiq（Kasetsart University）

298

Eugene KANG（Pusan National University）

299

Jina Yoon（Pusan National University）

300

Member Group Session

301

Book Review

306

Junior Session

309

Organizing Committee
Executive Board Members in Japan
Student Supporters

310

2021 International Conference of East-Asian Association for Science Education

Japanese Standard Time (JST) is GMT +9
GMT

JST

KST

CST

HKT

ICT

WIT

WITA

WIB

+0

+9

+9

+8

+8

+7

+9

+8

+7

=DAY1: June 18th (Fri.) =Time (JST)Contents

09:30～10:20

Opening Ceremony

10:30～11:30

Key note：Dr. Jeff Weld

12:00～13:00

Tutorial Session

13:00～14:30

Lunch time

EM Meeting
Chair Meeting

Oral Session1
14:30～16:00

Room1

Room2

Room3

Room4

Room5

C3-1

C3-2

C3-3

C4-1

C5-1

Room1

Room2

Room3

Room4

Room5

C3-4

C3-5

C3-6

C4-2

C5-2

Oral Session2
16:30～18:00
18:30～19:30

Key note：Dr. Myeong kyeong SHIN

=DAY2: June 19th (Sat.) =Time (JST)Contents

10:30～11:30

Key note：Dr. Pradeep Maxwell Dass

11:30～14:00

All-member’s Meeting

14:00～14:30

Break

Chair Meeting

Oral Session3
14:30～16:00

Room1

Room2

Room3

Room4

Room5

Room6

Room7

Room8

C1-1

C2-1

C3-7

C3-8

C4-3

C4-4

C5-3

C6-1

Oral Session4
16:30～18:00
18:30～19:30

Room1

Room2

Room3

Room4

Room5

Room6

C1-2

C2-2

C3-9

C3-10

C4-5

C7-1

Key note：Dr. John Stiles=1=2021 International Conference of East-Asian Association for Science Education

Japanese Standard Time (JST) is GMT +9
GMT

JST

KST

CST

HKT

ICT

WIT

WITA

WIB

+0

+9

+9

+8

+8

+7

+9

+8

+7

=DAY3: June 20th (Sun.) =Time (JST)Contents

09:30～10:20

Junior Session

10:30～11:30

Key note：Dr. Gillian Roehrig

11:30～12:30

Sponsor Session

12:30～13:00

Break

EM Meeting (New member)
Editors Meeting (New member)
Chair Meeting

Oral Session5
13:00～14:30

Room1

Room2

Room3

Room4

Room5

Room6

Room7

C1-3

C2-3

C3-11

C4-6

C5-4

C6-2

C7-2

Member Group Session
15:00～16:00

Room1
EXPLORING SCIENCE TEACHER EDUCATION FOR CLIMATE CHANGEEDUCATION: CHALLENGES IN ASIAN COUNTRIES

16:30～17:30

Key note：Dr. Yoshisuke KUMANO

17:30～18:30

Closing Ceremony=2=

2021 International Conference of East-Asian Association for Science Education

Keynote Speech

Day1

10：30～11：30

Dr. Jeff Weld

(June18th)

18：30～19：30

Dr. Myeong kyeong SHIN

Day2

10：30～11：30

Dr. Pradeep Maxwell Dass

(June19th)

18：30～19：30

Dr. John Stiles

Day3

10：30～11：30

Dr. Gillian Roehrig(June20th)

16：30～17：30

Dr. Yoshisuke KUMANO=3=

DAY1(June 18th)
10:30～11:30

How America's Strategy for STEM
Education supports the United Nations
Sustainable Development Goals

Dr. Jeff Weld
Executive Director for the Iowa Governor's STEM Advisory
Council
Professor at the University of Northern Iowa in Cedar Falls, Iowa
Former senior advisor for STEM Education, White House Officeof Science and Technology Policy

Jeff Weld PhD directs Iowa’s widely acclaimed statewide STEM education program on
behalf of the governor. A decorated college professor, scholar, and former high school
teacher, Jeff frequently writes for, speaks to, and strategizes with groups aspiring tounleash the transformative power of STEM education at the national, state, and local levels.
In late 2017, he accepted a White House invitation to join the Executive Office of the
President as senior policy advisor for STEM education in the Office of Science andTechnology Policy to lead the production of America’s Strategy for STEM Education, anonpartisan five-year plan to guide federal agencies and to rally the nation around STEM
education. Returning to the helm at Iowa’s STEM program in 2019, Jeff continued to serve
the Office of Science and Technology Policy part-time for nine more months, helping todevelop federal strategies that translate lofty STEM policies into practical, measurable andimpactful federal agency programs. In his recently published memoir, Charting a Course for
American Education (Torchflame Books, 2021), Jeff takes the reader along behind thescenes and between the lines on a twenty-one-month adventure imbued with personal andpolicy intrigue, illuminating the shadows of American education policy-setting at theheights of American government. Dr. Weld is on extended leave from a faculty position in
the Department of Biology at the University of Northern Iowa, where he prepared futurescience teachers and naturalists, generating $7 million in external grants and publishingover 70 peer-reviewed research articles, essays, and book chapters on science education.
He also published the landmark STEM book Creating a STEM Culture for Teaching and
Learning (NSTA Press, 2017), and the textbook The Game of Science Education (Allyn &Bacon, 2004). In 2014, the Triangle Coalition bestowed upon Jeff the STEM Champion
award, and in 2013 the University of Iowa recognized Weld with the College of Education's=4=Alumni Accomplishment Honor. In 2007 Jeff was named National Collegiate Biology Teacherof The Year for four-year institutions by the National Association of Biology Teachers. A
decorated secondary science teacher through the 1990's, Jeff was the Ciba-Geigy Life
Science Teacher of the Year in Iowa, Pella Corporation's Focus on Teaching Excellence
award recipient, and a National Access Excellence Fellow of the Genentech Corporation. Dr.
Weld earned his doctorate in Science Education, as well as Masters and Bachelors degrees
at the University of Iowa. In his free time Jeff is an avid skier, writer, and restorer of vintage
Honda motorcycles. Married thirty-five years to wife Mary, they have two grown sons Davidof Austin, TX., and Andrew of St. Paul, MN.

=5=

2021 International Conference of East-Asian Association for Science Education

Abstract
Shortly after member states of the United Nations adopted Sustainable Development Goals
in 2015, the Executive Office of the President of the United States set about developing afive-year STEM Education Strategic Plan, in 2018, through the Office of Science andTechnology Policy. The most broad coalition of stakeholders ranging from business andindustry, K-12 and higher education, nonprofit and out-of-school services, and policy
organizations contributed to a consensus national plan, called Charting a Course for
Success: America's Strategy for STEM Education. Spanning the years 2019 to 2023, thedocument weaves nine priorities for systemic impact, closely aligned with and supportive of
the U.N. Sustainable Development Goals. Details will be shared.

=6=

DAY1(June 18th)

Learning for tomorrow:

18:30～19:30

the role of school scienceDr. Myeong-Kyeong Shin
Professor
Science Education Department, Gyeongin National University of
Education, Incheon, South Korea=Education=
Ph.D. Science Education, 2000 The University of Iowa
MED. Science Education, 1993 Seoul National University, Korea
B.S. Science (Earth Science), 1991 Seoul National University, Korea=Occupational Experience=
2006-present: Assistant and Associate Professor at Gyeongin National University of
Education
2015-2017: Director of International Affairs Center of Gyeongin National University of
Education2013-2014: Visiting professor at Virginia Polytechnic Institute and State University
2005-2006: Research professor at the Kongju National University
2004-2005: Researcher at the Gifted Education Center of Cheongju National University of
Education
2003-2004: Research staff for the research project of ‘the Informal learning in Natural
Science Museum’
1998-2003: Co-Director of Korean Science Teachers Workshop The University of Iowa
Coordinator of Korean Science Teachers Workshop
1996-1997: Web-Design for Science Education Center, The University of Iowa
1999-2000: Administration Associate, Science Education Center, The University of Iowa
=Research Funds involved as a PI=
2017-2020: Proposing New Topology of School Science for 2040: Developing Convergent
Science Activities Embodied with Computational Thinking Sponsored by
National Research Foundation=7=

2014-2016: Practical Work in School Science: from Epistemological Practice toHermeneutical Understanding Sponsored by National Research Foundation2013-2014: Exploring School Science Inquiry Norms as Disciplinary Inquiry throughComparative Analyses of Characteristics of Communicative Interactions Foundin Science Classes of Korea and U.S.Sponsored by National Research
Dec-Jan, 2013: ‘Designing future science classroom’ Sponsored by Korea Foundation
for the Advancement of Science and Creativity
2011-2013: ‘Rebuilding the Scientific Inquiry Norm for Science Education on the Basesof Hermeneutical Study of 'Practical Work' Found in Science Classes ’Sponsored by National Research Foundation
2012: ‘ A Study for the Development and Application of Global Curriculum towards
Reinforced Science Education’ Sponsored by Korean Ministry of Education
2011-2009: ‘Building the Understanding Epistemological Practice of Practical Work in the
Science Classes : Focusing on Multi-dimensional Analyses and Synthesis ofConstructing Knowledge, Inquiry, and Interaction’ Sponsored by National
Research Foundation
2010: ‘Developing a Cycling Model of Exhibit Materials for Science Museum’ Sponsoredby National Science Museum of Ministry of Education
2009: Analysis of Communicative Pattern in Best Earth Science Classes for Characterizing
Earth Science Inquiry Sponsored by National Research Foundation
2008: Defining Discourse Patterns and Participant Structures Corroborated with
Developing and Practicing Science Writing Heuristic Modules in Science Classrooms
Sponsored by National Research Foundation
2007: ‘Defining Socioscientific Norm Found in Science Class Discourse Analysis in theContext of Teacher Oriented Action Research’ Sponsored by National Research
Foundation=8=

2021 International Conference of East-Asian Association for Science Education

Abstract
Early 1974, Alvin Toffler edited a book titled ‘Learning for tomorrow: the role of the futurein education (Alvin Toffler, 1974)’. He started with the statement of ‘ Today‘s learners
are being divorced from their own future selves‘. He presumed that the 1960s was a decadeof a high-change environment and criticized that the education of school had not responded
to it properly.
Almost fifty years after, we confront the similar situation than ever. Now all of us mightface the much bigger and more complicated waves than that. More over, COVID 19
pandemic had made school environment shifted without discussion and reaching any
consensus of what such changes mean to human development. It was vital that teachers
become active in the integration of technology in teaching and learning. The study of‘Proposing New Topology of School Science for 2040: Developing Convergent Science
Activities Embodied with Computational Thinking’ had started with consideration of suchcontext. During this three year research project, I analyzed STEM education and developed
several convergent science activities focusing on computational thinking skills. The
research started with developing highly technology-equipped lesson designs including
works on defining what computational thinking means to future citizens.
At the end of three-year study, however, the research focus were moved to infusion of value
education in school science by adopting problem solving approach and decision- making
process for students.
I also propose the vision of the East-Asian Association for Science Education as a nextpresident. New member countries of Indonesia and Thailand joined the constituent regionsin 2021 and the association will jump to representative of the East-Asian Science Education
covering seven regions. More members mean more collaboration, which the association
would be ready for a big step forward. The association shall create real opportunities of
discussing ‘learning for future citizens’ with looking beyond technology and moving
toward inclusive, human-centered future. We could find ways to facilitate all the members'
ability to positively impact their science classroom, school and communities.

=9=DAY2(June 19th)
10:30～11:30

STEM and STEM Education:
Collaboratively addressing global
challenges of the 21st century

Dr. Pradeep Maxwell Dass
Walkup Distinguished Professor of Science Education
Director, Center for Science Teaching and Learning
Northern Arizona University, Flagstaff, Arizona, USA

Dr. Dass is the Walkup Distinguished Professor of science education at Northern Arizona
University (NAU) in Flagstaff, Arizona, USA, where he also serves as the Director of theCenter for Science Teaching and Learning. Dr. Dass spent the first 14 years of his career
as a high school biology teacher in India, including 10 years at Woodstock (international)
School.

Since receiving his Ph.D. degree in science education from the University of Iowa

in Iowa City, USA, in 1997, he has worked as a science education faculty member in three
universities:

Northeastern Illinois University, Chicago, Illinois; Appalachian State

University, Boone, North Carolina; and Northern Arizona University, Flagstaff, Arizona.
During his 24-year career as a university faculty, he has taught a variety of scienceeducation and biology courses, as well as worked extensively with in-service teachers invarious professional development projects.
His research and scholarly interests span the full continuum of teacher professional
learning including pre-service teacher preparation and in-service teacher professional
development.

He has investigated and written about approaches to teaching and learningthat promote science education in the context of real-life situations, issues, problems andquestions, such as the Science-Technology-Society approach (STS), and pedagogies, suchas the Learning Cycle approach, that enable students to engage in and experience
authentic scientific practices within K-16 educational contexts.

He has conductednumerous workshops for both school teachers and college faculty to promote thesepedagogies and help teachers and professors implement more active, student-centered,forms of instruction.

= 10 =

On the disciplinary side, he has investigated the impact of learning about the history andphilosophy of science or of a specific science discipline (such as biology) on student
understanding of the nature of the scientific enterprise. More recently, he has become
involved in improving engineering education at the college level and is collaborating withengineering faculty at NAU in this effort.
He has provided leadership in STEM Education at the national level as the president of the
UTeach STEM Education Association (USEA), at the state level as the president of theNorth Carolina Science Leadership Association (NCSLA), and regionally as the Regional
Director of the Far West Region of the Association for Science Teacher Education (ASTE).
He has over 60 publications including peer-reviewed articles, book chapters, commentaries,
book reviews, and laboratory manuals (for college Introductory Biology courses), and has
served on editorial review boards of several science education journals, both in the USA
and internationally.

Funded by both national and state level funding agencies, his

research and scholarly activities continue to impact science teaching and learning in schoolclassrooms across the USA and abroad.

He has shared his work through 140 conference

presentations, workshops, and institutes across the USA, India, and Japan.
Outside of his professional life, Dr. Dass is a musician.
church worship team.

He plays the bass guitar in his

He has been married thirty years to his wife, Priya, who is a Clinical

Exercise Physiologist and Certified Personal Trainer.

They have two grown sons, Amaal

and Nikhil, who are both avid musicians collaborating together on their own band and music
production.

= 11 =

2021 International Conference of East-Asian Association for Science Education

Abstract“Quality Education for ALL” is the Sustainable Development Goal #4 of United Nations
Department of Economic and Social Affairs. This goal calls for inclusive and equitable
quality education and lifelong learning opportunities for all. A question that arises out of
this goal is, what does quality education mean for the 21st century? The famous
educationist and philosopher, John Dewey, said:

Education is not preparation for life; education is life itself. Education, therefore, is aprocess of living and not a preparation for future living.
If education is a process of living, then we must consider what that process means for the
21st century in terms of quality. Life, and therefore the process of living in the 21st century,
faces many challenges and situations of a global nature. Hence, quality education for ALL
becomes an imperative if we, as the world citizenry, are to live successfully in the 21st
century. Effectively meeting the global challenges we face depends heavily on our
understanding of and capability in the disciplines collectively referred to as STEM. Indeed,
STEM has become a prerequisite for full and effective participation in the 21st century
global society and economy. Thus, we cannot have quality education without including
quality STEM Education.
Since many of the 21st century challenges require collaborative action in order to addressand cope with them, and since many of them are heavily STEM-laden (such as global climatechange, COVID19 pandemic, to name just a couple), this presentation will focus on thecollaborative nature of and an imperative to collaborate in STEM and STEM Education.
Specific examples of collaboration in STEM and in STEM Teacher Education will be shared,
with the hope that some of these may be emulated between and among the professionals
and institutions participating in East-Asian Association for Science Education.

= 12 =

DAY2(June 19th)

Current integrated STEM education

18:30～19:30

initiatives in Southeast Asia

Dr. John Stiles
Senior STEM Specialist, Southeast Asia Ministers of Education
Organization (SEAMEO) Regional STEM Education Centre,
BangkokDr. Stiles has experience as a secondary school science teacher in Thailand, Kuwait,
Belgium, the U.S., and England and as a University faculty member in Teacher Education in
the U.S. He has won teaching awards in conservation education and for excellence as a
graduate teaching assistant and cited by the Beryl Buck Institute for exemplary use oftechnology in university teaching. He was previously a Science Education Specialist at theInstitute for the Promotion of Teaching Science and Technology (IPST) in Bangkok and aregional science education consultant in the U.S. Author of 30 peer-reviewed articles andbook chapters, he has 25 years of experience developing science education curricula andprograms and presenting workshops and STEM and science education courses to teachers
around the world.

He has been editor of three scholastic journals and is the current editorof the Southeast Asian Journal of STEM Education, an International peer-reviewed online
journal. He received his BA in Liberal Arts from Drake University and his MS and PhD in
Science Education from the University of Iowa.

= 13 =

2021 International Conference of East-Asian Association for Science Education

Abstract
STEM education continues to find its way into school curricula and inform policymakers
everywhere in the world. While some countries have been implementing STEM education in
their educational standards and policies for many years, several other countries lag far
behind and are just now awakening to realize its power for learners and for the future ofsustainable economic and environmental well-being. For example, after many years ofsteady progress and embrace by states and schools, in 2018 the United States released its
first ever comprehensive strategic plan for STEM education. Conversely, some countries
are still struggling with understanding what STEM education actually is and have noconcrete plan for its inclusion, even though the evidence for implementing STEM education
is overwhelming. This address will highlight the current initiatives in STEM education inSoutheast Asia, most notably by the newly formed Regional STEM Education Centre in
Bangkok, one of 26 centers overseen by the international governing board of the Southeast
Asia Ministers of Education Organization (SEAMEO) with offices in all ten ASEAN(Association of Southeast Asian Nations) countries and Timor-Leste (East Timor).

= 14 =

DAY3(June 20th)

Toward a Common

10:30～11:30

Understanding of STEM

Dr. Gillian Roehrig
Professor at the University of Minnesota
Former president of Association for Science Teacher Education
Next president of the National Association for Research in
Science Education (NARST)

Dr. Roehrig is a professor of STEM Education at the University of Minnesota. Her research
explores issues of professional development for K-12 science teachers, with a focus on
implementation of integrated STEM learning environments and induction and mentoring of
beginning secondary science teachers. Her work in integrated STEM explores teachers'
conceptions and implementation of STEM, curriculum development, and student learning in small
groups during STEM lessons. She has received over $30 million in federal and state grants andpublished over 100 peer-reviewed journal articles and book chapters. Through this work she
has provided professional development opportunities for numerous teachers in Minnesota andacross the world, including Djibouti, Egypt, Indonesia, Japan, Korea, and the United ArabEmirates. She has mentored 46 PhD students in STEM Education, who promote and support
equitable STEM education across the world. She is a former board member and president-electof NARST: A worldwide organization for improving science teaching and learning throughresearch and former president of the Association for Science Teacher Education.

= 15 =

2021 International Conference of East-Asian Association for Science Education

Abstract
Advocates of K-12 science, technology, engineering, and mathematics (STEM) education
argue that teaching practices which integrate disciplinary STEM content can greatly
improve student learning. Integrated STEM instruction can also better prepare students toaddress 21st century problems, such as climate change, health, and the environment, which
are inherently interdisciplinary in nature. However, no one accepted definition of integrated
STEM instruction exists, nor do researchers or educational practitioners agree on what
integrated STEM looks like in practice, which greatly complicates the development of STEM
education. This presentation shares conceptual and empirical research that addresses theneed to develop a common vision for integrated STEM. There is agreement in the literature
on some characteristics of integrated STEM instruction: (a) the inclusion of an authentic,
real-world context, (b) explicit connections between science, technology, engineering, andmathematics, (c) an understanding of different STEM career pathways, (d) intentional
development of 21st century competencies, and (e) an emphasis on student-centeredpedagogies. However, these consensus characteristics are not defined in enough details toresult in agreement on how to observe and evaluate integrated STEM teaching. To address
this gap, we propose a new STEM Observation Protocol developed through the conceptual
development of instrument items which were tested using over 2000 integrated STEM
classroom videos.

= 16 =

What Kinds of STEM/STEAM Model doesDAY3(June 20th)Work for the Real Situations in Japan

16:30～17:30

and Asian Countries Comparing to theWestern Countries within the Society 5.0

Dr. Yoshisuke KUMANO
President, East-Asian Association for Science Education,
Professor Emeritus, Vice Director STEAM Education Institute,
Shizuoka University, Japan
Director of NPO Shizuoka STEAM Education Development
Center＝Position＝Professor Emeritus and Specially Appointed Professor, Shizuoka University (2021- present)
Vice Director of STEAM Education Institute, Shizuoka University (2021-present)
Director of STEAM Education Institute, Shizuoka University (2020-2021)
Professor of Science Education, Graduate School of Science & Technology (Ph.D. Program),
Informatic Section, Graduate School of Education, Faculty of Education, Shizuoka
University (from 2005-to 2021)
Visiting Scholar at the University of Iowa
(2012, September‒2012 December, Fulbright Scholar)
Associate Professor of Science Education, Shizuoka University (1995-2005)
Lecturer of Science Education, Shizuoka University (1993-1995)
Meikei Hight School, Chair of Science Education (from1981 to 1989, from 1991 to 1993)＝Education＝1989-1993

The University of Iowa (Fulbright Program), Ph.D. (Science Education.)

1978-1980

The University of Tsukuba, MD. Science Education

1976-1977

Macalester College (Governmental Exchange Program) Geology

1974-1978

Miyagi University of Education, BS.（Geology）= 17 =

＝Awards＝
The Best Paper of Japan Society for Science Education in 29th, July1996, from Japan Society
for Science Education; Implementation of STS Instruction in Meikei High School - Problems
and Realities of Pilot Japanese STS Approach -, The Journal of Science Education in Japan,
1993, Vol. 17, No. 3, 115-124.
The Prize for the Educational Research, The Researches on the Innovation of the Science
Education and Earth Science for the Life-Long Learning and High Science and Technology
Intensive Society, August 27th, 2008, Japan Association of Education Organization.
The Prize of the Minister of MEXT, the Section of Dissemination of Science and Technology,
Dissemination and Promotion of Science & Technology and Conservation of Environment in
the Local Setting and National Setting, April 13th, 2010.
Leading Researcher of Shizuoka University, From April 14th, 2011 to March 31th, 2013,selected only 22 researchers from all faculty members by the Selection Committee, Shizuoka
University, and April 14, 2011.
The Best Paper of Japan Association of Energy & Environmental Education, The Energy andEnvironmental Learning using iPad software ‒ Decision making program for high level
radioactive waste storage -, Journal of Energy and Environmental Education, Vol.6, No.2,
3-10, August 17th, 2013.
Leading Researcher of Shizuoka University, Second Phase, From January 1st and 2nd, 2014 toMarch 31th, 2016, selected only 22 researchers from all faculty members by the Selection
Committee, Shizuoka University, and December 25th, 2013- March 31st, 2016.
Research Fellow of Shizuoka University, Third Phase from April 1st, 2016 to 2019 March 31st
extended up to 2021, March 31.
＝Professional Activities＝◆President (2018-2021), Vice President (2013-2017), East-Asian Association for Science
Education.
◆Vice President (2018-2020), Executive member of the Society of Japan Science Teaching(2013-2017)◆Vice President (2010-2013), Auditor of the Japan Society for Science Education (20132016).
◆ Vice Chair (2007-2010), Executive Committee Member for Science Education, National
Curriculum Standards Development Committee in Japan (Middle School Science).
◆Associate Editor (2019-present), International reviewer, International Committee Member,
Association for Science Teacher Education, (USA) (2006-2021)◆International Judge for International Earth Science Olympiad (2002-present)◆ Executive board member and auditor (2012-present), Japan Earth Science Olympiad
Committee= 18 =◆JICA Specialist and Expert; Development of Science and Mathematics Teaching for Primaryand. Secondary Education in Indonesia (IMSTEP) (1998-2008).
◆ Adviser (2017-present), President (2011-2017), Japan Association of Energy andEnvironmental Education◆President of the Association of the Shizuoka Earth Science Education (2017- present)◆ Associate Editor, “K-12 STEM Education”, The Institute for the Promotion of Teaching
Science and Technology (IPST), Thailand (2014-presnet)◆Author of science textbooks for elementary & secondary schools, Dainippon-Tosho from
2000-Present that one-third of children has been using our science textbooks in Japan.
◆Director for Science Festival in Ru/Ku/Ru, No.1-24 Shizuoka Youth Science Festival (19972020)〇Recent Publications (Major Papers from 28 edited book chapters and 74 edited papers)〇Invited Presentation and Presentation (out of 257 presentations)= 19 =

2021 International Conference of East-Asian Association for Science Education

Abstract
At first part of my speech is the greeting and appreciation of one great researcher whosename is Professor Emeritus, Dr. Robert Yager (1930 - 2019) who has just passed away on
August 6th, 2019. The main reasons why I want to talk about him are (1) he was one of thefounder in researches in science education in the US, (2) he took care international Ph.D.
candidates from all over the world especially from the Asian countries. From Japan, we have
only two people who got Ph.D. from him and many visiting scholars from Japan. There aremany researchers in Korea, Taiwan, Thailand, Indonesia, Malaysia, and so on. Kumano,
myself and new president, Prof. Myeong-kyeong SHIN are among the two of them.
coincident?

Is thisDr. Yager took care of us exactly same way whatever any culture, any religion,

any country. All of the graduates like him and trust him so well. We would like to be theresearcher just like him. I would like to express my greatest sincere to him and his education
to us.
Two decades have already been passing in the 21st century. Second part of my talk focuseson the contexts of STEM/STEAM learning in Japan. Japan is currently the third largest
economy in the world, and it has been found that major dynamic ”learning” changes havebeen developing in Japan. The fundamental contexts are briefly explained in terms of the
STEM/STEAM area in relation to the National Defense Education Act of 1960 in the UnitedStates. For more than 50 years, our focus had been controlled by the national examination.
Many changes and developments have occurred in STEM/STEAM learning, especiallybetween 2016 and 2021. These changes are described with reference to several contexts,
including the drive to promote 21st-century skills or competencies. The governmental level,such as the Ministry of Economy, Trade and Industry (METI) and the Ministry of Education,
Culture, Sports, Science and Technology (MEXT) in Japan developed unique education
policies. Then, the Japanese prefectural government and independent city government haveengaged in the local actions connected to STEM/STEAM learning. As one of the exemplary
trial, “Shizuoka STEM Academy” is described as an action research. The author predicts
that there will be country-wide development of systemic reform in Japan. However,communication of leaders and team members at each school, institution, university, andcompany, as well as local and national policymakers, will be an essential and fundamental
component in this development. Especially, systemic reform funding is needed to movetoward a ‘Society 5.0’.

= 20 =

⇞⇜⇞⇝⇌⇵√∠∑∞√∍∠∕∛√∍∘⇌⇯∛√−∑∞∑√∏∑⇌∛−⇌⇱∍∟∠⇙⇭∟∕∍√⇌⇭∟∟∛∏∕∍∠∕∛√⇌−∛∞⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌⇌⇌⇌⇻∞∍∘⇌⇿∑∟∟∕∛√⇌⇝⇌⇰∍∥⇝⇌ ⇔⇶∡√∑⇝⇤∠∔⇕⇌ ⇝⇠Ყ⇟⇜᳁⇝⇢Ყ⇜⇜⇌⇌⇌⇌⇾∛∛∙⇝⇌⇯⇟⇙⇝⇌⇾∛∛∙⇞⇌⇯⇟⇙⇞⇌⇾∛∛∙⇟⇌⇯⇟⇙⇟⇌⇾∛∛∙⇠⇌⇯⇠⇙⇝⇌⇾∛∛∙⇡⇌⇯⇡⇙⇝⇌⇿∏∕∑√∏∑⇌ ⇱∐∡∏∍∠∕∛√⇌ −∛∞⇌ ⇹∕∐∐∘∑⇌ ∛∞⇌ ⇿∑∏∛√∐∍∞∥⇌ ⇿∏∔∛∛∘⇌ ∍√∐⇌⇾∑∘∍∠∑∐⇌⇭∞∑∍∟⇌⇿∏∕∑√∏∑⇌ ⇱∐∡∏∍∠∕∛√⇌ −∛∞⇌ ⇹∕∐∐∘∑⇌ ∛∞⇌ ⇿∑∏∛√∐∍∞∥⇌ ⇿∏∔∛∛∘⇌ ∍√∐⇌⇾∑∘∍∠∑∐⇌⇭∞∑∍∟⇌⇿∏∕∑√∏∑⇌ ⇱∐∡∏∍∠∕∛√⇌ −∛∞⇌ ⇹∕∐∐∘∑⇌ ∛∞⇌ ⇿∑∏∛√∐∍∞∥⇌ ⇿∏∔∛∛∘⇌ ∍√∐⇌⇾∑∘∍∠∑∐⇌⇭∞∑∍∟⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌−∛∞⇌⇴∕∓∔⇌⇿∏∔∛∛∘⇌∍√∐⇌⇾∑∘∍∠∑∐⇌⇭∞∑∍∟⇌⇿∏∕∑√∏∑⇌ ⇱∐∡∏∍∠∕∛√⇌ −∛∞⇌ ∁√∐∑∞∓∞∍∐∡∍∠∑⇌ ∛∞⇌ ⇳∞∍∐∡∍∠∑⇌ ⇿∏∔∛∛∘⇌⇿∠∡∐∑√∠∟⇌

⇌
⇌
⇌
⇌


= 21 =

⇞⇜⇞⇝⇌⇵√∠∑∞√∍∠∕∛√∍∘⇌⇯∛√−∑∞∑√∏∑⇌∛−⇌⇱∍∟∠⇙⇭∟∕∍√⇌⇭∟∟∛∏∕∍∠∕∛√⇌−∛∞⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌⇰∍∥⇝⇌ ⇔⇶∡√∑⇝⇤∠∔⇕⇌ ⇝⇠Ყ⇟⇜᳁⇝⇢Ყ⇜⇜⇌⇻∞∍∘⇌⇿∑∟∟∕∛√⇌⇝⇌⇾∛∛∙⇝⇌
᳙⇯∍∠∑∓∛∞∥᳚⇌⇯⇟⇙⇝⇌⇟⇦⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌−∛∞⇌⇹∕∐∐∘∑⇌∛∞⇌⇿∑∏∛√∐∍∞∥⇌⇿∏∔∛∛∘⇌∍√∐⇌⇾∑∘∍∠∑∐⇌⇭∞∑∍∟⇌⇩⇯∔∍∕∞∜∑∞∟∛√⇩⇌⇼∞∛−⇚⇌⇵√∐∍∞∕√∕⇌∁√∕∢∑∞∟∕∠∍∟⇌⇼∍∗∡∍√⇌⇩⇼∞∑∟∑√∠∍∠∕∛√⇌⇼∞∛∓∞∍∙⇩⇌⇝⇙⇟⇙⇝⇙⇝⇤⇙⇝᳉⇲∅⇝⇹⇙⇳∅⇿⇟⇙∁∃⇜⇞⇝᳊⇌⇶∍∙∑∟⇌⇳∞∑∑√᳉⇯∔∛∟∡√⇌∁√∕∢∑∞∟∕∠∥᳊⇌⇝⇌ ∅∛∡√∓⇙⇿∔∕√⇌⇼∍∞∗⇌⇱∄⇼⇸⇻⇾⇵⇺⇳⇌∀⇴⇱⇌⇰⇱∂⇱⇸⇻⇼⇹⇱⇺∀⇌⇻⇲⇌⇯⇻⇹⇼∁∀⇭∀⇵⇻⇺⇭⇸⇌∀⇴⇵⇺⇷⇵⇺⇳⇌⇼⇾⇭⇯∀⇵⇯⇱⇌⇳∁⇵⇰⇱⇸⇵⇺⇱⇿⇌⇭⇺⇰⇌∀⇴⇱⇵⇾⇌⇵⇹⇼⇸⇵⇯⇭∀⇵⇻⇺⇌⇭⇺⇰⇌⇭⇼⇼⇸⇵⇯⇭⇮⇵⇸⇵∀∅⇌⇵⇺⇌⇿∀⇱⇭⇹⇌⇸⇱⇿⇿⇻⇺⇿⇌⇞⇙⇟⇙⇝⇙⇝⇤⇙⇞᳉⇲∅⇞∂⇙⇲⇠⇥∁⇙⇱⇽⇜⇞⇝᳊⇌⇵√∐∍∞∕√∕⇌⇰∣∕⇌⇼∡∞∟∕∠∍∟∍∞∕᳉∁√∕∢∑∞∟∕∠∍∟⇌⇼∍∗∡∍√᳊⇌⇞⇌ ⇭√√∕∟∍⇌⇺∡∞∞∍∙∍∐∔∍√∕⇌⇿∏∕∑√∏∑⇌ ⇯∛√∠∑∤∠⇙⇮∍∟∑∐⇌ ⇵√∝∡∕∞∥⇌ ⇸∑∍∞√∕√∓⇌ ⇹∛∐∑∘⇦⇌ ⇲∑∍∟∕∎∕∘∕∠∥⇌ ⇿∠∡∐∥⇌ ∠∛⇌ ⇰∑∢∑∘∛∜⇌ ⇿∠∡∐∑√∠∟ ᳆⇌⇯∞∕∠∕∏∍∘⇌∀∔∕√∗∕√∓⇌⇿∗∕∘∘∟⇌∍√∐⇌⇿∏∕∑√∏∑⇌⇸∕∠∑∞∍∏∥⇌⇟⇙⇟⇙⇝⇙⇝⇤⇙⇟᳉⇲∄⇵⇴⇙⇷∁⇣⇲⇙⇲⇻⇜⇞⇝᳊⇌∃∍∕⇌∃∍∕⇌⇷∥∕᳉⇴∕∞∛∟∔∕∙∍⇌∁√∕∢∑∞∟∕∠∥᳊⇌⇟⇌ ∀∑∠∟∡∛⇌⇵∟∛∦∍∗∕⇌⇯∛∙∜∍∞∕∟∛√⇌∛−⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌∕√⇌⇹∥∍√∙∍∞⇌∍√∐⇌⇶∍∜∍√⇦⇌⇻∎∖∑∏∠∕∢∑∟⇌∍√∐⇌⇯∛√∠∑√∠∟⇌⇯∛∢∑∞∑∐⇌∕√⇌⇿∑∏∛√∐∍∞∥⇌⇿∏∔∛∛∘⇌⇿∏∕∑√∏∑⇌⇯∡∞∞∕∏∡∘∍⇌⇠⇙⇟⇙⇝⇙⇝⇤⇙⇠᳉⇲∅⇟⇲⇙⇲⇻⇲⇶⇙∂⇾⇜⇞⇝᳊⇌⇠⇌⇺∍√∐∍⇌⇿∥∍∔⇌⇼∡∠∞∍᳉∁√∕∢∑∞∟∕∠∍∟⇌⇼∑√∐∕∐∕∗∍√⇌⇵√∐∛√∑∟∕∍᳊⇌⇭√√∍⇌⇼∑∞∙∍√∍∟∍∞∕⇌⇿∏∔∛∛∘⇌⇯∛∙∙∡√∕∠∥⇌⇼∑∞∟∜∑∏∠∕∢∑⇌⇻√⇌⇱√∢∕∞∛√∙∑√∠∍∘⇌⇸∕∠∑∞∍∏∥⇌

⇌= 22 =

EXPLORING THE DEVELOPMENT OF COMPUTATIONAL
THINKING PRACTICE GUIDELINES AND THEIR IMPLICATION
AND APPLICABILITY IN STEAM LESSONSJames Green1 and Young-Shin Park2
1. Chosun University, Gwangju, South Korea
2. Chosun University, Gwangju, South Korea

Abstract
Computational thinking is not a new term, but it is a moderately new concept forscience education. This research was a journey of self-study for the researcher fromhaving little working knowledge of computational thinking (CT) to being an expert
and able to design and develop courses designed around CT. The aim of the researchis that teachers could use it as a guide on their own journey to increase theirknowledge of CT and how to apply it is their classroom. The first step was to see
what kinds of CT practices can be found in STEAM programs and what descriptionof CT in STEAM can be illustrated and whether a difference can illustrated between
science focused and engineering focused STEAM programs. The STEAM programs
were analyzed with the researcher’s CT_AT tool. For the second step the researcher
took the analyzed STEAM programs and recommended additional or adapted
activities so that students would be exposed to a wider range of CT practices. The
third step involved the researcher devising their own STEAM module, created fromthe ground up, with the aim of exposing the students to CT practices. After completionof the design phase the program was analyzed under the same process the ten STEAM
programs were analyzed for the first step. For the fourth step the researcher asked
two student teachers to use the CT_AT to analyze two STEAM modules.
Keywords: computational thinking, STEAM, science education, self-study

A SELF-STUDYDISCOVERYJOURNEYOFCOMPUTATIONAL

THINKING

This research was a journey of self-study for the researcher from having little working
knowledge of computational thinking (CT) to being an expert and able to design and develop
courses designed around CT. The aim of the research is that teachers could use it as a guide on
their own journey to increase their knowledge of CT and how to apply it is their classroom. The
self-study journey went through the literature review and putting ideas into practice by analyzing
STEAM programs, suggesting enhancements to revitalize CT practice in those STEAM programs,
and developing a module with an emphasis on CT, the researcher changed and their knowledge
grew. It is hoped that teachers can use this dissertation as part of their professional development
and follow the researcher’s journey from CT novice to CT expert.
The research was done to answer four research questions. First, what kinds ofcomputational thinking (CT) practices can be found in STEAM programs and what description of
CT in STEAM can be illustrated and whether a difference can illustrated between science focusedand engineering focused STEAM programs. The second research question was what additional or
extended CT practices can be suggested to revitalize STEAM? The third research question was= 23 =

what difficulties were encountered when developing a new STEAM module from the viewpointof exposing the students to CT practices? Finally, the fourth research question was from theexperience gathered during the self-study how can the researcher develop a professional
development program to aid pre-service and in-service teachers’ in their own journey to study
computational thinking?
For the first research question STEAM programs were analyzed with the researcher’s
CT_AT tool. The results of the analysis revealed that the found practices are distributed evenly
between the three major categories of Data Practice (DP), Modeling and Simulation Practice (MS),and Computational Problem Solving Practice (PS). The research shows that the STEAM discipline
does not determine what CT practices the students will be exposed to, but rather the activities
created for the program.
To answer the second research question the researcher took the STEAM programs analyzed
for research question 1 and recommended additional or adapted activities so that the students
would be exposed to a wider range of CT practices. The researcher was able to propose anadditional or modified activity for each module. These additional or modified activities introduced
weakly exposed or missing practices. The ability to do this for each module without fail showsthat it is possible for teachers and course creators to take existing programs and adapt them toinclude any CT practices that they require.
To answer the third research question the researcher devised their own STEAM module,
created from the ground up, with the aim of exposing the students to CT practices. Aftercompletion of the design phase the program was analyzed under the same process the ten STEAM
programs were analyzed for research question 1. The designed program was successful indemonstrating the feasibility for teachers and course content creators to produce STEAM programsfrom a CT viewpoint.
To answer the fourth research question the researcher asked two students to use the CT_AT
to analyze two STEAM modules. The first stage was the students analyzing the modules withminimal input from the researcher. After each analysis the researcher and students met anddiscussions were had to reach a consensus of opinion on the CT practices. These discussions werevery useful for both the researcher and the students to further their knowledge of CT and somegood suggestions were made about how the CT_AT could be improved. It is hoped that the CT_AT
could in the future be used as part of a professional development program.

= 24 =

SCIENCE CONTEXT-BASED INQUIRY LEARNING MODEL:FEASIBILITY STUDY TO DEVELOP STUDENTS’ CRITICALTHINKING SKILLS AND SCIENCE LITERACY
Indarini Dwi Pursitasari1, Annisa Nurramadhani2
1

Unversitas Pakuan,Bogor,Indonesia

ABSTRACT
Science Context-Based Inquiry Learning (SCOIL) is a learning model that involves students throughinvestigation and problem-solving. The purpose of this research is to develop SCOIL learning model andmake a feasibility study to develop students’ critical thinking, and science literacy. The method that is usedin this research is descriptive by collecting teacher’s opinion in FGD forum to make a judgment and advises
based on that learning model design after it is tested in one of middle school in Bogor. Data collecting
which is used in this research is questionnaire from 18 middle schools’ teacher in Bogor. The judgment
results are made quantitative, so that they were categorized to gain feasibility criteria of the learning model.
The research result of this study is a draft SCOIL model that has been developed has five stages, namely
Observation, Investigation, Representation, Conclusion, and Communication. Based on its stages, it isfiguring out that the learning model can facilitate the students to improve their science literacy and criticalthinking skills. A feasibility study expels the results 3,51. It can be concluded that SCOIL learning model isable to implemented in science learning.
Keywords: Science Context, Inquiry Learning Model, Critical Thinking Skills, Science Literacy

INTRODUCTION
Science education in 21st century era has high demanding to develop students’ critical thinking andproblem-solving skills, creative thinking skills and innovation, communication, and also collaboration as it
called Higher Order Thinking Skills (HOTs) in order to students are able to compete in this global societyera (Erdogan, 2019; Zohar and Dori, 2003). Science education are implemented with integrated, holistic
and contextual ways especially in middle school (Rubini., et.al, 2016), so that students are able to improvetheir experience in their daily life through the concept that they have already had in classroom. Scienceteaching learning process can trigger a critical thinking skill which provide students a chance to seek any
information, asking a question, and leads to curiosity. Besides that, science literacy of students is also
important to develop. It is to know their knowledge about science, how the use of science in different
context, and relation with scientific ways of thinking or rational thinking. Students are not only making
their decision based on their only experiences or personal interest, neither information of others belief(Osborne & Dillon, 2008; Harlen, 2010; ICSU, 2011;), but based on the data and fact. Both of them are themajor component of science education, especially in middle school to make students think and responsible
in their action at the society (Vieira and Tenreiro-Vieira, 2014).
The preliminary results based on Pursitasari, et.al. (2020) said that students’ critical thinking skills in
Bogor were still low which are 46,3 for average. Those are caused teacher cantered learning, then students
cannot explore the content by themselves and less experiment that implemented in daily life. So that, thisresearch is conducted to develop students’ critical thinking skills and science literacy by developing Science
Context-Based Inquiry Learning (SCOIL) learning model.

METHODThe method that is used in this research is descriptive by collecting teacher’s opinion in FGD forum
to make a judgment and advises based on that learning model design after it is tested in one of middle
school in Bogor. Data collecting which is used in this research is questionnaire from 18 middle schools’
teacher in Bogor. There are 10 judgment categories by likert scale (1-5), for instance: Model rational,
Purposes, Benefits, Model description, The relationship between model and science literacy aspect, The= 25 =

relationship between model and critical thinking skills, evaluation, and follow-up. The judgment results are
made quantitative, so that they were categorized to gain feasibility criteria of the learning model.

RESULT AND DISCUSSION

Teacher Appraisal in
FGD

Science Context-Based Inquiry Learning (SCOIL) learning model has already tested in one of middle
school in Bogor with the steps: Observation, Investigation, Representation, Conclusion, andCommunication. Eighteen science teachers gave the appraisal and discuss in FGD forum. The results of
FGD forum can be shown on Figure 1.
4,00

3,10

3,30

3,60 3,50 3,70

3,80 3,70 3,80

3,603,60

3,403,40

3,60

3,40 3,50

3,603,60

3,00

3,00
2,00
1,00
0,00
A B C D E F G H I

J K L M N O P Q R

The Teachers
Figure 1. Teacher Appraisal in FGD ForumThe average results of teacher’s appraisal in FGD forum are 3,51 means that this learning model invery appropriate category with some advises it is necessary to emphasize the stages in science literacy, it isneeded time management when implement this learning model, need teacher training for Higher Order
Thinking Skills (HOTs) before implementing this learning model, and this learning model which is initiatedby contextual problem make students easy to comprehend the topic. The tested results of students’ criticalthinking skills by using SCOIL learning model are in middle category. That is the reason that before it isdisseminated, it should be judged by the teachers in FGD forum.

CONCLUSION
It can be concluded that Science Context-Based Inquiry Learning (SCOIL) learning model isappropriate with the component and the aspect learning model judgement and able to develop students
critical thinking and science literacy, and also it is able to implemented in science learning.

REFERENCES

Erdogan, V. (2019). Integrating 4C Skills of 21st Century into 4 Language Skills in EFL, Classes.
International Journal of Education and Research, 7(11), 113–124.
Harlen, W. (Ed.). (2010). Principles and big ideas of science education. Hatfield, England: Association for
Science Education.
International Council for Science (2011). Report of the ICSU ad-hoc review panel on science. Paris, France:
Author. Retrieved from http://www.icsu.org/publications/reports-and-reviews/external-review-oficsu.
Osborne, J. & Dillon, J. (2008). Science education in Europe: Critical reflections. London, England:
Nuffield.
Pursitasai, I. D., Suhardi, E., Putra, A.P., & Rachman, I. (2020). Enhancment of Student’s Critical Thinking
Skill through Science Context-based Inquiry Learning. Jurnal Pendidikan IPA Indonesia, 9(1), 97–
105.
Rubini, B., Ardianto, D., Pursitasari, I. D., & Permana, I. (2016). Identify scientific literacy from the scienceteachers’ perspective. Jurnal Pendidikan IPA Indonesia,5(2),299–303.
Science Education.
Vieira, R. M., & Tenreiro-Vieira, C. (2014). Fostering Scientific Literacy and Critical Thinking in
Elementary Science Education. International Journal of Science and Mathematics Education, 14(4),659–680.
Zohar, A. & Dori, Y.J. (2003). Higher order thinking skills and low achieving students: Are they mutually
exclusive? The Journal of the Learning Sciences, 12, 145–18= 26 =       
                                          
This study aims to compare the lower secondary science curricula in Myanmar and Japan regarding
similarities and differences in the following aspects: science curricula’s objectives, and textbooks’
contents and organization. Japan is among the top performing countries in educational achievement
in international comparisons such as Trends in International Mathematics and Science Study(TIMSS) and the Programme for International Student Assessment (PISA). Thus, in Japan, theeducation system can evidently be defined as the best practice. Conversely, Myanmar is a developing
country whose education system is in its infancy state. Myanmar has been reforming its education
system for the improvement of educational standards. This study examines two science curricula andtextbooks in Myanmar and Japan. We found that the science objectives are to help students learn
and think independently, and to explore the scientific knowledge on their own. Contents in the
textbooks are purposefully and carefully selected to best implement the curriculum standards.

Keywords: Science Curricula, Objectives, Contents.

RESEARCH QUESTIONS
 How can lower secondary science curricula’s objectives, science textbooks’ contents andorganizations in Myanmar and Japan be compared?

RESEARCH METHODThis study mainly employs document analysis to systematically review and evaluate documents.
To uncover the science curricula of Myanmar and Japan, policy and curriculum documents, teachingmaterials, and textbooks are carefully examined and analyzed. Finally, the results are compared.

RESULTS
Comparing Objectives
In Myanmar, science curriculum’s objectives are to: understand the basic concepts of science andlearn and think scientifically; develop scientific skills and apply them in everyday life; know the successful
works of scientists and increase the motivation; conduct scientific experiments; understand and value theenvironment and human body and scientific and technological inventions and findings; and increase theinterest and inquiry into science. In Japan, the objectives are to: deepen the understanding of natural thingsand phenomena and explore scientifically; acquire basic skills related to knowledge and experiments;
develop the ability to explore scientifically by observing and experimenting; and to foster an attitude ofbeing willing to engage in natural things and phenomena and exploring them scientifically.

= 27 =

Comparing Science Curricula: Contents and Organization
In both countries, we found that science is taught as general science and also includes: physicalscience, chemical science, biological science, and earth science. In both systems, the science curriculum ishighly coherent and arranged logically—it is spiral in nature with each topic developed carefully and ingreat detail and presented clearly and straightforwardly. In both contexts, science is the compulsory subject
at all levels—from elementary to junior high school, G1 to G9 in Myanmar and G3 to G9 in Japan. Mothertongue (Myanmar language and Japanese) is used as the language of instruction in teaching science; thisenables students to express their ideas and opinions easily and ask questions conveniently. In Myanmar,
the same topic in each field is taught in every grade, while in Japan, different topics in each field are taught
in each grade. In the physical science field, force and forms of energy are taught in Grades 6 and 7, andsimilar organization of topic of other fields was also found. In Japan’s science curriculum, the subject isorganized by introducing different topics in each field in each grade: for instance, in physical science, lightand sound, electric currents, and motion and energy are taught in Grades 7, 8, and 9, respectively.
Comparing Science Textbooks
In Japan, textbooks are based on the course of study, as prescribed by the Ministry of Education,
Culture, Sports, Science, and Technology (MEXT), and published by private companies after being
authorized by MEXT; this is done to maintain the minimum level of requirement equally throughout thecountry. In Myanmar, the Ministry of Education (MOE) selects the contents and activities, which are basedon the national curriculum standards, and prescribed in the national textbook. The difference in Myanmar’s
and Japan’s textbooks was found in the use of some technical terms (eg. phenomena of light, convex mirror)
in English along with Myanmar language in Myanmar’s science textbooks while in Japan’s science
textbooks only Japanese is used. This is because, in Myanmar, after junior high school, from senior highschool till university, students have to learn science subjects (physics, chemistry, and biology) in English.
In both countries, science practical works are considered to be important parts of learning process. The
textbooks contain comprehensive and step-by-step explanations and review and reflection activities; thelatter are arranged in a way that allows students to explore them effectively and efficiently.
Conclusion
We concluded that the two science curricula are designed to train students and help them cultivatescientific knowledge, attitudes, and skills they need in the 21st century, so that students can apply theirlearning in their everyday life. Our findings reveal that the education systems of Myanmar and Japan are
unique, given the contextual variations in economy, social status, culture, and human resources.
REFERENCES
Ministry of Education (MOE) (2016). National education strategic plan (2016-2021). The Government of
the Republic of the Union of Myanmar. (In English). http://www.moe-st.gov.mm/wpcontent/uploads/2018/01/NESP_20Summary_20-_20English_20-_20Final_20-_20Feb_2023.pdf
Ministry of Education, Culture, Sports, Science and Technology (MEXT) (2017). Course of study for lower
secondary school science: The curriculum guidance, Tokyo. MEXT. (In Japanese)
https://www.mext.go.jp/content/20201203-mxt_kyoiku01-100002608_5.pdf= 28 =

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= 30 =

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⇌= 31 =

A NEW EXPERIMENT TO CHANGE NAÏVE CONCEPTIONS AS“ MOTION IMPLIES A FORCE ” INTO SCIENTIFIC CONCEPTIONS
Author Nobuyuki KAWAI
Kobe Municipal Ibukidai Lower Secondary School , JAPANABSTRACTThe purpose of this study is to evaluate that the new experimental device based on “The Principles
of a force” is effective in understanding both “the conception of an inertia” and “the conception of a force
and a motion”. It is known that most students have naïve conceptions after studying about a force and a
motion at school. One is that the object moving at equal velocity implies a force to the same direction, andanother is that the object doesn’t increase its speed even if it is continued to add the force. For these subjects,
I predicted that they were solved using “The principles of a force” developed from “The principles of thestatics” written by Simon Stevin. The principles of a force are “The motion doesn’t change” equals“Resultant Force=0” and vice versa. This “change” means the change of the speed and the direction. I
thought that the principles of a force make all students can understand “the principles of an inertia” and“the principles of a force and a motion”. For its purpose, I developed the new experiment device. After I
demonstrated the experiments to them, they were asked two questions about “the conceptions of an inertia”
and “the conceptions of a force and a motion”. They answered them more correctly than the other students
without having the experiment. The number of correct answers was significantly different between theexperimental group and the control group by Fisher's exact test. These results indicated that the experiment
would be effective in changing naïve conceptions as “Motion Implies a Force” into scientific conceptions.



Keywords: New Experiment, Principles of a force, Naïve Conceptions, Inertia, Force and Motion.

INTRODUCTION

Question 1: Which force was bigger, forward or reverse,
when the car ran at a constant velocity?
A : Forward force / B : Reverse forceձ AʽB  ղ AʻBA
B
ճ AʾB

It is known that most students havenaïve conceptions after studying about a force
and a motion at school. One problem is thatthe car moving at equal velocity, implies aforce to the same direction, and another is that
the cart does not increase its speed even if it
Figure 1: Question 1 about an Inertia
is continued to add the force.
In my preceding research, I asked the Question 2:What happens to the speed of the cart when
you continue pulling the cart by same power
students for the Question 1 and 2 (Fig.1&2).
without the friction with the floor?
To Q.1, 70% students chose “ᶇ ” that the 
forward force was bigger than reverse one ձIt runs with the constant speed all the time.
though the car ran at a constant velocity. Also ᶆ It runs fast in the beginning, It runs in the constant
to Q.2, 83% students chose “ᶅ” or “ᶆ” thatspeed immediately.
the cart ran at a constant velocity (Table 1). ᶇ It becomes faster.   
And 65% students chose the wrong to both.
For these problems, I predicted that
Figure 2: Question 2 about a Force and an Acceleration
they were solved using “the principles of a
Table 1: The answer to Q.1 and Q.2(Kawai2021)
force” developed from “the principles of the statics”
Question 1 䐠㻌 㻌 䐠㻌 㻌 㻌 ˖㻌 㻌 㻌 ˖ 
written by Simon Stevin(Table 2). The principles of a force
Question2㻌 㻌 䐡 ˖   ᶇ   ˖ 
are “The motion does not change” equals “Resultant Force
12 18
5
65
ʻ̎” and vice versa. This “change” means the change of      % student ○: correct, ●: wrong, n=57

= 32 =

the speed and the moving direction. As Table 2 indicates, I thought that the four conditions solve “Q.1 and
Q.2”, and that all students could understand “the principles of an inertia” and “the principles of a force anda motion”. For this purpose, I developed the new experiment device using which we can try four conditions.
Table 2: The principles of force (Kawakatsu 1992)




Initial Velocity ʻ ̎

Initial Velocity ʼ̎Statics
Dynamics
Resultant Forceʻ0 Resultant Forceʻ̎˳ Do not begin to move Resultant Forceʻ0 ˳ Do not accelerate / Decelerate
Inertial Law in the initial velocity 0
Inertial Law
Dynamics
Dynamics
Resultant Forceʼ0 ˳ Accelerate / Decelerate
Resultant Forceʼ0 Resultant Forceʼ0 ˳ Begin to move
Law of Motion in the initial velocity 0
Law of Motion
Conception of the Force is formed by the Law of Force and Motion develops based on theConception to form
principles of a Force in the initial velocity 0.
conception of the Force.

OBJECTIVES
The purpose of this study is to evaluate whether the new experimental device based on “Theprinciples of a force” is effective in understanding both “the conceptions of an inertia” and “the conceptionsof a force and a motion”. ᴾ

THE DEVELOPMENT OF THE EXPERIMENTAL DEVICEMy experiment was madeObject (label)
PulleySilk Gut
using the balance of the force byboth side weights. One thread tied
to the weight going over the pulley,attached to the right side of theobject, and another attached to theleft side. Three speedometers overSpeedometer (BeeSPIν)
the thread, indicated the speed andWeightacceleration/deceleration of the
Figure 3 The Experimental Device
object. This apparatus was used tocontrol the motion and acceleration of the object by both weights.

PulleyWeightRESULTS
Before the experiment, the 22 Lower Secondary school students predicted the motion of the object in four
conditions ( Table 2 ). And after I demonstrated the experiments to them, they were asked Question 1 andQuestion 2. As I showed the results in the Table 3, they answered it more correctly than the other students
without having the experiment. The number of correct answers was significantly different between theexperimental group and the control group by Fisher's exact test.

CONCLUSION These results indicated that the experiment
would be effective in understanding both “theconceptions of an inertia” and “the conceptions of aforce and a motion”.

Table 3: The answer to Q. 1 and Q. 2
% correct% correct
Control Group
Experimental Group
n=32
n=22
Question 1
28.1
72.7
**
25.0
86.4
**
Question 2


REFERENCES

**

pʽ.01

Kawai Nobuyuki(2021). Undou suru buttai ni hataraku tikara ni tuiteno chuugakusei no sobokugainen ni
kansuru kyoushino ninti, FERI(The Future Education Research Institute, koueki zaidann houjin
mirai kyouiku kenkyuujo kiyou, 9, 5-15.
Kawakatsu Hiroshi(1992). Rikigaku ga wakaru toha dou iu kotoka: Manabu gawa kara mita rikigaku no
saikousei: buturi kyouiku “rikigaku” no siten to jissen, shinsei shuppan, 75-96.

= 33 =JAPAN’S LOWER SECONDARY SCHOOL SCIENCE PRACTICES: A
FILIPINO SCIENCE TEACHER’S VIEWPOINTS
Rogelio Bañares Lacorte, Jr.1, Ryugo Oshima2, Haruno Iwasaki2,
1. PHINMA University of Iloilo, Philippines
2. Chiba University, Japan

ABSTRACTThis paper explores the different facets of science education in a public lower secondary school in Japanto provide insights into the current practices in schools in Japan and to other countries that aim to improve
the quality of science education. Particularly, this paper explains a foreign science teacher’s perceptions
based on the observations during the immersion and the data gathered from the students’ perspectives(N=205) regarding their science classes using a questionnaire. Emphasis on knowledge content andprocedural skills through inquiry-based activities are core to the science classes in Japan. Adaptive
learning through the provisions of academic support from the teachers, as well as from afterschool learning
platforms, enhances science education making students more motivated and interested in their scienceclasses. Evidences of high levels of self-regulation among students were also observed. While students enjoy
freedom in some stages of inquiry, they believe that they do not have perfect autonomy in finding their own
problems to solve and in designing their own procedures as they perceived they are required to simply
follow the “recipe type” experiments. Inclusion of activities that allow students to find their own problems,
investigate and design their own procedures to solve these problems is advocated. Moreover, promotion ofreal-life science education and the use of e-learning and ICT in science classes are areas that have greater
potentials for improvement and advancements most especially in the modern and globalized world.
Keywords: science education, inquiry-based learning, lower secondary schools.


RESEARCH BACKGROUND
Science is one of the key subjects in all school curricula due to the knowledge and skills it aims to
impart and develop among learners. In this modern time, the role of science education becomes even more
relevant since it is considered to be the agent of change and the key to the future. Japan’s science educationis considered to be among the best in the world. TIMMS and PISA results showed that Japanese students
are among the best performing internationally (Kimura and Tatsuno, GiFT,2017). The case in thePhilippines, however, is different. The most recent PISA results revealed that Filipino students scored anaverage of 357 (level 1a) in Science which is way below the average of participating OECD countries whichis 489 (level 3) (PISA 2018 Philippine National Report).

RESEARCH METHODOLOGY
The research incorporated both the qualitative and quantitative research methodologies. It included
2 science teachers and 205 students from grade 7 to grade 9 (Grades 1 to 3). It employed unobtrusiveclassroom observations, interviews, and researcher-made questionnaires for the students. Qualitative
observations from the classes were utilized to formulate substantial and meaningful interpretations andconclusions. Frequency count, mean, rank, t-test, and One-way ANOVA were used to analyze thequantitative data from the questionnaire administered.

RESEARCH RESULTS AND DISCUSSIONSJapan’s science education is focused on transferring both skills and knowledge particularly on
procedural and epistemic knowledge as evident on the activities done in the science classes. This is evident
on the kind of activities commonly done in science classes as shown in Table 1.

= 34 =

Table 1. Mean scores and rank of the activities/strategies frequently used by the science teachers as perceived by thestudents
ActivityGroup Experiment/Observation
Group Discussions
Practice Problems
Homework
Lecture

Mean
3.79
3.72
2.90
2.63
2.61

The conduct of group experiments/observations and group discussions oftentimes focuses on theacquisition and/or application of scientific knowledge and skills while the conduct of practice problems,
giving of homework, and lectures provide opportunities to strengthen the skills and knowledge learned by
the students. In the conduct of drills or practice problems, the teachers always make sure that they areavailable to check on the students’ answers. Immediate feedback is given by the teacher to the students’
outputs. Also, the use of inquiry-based teaching and incorporation of real-world science in the classroom
are observed in the science classes. Students enjoy freedom in some parts of the inquiry process particularlyin the formulation of hypothesis, inferences, and interpretation of results based on the data they gathered.
However, they do not have the autonomy to find their own problems to solve nor they have the freedom todesign their own procedures, as most of the time, they are asked to simply follow “recipe type” experiments.
Promotion of the use technology in the science classes for enrichment and research purposes needs to beadvanced as well since students appear to be apprehensive on using the technology in their science classes.
Despite these, the motivation on learning science remains to be high among students with sex and age being
the factors influencing it. Majority of the students also attend afterschool learning platforms (i.e. cramschools, tutorial centers), and most of whom take science classes. Having routines, seeking for assistancefrom classmates and teachers, taking responsibilities for their own learning, organizing, and developing
personal memory strategies are evidences of high levels of self-regulation that were observed from thestudents.

CONCLUSIONS
From the research, it can be drawn that the viewed success of science education in the lower
secondary school is grounded on the strong foundation on self-management, particularly on discipline andcontrol of the students coupled with the support of the teachers by providing interesting and varied learning
opportunities and activities for the students geared towards the realization of goals and standards. Despite
the many tasks such as administrative tasks, dealing with parents, and taking responsibility for students’achievements (OECD, 2020), teachers remain dedicated and passionate about delivering the results
expected of them.

REFERENCES
Kimura D, & Tatsuno, M.,Global Incubation x Fostering Talents (GiFT) (2017). Advancing 21st Century
Competencies in Japan. Center for Global Education. Asia Society.
OECD (2020), Japan - Country Note - TALIS 2018 Results (Volume II): Teachers and School Leaders as
Valued Professionals, TALIS, OECD Publishing, Paris, retrieved fromhttps://www.oecd.org/education/talis/TALIS2018_CN_JPN_Vol_II_extended.pdf
OECD (2019), Philippines - Country Note - PISA 2018 Results, PISA 2018 Results (Volume I): What
Students Know and Can Do, PISA, OECD Publishing, Paris, retrieved fromhttps://www.oecd.org/pisa/publications/PISA2018_CN_PHL.pdf
Acknowledgment
This work was supported by JSPS KAKENHI Grant Number 18K13148

= 35 =

CONSTRUCTING SCIENTIFIC EXPLANATIONS THROUGH DPIE: AN
EXPLORATORY STUDY THAT SUPPORTS STUDENTS IN
CONSTRUCTING CAUSAL EXPLANATIONS
Shang Lingling1, Hu Shengli2*
1. Northwest Normal University, 2. Longdong University, China*Corresponding author: hsl0934@163.com

ABSTRACTThis paper reports on the design and testing of instructional strategies designed to support students inconstructing causal explanations. Through the research of philosophy of science, microscopic painting
representation and ODIE teaching strategy (Andrade et al., 2018), a teaching strategy named Description Painting - Interpretation - Explanation (DPIE) has been conceptualized in junior science classes. In order totest the effect of DPIE teaching strategies on students' causal interpretation, a nine-lesson course based on
DPIE teaching strategies was developed. Forty-two students in Grade 9 were selected as subjects.
One-group pretest-posttest test design was adopted to collect students' drawing and scientific interpretation
data through two semi-structured questions. Use focus group discussions to gather students' views on DPIE
teaching strategies. The results show that DPIE strategy can significantly improve students' ability of causal
interpretation and microscopic particle painting representation. There is a positive correlation between
students' drawing level and their causal interpretation level. Students' level of causal interpretation is easily
influenced by their macroscopic material learning experience. Finally, we reflect on and discuss theenlightenment of science education.
Keywords:Scientific explanation;Causal explanation;DPIE strategy;Microscopic characterization;Painting
representation
Science is committed to understanding and explaining the natural world, and the goal of scienceeducation is to disseminate scientific knowledge to science beginners and non-scientists (Treagust &Harrison, 2000).One of the most important purposes of science is to try to explain what is happening in theworld around us (Okasha, 2002).The New Science Education Standards require junior high school students
to explain the properties of matter we see and feel in terms of interactions at the atomic and molecular level.
Drawing in science class has many benefits (Ainsworth et al., 2011), and the relationship between painting
and interpretation has also been explored by some scholars (Cooper & Stieff, 2017;Andrade et al., 2018).In
order to explore this relationship, we conceptualized a teaching strategy named Description -- Drawing -Illustration -- Explanation (DPIE) in junior science classes through the research of philosophy of science,microscopic painting representation and ODIE teaching strategy (Andrade et al., 2018).In this study, we will
introduce and discuss the influence of DPIE on students' causal interpretation and the relationship between
painting and students' causal interpretation construction.
Found from the previous research, the appropriate design visual characterization, can eventually guidestudents to use a more scientific point of view to explain the phenomenon (Hasan Ozgur Kap Architects: In
Charge, 2012015).As one of the visual representations, painting has many advantages in scientific learning(Ainsworth et al.,2011).Well-designed drawing activities can help students develop attention to detail,organize and explore ideas, deal with abstractions, reason at multiple levels, and infer underlying processes(Cooper & Stieff, 2017;Prain & Tytler, 2012), which is expected to influence students' conceptual
understanding and causal interpretation.
The so-called DPIE strategy is called Description - Drawing - Illustration - Explain. It consists of four
components :(a) Description - Describe the observed macroscopic phenomena and explain them with rules
or laws;(b) Painting - drawing and imagining "seeing" the structure and interaction of particles of matter;(c)= 36 =

Explanation - the interpretation of phenomena by the structure and interactions of microscopic particles;(d)Explanation -- constructing scientific explanations that reveal the essential causes of phenomena.
In this study, the effects of DPIE strategy on students' causal interpretation ability and microscopic
particle drawing representation ability were investigated by using Wilcoxon's sign rank test.In addition, inorder to explore the relationship between students' drawing level and the level of causal interpretation, we
analyzed the causal interpretation of task 1 and task 2 before and after the test.Post-survey drawing andpretest causality interpretation; Posttest causal interpretation, postmapping drawing, pretest causal
interpretation, linear regression was used to test the mediating effect of drawing level on causal
interpretation (Baron & Kenny, 1986;Frazier et al., 2004). Students' drawing and scientific interpretation
data were also collected through two semi-structured questions, and focus group discussions were used togather students' views on DPIE teaching strategies. The specific research questions are as follows:
1. What is the effect of DPIE strategy on students' causal interpretation ability?
2. What is the influence of DPIE strategy on students' microscopic particle painting representation
ability?
In general, DPIE strategy can significantly improve students' ability of causal interpretation andmicroscopic particle painting representation.And there is a positive correlation between students' drawing
level and their causal interpretation level.However, the study of scientific explanation needs teachers'
long-term support and guidance.In the actual teaching, the teacher can strengthen the connection between
the macroscopic and the microscopic of the students through the experiment teaching;Reasonable use ofpainting or multimedia technology to enhance students' visualization of the micro world;At the same time,teachers should make use of time to learn scientific explanation, change teaching ideas, improve their abilityof scientific explanation, actively understand and use the new teaching mode of scientific explanation, so as
to develop more teaching cases and materials, develop students' scientific explanation, and improve thequality of students' scientific thinking.

REFERENCES
Andrade, V. D. , Freire, S. , & Baptista, M. . (2018). Drawing Scientific Ideas: A strategy to construct "good"scientific explanations. AERA 2018.
Andrade, V. D. , Freire, S. , & Baptista, M. . (2017). Constructing scientific explanations: a system ofanalysis for students' explanations. Research in Science Education.
Cooper, M. M. , Stieff, M. , & D Desutter. (2017). Sketching the invisible to predict the visible: fromdrawing to modeling in chemistry. Topics in Cognitive Science, 9(6046).
Driver, R. , Newton, P. , & Osborne, J. . (2000). Establishing the norms of scientific argumentation inclassrooms. Science Education, 84(3), 287–312.
Gilbert, J. K. , & Treagust, D. . (2009). Introduction: macro, submicro and symbolic representations and therelationshipbetweenthem:
keymodelsinchemical
education. Springer
Netherlands, 10.1007/978-1-4020-8872-8(Chapter 1), 1-8.
Hasan Özgür Kapıcı & Funda SavaşcıAçıkalın. (2015). Examination of visuals about the particulate natureof matter in turkish middle school science textbooks. Chemistry Education Research and Practice,16(3), 518-536.
Maries, A. , & Singh, C. . (2018). Do students benefit from drawing productive diagrams themselves whilesolving introductory physics problems? the case of two electrostatics problems. European Journal of
Physics.
Okasha, S. . (2002). Philosophy of science: a very short introduction. Oxford University Press, volume 40(4),68-72(5).
Prain, V. , & Tytler, R. . (2012). Learning through constructing representations in science: a framework ofrepresentational construction affordances. International Journal of Science Education, 34(17),2751-2773.

= 37 =

The newly revised Course of Study for secondary schools andthe Nature of Science in Japan
Kousuke Shimada1, Tetsuo Isozaki2,
1. Graduate School of Humanities and Social Sciences, Master Program, Hiroshima University, Japan
2. Graduate School of Humanities and Social Sciences, Hiroshima University, JapanABSTRACT
Understanding the Nature of Science (NOS) is an important component of scientific literacy, and its
inclusion in science education should be recognized. The implementation of the newly revised Courses ofStudy in Japan has recently begun. We will analyze which kinds of components is included in the newly
revised Courses of Study through using the definition of the NOS proposed by Driver et al. (1996). First,
the science working group of the Course of Study argued that the validity of the hypothesis and improvement
measurement should be discussed in upper secondary schools, however, the Course of Study for upper
secondary school science has not directly described such activities. Second, the Course of Study for lower
secondary school science addresses the fact that science involves social and environmental issues. The
content aims to make students recognize the importance of a sustainable society. Then, the ability to makedecisions based on scientific evidence is advocated. The MEXT has enhanced the importance of scientificinquiry activities in every revision of the Course of Study for secondary schools. Regarding implementing
scientific literacy-in-action, understanding the NOS is an essential component of science education in
Japan for making decisions on global issues.

Keywords: the newly revised Course of Study, secondary schools, Nature of ScienceIntroduction - research question and method
Understanding the Nature of Science (NOS) is an important aspect of scientific literacy (e.g., Driver
et al., 1996; Jenkins, 2013), and its inclusion in science education should be recognized (e.g., Departmentof Education, 2014).
The implementation of the newly revised Courses of Study in Japan began recently in 2020. Somestudies have claimed that the previous Course of Study for secondary schools did not directly describe NOS(e.g., Shida, Nozoe, and Isozaki, 2019). However, few studies discuss whether the newly revised Course of
Study for secondary schools includes NOS. Hence, we will investigate the components that should be
included in science education in Japan.
Next, we will adopt the NOS definition proposed by Driver et al. (1996). This definition can bedivided into two aspects as follows: (1) It consists of “Epistemological basis for scientific knowledge
claims”. To raise awareness and promote understanding of the usefulness of science and the logicallimitations, it describes, how claims to scientific knowledge are made. The aspect has three strands:“Evaluation of evidence”, which states that “Knowledge claims in science are supported or refuted in thelight of available evidence” (Driver et al., p.144); “The evaluation of theories”, which includes “it isnecessary to appreciate that theory is distinct from date” (Driver et al., p.145); and “The generation andevaluation of predictions from theories”, which includes “Making predictions about the behavior of anatural phenomenon based on theoretical models is problematic” (Driver et al., p.145). (2) It can be definedas “science as a social enterprise”, in that it describes how science is embedded in social contexts. The
aspect has three strands: “How science as public knowledge comes about”, which includes understanding“the ways in which public knowledge in science is developed through individual and communal effort”(Driver et al., p.146); “Scientific work is socially and politically embedded”, which includes “scientificwork always provides a partial story, …scientific knowledge claims may be made from particular
standpoints and result from particular programmes of research” (Driver et al., p.146); and “Scientific= 38 =

knowledge-in-use”,which means “there are crucial differences between science in the laboratory and in thereal-world. In the laboratory, situations are simplified …Real-world situation, by contrast, are usually much
more complex, with many factors coming into play” (Driver et al., p.146).
Using these definitions, we analyzed the newly revised Course of Study for secondary schools inJapan.

Results
The science working group of the Course of Study for secondary school science argued that thevalidity of the hypothesis and improvement measurement should be discussed in upper secondary schools(Ministry of Education, Culture, Sports, Science, and Technology [MEXT], 2016). However, the Course of
Study for upper secondary school science has not directly described such activities.
The newly revised Course of Study for lower secondary school science addresses the relationshipbetween science and daily life, and the fact that science involves social and environmental issues. While
the former content intends to encourage students’ interests, the latter content aims to make them recognize
the importance of a sustainable society. Then, in the final learning contents of lower secondary school
science, the ability to make decisions based on scientific evidence is advocated.

Conclusion
The MEXT has enhanced the importance of scientific inquiry activities in revision of the Course of
Study for secondary schools with the aim of solving various global controversial issues, such as climatechange, especially in recent years, due to the improvement of science, technology, engineering, andmathematics (STEM) education in Japan. Regarding implementing scientific literacy-in-action,
understanding NOS is an essential component of science education in Japan for making decisions on global
issues.

REFERENCES
Department for Education (2014). The national curriculum in England - Framework document. Retrieved
from https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/381344/Master_final_national_curriculum_28_Nov.pdf. (accessed 2021.04.29).
Driver, R., Leach, J., Millar, R., & Scott, P. (1996). Young people's images of science. Buckingham, UK:
Open University Press.
Jenkins, E. W. (2013). The ‘nature of science’ in the school curriculum: the great survivor. Journal of
curriculum studies, 45, 132-151.
Shida, M., Nozoe, S., & Isozaki, T. (2019). Toward an Elementary School Science Curriculum
Incorporating the “Nature of Science”: Based on an Analysis the National Science Curriculum inEngland. Journal of Research in Science Education in Japan, 60, 133-142. [in Japanese]
Ministry of Education, Culture, Sports, Science and Technology (2016). The Consultation document No.
197 by the Central Council for Education. [in Japanese] Retrieved from https://www.mext.go.jp/content/1377021_1_4.pdf. (accessed 2021.05.12).
Ministry of Education, Culture, Sports, Science and Technology (2018). Chugakkou gakusyu shidou
youryo kaisetsu rika hen (Course of study for lower secondary school science: Guideline). Tokyo:
Toyokan Shuppansya. [in Japanese]
Ministry of Education, Culture, Sports, Science and Technology (2019). Kotogakko gakusyu shidou
youryo kaisetsu rika hen risu hen (Course of study for upper secondary school science: Guideline).
Tokyo: Toyokan Shuppansya. [in Japanese]= 39 =

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= 40 =⇌

ADAPTING AND ENACTING CROSS-DISCIPLINARY TOPICS
INSTRUCTIONAL MATERIALS ON HETEROGENEOUS SEVENTH
GRADERS’ LEARNING PERFORMANCE
Chang, Wen-Hua
National Taiwan Normal University, Taiwan


ABSTRACTThe Natural Science Learning Area Framework for the New 12-year Curriculum has been actualized since2019 in Taiwan. The described learning content, suggested pedagogy and assessment modes for the crossdisciplinary topics (CDTs) for junior high schools are challenging for school teachers. Both the Natural
Science Framework and the supplementary Curriculum Guide were officially provided to assist school
teachers understanding the ideal science curriculum, literacy-oriented teaching goals, rationale and content
of cross-cutting topics, in order to support teachers enacting in their teaching settings. To make thecurriculum reform promising, it is critical to facilitate teachers to unpack the Framework and the Guide,
adapt the cross-disciplinary topics instructional modules (including “Matter and Energy”, “Systems andScale”, “Structure and Function“, “Change, and Stability”) in order to satisfy the school context andstudents’ needs. In this presentation, we report three junior high school teachers conducted collaborated
with CDTIM compilers to plan their action researches. Based on the analysis results, we claim that theadapted CDTIMs have potential in exploring students’ learning performance. However, we found thatstudents needs more scaffoldings to establish adequate understandings. We suggest the CDTIM compilers
should consider more exactment details to facilitate school teachers.
Keywords: &ROODERUDWLYH$FWLRQ5HVHDUFK&URVVGLVFLSOLQDU\7RSLFV&XUULFXOXP$GDSWDWLRQINTRODUCTION
Literature indicates adapting curriculum materials is effective in promoting teachers’ professional
growth (Debarger, et al., 2017). This presentation is to share the results on adapting, enacting, andformatively evaluating the adapted CDTIM via conduct collaborative action research. We will present thefeatures of the adapted and revised CDTIM, and the quality of student artifacts from learning the enacted
CDTIM.

METHODOLOGYThis study is the first year of a research project funded by the Ministry of Science and Technology.
Three volunteer junior high school biology teachers, with experiences in developing instructional modules,
collaborated with the writers of the CDTIM in the Curriculum Guide to modify CDTIM. Students’ artefacts
were collected and analyzed to investigate the effectiveness of the enacted CDTIM. The artifacts collectedfrom students with various cognitive preference (Cheng, et al., 1997) include infographics, multimodal
essays, or reports were coded about how well the students use science content and argumentative thinking.
Cross-checking with the classroom observation records and teacher interviews by applying the constantcomparative method,

FINDINGS
We found that the three teachers applied teaching strategies including- Critical Reading of Science
Related News, Collaborative Prediction-Observation-Explanation, Slowmation, Observe-Question-Explain,
Design-Make-Observe-Reflect in designed curriculum materials and realized in classroom teaching.

= 41 =

Table 1. Cross-Disciplinary Topics Instructional Modules Developed by Case Teachers in Three Schools
School A
School B
School C
Cross-Disciplinary System & Scale
TopicsMatters & Energy,
Science & Daily life

System,
Structure & Function

Extra

Extended-Embedded

Extended

Lesson One What is “crossdisciplinary topics”
Lesson Two Scope & Scale of
Scientific Researches
Lesson Three Microcosmo in
OysterLesson Four Represent Your
Selection of System

Lesson One Nitrate or No Nitratein Sausage?
Extra A semester-long course ofcritical reading of sciencenews

Lesson One Make & Maintain EcoBalls
Lesson Two Dissect Fish & Squid

Duration

8 periods (360 mins)

3 periods (135 mins)

4 periods (200 mins)

Strategies

Predict-Observe-Explain, SSI,
Slowmation

Critical Reading of Science
News,, Visual Representation

Observe-Question-Explain, Design-Making-Observe-Reflect, Dissect

55

78

80

ApproachContent

No. of Ss (N)Table 1. Performance in Design Experiments of Heterogeneous Groups of Students in School A
Coding Scheme
Group
1
2
3
4
5
1
Coordination of Independent++& Dependent Variables
2
Manipulating Variable+++
Controlling Variable3
Evidence-Based Scientific++
Explanation

N
Ave/SDF
13
3.82/1.35

Table 2. Perception of Heterogeneous Students in School B
P
A
Q
A, Q
P, Q
P, A
12
9
37
2
3
2
3.54/1.00 3.85/0.95 3.59/1.16 1.27/0.50 3.42/1.02 1.19/0.31

Ave
3.62

6
+
-

SD
1.92

Table 3. Task example from Teacher C
Task 1 Observation and frame questions
Example:My Observation: Body color of squid is changing.
My Interpretation: Squids stretch muscle cells to expand or shrink pigment cells lead to changing body color

The analysis results of student artefacts show that the students’ reasoning and arguments are
improved progressively through the teaching sequences, thus, lead to conclusion that the adapted CDTIM“Oyster Crisis”, “Nitrite in Sausage” and “Fish and Squid”, have potentials to explore heterogenous
students’ learning performance. In addition, junior high school students would benefit with identifying andsupporting their arguments with evidence. We suggest the CDTIM in the Curriculum Guide needs toprovide more pedagogical details to afford school teachers.

BRIEF REFERENCE
Cheng, Y. J.,Shymansky, J. A., Huang, C. C., & Liaw, B. J. (1997). The relationship between biology
cognitive preferences and science process skills. Proc. Natl. Sci. Counc. ROC(D), 7(1), 38-45.
Debarger, A. H., Penuel, W. R., Moorthy, S., Beauvineau, Y., Kennedy, C. A., Boscardin, C. K. (2017).
Investigating purposeful science curriculum adaptation as a strategy to improve teaching and learning.
Science Education, 101(1), 66-98.

= 42 =

EXAMINING FACTORS THAT INFLUENCE THE STEM CAREERCHOICES OF SECONDARY SCHOOL STUDENTS:
USING DATA FROM TIMSS 2019
Daiki Nakamura1, Hiroshi Unzai2, Takuya Matsuura1,
1. Hiroshima University, Japan
2. Nippon Sport Science University, Japan

ABSTRACT
To increase the number of people choosing STEM careers, we need to understand the factors that influence
their choices. In this study, we focus on social cognitive career theory (SCCT: Lent et al., 1994, 2000) as amodel to explain the STEM career choice process, and explore itsgeneralizability in East Asia. We validated
the goodness of fit of the SCCT using structural equation modeling on the public data from 8th gradestudents in Japan, Korea, Taiwan, the US, and the UK in the TIMSS 2019 survey. The results of the analysis
showed that SCCT was a good fit in all regions, and that self-efficacy and outcome expectations of sciencelearning positively influenced STEM career choice aspirations. Based on these results, increasing selfefficacy and outcome expectations through science and career education will contribute to increasing thenumber of students choosing STEM careers.
Keywords: STEM career, Social cognitive career theory, TIMSSINTRODUCTION
Demand for STEM workforce
The demand for the science, technology, engineering, and mathematics (STEM) workforce isincreasing due to intensifying international competition in science and technology. For example, the U.S.
Bureau of Labor Statistics (BLS) employment projections for 2019-29 show a growth rate of +8.0% for
STEM occupations, compared to +3.7% for all others (Zilberman & Ice, 2021). However, there is a shortageof STEM talent in the labor market to meet the demand of companies, and the supply-demand gap of STEM
talent is a global challenge (e.g., CEDEFOP, 2018). Therefore, we need to increase the number of peoplechoosing STEM careers to close these gaps.
STEM career choice models
Increasing the number of people who choose STEM careers requires analyzing the selection process
and understanding the factors influencing the choices. There has been extensive prior research on factorsthat influence career choice, mainly in psychology. Among early studies, Hackett and Betz (1981) proposeda model showing the influence of self-efficacy on career choice, later supported by many empirical studies.
Recently, Lent et al. (1994, 2000) proposed the social cognitive career theory (SCCT), extending
the self-efficacy model, which has been widely tested as an effective framework to explain career choice in
STEM fields. SCCT assumes that self-efficacy and outcome expectations influence career choice throughthe mediation of interest. Precisely, if a person’s abilities are related to a certain field, and they expect touse them for the same, then they will have interest along with continued efforts and choose that career. Lentet al. (2018) integrated 143 SCCT-based empirical studies using a meta-analytic approach and found that
SCCT fits well regardless of gender or race. However, most of those were conducted in Europe and theUnited States, with a small sample from East Asia. It is necessary to examine the generalizability of SCCT
using data from East Asia.
Purpose and method
This study aims to find how the SCCT fits in different countries using data from 8th grade students
in Japan, Korea, Taiwan, the US, and the UK in the TIMSS 2019 survey.

= 43 =RESULTWe validated the goodness of fit of the SCCT using structural equation modeling on the public dataof the TIMSS 2019 questionnaire. The results showed that the model fit was satisfactory in five countries(CFIs [.996–1.000] and RMSEAs [.000–.055]). Path coefficients were also similar to Lent et al. (2018) for
all countries; self-efficacy and outcome expectations record a positive influence on STEM career choicethrough interest mediation. The total effect on STEM career choice was about three times greater foroutcome expectations (β= .203–270) than for self-efficacy (β= .646–.857). Besides, the coefficient ofdetermination for STEM career choice was 47.8–69.5%.

Figure 1. Standardized parameter estimates of the SCCT based on 8th grade data from TIMSS 2019.

DISCUSSION
These results suggest that to increase the number of students choosing STEM careers, enhancing
their self-efficacy through science classes becomes necessary for providing them a sense of understandingof science content. Further, it is essential for boosting students’ outcome expectations by showing them theapplication of science in STEM careers.

REFERENCES
Betz, N. E., & Hackett, G. (1981). The relationship of career-related self-efficacy expectations to perceived
career options in college men and women. Journal of Counseling Psychology, 28, 399-410.
CEDEFOP (2018). Insights into skill shortages and skill mismatch: learning from Cedefop’s European skills
and jobs survey. Luxembourg: Publications Office. Cedefop reference series; No 106.
http://data.europa.eu/doi/10.2801/645011
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Lent, R. W., Sheu, H.-B., Miller, M. J., Cusick, M. E., Penn, L. T., & Truong, N. N. (2018). Predictors ofscience, technology, engineering, and mathematics choice options: A meta-analytic path analysis of
the social–cognitive choice model by gender and race/ethnicity. Journal of Counseling Psychology,
65(1), 17–35.
Zilberman, A., & Ice, L. (2021). Why computer occupations are behind strong STEM employment growthin the 2019–29 decade. Beyond the Numbers: Employment and Unemployment, 10(1), 1-9.

= 44 =INOVATE DEMONSTRATION METHOD ON STATIC ELECTRICITYTO IMPROVE STUDENT MOTIVATION
Yuyu Rahayu1, Irma Rahma Suwarna 2, Riandi 3,
Eneng Rahmayanti 1 and Santy Nurmalasari 1
1. Science Education, Indonesia University of Education, Indonesia
2. Physics Education, Indonesia University of Education, Indonesia
3. Biology Education, Indonesia University of Education, Indonesia

ABSTRACTThis study aims to innovate a learning method. it involve teachers and students. This innovative
demonstration method is presented in the form of a static electricity magic show. Static electricity is abstractscience concept, which is difficult for students to understand. Through magic show demonstration, students
are expected to more motivated learn this concept. The research method used ADDIE type R&D thatconsists of five stages (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation.
Research respondents consisted 64 science teachers and 196 junior high school students, but only 20
students were included the limited trial. The data collection instruments in the form of a validation sheet
for learning methods and a student motivation questionnaire. The validation results of the experts statedthat innovative design of the learning method was feasible with an achievement level of 77.5% and thestudents motivation results questionnaire obtained a significant increase in science learning motivation
before and after being given learning with the resulting innovative method design (t count = 5,865 > t table= 1,725). Based these results, it can concluded that the innovative design of static electricity magic
demonstration method is feasible to use and can improve students' motivation.
Keywords: Demonstration Method, Learning Motivation, Magic, Static Electricity.

INTRODUCTION
The role of teacher in preparing learning so that students involved in learning activities is very
important (Tobin et al., 2018). To achieve learning objectives, creative and innovative learning methods
must be used to improve motivation students in learning process. One of the learning methods isdemonstration method. The demonstration method can train students to think scientifically by linking
factual knowledge of environment outside the classroom with knowledge learned in class (Taufiq et al.,2017). According to several studies, the demonstration method can improve students' understanding inclassroom learning (Basri et al., 2018; Deese et al., 2000; Dilber, 2008), but from other research states that
demonstration method is less effective than experimental method (Mckee et al., 2007; Rizkiana et al., 2016;
Sola & Ojo, 2007). In the demonstration method, not all students actively involved in learning process, thisis due the teacher-centered demonstration method without involving students. So demonstration method
used needs to be innovated to method that involves students and teachers. one of the alternatives ispresenting a magic demonstration method. magic in question is a demonstration of simple experiment thatshows natural phenomena related to science concept being studied. Based on the problem above,
formulation of the research problems in this study is.
How much increase student motivation in static electricity lessons with the magic demonstration method?

METHODS
Research and Development (R&D) with ADDIE development model which consists five stages,
namely (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5) Evaluation was adapted inthis research. In analysis stage, a curriculum analysis and analysis of the results of a questionnaire fordemonstration learning method to 64 science teachers and 196 junior high school students was carried out.
The next stage was make a design for a magic demonstration teaching method, followed by developmentof the design results to be adjusted the validation results of the experts. The results of design development
then implemented in a limited trial for 20 students. Before and after limited trial students filled out aquestionnaire on student learning motivation as many 25 question. In order to find out increase in student
motivation, a one-sample t test was carried out using SPSS.

RESULTS AND DISCUSSION
Based on the results of the 2013 curriculum analysis for grade 9 junior high school level, the= 45 =

following are the design magic demonstration method.
Part 1x Teacher shows a science magic about a piece plastic that is kept in palm of the hand (Figure 1). Thenthe teacher asks a question: What will happen to the plastic if the palm is facing down? (Figure 2).

Figure 1 a piece plastic that is kept in palm of the hand

Figure 2 the plastic state if the palms are facing downwards

xx

Then students asked to make predictions written on prediction sheet.
Teacher demonstrates by showing results of observations
Result: The plastic stick to the hands and don't fallx Teacher gives students opportunity to ask questions and have opinion
x Teacher discusses magic that is carried out with a scientific explanation the concept static electricity
x Students discuss in small groups (3-4 people) make designs for different magic shows for the next
meeting, but still use the concept of static electricity with tools and materials around the student's
environment.
Part 2x Teacher explains the rules for the group presentation activities
x each group to do a magic show presentation
Results of the validation demonstration method innovation design from the learning design experts
get a score 77, 5 % and are categorized as quite valid, but it suggested to add a magic demonstrationassessment format that is presented by each group. After being declared valid, then this design were used
in a limited trial. by involving 20 students who were taken randomly. At the beginning learning, students
were given a science learning motivation questionnaire. Due to conditions of the Covid 19 pandemic,
limited trials were carried out by means of blended learning, for the first meeting it was carried out directlyat the school while for the second meeting, was carried online, each group made a magic demonstration
video then collected to do an assessment.
Effectiveness of the magic demonstration method can be seen from the results of the student learning
motivation questionnaire. The average value before 57.64 and average value after 62.08. analyzed basedon the sample t-test using SPSS. The t value is 5.865 compared to the t price in the table for df 24 and witha significance level of 5% (α = 0.05) is 1.711. Thus price of t-count is greater than the price of t-table sothat H0 is rejected and H1 is accepted. That is, there is a significant difference in student learning motivation
between before and after learning with the static electricity magic demonstration method.

CONCLUSION
Magic demonstration method in learning static electricity can improve learning motivation of
students. But the results of this innovative magic demonstration learning method have only been tested ona limited basis, further research is still needed to see the effectiveness in learning for other science concepts
and it is necessary to examine the strengths and weaknesses of this method further by comparing it withother learning methods.

REFERENCES
Ramsey, L. L., Walczyk, J., Deese, W. C., & Eddy, D. (2000). Using demonstration assessments to improvelearning. Journal of Chemical Education, 77(11), 1511.
McKee, E., Williamson, V. M., & Ruebush, L. E. (2007). Effects of a demonstration laboratory on student
learning. Journal of Science education and Technology, 16(5), 395-400.
Taufiq, M., Suhandi, A., & Liliawati, W. (2017, August). Effect of science magic applied in interactive
lecture demonstrations on conceptual understanding. In AIP Conference Proceedings (Vol. 1868,
No. 1, p. 070007). AIP Publishing LLC.
Tobin, R. G., Lacy, S. J., Crissman, S., & Haddad, N. (2018). Model‐based reasoning about energy: A
fourth‐grade case study. Journal of Research in Science Teaching, 55(8), 1134-1161.

= 46 =

HOW DOES INDONESIA STUDENT REACH PISA SCORE 500 ON SCIENCE BY 2025?
MUTUAL COLLABORATION AMONG GOVERNMENT, PROFESSIONAL ASSOCIATIONSAND HIGHER EDUCATION INSTITUTION FOR TRAINING INNOVATIVE SCIENCELEARNING
Anna Permanasari; Indarini Pursitasari; Bibin Rubini; Didit Ardianto; Irvan Permana
anna.permanasari@unpak.ac.id
PAKUAN UNIVERSITY, WEST JAVA-INDONESIA
ABSTRACTThe Indonesian government and all science education professionals realize that there is one thing that should
be done immediately so that Indonesian children can succeed in making scientific achievements on a worldlevel. The 2018 PISA results put Indonesian children in a PISA score of 386. The Indonesian government islaunching a PISA 500 in 2025 with various strategies and activity schemes. Preliminary survey results inseveral cities and districts in West Java, Indonesia show that the two aspects of competence in the indicatorsof explaining scientific phenomena as well as interpreting data and proving scientifically are still should be
increased. The survey results for junior high school science teachers show that all teachers generally alreadyknew various innovative learning models, such as STEM learning, Problem based learning, Discovery
learning, Project based learning, or SETS learning. However, they actually do not really understand what
distinguishes all these learning models/approaches and how to teach student with those models/approaches.
The survey results show that only 20% of teachers really know how innovative learning is designed and taught.
The training with a duration of 82 hours succeeded in at least building awareness of science teachers about
how to design innovative learning, which encourages and trains students to think, do, and create creative
work. The collaboration among Pakuan University with the government through P4TK, the science educator
professional association (PPII) and the teacher Science community has implemented an innovative learning
design for training science teachers. Even this professional development has not yet completed until thestudent's scientific literacy test, but at least it has given hope to realize the desire to achieve PISA score.
Key words: PISA Score for 2025, Scientific literacy, innovative science learning

Introduction
The Indonesia Government has pledged to achieve a PISA score of 500 for science, mathematics, and language
by 2025.
The accurate, systematic and sustainable program on strengthening teacher competence is needed. Teachers
need to be introduced to various innovative learning models [1,2,3,4]. Many teacher development models are
generally conducted with the pattern of 32 hours and 82 hours, where teachers must attend the full training.
The constraints are: (1) If the activity is carried out during the school season, teachers has to leave their class;(2) competency training has not been implemented evenly, did not coverage all of fulltime teachers. The
project to strengthen the competence of science teachers through systematic, structured and sustainabletraining has conducted In collaboration with the Association of Indonesian Natural Science Educators andministry of education and Science teachers community (MGMP) in the districts and cities of Bogor-West Java,
Pakuan University. The study was conducted to find out the extent to which training patterns can contributeto the ability of science teachers in teaching science based on scientific literacy.

Methods
The method used was descriptive method, which tries to portrait qualitatively the effectiveness andimprovement of the teacher's ability to teach science based on science literacy. The 82 hours training mode isapplied without having to sacrifice learning in the classroom. This program use MGMP meeting time as partof the training (Vescio, Higgins and Bautista [2,6,7]. A total of 40 science teachers were involved in the activity,
which were divided into two different groups (a group of science teachers from the district and city of Bogor,
20 teachers each).

= 47 =

Result and discussion

The mode of training with on-off mode inserting by lesson study approach [5,6] has been applied along 82 hours
duration.

• Teachers learn the moduls ofinnovative science learning• Discuss in a group of MGMP
• learn the video of science learning,
discuss in MGMP meeting• report the resultOFF
3x8 h (+ prequest)ON• meeting with fasilitators, discuss
innovative learning, abstract themeeting.
• Watching videos of learning scince(best and bad practises)• discuss the observation result, thestrength and weakness, the chance
to improve

1x8h• Teachers make lesson plan, being
reviewed by facillitiator ,• facillitator give feedback, teracher
revise the lesson plan
• teachers prepare all of resources
for open lesson• facillitator guide the planning foropen lesson through online

OFF
3x8 h

ON-OFF• Teachers in group doing the lesson• the video is observed and reflectedby other groups• Rfelcetion session is conducted for
all group with facillitators in online
meeting,.
• questioners filling by teachers

3x8 h, feedback 2 h

9 The good response came from trainees. As many as 20% of teachers understand the innovative learning
before training, but they got fully understanding after they got the module and learn from it.
9 Before training, most of teacher only used discovery learning as a model of teaching, even for thematerials which actually can be taught in various of innovative models. After the training, as many as
85% teachers felt confidence to arrange the innovative class. Most of them said that the mode of training
is very effective in time consume, without the need to leave the class.
9 Most of them felt the benefit of online training, but they also happy with the one-day meeting offline withfacilitator, for having the clearness about anything they still confuse. Only one teacher said that he could
not follow the online learning, because the bad network. Instead of that, he asked his friend to make avideo that can be shared after the session.
9 Conclusion: The on-off training, combining with group task and focussing on how to arrange, implement
and assess the learning science based on scientific literacy with 82 hours duration can enhance theunderstanding and capacity of teacher to organize the learning.
9 Follow up program: Assessing the scientific literacy of student for achieving the PISA 500.

Literatures[1] Niemi H 2015 Teacher professional development in Finland: Towards a more holistic approach. Journal
Psychology, Society, & Education 7 3 279-294[2] Vescio V, Ross D, and Adams A 2008 A review of research on the impact of professional learning communities onteaching practice and student learning. Teaching and teacher education 24 1 80-91[3] Sedova K, Sedlacek M, and Svaricek R 2016 Teacher professional development as a means of transforming student
classroom talk. Teaching and Teacher Education 57 14-25[4] Gore J, Lloyd A, Smith M, Bowe J, Ellis H, and Lubans D 2017 Effects of professional development on the qualityof teaching: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher
Education 68 99-113[5] Dudley P 2013 Teacher learning in Lesson Study: What interaction-level discourse analysis revealed about howteachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop
practice knowledge and so enhance their pupils' learning. Teaching and teacher education 34 107-121[6] Higgins, K. (2016). An Investigation of Professional Learning Communities in North CarolinaSchool

Systems. Journal of Research Initiatives 2(1): 1-21.
[7] Bautista, A., & Ruiz, R.O. (2015). Teacher Professional Development: International Perspectives andApproaches. Journal Psychology, Society, & Education, 7(3): 240-251.

= 48 =

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Promoting Design Thinking of High School Student through STEM
Partnership for Design-based Learning in PM 2.5 Crisis
Ratiporn Munprom1, Sutasinee Kityakarn1, Pattamaporn Pimthong1, Tassaneewon
Lertcharoenrit2 and Songchai Ugsonkid1
1. Kasetsart University, Bangkok, Thailand
2. Kasetsart University Laboratory School Center for Educational Research and Development

ABSTRACTThis study investigated the STEM partnership for design-based learning on student's design
thinking. The design process and its framework in the design thinking process (empathize, define, ideate,
prototype and test) were performed as a basis for the study. This study was conducted on 75 high school
students from a large school in Bangkok. The students were challenged to design a PM 2.5 detector.
Throughout all design-based learning units, STEM partnership worked collaboratively and closely withstudents to complete the design process. The collected data includes a questionnaire, students'
worksheets, students' reflective journals, students' interviews, and the researcher's reflective journals. A
thematic analysis was used to evaluate students’ design thinking. The finding showed that most students(42.47%) explained that empathizing with others was essential to help them understand how to live withothers and support each other. 57.00% of students gave definitions of the problem but did not clarify how
to define them. In the concept of ideate, 54.79% of students showed their ability to identify new solutions
to the problem by explaining step-by-step. Most of them (45.21%) chose a solution based on its impact
and 28.77% of students indicated that their criteria for success was the outcome of their test results. The
design process cooperated with the five stages of the design thinking process is an excellent way todevelop design thinking in STEM class. Recommendations are made for the study to identify appropriatetechniques for encouraging design thinking in STEM.
Keywords: Design thinking process, STEM education, Design-based learning.

INTRODUCTION
The design thinking process is a design process to promote a solution-based approach for problem
solving (Goldman & Kabayadondo, 2016). It focuses on developing new ideas, creating products andservices related to human-centered design and to understand users (Brown & Wyatt, 2010; Plattner, 2018
Wrigley & Straker, 2017). Previous research showed some effective findings of students’ design thinking
development through integrated STEM (Li et al., 2019). This study aims to investigate the STEM
partnership for design-based learning on student's design thinking.

METHOD
This study is a collaborative action research of the STEM partnership to develop a STEM
instructional unit on the PM 2.5 crisis. It is noteworthy that we modified a design thinking process(Plattner, 2018) by re-defining stages of our design thinking model according to design-based learning
activities (Pimthong and Williams, 2018).

RESEARCH FINDINGSThe study shows that the students could design a P.M 2.5 detector prototype and test it. The
student’s response from the design thinking questionnaire was analyzed and categorized based on the stages
in the design thinking process (Figure 1).
= 50 =

Figure 1. Summary of the students’ responses from the design thinking questionnaire
Some students exhibited that the design thinking framework was not a single loop process. It requires
iterative activities to redesign and improve prototypes.

DISCUSSION AND CONCLUSION
The design process cooperating with the four stages of the modified design-thinking framework is an
excellent way to develop design-thinking in STEM. The students create and re-design prototypes in a
non-linear, iterative process for solving problems (Brown & Wyatt, 2010; Plattner, 2018; Wrigley &Straker, 2017).

ACKNOWLEMENT
The author is grateful to the financial support provided by the Faculty of Education, Kasetsart
University, Bangkok, Thailand, and the Promotion of Science and Mathematics Talented Teachers(PSMT) program.

REFERENCES
Brown, T., & Wyatt, J. (2010). Design Thinking for Social Innovation. Development Outreach, 12(1),29–43.
Goldman, S., & Kabayadondo, Z. (2016). Taking design thinking to school: How the technology of design
can transform teachers, learners, and classrooms. Taking Design Thinking to School: How theTechnology of Design Can Transform Teachers, Learners, and Classrooms. Taylor and Francis.
Li, Y., Schoenfeld, A. H., DiSessa, A. A., Graesser, A. C., Benson, L. C., English, L. D., & Duschl, R. A.
(2019). Design and design thinking in STEM education. Journal for STEM Education Research, 2(2),93–104.
Pimthong and Williams. (2018). Conceptual Framework for STEM Teacher Education Course.
Plattner, H. (2018). Design thinking bootleg. Retrieved from shorturl.at/yEL38.
Wrigley, C., & Straker, K. (2017). Design Thinking pedagogy: the Educational Design Ladder. Innovationsin Education and Teaching International, 54(4), 374–385.
= 51 =

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Abstract
The modern science owes debt of gratitude to Arabic Science during Medieval Era.
Muslim scientists saved, thrived and passed on knowledge and process to the Western science.
This shows curiosity and scientific habits of mind in the vein of Muslim people from the pasttill the present. Some of these knowledge, cultural artifacts and practices embedded conceptsof physics that can be revisited and brought in to classroom as learning contexts to enhance
conceptual understanding, motivate and raise self-efficacy to learn physics among high school
students residing in the deep south of Thailand where there has been prolong unrest form
insurgents making some students are losing interest in science, learning, hope and dream oflife. This study aims to search for the fund of knowledge in three southernmost provinces ofThailand using ethnographic research. Cultural experts and “highly respected known” people
were in-depth interviewed as well as document analysis was conducted to revive cultural
memory bank. The fund of knowledge covering artifacts, practices, values and ways of livingthat have a great potential to be used in teaching difficult physics concepts such as Bulan kite
(Force, motion, equilibrium), Raman Keris (Moment, lever, heat transfer), Kertok (soundwave; wavelength, amplitude, frequency, interference and resonance), Banor wang (soundwave; wavelength, amplitude, frequency, interference and resonance) just to name a few. The
next phase of study, the invaluable funds of knowledge will be taken in to account in designing
exemplary physics lessons guided by culturally responsive education framework. The
professional development will be organized for interested physics teachers working in private
Islamic schools to help them implement and create their own culturally responsive lessons.
They will be followed up, their classroom will be observed, and the program and intervention
will be examined whether and how they develop teachers’ pedagogical understanding,
students’ conceptual understanding, self-efficacy in learning and scientific attitude towards
physics.
Key words; Muslim culture, deep south of Thailand, culturally responsive science Education,
Physics education.

Introduction
For the deep south of Thailand, the border provinces to Malaysia is the part of thecountry where Islam dominates and interweaves into daily life. Most of the population are
Muslim.The education in deep south of Thailand has long been a big challenge because ofcentralized administration that does not fit the nature of the region. There is big contrast
between national core curriculum and beliefs and culture in which students in the deep south
lived in. The culturally responsive curriculum and instruction can help students’ interest andunderstanding meaningfully, especially in Physics concepts that are abstract.

Research purpose
This research investigates the fund of Muslim culture in deep south of Thailand thatembeds physics concepts.

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Literature Review
Students’ worldview and their cultural background necessarily impact on how they feel
comfortable and welcoming in a science class. Culturally responsive teaching can get thestudent motivated to learn science in their own context (Cobern and Loving 2000). To improve
indigenous students’ interest and scientific understanding in school science, previous studies
indicated that examining a problem from the perspective of a student’s indigenous culture andthe integration of Western science can complement to help them understand natural phenomena
meaningfully (Mckinley, 2005). To make this happen, teacher would first require
understanding of the cultural customs and worldview of indigenous people. Then, teacher could
begin to incorporate indigenous knowledge into their science lessons with the support of local
elders and knowledge keepers (Aikenhead, 2001).

Method of Study
An ethnographic method was used to discover community’s funds of knowledge that isrelevant to physics teaching and learning from deep south of Thailand. The researcher
conducted in-depth interviews with three directors of the office of Private Islamic school, threeprovincial cultural experts and three local experts. Interviews were semi-structure focusing on
the feasibility to the utilization of fund of knowledge such as cultural artifacts to integrate into
physics teaching. In addition, document analysis was conducted from books about the cultureof deep south of Thailand.

Results

a.
b.
c.
d.
Figure 1. The Funds culture of deep south of Thailand : a. Bulan Kite, b. Raman Karis,c. Kertok, d.Banor wang
The results indicated that the funds of knowledge regarding Islamic culture applicablefor physics teaching had a great potential to be used in teaching difficult physics concepts suchas Bulan kite, Raman Keris, Kertok and Banor wang (Figure.1). Bulan Kite is related tophysics concepts of force, motion and equilibrium. Raman Keris is related to concepts ofmoment, lever and heat transfer. Finally, Kertok and Banor are the behind physics concepts ofsound wave; wavelength, amplitude, frequency, interference and resonance.

Implications
Thailand has released a policy that teaching should be in harmony with the context
students living in. The invaluable funds of knowledge should be taken in to account indesigning exemplary physics lessons guided by culturally responsive education framework.
The professional development will be organized for interested physics teachers working inprivate Islamic schools to help them implement and create their own culturally responsive
lessons.

Reference
Aikenhead, G. S. (2001). Integrating western and Aboriginal sciences: Cross-cultural scienceteaching. Research in Science Education, 31, 337-355.
Cobern, M.W. and Loving, C.C. (2000). Defining science in a multicultural world:
Implications for science education. Science Education, 85, 50-67.
Mckinley, E. (2005). Locating the global: culture, language and science education for
indigenous students. International Journal of Science Education, 27:2, 227-241.

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An empirical study on the influence of chemical concept teaching
on students' model cognitive ability based on model cognition
Qingchen Yao1, Wenhua Zhang2
1. Xian Middle School of Shaanxi Province,Xi'an, China
2. Central China Normal University, Wuhan, China


ABSTRACTIn the core literacy of chemistry, "evidential reasoning and model cognition" literacy is an important
way of thinking, in which "model cognition" literacy can help students understand the relationship between
things, and then understand the nature of things. The design and implementation of concept teaching basedon Modeling Teaching in teaching is very beneficial to cultivate students' model cognition ability, in thisstudy, we use the modeling teaching strategy to design the teaching design of the first class of "Amount of
substance", and carry out the modeling teaching in a high school in Wuhan City, China. We use the four
dimensions of the essence of the model to design the pre-test and post-test questionnaires to measure thechanges of students' understanding of the essence of the model before and after the teaching, it is foundthat modeling teaching can improve students' understanding of the nature of models and cognitive abilityof models.


Keywords: Amount of substance, Model cognitive ability, Core quality of Chemistry.


1. Research background
Under the background of China's new college entrance examination, the cultivation of core literacyof chemistry is one of the hot issues for researchers. Model based learning is an important way of thinking
in the literacy of "evidential reasoning and model cognition". How to design modeling teaching in concept
teaching and improve students' model cognition ability is the problem that this study wants to focus on濁“Amount of substance " is an important bridge for senior high school students to understand macro matterand micro particles, an important tool for chemical quantitative calculation, and one of the importantconcepts in the new version of senior high school chemistry compulsory textbook published in 2019. It isof great significance to construct the conceptual model and formula model with " Amount of substance " asthe carrier. The core issue of this study is what is the students' understanding of the nature of the model
before and after the teaching of " Amount of substance" modeling, and whether there is a significant change.

2. Research design
In this study, an experimental class and three control classes were selected as the research objects.
According to the modeling teaching strategy(Chiu & Lin,2019), the teaching design of "material quantity"
is designed, and the first class of " Amount of substance" is used as the carrier for modeling teaching.
According to the concept of model essence, the pre-test and post-test questionnaire are designed from four
dimensions: semantic, ontology, epistemology and methodology of model essence(Liu,2011), which is used
to evaluate students' understanding and development of model essence before and after teaching. The scoresof the pre-test and post-test questionnaires are guided by university experts, and the weighted average total
score is 99. The scores are given in a reasonable way, and Clonbach of questionnaire α The reliability
coefficients were 0.833 and 0.920, respectively.

3. The influence of modeling teaching on students
The comparison of the average scores of the experimental class and the control class in the four
dimensions of the essence of the model before the teaching of modeling is shown in Table 1:= 54 =

Table 1. Comparison of pre-test questionnaire scores between experimental class and control class
Control class Experimental classSemantic dimension

18.17

18.38

Ontological dimension

22.14

24.83

Epistemological dimension

10.98

11.58

Methodological dimension

17.68

20.71

Total score
68.97
75.50
It can be seen from table 1 that before modeling teaching, the difference between experimental classand control class is 0.014 < 0.050, but it does not reach the extremely significant level, and the difference
is not significant.
After modeling teaching, the comparison of the average scores of the experimental class and thecontrol class in the pre-test and post-test questionnaires is shown in Table 2:
Table 1.The scores of the experimental class and the control class in the pretest and posttest


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According to the data from table 2, there is no significant change in the questionnaire score of thecontrol class before and after the teaching (significant 0.668 > 0.050), while the questionnaire score of theexperimental class before and after the teaching is significantly improved (significant 0.000 < 0.050), andthe questionnaire score of the experimental class after the modeling teaching is significantly higher thanthat of the control class (significant 0.000 < 0.050).
In addition, this study also analyzes the students' course selection and gender ratio, and finds that
there is no significant difference. At the same time, we use the classroom observation scale to transcribe
the teaching video, and use the interview questionnaire to analyze the process of students' model
construction, which proves the effectiveness of modeling teaching from the side.

4. Research conclusion and enlightenment
Through the research, the main conclusions are as follows: 1. Modeling teaching has significantly
improved the semantics, ontology, epistemology and methodology of students' model essence, and students'
model cognitive ability has been significantly improved. 2. The model cognitive ability of female students
is higher than that of male students, but there is no significant difference. 3. There is no significant
difference in the model cognitive ability of students with different subject combinations before classselection.
The following enlightenment is obtained in this study: 1. for the compilation of teaching materials,
more pictures and formulas can be added to the teaching materials to supplement the complete modelingsteps. 2. for teachers, teachers should improve students' understanding of the essence of model and improvetheir cognitive ability of model. In teaching, the class situation including the selection of subjects and theinfluence of gender ratio on teaching should be taken into account. 3. for students, we should try to construct
a complete model in class, review and consolidate them in time after class, and use the model to learn
concept knowledge and improve the cognitive ability of the model.

REFERENCES
Chiu, M., & Lin, J. (2019). Modeling competence in science education. Disciplinary and Interdisciplinary
Science Education Research, 1(1), 1-11.
Liu, J. (2011). To explore the influence of model and modeling on students' atomic concept learning.,
Taiwan Normal University, 1-425.

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Comparative Study of Japanese and American
High School Biology Textbooks-Focusing on the impact of the STEM education reform by NGSSNaoko Kosaka1 and Yoshisuke Kumano1,2
1. Graduate School of Science and Technology, Shizuoka University
2. STEAM Education Institute, Shizuoka University

Abstract
In the newest Course of Study for high school science announced in 2018, inquiry activities are further
emphasized to develop the ability to explore the nature throughout life. In the US, Next Generation
Science Standards (NGSS) was published as a new national science standard in 2013, and the Scienceand Engineering Practices were proposed as a new type of scientific inquiry and engineering activities. In
this study, first, the changes in the contents of US high school biology textbooks before and after NGSS
were investigated. Next, the Science and Engineering Practices in US biology textbooks newly publishedafter the introduction of NGSS and the inquiry activities in Japanese high school biology textbooks werecompared. As a result, the US textbooks that existed before the introduction of NGSS were divided into
those that changed significantly under the influence of NGSS and those that did not change the existing
framework. The changed textbooks incorporate new engineering elements. In American practices, socialand medical issues were the themes, and literature research about how problems were solved using
technologies were emphasized. Conversely, in Japanese inquiry activities, students work with results ofexperiments that required advanced skills.

Keywords: high school biology textbooks, NGSS, inquiry activities, Science and Engineering Practices

Background
In Japan, the word “inquiry” was first used in the goals of science in the Course of Study announced in1956 (Ministry of Education, Science, Sports and Culture, 1956). In science education in Japan, it haslong been considered especially important not only to acquire knowledge but also to learn the process ofinquiry. In the newest Course of Study for high school science announced in 2018, inquiry activities arefurther emphasized to develop the ability to explore the nature throughout life (Ministry of Education,
Culture, Sports, Science and Technology (MEXT), 2018). Now, science class reforms are required torealize these three kinds of learning: ① agentic learning with intrinsic motivation, ② deep
communication, and ③deep learning. In the US, Next Generation Science Standards (NGSS) was
published as a new national science standard in 2013(National Research Council, 2013). According to
NGSS, the Science and Engineering Practices were proposed as new type of inquiry activities.

PurposeJapan is aiming for Society 5.0, which is an ultra-smart society with advanced science and technology(Cabinet Office, Government of Japan, 2016). In science education, cross-disciplinary learning
connecting science with other subjects (for example, engineering elements and social science elements)
will be required in the future. The purpose of this study is to clarify the recent changes in US textbooks
and compare the differences between American Science and Engineering Practices and Japanese inquiry
activities in order to examine new factors to be incorporated into future science education in Japan.

MethodFor American high school biology textbooks, we used textbooks from three publishing companies(Pearson, Houghton Mifflin Harcourt, and McGraw Hill Education) with high market occupancy in highschool science education in the US (Banilower et al., 2018). First, we clarified what kind of changes haveoccurred in recent revisions of textbooks that had been published before the proposal of NGSS. The table= 56 =

“NGSS correlation” presented by each textbook company was used for the analysis. It showed therelationship between textbook content and NGSS. Next, we compared the Science and Engineering
Practices of American biology textbooks and the inquiry activities in Japanese textbooks. For Japanesehigh school biology textbooks, we used textbooks from five Japanese publishing companies (Tokyo
Shoseki, Keirinkan, Jikkyo Shuppan, Suken Shuppan, and Daiichi Gakushusha).

Results
Miller and Levine Biology from Pearson and HMH Biology from Houghton Mifflin Harcourt have been
affected by NGSS, and the contents of these textbooks have changed significantly in recent years. On theother hand, McGraw Hill Education’s Glencoe Biology showed little changes in textbook contents inrecent revisions. In Miller and Levine Biology and HMH Biology, some learning contents have been
deleted (for example, the nervous system, muscular/skeletal system, and so on), and new activities
relating to engineering design have increased as disciplinary core ideas. As changes from the old version,
there were 54 new activities in Miller and Levine Biology and 24 in HMH Biology. Table 1 shows theresults of examining which disciplinary core ideas of NGSS other than Life Science correspond to these
activities. Both textbooks include engineering elements in their new activities. There were differences
between Japanese and American textbooks regarding the subjects in inquiry activities and the activities
conducted by students. In American textbooks, social issues and medical issues were the focuses, andthere was a lot of emphasis on literature research. Conversely, in Japanese textbooks, there were someinquiry activities to consider from the results of experiments requiring advanced skills.
Table 1: The number of activities, including each disciplinary core idea.
Disciplinary core ideas other than Life Science Miller & Levine

HMH

ETS1: Engineering Design
ESS1: Earth's place in the universe
ESS2: Earth's systems
ESS3: Earth and Human activity

10
-

41
1
3
4

Discussion
While Science and Engineering Practices in the US included engineering elements and social issues,
Japanese inquiry activities did not yet include those elements. The Japanese textbooks analyzed in thisstudy were developed based on the Course of Study announced in 2009 (MEXT, 2009). Soon, textbooks
that comply with the new Course of Study, which emphasizes inquiry activities announced in 2018, will
be published. It will be interesting to find out how many engineering elements and social issues these new
textbooks will contain. In addition, in preparation for the next revision of the Course of Study, it isnecessary to consider introducing cross-disciplinary concepts, such as engineering elements, into sciencein Japan, which is aiming for Society 5.0. Also, in US textbooks, some learning contents were deleted.
This could be to make time for the practices in science classes. Even in Japan, which has begun to focus
on inquiry activities, it will be necessary not only to add new inquiry activities but also to review what
has been considered learning contents so far, as in the US.

Acknowledgments
This research was supported by grants from Japanese Textbook Research Center and Chu-o Institute for
Educational Research. A part of this research will be published in Jpn. J. Biol. Educ., 62 (3), 2021.

References
Banilower, R. E., Smith, S. P., Malzahn, K. A., Plumley, C. L., Gordon, E. M., & Hayes, M. L. (2018).
Report of the NSSME+. Horizon Research.
Cabinet Office, Government of Japan. (2016). Report on the 5th Science and Technology Basic Plan.
MEXT. (2009). The Course of Study for high school science, Jikkyo Shuppan.
MEXT. (2018). The Course of Study for high school science, Toyokan Publishing.
Ministry of Education, Science, Sports and Culture. (1956). The high school Course of Study,
https://erid.nier.go.jp/files/COFS/s31hm/index.htm, (accessed 05.29.2021).
National Research Council. (2013). Next Generation Science Standards: For states, by states. The
National Academies Press.

= 57 =

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᳙⇯∍∠∑∓∛∞∥᳚⇌⇯⇡⇙⇝⇌⇡⇦⇌ ⇿∏∕∑√∏∑⇌ ⇱∐∡∏∍∠∕∛√⇌ −∛∞⇌ ∁√∐∑∞∓∞∍∐∡∍∠∑⇌ ∛∞⇌ ⇳∞∍∐∡∍∠∑⇌ ⇿∏∔∛∛∘⇌⇿∠∡∐∑√∠∟⇌⇩⇯∔∍∕∞∜∑∞∟∛√⇩⇌⇼∞∛−⇚⇌⇯∔∕√⇙⇲∑∕⇌⇴∡∍√∓⇌⇺∍∠∕∛√∍∘⇌⇷∍∛∔∟∕∡√∓⇌⇺∛∞∙∍∘⇌∁√∕∢∑∞∟∕∠∥⇌⇩⇼∞∑∟∑√∠∍∠∕∛√⇌⇼∞∛∓∞∍∙⇩⇌⇝⇣⇙⇡⇙⇝⇙⇝⇤⇙⇝᳉⇲∄∃⇻⇙∁⇵⇭⇳⇙⇯⇢⇜⇞⇝᳊⇌⇝⇌⇾∕∍√∐∕⇌⇾⇵⇭⇺⇰⇵᳉∁√∕∢∑∞∟∕∠∍∟⇌⇼∑√∐∕∐∕∗∍√⇌⇵√∐∛√∑∟∕∍᳊⇌⇵∞∙∍⇌⇾∍∔∙∍⇌⇿∡∣∍∞∙∍⇘⇌⇭√√∍⇌⇼∑∞∙∍√∍∟∍∞∕⇘⇌∅∛∟∔∕∟∡∗∑⇌⇷∡∙∍√∛⇌⇱∤∜∘∛∞∕√∓⇌∠∔∑⇌⇻∎∟∠∍∏∘∑∟⇌∛−⇌⇼∞∛∟∜∑∏∠∕∢∑⇌⇿∏∕∑√∏∑⇌∀∑∍∏∔∑∞∟⇌∕√⇌⇰∑∢∑∘∛∜∕√∓⇌⇿∀⇱⇹⇌⇸∑∟∟∛√⇌⇼∘∍√∟⇌⇝⇤⇙⇡⇙⇝⇙⇝⇤⇙⇞᳉⇲∄⇶∀⇙∂⇴∆⇻⇙⇾∄⇜⇞⇝᳊⇌⇺∓∛∏⇙⇴∡∥⇌∀∞∍√᳉⇺∍∠∕∛√∍∘⇌⇷∍∛∔∟∕∡√∓⇌⇺∛∞∙∍∘⇌∁√∕∢∑∞∟∕∠∥᳊⇌⇞⇌ ⇯∔∕√⇙⇲∑∕⇌⇴∡∍√∓⇌⇻∞∕∑√∠∍∠∕∛√⇌ ∛−⇌ ⇱∐∡∏∍∠∕∛√∍∘⇌ ⇯∛√∠∑√∠⇌ −∛∞⇌ ⇿∏∕∑√∏∑⇌ ⇼∑∐∍∓∛∓∥⇌ ⇿∠∡∐∑√∠∟⇌ ∠∛⇌ ⇲∡∘−∕∘∘⇌ ∠∔∑⇌ ∀∑∍∏∔∕√∓⇌⇾∑∝∡∕∞∑∙∑√∠∟⇌∛−⇌⇿∡∟∠∍∕√∍∎∘∑⇌⇰∑∢∑∘∛∜∙∑√∠⇌⇳∛∍∘∟⇌⇝⇥⇙⇡⇙⇝⇙⇝⇤⇙⇟᳉⇲∄⇵⇮⇙∆⇟⇻⇟⇙⇿⇳⇜⇞⇝᳊⇌⇟⇌⇴∁⇌∀⇭⇻᳉⇱∍∟∠⇌⇯∔∕√∍⇌⇺∛∞∙∍∘⇌∁√∕∢∑∞∟∕∠∥⇌∏∛∘∘∑∐∓∑⇌∛−⇌∠∑∍∏∔∑∞⇌∑∐∡∏∍∠∕∛√᳊⇌⇶∕√∓⇌∅∍√∓⇌⇭⇌∘∑∍∞√∕√∓⇌∏∥∏∘∑⇌∍∜∜∞∛∍∏∔⇌∠∛⇌∜∞∛∙∛∠∑⇌⇼∞∑⇙∟∑∞∢∕∏∑⇌⇿∏∕∑√∏∑⇌∀∑∍∏∔∑∞∟᳆⇌ ⇺⇻⇿⇌∂∕∑∣∟⇌⇞⇜⇙⇡⇙⇝⇙⇝⇤⇙⇠᳉⇲∅⇝⇤⇙⇷⇹∀⇹⇙∆⇮⇜⇞⇝᳊⇌⇱√∕⇌⇺∡∞∍∑√∕᳉∁√∕∢∑∞∟∕∠∍∟⇌⇼∑√∐∕∐∕∗∍√⇌⇵√∐∛√∑∟∕∍᳊⇌⇠⇌ ⇵∞∙∍⇌⇾∍∔∙∍⇌⇿∡∣∍∞√∍⇌⇵⇰⇱⇺∀⇵⇲∅⇵⇺⇳⇌⇿∀∁⇰⇱⇺∀⇿⇌⇯⇻⇸⇸⇭⇮⇻⇾⇭∀⇵⇻⇺⇌⇿⇷⇵⇸⇸⇿⇌⇻⇺⇌⇿⇻⇸∂⇵⇺⇳⇌⇲⇻⇻⇰⇌⇿∁⇿∀⇭⇵⇺⇭⇮⇵⇸⇵∀∅⇌⇵⇿⇿∁⇱⇿⇌∀⇴⇾⇻∁⇳⇴⇌⇿∀⇱⇹⇌⇯⇻∁⇾⇿⇱⇌⇞⇝⇙⇡⇙⇝⇙⇝⇤⇙⇡᳉⇲∅⇤⇠⇙⇭⇿⇱∂⇙⇹⇝⇜⇞⇝᳊⇌∅∡⇌ ⇸∑∕᳉⇺∍∠∕∛√∍∘⇌ ⇱√∓∕√∑∑∞∕√∓⇌ ⇸∍∎∛∞∍∠∛∞∥⇌ ⇲∛∞⇌ ⇱∐∡∏∍∠∕∛√∍∘⇌ ⇮∕∓⇌ ⇰∍∠∍⇘⇌ ⇯∑√∠∞∍∘⇌ ⇯∔∕√∍⇌ ⇺∛∞∙∍∘⇌⇡⇌ ∁√∕∢∑∞∟∕∠∥᳊⇌∃∑√∔∡∍⇌∆∔∍√∓⇘⇌∅∑⇌⇯∔∑√⇌⇭∠∛∙∕∏⇌⇿∠∞∡∏∠∡∞∑⇌⇯∛∞∑⇌⇯∛√∏∑∜∠∟⇌⇸∑∍∞√∕√∓⇌⇼∞∛∓∞∑∟∟∕∛√∟⇌

⇌= 58 =

EXPLORING THE OBSTACLES OF PROSPECTIVE SCIENCETEACHERS IN DEVELOPING STEM LESSON PLANS
Riandi1, Irma Rahma Suwarma1, Anna Permanasari1, Yoshisuke Kumano2
1 Univeersitas Pendidikan Indonesia, Indonesia
2 Shizuoka University, Japan

ABSTRACTThe increased demand of human resources with required literacies in 21st century, have been triggeringreformation in many sectors of life. Based on the fact and triggered by high demand of literates’ humanresources, we proposed Science, Technology, Engineering, and Mathematics (STEM) education to solve
the problem. In this study, we were developing professional learning program for prospective teachers.
It began from introducing STEM perspective and theory from Japan Expert, and then followed by making
lesson plan. This research was conducted in collaboration with Kumano Lab that have been developing
STEM Education since 2013. The purpose is to analyze the difficulties of 19 prospective teachers indeveloping STEM lesson plan. The difficulties was digging up through questionnaire consist of threemultiple-choice questions and one open-ended question. The data analyzed qualitatively as a case study
research method took places. The results showed that half of them faced difficulties in integrating
Technology and Engineering (42,1%) as well as integrating Technology, Engineering, and Mathematics(42,1%). No one who have experiences in integrating Technology, Engineering, and Math (0%) on thelesson plan. One of them wrote that the obstacles are in determining suitable technology for learning andwhat technology will be able to train critical and creative thinking skills, and in determining engineering
practices for students. However, they thought that integrating Science, Technology, and Mathematics iseasy (68.4%). These results indicated that most of prospective teacher were difficult in determining how
to integrate Technology, Engineering, and Math into lesson plan.
Keywords: STEM integration, lesson plan, professional learning program.
1. BACKGROUND
We have been developing STEM Education since 2013, and we are focusing in STEM outcome forstudents. For instance, it was found that implementation STEM in Learning Cycle 5E in direct current
electricity improved the concept understanding of students who received LC 5E combined with STEM
higher than students who had learning LC 5E without STEM (I.R Suwarma et,al, 2017). Other researchevaluation showed that most of STEM based learning was conducted through media and technology. The
media and technology was invited into electricity learning. 92 students were involved as samples of thisstudy that cane from two different classes. The analysis result showed that most of student enjoyed thelesson and eager to engage in other STEM based learning. Moreover, they agree that media andtechnology can help them in understanding the concept. It convinced by the students understanding
improvement after the learning processes (I.R Suwarma, 2019). It was supported by Permanasari (2016),
who said that development of contextual science learning framework from Hoolbroke (1998) supported
by interactive media can improve science literacy and learning relevancies at schools.
Science literacy and learning relevancies at schools can’t be developed without teacher’s roles.
Teachers in Indonesia were produced at education-based universities, such as UPI. Based on new ministry
policy, not only UPI that can produce teacher but also other educational collage or universities. These
facts triggered UPI to create professional and qualified teachers, so that the graduate could compete well.
However, we realized that we are facing challenge in preparing the STEM teachers (I.R Suwarma, 2019).
Therefore, we developed professional learning program for prospective teachers. We collaborated withJapan STEM expert to introduce STEM to teachers, and then asked teachers to develop lesson plan.
Along the learning program, we found that teachers face some obstacle in developing lesson plan. This
study will be focused on exploring the obstacles. It was conducted to enhance prospective teachers quality
in teaching and learning experiences.
2. METHOD
Nineteen prospective physics teachers were invited to participate in this study. They were selectedbased on their interest and experiences in STEM education practices. They developed lesson plan based= 59 =

on content subject mater in curriculum 2013. They were grouped of two and each group picked one
content matter. We collected nine-lesson plan, three for every grade in senior high level. After finishinglesson plan, they were asked to fill in the reflective questionnaire that consists of three STEM integration
type questions, and one open question related to the obstacles/difficulties in developing the lesson plan.
3. RESULTS AND DISCUSSION
In the beginning the participant face difficulties on integrating STEM into lesson plan, they feellack of information of implementation samples. After having discussion with researcher, and having
guided with STEM integration framework, they revised the lesson plan draft.
The questionnaire results showed that half of them faced difficulties in integrating Technology andEngineering (42,1%) as well as integrating Technology, Engineering, and Mathematics (42,1%). No one
who have experiences in integrating Technology, Engineering, and Math (0%) on the lesson plan. One ofthem wrote that the obstacles are in determining suitable technology for learning and what technology
will be able to train critical and creative thinking skills, and in determining engineering practices forstudents. However, they thought that integrating Science, Technology, and Mathematics is easy (68.4%).
The obstacles information that explored from open question showed that most of participant havedifficulties in deciding the technology and engineering practice, and two of them feel that it took muchtime. The detail information describe in Table 1.
Table 1. Obstacles criteria in developing lesson plan
Obstacles criteria
deciding the technology
and engineering practiceintegrating STEM
lack of school facilities
and support
take much timelack of lesson plan
information
deciding engineering
practice

Number of
response
5
4
5
2
1
2

4. CONCLUSION
These results indicated that most of prospective teacher were difficult in determining how tointegrate Technology, Engineering, and Math into lesson plan. In addition, they also face obstacles in
deciding technology and engineering practice that could lead interactive STEM learning activities. Lastly,
they perceived that school support and facilities is needed in STEM learning implementation.
5. ACKNOWLEDMENTThis study was supported by International Research Collaboration Grant from Post-Graduate School
Universitas Pendidikan Indonesia.
6. REFERENCES
D S Kaniawati, I Kaniawati, I R Suwarma (2017), Implementation of STEM Education in Learning Cycle
5E to Improve Concept Understanding On Direct Current Concept, Advances in Social Science,
Education and Humanities Research (ASSEHR), volume 57 Atlantis Press.
Holbrook, J. (1998).” A Resource Book for Teachers of Science Subjects”. UNESCO.
I.R Suwarma, Y. Kumano (2019), Implementation of STEM Education in Indonesia: Teacjers’ Perceptionof STEM Integration into Curriculum, J. Physics Conference Series 1280.052051, IOP Publishing,doi:10.1088/1742-6596/1280/5/052052
Permanasari, A. (2016). STEM Education: Inovasi dalam Pembelajaran Sains. Prosiding SNPS (Seminar
Nasional Pendidikan Sains) (Vol. 3, hlm. 23-34. Surakarta: Universitas Sebelas Maret= 60 =

ORIENTATION OF EDUCATIONAL CONTENT FOR SCIENCEPEDAGOGY STUDENTS TO FULFILL THE TEACHINGREQUIREMENTS OF SUSTAINABLE DEVELOPMENT GOALS
Ngoc-Huy Tran1, Chin-Fei Huang1
1. Graduate Institute of Science Education and Environmental Education, National Kaohsiung Normal
University, Kaohsiung, Taiwan


ABSTRACTThe aim of this research is to determine what science and environmental education materials should be
included when teaching science pedagogical students to reach educational SDGs after they graduate. Seven
experts were consulted for this study, and 70 high school teachers and 75 undergraduate pedagogicalstudents from Taiwan and Vietnam were polled (all experts and survey participants were in the field of
science education). After learning about the 17 SDGs, respondents were required to complete the “Teaching
Orientation to SDGs Questionnaire”. According to the findings, the most directly linked goals to scienceeducation and environmental education in school, which are also the goals that survey participants believe
should be prioritized in science pedagogical student teaching, are SDG 6 (clean water and sanitation),SDG 7 (affordable and clean energy), SDG 13 (climate action), SDG 15 (life on soil), and SDG 14 (lifebelow water). In addition, experts are consulted to have their perspectives on these topics. Based on thefindings, the research intends to further explore pedagogic students' comprehension of science materials,
attitudes, ability to handle and practice and willingness to apply STEM skills in solving certain practicalproblems related to the SDGs.

Keywords: sustainable development goals; science pedagogy students; science education; environmental
education

INTRODUCTION
Since all United Nations Member States adopted the Sustainable Development Goals (SDGs) from2015 to 2030 (UN General Assembly, 2015), preparing all people, particularly K-12 students, for the SDGs
has become a global imperative; and education is recognized as an important pillar (Kioupi & Voulvoulis,2019). Many prior research has revealed that higher education plays an active role in SDG implementation,and universities have several advantages in moving towards the SDGs through functions and operations
such as research, innovation, and academic prowess. However, little guidance on how they might contributeto SDG implementation is available (Hernández-Barco et al., 2020; Mawonde & Togo, 2019). Although
there are a lot of items combining science and environmental issues, some items such as energy (SDG 7),
water (SDG 6), and climate change (SDG 13) receive very little attention in the sum of UN flagshippublications (Vladimirovaa & Le Blanc, 2015). In addition, Walid and Luetz (2018) argue that the notionof environmental sustainability is not explicitly integrated within SDG 4 on education. In other words, SDG
4 makes no single explicit reference to any concern related to environmental sustainability. As a result,
there is a lack of clear orientation on the scientific and environmental content that should be taught atuniversities in general, and universities of pedagogy in particular. So, it’s necessary to explore which SDGs
are most relevant to science and environmental education in schools, and which should be highlighted inuniversity science pedagogy teaching.

METHOD
This research aims to determine what science and environmental education materials should be
included when teaching science pedagogical students to reach educational SDGs after they graduate. Seven
experts were consulted for this study, 70 high school teachers and 75 undergraduate pedagogical students
from Taiwan and Vietnam were polled (all experts and survey participants were in the field of scienceeducation). After learning about the 17 SDGs, respondents were required to complete the “Teaching
Orientation to SDGs Questionnaire”, in which they were asked to choose the five goals in the SDGs that= 61 =

are most closely relevant to science education and environmental education in school, and which five should
be prioritized in university science pedagogy teaching. In addition, experts are consulted to have theirperspectives on these topics.

RESULT AND DISSCUSSION
Figure 1 shows the results obtained after surveying all three subjects who are experts, teachers, andpedagogical students in the field of science education. According to the findings, the most directly linked
goals to science education and environmental education in school, which are also the goals that survey
participants believe should be prioritized in science pedagogical student teaching, are SDG 6 (clean waterand sanitation), SDG 7 (affordable and clean energy), SDG 13 (climate action), SDG 15 (life on soil), and
SDG 14 (life below water). This is consistent with the conclusions of Wibowo & Sadikin (2019), that new
biology, as a sub-discipline of the natural sciences, not only can potentially enact quality education goal,
but also some other goals of SDGs, like SDG 6 and SDG 7.
73.7
80
67.1
70
60
49.3 46.1
50
40.8
40
28.3 25 26.3
25.7
22.4
30
19.1
16.417.1
13.810.5
20
9.9
8.6
10
0

73
80
69.1
70
53.9 53.3
60
45.4
50
40
27.6
24.3
23
30
16.419.1
14.5
13.215.114.5
12.512.5
20 12.5
10
0

(a)

(b)

Figure 1. Rate (%) of the goals in SGSs that are (a) most closely relevant to science education and environmental education inschool, and (b) should be prioritized in university science pedagogy teaching, according to the survey result.

From the perspective of experts, they believe that increasing the effectiveness of innovation andencouraging the use of active and interdisciplinary training approaches in university to assist pedagogicalstudents in preparing the next generation to meet global environmental challenges are very important.
STEM education is one form of successful education that experts suggest. Furthermore, experts argue thatthe current school curriculum continues to place a strong emphasis on knowledge transmission; moreemphasis should be placed on cooperation and action. Based on the findings, the research intends to further
explore pedagogic students' comprehension of science materials, attitudes, ability to handle and practiceand willingness to apply STEM skills in solving certain practical problems related to the SDGs.

CONCLUSION
This research aims to determine what science and environmental education materials should be
included when teaching science pedagogical students to reach educational SDGs after they graduate.
Experts, high school teachers and undergraduate pedagogical students in the field of science education from
Taiwan and Vietnam, after learning about the 17 SDGs, were required to complete the “Teaching
Orientation to SDGs Questionnaire”. According to the findings, the most directly linked goals to scienceeducation and environmental education in school, which are also the goals that survey participants believe
should be prioritized in science pedagogical student teaching, are SDG 6, SDG 7, SDG 13, SDG 15, and
SDG 14. According to experts, greater emphasis should be focused on cooperation and action; active andinterdisciplinary training approaches at universities should be enhanced and encouraged.

MAIN REFERENCES
Hernández-Barco, M., Sánchez-Martín, J., Blanco-Salas, J., & Ruiz-Téllez, T. (2020). Teaching Down to
Earth—Service-Learning Methodology for Science Education and Sustainability at the University
Level: A Practical Approach. Sustainability, 12(2), 542.
Kioupi, V., & Voulvoulis, N. (2019). Education for Sustainable Development: A Systemic Framework forConnecting the SDGs to Educational Outcomes. Sustainability, 11(21), 6104.

= 62 =

IDENTIFYING STUDENTS COLLABORATION SKILLS ON SOLVING
FOOD SUSTAINABILITY ISSUES THROUGH STEM COURSE
Eni Nuraeni1, Irma Rahma Suwarna1
1Universitas Pendidikan Indonesia, Indonesia

ABSTRACTCollaboration skills are one of 21st century that should be owned by students. This study aim to identify
collaboration skills on solving problem related to food sustainability issues that delivered in Science,
Technology, Engineering, and Mathematics (STEM) course. Food sustainability is a global issues that
become a part of SDG’s of UNESCO. The STEM course used problem-based learning for scientificpractice, and project based learning in engineering practices. Participants on this study are 31 first year
undergraduate students that come from different major; physics, physics education, math, math education,
chemistry, chemistry education, biology, biology education, computer science, and computer scienceeducation. They were divided into eight-mixed group. Peer assessment of collaboration skills were used tocollect data that analyzed qualitatively. The results showed that most students have good collaboration
skills, they respects other opinion in group (4.54), give contribution on creating idea solution (4.45), andhave good responsibility to solve the problem (4.32). However they were not good on group leadership(3.9).
Keyword: collaborative skills, STEM course, food sustainability

1. INTRODUCTION
Collaboration skills have been considered as important skills that needed in facing 21st century
challenges and demand in the workforce (Partnership for 21st Century, 2011). In addition, collaboration is
an important instructional strategy especially in delivering problem based and project based learning
environment (D.Lee, et all, 2015). These views leads some researchers to study the impact of collaboration
into learning outcomes ‘collaborate to learn’ and to study how the collaboration can be learned ‘learn tocollaborate’ (Littleton &Miel, 2004; in D.Lee et all, 2015). For instance, M. Rachmaniah et.al (2019)
developed web based assessment tools to measure students’ Collaborative Problem Solving (CPS) skills,
the results showed that it could measure CPS valid, accurate and described most of students’ collaborativeskills were in level 2. It mean that there still need further learning environment that could develop students
collaboration skills.
Collaboration was embedded in undergraduate courses learning environment in order to sharpen
students’ skills. A STEM course was developed to integrate science, technology, engineering, andmathematics discipline. It consists of scientific practice in identifying why the issues occurred, andengineering practice in generating idea to solving the problem. The theme of food sustainability is one ofdiscussed issues in this course. It became a part of Sustainable Development Goals (SDG’s) that proposed
by UNESCO, the goal is to create ‘zero hunger’. Students asked to identify how is food sustainability
occurred in their surrounding, weather it is well managed or not, what problem occurred related to the foodissues, what is the impact on social, environment and economic aspect, and how to solve the problem sothat the food sustainability occurred. They were asked to collaborate; they can discuss, share and test theirideas. This study aims to identify how students learn to collaborate in solving food sustainability issues thatdelivered through STEM courses for first semester undergraduate students.
2. METHOD
Thirty-one undergraduate students who come from ten major were involved in this quasi experimentresearch. They were grouped in eight that consists of four students from different major. The disciplineinterest differences could lead various perspective of food sustainability issues and ideas solution. It create= 63 =

active discussion environment among students. It also can create conflicts among them, but they shouldsolve it as a part of they learn how to collaborate in team. Collaboration skills were divided into threedomain; participation, perspective taking, and social regulation task. Each student will assess his or her
friend in the same group. The data analyzed qualitatively based on simple statistic calculation with 5-scale.
3. RESULTS AND DISCUSSION

collaboration skills

Several statements represented all domains as shown in Figure 1 that served in a peer assessment
design. According to Figure 1, all the indicator of collaborative skills have been developed through STEM
course with means score 4.2 (84% of the ideal maximal score). The highest score of collaboration skill is I
(Respect the opinion of group members). The students very respects other opinion in group (4.54), theyalso good in give contribution on creating idea solution (4.45), and have good responsibility to solve theproblem (4.32). However they were not good on group leadership skill (3.9).
J
I
H
G
F
E
D
C
B
A
3.6

3.8

4

4.2

4.4

score of collaboration skills

4.6

Graphic description:
A. Contribution of thought to the benefit of thegroup
B. Provision of facilities for group assignment
C. Contribution in doing group assignments
D. Responsibility to the group
E. Ability to cooperate with group members
F. Ability to convey and respond to ideas
G. Leadership in group work settings
H. Social interactions with group members
I. Respect the opinion of group members
J. Commitment to doing quality assignments andon

Figure 1. Students’ collaboration skills performance
Data in figure 1 shows that formulating problems and solving food security problems in collaboration
between students from various majors has proven to have increased the need to collaborate efficiently.
These findings suggest that PBL and project based learning are catalysts for collaboration as statedby(D.Lee, et all, 2015). That social interdependence theory suggests that social skills play an important rolein enhancing collaboration and resolving conflict.

4. CONCLUSION
This finding shown that the strategy that implemented in STEM course included problem-basedlearning for scientific practice, and project based learning in engineering practices proved to be efficacious
in improving students’collaboration skills.

5. REFERENCES
Lee D, Huh Y, Reigeluth C.M (2015). Collaboration, intragroup conflict, and social skills in project-basedlearning. Instructional Science. Springer Science Business Media Dordrecht.
M. Rachmaniah, I.R Suwarma, E. Rienovita, I.I. Khrisna (2019). Identification Of Social And Cognitive
Domain Criteria ‘Keyword’ On Collaborative Problem Solving Skills Analytic Rubric. 2nd
International Conference on Educational and Assessment Policy (ICEAP 2019).
Partnership for 21st Centry Skills. (2011). Framework for 21st century learning. Retrieved January 6, 2015,
from http://www.p21.org/our-work/p21-framework= 64 =Atomic Structure Core Concepts Learning Progressions
Yu Lei1,

Wenhua Zhang2, Ye Chen3

1.National Engineering Laboratory For Educational Big Data,Central China Normal
University, Wuhan, China
2.College of Chemistry, Central China Normal University, Wuhan, China
3.No.14 Middle School of Hangzhou, Zhejiang Province, Wuhan, China

ABSTRACTThis research adopts Questionnaire survey, interview method, Pencil-and-paper method, text analysis
method and other methods.Atomic Structure is one of the three major topics of Material Structure, and it
is one of the important bridges linking the macroscopic and microscopic structure of matter. It is of greatsignificance to construct the Core Concepts system and Learning Progressions of Atomic Structure. The
main issues studied include: (1)What is the Core Concepts system in the theme of Atomic Structure? How
is the Core Concepts expressed? (2) How to measure and analyze the student’s understanding of the Core
Concepts of this lesson in the teaching of a lesson under the theme of Atomic Structure?
Through the research, the following conclusions have been drawn:(1)Define the Core Concepts of Atomic
Structure and its expression:Particles: Atom is composed of smaller particles.Force: There is a certain“force” in the atom.Space layout: Particles inside atom have a certain space layout.(2)Build a
Hypothetical Learning Progression of Atomic Structure.(3)Design the evidence-centered the Learning
Progressions instructional design and the Core Concepts assessment methods of “Nuclear and Nuclides”,
which form a one-to one teaching and evaluation system of claims, evidence and tasks. Post-test results of
empirical studies indicate the method improve the understanding of Atomic Structure among different
types of students, but student with high academic level have the greatest improvement, followed by thosewith low academic level. In order to adapt to different levels of students, the author proposes themodification method of “space layout”, “nuclides” and “atomic symbols”.
Keywords: Atomic Structure，Core Concepts，Learning progression，Instructional design
The Core Concepts and Learning Progressions have achieved a great deal of success in the newround of American Science Education Curriculum Reform. It is of theoretical and practical value tocombine the research results of the United States with science education curriculum system in China.

1
Design of research on the development of Atomic Structure Core Concepts
Learning Progressions
Collate the concepts of "atomic structure" in Chinese curriculum standards and middle school
chemistry textbooks, list all relevant general concepts, and then sort out the conceptual framework ofthese "atomic structure" , this paper analyzes the cognitive structure of students' knowledge of atomic
structure, defines the core concept of "atomic structure" , constructs the core concept system, and assumes
an advanced framework of learning core concept of "atomic structure" .
According to the framework of advanced learning hypothesis and the results of pre-test analysis,
students' "atomic structure" cognitive starting point, based on the theory of Constructivism, design theevidence center of "Nuclear and Nuclides" learning advanced teaching.
Select a certain type of students as the study object, "Nuclear and Nuclides" practice teaching.
Design an evidence-based assessment tool to make a formative assessment of students'understanding ofeach concept in the classroom and adjust teaching strategies in time. Finally, the posttest is used to track
the progress of students'core concepts before and after class hours, and to revise and adjust the hypothesis
framework of learning progress according to the assessment results, to get the most suitable for this typeof students, "Nuclear and Nuclides" class time learning advanced framework.

2 Data collection
The school studied was identified as a level 1 secondary school in Xiamen, Fujian Province.An= 65 =

empirical study on overtime work in a high school. Judging from the final grades of the class in the firstsemester of senior one, the average chemistry grade of the class is about 59.8.According to the definitionof the core concepts of atomic structure and the hypothesis of advanced learning, this study adopts themethod of Empirical Research to carry out the advanced learning design of "atomic nucleus and nuclide" .
The University of Michigan School of Education, Shawn Y. Stevens et Al. coded the scale, to get theatomic structure coding scale, pre-test, determine the starting point. To "Nuclear and Nuclides" this classtime carries on the teaching design, after "atomic nucleus, nuclide" class time ends, after using the classtime after the class ends, carries on the test to the student in the classroom. And listen to the teacher Chen
teacher for a talk, from the academic level of high, medium, low three students were selected forinterviews.

3 The research conclusion
The conclusions of this study are as follows:
The core concepts of "atomic structure" are: Atoms are made up of smaller particles, there areinteractions within atoms, and the particles within atoms have a certain spatial arrangement. The author
thinks that these three concepts as the core concepts can dominate other general concepts in atomic
structure. The two most important core concepts of atomic structure in middle school are "atoms are madeof smaller particles" and "atoms have a certain spatial distribution of particles inside them" , which
explain most of the facts, can Dominate most general concepts. Although "interatomic interaction" is a
low requirement in atomic structure, without it, the core concept system of "atomic structure" lacks
logical coherence, it also has a positive effect on the subsequent learning of "Chemical Bond" and"intermolecular force".
(2) According to the textbook and the curriculum standard as the blueprint, this paper defines thestarting point and the ending point of the "atomic structure" of the students in the middle school stage,and in turn serves as the guidance, refining the three core concepts of the "atomic structure" , it forms thescientific description of the advanced hypothesis of "atomic structure" learning.
(3) Using the design method of evidence center, a set of objectives, evidence and task system of"Nuclear and Nuclides" is designed, developed a set of advanced teaching design of the concept of"nucleus, nuclide" class hour and assessment method of students' cognitive level, can help teachers in the"nuclear, nuclear" teaching process in time according to student performance adjustment strategy.
(4) Advanced teaching achievement of "Nuclear and Nuclides":①From the results of the impact on
students of different academic levels, the author's advanced teaching has a significant impact on
students of high academic level, but little impact on students of high academic level.②According to thescores of different concepts, most of the students reached the first level of "Foshan" , but the two contentsof nuclide and isotope in understanding level did not reach the intended teaching effect.

REFERENCES
S. Y. Stevens, C. Delgado, J. S. Krajcik. Developing a hypothetical multi-dimensional learning
progression for the nature of matter[J]. Journal of Research in Science Teaching, 2010, 47(6): 687–715.
D. C. Washington, A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core
Ideas[M]. National Research Council: The National Academies Press, 2012: 103-138.

= 66 =

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= 67 =

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⇌= 68 =

Development of digital worksheets for Japanese science lessons
Yamashita Shuichi1, Matsuda Kazukuni2, Sugeno Hitomi3
1. Chiba National University
2. Dainippon tosho Co., Ltd.
3. Chiba National University Student


ABSTRACTThe purpose of this study was to develop new digital worksheets for science lessons. To meet this need,on-site observation and interviews were done at schools. One of the examples comes from qualitative andquantitative research revealed that both digital textbooks and notebooks were frequent used in science
lessons. The problem is whether to use paper notebooks or notebooks integrated into digital textbooks inscience lessons. We developed new digital worksheets for science lessons which using with digital textbooks.
However, there are still room for improvement in the worksheet such as writing space and structure.
Keywords: Science Lesson, Digital Textbook, Digital Worksheet
1. INTRODUCTION
From 2021, Japanese government introduced the GIGA (Global and Innovation Gateway for All) School
Program that ensure “1 devise for 1 student with a high-speed network in schools” which bring optimized
and creative learning to all students, who will live in the Society 5.0.
Japanese law mandates the use of physical textbooks in classrooms. However, the 2019 revision of the law
allows partial incorporation of digital textbooks in the curriculum. Japan removed the limit on the amountof time that digital textbooks can only be used in under half of classroom times to introduce digitaltextbooks to all schools by 2024. Currently, only printed textbooks are distributed free to elementary andjunior high schools, only 8.2% of schools are using the digital textbooks due to worries student's healthwould be affected by looking at the screen long time.
In this situation, Japanese Ministry of Education (2021) also updated the digital textbook guidelines. The
guidelines pointed out the following merits of using digital textbooks:
1. Students’ understanding and interest can be deepened and improved.
2. Teachers’ preparation time be reduced.
3. Students’ learning and understanding level can be grasped.
Yamashita et al. (2018) did on-site observation and interviews at schools. One of the examples comesfrom qualitative and quantitative research revealed that both digital textbooks and notebooks were frequent
used in science lessons. The problem is whether to use paper notebooks or notebooks integrated into digitaltextbooks in science lessons.

2. PURPOSE
The purpose of this study was to develop new digital worksheets for science lessons which using withdigital textbooks.

3. RESULTSFirstly, we developed the new digital worksheets to store students’ science learning information on thecloud and reflect past learning easily.
1. Link to the digital worksheets in conjunction with digital textbooks.
2. Fill in the information on each worksheet according to the order of problem-based learning.
3. Each worksheet is automatically integrated into the final worksheet.

= 69 =

Figure 1. Newly developed science digital worksheet (Dainippon tosho, 2019)
Secondly, we asked science teachers in Tsukuba city to use the digital worksheet and give us comments.
ʕ: Simple and easy to write.
ʕ: It's good to put on photos easily.
ʕ: Stamp function is good.
ʕ: It's good to be able to share with the whole class.
×: I can't switch the camera in / out.
×: It would be better if there was more space to write.
×: It's better to use more sophisticated worksheet such as the insertion position of the photo and the table structure areincluded in advance.

4. DISCUSSION
There are still room for improvement in the newly developed science digital worksheet such as writing
space and structure. We had simplified the writing space to use in various units, but it may need to be morestructured.

REFERENCES
Dainippon tosho (2019) Retrieved from https://www.dainippon-tosho.co.jp/news/2019/0917_digital_textbook.html#rika
ʤaccessed 2021.05.11ʥ
Japanese Ministry of Education (2021) digital textbook guidelines. Retrieved fromhttps://www.mext.go.jp/content/20210325-mxt_kyokasyo01-000013738_01.pdfʤaccessed 2021.05.11ʥ
Yamashita, S. et al. (2018) Demand and Potential for Digital Science Textbooks, Tokyo Rika Daigaku kyoshoku kyoiku
kenkyu, Vol.3, pp.47-59 (In Japanese). = 70 =

THE URGENCY OF STUDENT NEEDS THROUGH STEMS(SCIENCE, TECHNOLOGY, ENGINEERING, MATHEMATICS, AND
SOCIAL) LEARNING APPROACHES BASED ON ENVIROMENTAL
INSIGHTS IN THE PANDEMIC PERIOD
Nurul Farach1, Parsaoran2, Irma Rahma2,
Arizaldy2 and Linda Kusumawati2
1. Indonesia University of Education, Indonesia
2. Indonesia University of Education, Indonesia


ABSTRACT
5.0 is human-centered with the support of a system that integrates the virtual world with the real world toeliminate gaps between humans and the resolution of social problems that aim for human and social
progress. The purpose of this study is to determine the urgency of students' needs for an environmental
insight-based STEMS approach that leads to 21st-century skills to be able to facilitate the learning process
and provide more complex knowledge to students during a pandemic. This study used a survey researchmethod. The research sample consisted of 25 science teachers. The instruments in this study werequestionnaires, literature studies, and documentation studies. The results obtained from this study are in
the frequency distribution table the statement "always" has a result of 0, the statement "often" has a valueof 1, the statement "sometimes" has a value of 14, and the statement "never" has a value of 22. These results
indicate that science teacher tend to only choose the content of the science material that is given to students
but not in the application of how technology is done to tackle environmental pollution, how or techniques
are done by making a product, evaluating the results of the product with the correct calculation for appliedin order to tackle pollution in the environment during a pandemic as an urgent need for student learning in
independent learning at home. 
Keywords: STEMS approaches, social learning, skills environment
INTRODUCTION
The learning approach can be interpreted as a reference in implementing learning. Real education for the
progress of a nation. Education is ready to create a future that is able to support technological developments.
Science educators need to develop and develop learning that is oriented towards preparing students to bebetter prepared for the use and development of technology that can help human work and to make life easierand does not exist in society. So that the STEMS approach is an innovative approach that aims to instillsocial values that collaborate in the teaching strategies of teachers in class. The formation of morals byapplying social values and the foundation of religious values is a must for teachers.
Society 5.0 aims to develop social structures and help human needs. The framework for thinking
society 5.0 is actually based on the industrial revolution 4.0 (Ferreira & Serpa, 2018). Teachers, as well as
science educators still need to be developed to train 21st-century skills that support society 5.0. The learning
must fulfill the principles of 21st-century learning skills, including the following. the use of technologicaldevelopments to support increased learning and increased creativity skills (Saavedra & Opfer, 2012). The
purpose of this study is to see the urgency of the importance of approaches that lead to 21st- century skills
that can facilitate the learning process and provide more complex knowledge to students through the latest
STEMS innovation based on environmental insights in this pandemic era to tackle pollution in theenvironment of each student.

= 71 =METHODSThis research study lies in a descriptive research framework, which aims to capture and present facts, facts,
symptoms, and events that are desired to be raised appropriately (Raco, 2010). This type of research is
descriptive qualitative which aims to make a systematic and factual description of data collection. This
study took a sample of 25 science teachers in the City and Regency of Cirebon. They were asked to fill out
an online survey and interpret the urgency needed for teaching environmental insight topics using the
STEMS approach in the form of statements for teachers consisting of 20 statements using a Likert scale tomeasure an object. The instruments in this study were questionnaires, literature study, and documentation
study.

FINDINGS AND DISCUSSION
This STEMS an approach is an approach that wants to try to be developed in learning during this pandemic
with an effort to combine several or four STEM and Social subjects into one lesson based on the relationshipbetween subjects and the application of problems in the real world. Kelley & Knowles (2016) defines STEM
as an approach to teaching two or more STEM subjects related to authentic practice so as to increase thelearning interest of students who explore two or more STEM subjects and one or more subjects in schools.
The results of the responses of the teachers in the questionnaire frequency distribution results table are as
follows.
Figure 1. Results of the Frequency Distribution of the Questionnaire.
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The results obtained from this study are in the frequency distribution table the statement "always"
has a result of 0, the statement "often" has a value of 1, the statement "sometimes" has a value of 14, andthe statement "never". "It has a value of 22. These results indicate that science teachers tend to only choose
the contents of the science material given to students but not in the application of how technology is done
to tackle environmental pollution, methods or techniques that are done by making a product, evaluating the
product results with the correct calculation. to be applied to tackle environmental pollution during apandemic as an urgent need for student learning in independent learning at home. This means that theurgency of student learning needs is still considered minimal by the teacher with how students can carryout practical learning through simple research that can be done at each student's home during a pandemic.
not effective, doing a simple practicum will help. to answer the problems that occur in the environment
today.

CONCLUSION
The result show that science teacher tend to only choose the content of the science material that is given to
students but not in the application of how technology is done to tackle environmental pollution, how or
techniques are done by making a product, evaluating the results of the product with the correct calculation
for applied in order to tackle pollution in the environment during a pandemic as an urgent need for student
learning in independent learning at home.

REFERENCES
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM
education. International Journal of STEM education, 3(1), 1-11.
Raco, J. R. (2010). Metode Penelitian Kualitatif: Jenis. Karakteristik dan Kegunaannya, Jakarta: Grasindo.
Saavedra, A. R., & Opfer, V. D. (2012). Teaching and learning 21st century skills: Lessons from the learningsciences. A Global Cities Education Network Report. New York, Asia Society, 10.
Serpa, S., & Ferreira, C. (2018). Society 5.0 and Social Development: Contributions to a Discussion.

= 72 =

THE FEATURES OF “BIOLOGY” AS ESTABLISHEDIN JAPAN’S SECONDARY EDUCATION IN 1942
Yuki Aono1 and Tetsuo Isozaki2

1. Graduate School of Humanities and Social Sciences, Master Program, Hiroshima University, Japan
2. Graduate School of Humanities and Social Sciences, Hiroshima University, JapanABSTRACT“Biology” is one of the science subjects in Japan’s upper secondary schools. The emergence of
Biology as an integrated science subject occurred in 1942, when the school curriculum was reorganized
due to social changes resulting from the war. Before establishing Biology, natural things and phenomenaof the living world and parts of non-living world were taught in the department of Hakubutsu (Natural
History), which included subjects such as Botany, Zoology, Hygiene, and Mineralogy/Geology. We will
analyze the ideas of those who committed to reorganizing the Science and Mathematics departments, andcompared the regulations of Hakubutsu in 1931 with those of Biology in 1942. The purpose of revising of
regulations for science subjects was to reorganize science and mathematics education for improving science
understanding of the Japanese, and then to promote science in Japan (Kobayasi,1942). By comparing
Biology and Hakubutsu, we found that Hakubutsu emphasized cognitive goals, where Biology emphasizedskills and emotional goals to develop scientific attitudes and abilities. Biology, which was established in1942 from the perspective of Japan’s social conditions and traditional culture, aimed to develop scientificattitudes and abilities, and focused on inquiry activities, such as observation and experiment in the living
worlds.
Keywords: Biology, Hakubustu (Natural History), secondary education

INTRODUCTION“Biology” is taught as a science subject in Japan’s upper secondary schools. It emerged as anintegrated science subject in 1942, when the school curriculum was reorganized due to social changes
resulting from the war. Japan’s Ministry of Education divided the sciences in secondary education into
Biology and Busshou (Physical Sciences). Biology dealt with natural things and phenomena in the living
world, whereas Busshou dealt with natural things and phenomena in the non-living world. Before
establishing Biology, natural things and phenomena of the living world and parts of non-living world were
taught in the department of Hakubutsu (Natural History), which included subjects such as Botany, Zoology,
Hygiene, and Mineralogy/Geology. We analyzed the ideas of those committed to reorganizing the Scienceand Mathematics departments and compared the regulations of Hakubutsu in 1931 with those of Biology
in 1942.
Table 1. Transition of science subjects from Hakubutsu to Biology (1942)
1886 ~ 1942
subject
contents

Hakubutsu

1942 ~1947
BusshouPhysics and Chemistry

Biology

BotanyPhysics

BotanyPhysics

Zoology

Chemistry

Zoology

ChemistryHygieneMineraligy/Geology[living world][non-living world](Natural History)

Hygiene(Physical Sciences)

Mineralogy/Geology= 73 =RESULTThe purpose of the revision of revising regulations for science subjects was to reorganize scienceand mathematics education for improving the science understanding of the Japanese, and then to promotescience in Japan (Kobayasi,1942). For these purposes, Shiono (1942) told that it was necessary to establish
a new subject based on the traditional Japanese view of nature. By comparing Biology and Hakubutsu, wefound that Hakubutsu emphasized cognitive goals, where Biology emphasized skills and emotional goals
to develop scientific attitudes and abilities. Additionally, the contents of animals, plants, and the human
body, in which Hakubutsu was considered separate entities, were integrated into Biology as one content,
namely “organisms.”

CONCLUSION
Biology, which was established in 1942 from the perspective of Japan’s social conditions andtraditional culture, aimed to develop scientific attitudes and abilities and focused on inquiry activities suchas observation and experimenting in the living world.

REFERENCES
Aihara, K. (1938). Hakubutsu-ka no sougoutekitoriatsukai (Integrating contents of Hakubutsu), Kagaku no
kyouiku (Education of Science), 25, 170-187. [in Japanese]
Itakura, K. (1968). Nihon rika kyouiku-shi: Fu nenpyou (A history of science education in Japan, with achronogical table). Tokyo: Daiichihoukisyuppansha. [in Japanese]
Japan Textbook Research Center. (1984). Kyuusei chutou gakkou kyouka naiyou no hensen (A history ofold secondary school’s textbooks). Tokyo: Gyousei. [in Japanese]
Kobayashi, S. (1942). Rika busshou kyoujyu youmoku no jisshi (1) (Implementation of regulations andinstructional guidelines for bussyou), in Ministry of Education, Chugakkou koutoujogakkou sugaku
oyobi rika kyoujyu youmoku kaisetsu youkouto sono shushi (Regulations and instructional guidelines
for mathematics and sciences in secondary schools for boys and higher girls’ school) (pp. 31-41).
Tokyo: Nihon hosou shuppan kyoukai. [in Japanese]
Ministry of Education (1940). Chugakkou kankei hourei no enkaku (A history of secondary school
regulations and orders). Tokyo: Ministry of Education. [in Japanese]
Shiono, N. (1942). Rika seibutsu kyoujyu youmoku no jisshi (1) (Implementation of regulations andinstructional guidelines for Biology), in Ministry of Education, Chugakkou koutoujogakkou sugaku
oyobi rika kyoujyu youmoku kaisetsu youkouto sono shushi (Regulations and instructional guidelines
for mathematics and sciences in secondary schools for boys and higher girls’ school) (pp. 50-58).
Tokyo: Nihon hosou shuppan kyoukai. [in Japanese]= 74 =

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MODELING OF THE STUDENT-RELATED FACTORS AFFECTINGSCIENCE ACHIEVEMENT OF EIGHTH GRADE SINGAPOREANSTUDENTS IN TIMSS 2019
Pongprapan Pongsophon
Department of Education, Faculty of Education, Kasetsart University, Thailand
ABSTRACTThe purpose of this study is to investigate factors that determine Grade 8 Singaporean students’science achievement in TIMSS 2019. Singapore is ranked the first of all participating countries on Grade
8 Science. Some affective characteristics of students and home educational resource were taken as thepredictive variables of the model and validated using path analysis. The data management and analysis
were conducted in R using Dplyr and lavaan packages. This study examined the TIMSS data collected byan achievement test and a context questionnaire with the sample size of 4,853 and retrieved from TIMSS
2019 International Database. The results indicate that the hypothetical model fit well with the empirical
data (CFI = 0.99, TLI = 0.99, RMSEA = 0.028, SRMR = 0.013). The home educational resource is the mostinfluential predictor to explain the achievement (beta = 0.41) while the affective factors have trivial effectincluding value in science, enjoyment on learning science and confidence in science. It is noticeable thatthese affective predictors have strong relationship to each other—the value positively relates to confidence
and this relationship is mediated by the enjoyment on learning science confirming
Stern's Value Belief Norm (VBN) theory. The validated model could explain the variation in endogenous
variables in model moderately; achievement in science by 27 percent, enjoyment on learning science by 40
percent, and confidence in science by 48 percent. Some suggestions for future research studies were
proposed.


Keywords: Science Achievement, TIMSS, path analysis


RATIONALE AND SIGNIFICANCE OF STUDYSingapore has the highest Grade 8 science achievement in The Trends in International Mathematics
and Science Study (TIMSS) for the 3 recent consecutive cycles. TIMSS studies the mathematics and scienceachievement of a great number of participating countries. TIMSS also investigates factors determining
mathematics and science achievement. The information is collected by questionnaires filled up by students,
teachers, school principals, and parents. In the present study, student-related factors were selectedguided
by literature review and analyzed using path analysis to explain grade 8 science achievement in Singapore.
The findings would guide other education systems to restructure their systems to improve scienceachievements in their countries.

LITERATURE REVIEW
Bronfenbrenner (1979) proposed the Bio-ecological model that consists a multi-layer of factorsthat impact students' learning and development. The microsystem locates at the core and macrosystem atthe outermost and mesosystem in between. The microsystem are the traits within the students such as= 76 =

resilience, metacognition, motivation, and readiness. Mesosystem is the interactions that surround eachlearner such as school climate, parental involvement, professional development for teachers, peer culture.
The macrosystem is characterized by the societal and systemic factors such as Socioeconomic disparities
between families within schools as well as disparities between communities and states, racism, child abuse
and neglect policies. In the present study, only microsystem factors are selected to explain achievement.

METHOD OF STUDYThis study is a secondary data analysis. The data were retrieved from TIMSS 2019 international
data base. The data were in SPSS or .sav extension. They were imported and read in R using haven package
haven and managed using Dplyr package. The variables in model were selected including outcome variables
which were five possible values of grade 8 science score, predictive variables which were derived variables.
The derived variables were calculated from a set of relevant variables. They included home education
resource (HomeEdREs), value in learning science (Value), like to learn Science (LikeLearn), instructional
clarity (InClar), sense of belonging (Belong), bullying (Bully), and confidence in learning science (Confi).
Hereafter, these variables will be referred to by their abbreviations. Descriptive statistics was conducted,
then their inter-relationship was examined by correlation matrix. The pair of variables that have correlation
coefficient approximately 0.3 or higher was selected for path analysis. To analyze the path analysis, package
lavaan was employed. Path analysis is a statistical technique that is used to examine, and test purported
causal relationships among a set of variables. First, a model suggested by literature review was specified.
There are number of 13 parameters to be estimated. There were 2 variances of two exogenous variables(HomeEdRes and Value), 3 residual variances associated with three endogenous variables (LikeLearn,
Confi, SciAch), 1 covariance between 2 exogenous variables (HomeEdRes, Value), 1 residual covariance
between endogenous variables (LikeLearn and Confi), and 6 path coefficients. The model was estimatedusing maximum likelihood. The output consisted of fit indices and estimated parameters. The path diagram
was drawn using SemPlot package.

RESULTSThe correlation matrix was calculated. The pair of variables that has
coefficient closed to 0.3 or higher were selected to be included in the
hypothetically model. Accordingly, InClar, Belong, and Bully were dropped.
The results indicate that the hypothetical model fit well with the empirical data
(CFI = 0.99, TLI = 0.99, RMSEA = 0.028, SRMR = 0.013). The homeeducational resource is the most influential predictor to explain theachievement (beta = 0.41) while the affective factors have trivial effect. These
affective predictors have strong relationship to each other (Figure 1). The
validated model could explain the variation in endogenous variables in model
moderately; achievement in science by 27 percent, enjoyment on learningscience by 40 percent, and confidence in science by 48 percent. This indicatesthat there must be other prominent variables from microsystem, mesosystem
and macrosystem omitted from modelling. This is recommended to include
in a model for further studies.
Figure 1. Validated path diagram
REFERENCES
Bronfenbrenner, U. (1979). Beyond the deficit model in child and family policy. Teachers College Record,81(1), 95-104.
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. L., & Fishbein, B. (2020). TIMSS 2019 International
Results in Mathematics and Science. Retrieved from Boston College, TIMSS & PIRLS International
Study Center
Yves Rosseel (2012). lavaan: An R Package for Structural Equation Modeling. Journal of Statistical
Software, 48(2), 1-36.

= 77 =

DEVELOPMENT OF TEACHING MATERIAL FOR RADIATIONPROTECTION THROUGH A MODEL EXPERIMENT IN JUNIOR HIGHSCHOOL USING ULTRAVIOLET LED
Hina Morishige1, Tetsuya Kato2, Kazunori Yoshimoto3,
1. Graduate School of Education, Chiba University, Japan
2. Faculty of Education, Chiba University, Japan
3. Affiliated Junior High School, Faculty of Education, Chiba University, JapanABSTRACT
Knowledge about three methods of radiation protection, i.e., "shortening time", "shielding", and"distance from the source", is so important that should be acquired through experiments and otherexperiences. However, it is not easy to conduct experiments using radiation sources in schools due to safetyconcerns and the high cost of equipment such as Geiger counters. Therefore, we have developed
experimental materials on "shielding" and " distance" for model experiments on radiation protection using
a near-ultraviolet (UV) light-emitting diode (LED). The UV light partially penetrates acrylic and glass
plates that can use as optically transparent absorbers. In addition, the radiation is fully absorbed bypolycarbonate plates, thus that the experiments were safely performed wearing safety glasses made ofpolycarbonate.
In this report, we firstly describe the properties of the UV source and sensor and then present theresults obtained by the junior high school students in addition to the data obtained by the authors. By
measuring the gradual weakening of the absorber as the distance to the sensor and the thickness of theabsorber increased, the students were able to confirm the properties of the invisible UV radiation.
Keywords: experiment of radiation, UV LED, model experiment, junior high school.

Introduction
In the Courses of Study in Japan (published in 2017), it was clearly stated that radiation should
be covered in the science education of both the second and third grades in junior high school. Since theGreat East Japan Earthquake 2011, public interest in radiation has remained so high that this field must be
included in compulsory education. The essential idea of radiation protection is the three principles, i.e.,‘time shortening, ‘shielding,’ and ‘evacuation distance from the source.’ Ideally, students should acquire
such important knowledge through experience through experimentation. However, in schools, it is noteasy to conduct experiments on ‘distance’ and ‘shielding’ using radiation sources due to the safe treatment
and the cost of instruments such as Geiger counters. Therefore, we developed a teaching material of amodel experiment on radiation protection using a UV (ultraviolet radiation) source. Here, we avoid using
far UVs because they are known to have ionizing effects and damaging DNA. Instead, a near UV LED
light should be selected.

ProcedurePower LED with output wavelengths in the near-ultraviolet and visible regions around a peakwavelength ɉ୮ୣୟ୩ ൌ 370 nm was used as the light source. The light sensor is sensitive just to the regionof the near-ultraviolet but not to that of the visible light. This property makes the UV measurements possible
to conduct under the bright illumination of the classroom. It makes a deep impression for students to treat
the invisible radiation. Additionally, the students usually wear safety glasses, which are made ofpolycarbonate because of enough strength and optical transparency. Then their UV exposure was minimum
because the UV radiation is fully absorbed by polycarbonate plates. Therefore, the students’ experiments
can be performed safely under the instruction of wearing the usual safety glasses. On the other hand,transparent acrylic plates, or soda glass plates, are known to slightly absorb ultraviolet rays. We adopt this= 78 =

property to demonstrate the shielding
effect that relates to the thickness ofthe number of plates, ܰ.








Evaluation of the teaching materials
The separation of the distance ‫ ݔ‬between the UV LED
and the sensor, as shown in Fig.1, was changed from 1 to 18 cm.
The output voltage from the sensor was measured with a Digital
Multi-Meter (DMM) where the UV emission was controlled ina constant current mode using an LED driver module. It must be
noted that the highest output of 2.1 V showed the saturation of
the sensor so that the measurements were meaningful only if‫ ݔ‬൐ ͵Ǥͷ  . The obtained data were shown in Fig.2. The
behavior of the UV intensity well obeyed the expected rule of‫ି ݔ‬ଶ.

As for the shielding experiment, some acrylic plateswith 5-mm thickness were placed at the middle of the both fixed
UV light source and the sensor, as shown in Fig. 1. We kept the
separation distance ‫ ݔ‬ൌ ͵ǤͲ cm and changed the number ofthe plates ܰ . The output voltage of the sensor showed an
exponential decrease with ܰ , as shown in Fig. 3. Note that,again, the highest output of 2.1 V at ܰ ൌ Ͳ should be thoughtof as over-saturation.
These results showed that our "distance" and"shielding" experiments using the near-UV light and the UV
sensor can be substituted for the ionizing radiation experiments.

)LJ$SSDUDWXVVHWWLQJ 

N = 0

)LJ'LVWDQFH[GHSHQGHQFHRI 
WKHRXWSXWYROWDJHVRIWKH
LQWHQVLW\ Result and discussion
In the class, students first formulated their hypothesis
x = 3.0 cmof the effective reduction of external exposure to radiation undervarious conditions. Then, they conducted a model experimentusing the present apparatus as the teaching material, andconsidering the method to verify the hypothesis experimentally.
From the experiments, the students were able to derive that it isrequired to keep distances from radioactive materials and put
shielding material in front of them. From these results, it can besaid that this teaching material is suited for a model experiment
for radiation protection for junior high school students.
It remains that the additional experiment for the third
way of protection, i.e., "shortening the exposure time", is notavailable here. Moreover, since this is only a model experiment,
it is necessary to add an explanation that the effective materials )LJ7KH89DEVRUSWLRQGXHWR
for radiation shielding differ depending on the type of radiation.  WKHQXPEHURIDFU\OLFSODWHV1

= 79 =

CREATIVE PROBLEM-SOLVING ABILITIES OF THAI MIDDLESCHOOL STUDENTS IN SPECIAL SCIENCE-MATH CLASSSupansa Khansumrit1 and Navara Seetee1
1. Srinakharinwirot University, Thailand

ABSTRACTThe ability to solve the problem creatively is essential for developing an innovation. Especiallytalented students in a special science-math class are expected to innovate in the future. However, there is
no research survey about creative problem-solving abilities of Thai middle school students in the specialclassroom. Thus, this research aimed to explore creative problem-solving abilities of the seventh to ninth
grade students in a special science-math class, and to compare the abilities between grade levels. This
study was a survey using the test of creative problem-solving abilities developed by a researcher. The
reliability (Cronbach's alpha coefficient) of the test was 0.60. Creative problem-solving abilities werecomposed of four components: understanding the problem, creating a solution, preparing for action, andplanning your approach. The samples are 107 seventh to ninth grade students in special science-mathclass from a school at Samutprakarn province by purposive sampling. Mean, standard deviation,
percentages, and Kruskal-Wallis H test were used to analyze the data. It was found that middle school
students’ creative problem-solving abilities were at a medium level. There was a statistically significant
difference at the level of .05 in their abilities among three grades. Higher grader, higher creative
problem-solving abilities. Ninth-grade students were higher scores than eighth graders, and eighth
graders were higher scores than seventh graders. Additionally, all graders have lowest scores in thecomponent of creating a solution. The results are suggested that teachers should help the students
improve their creative problem-solving abilities, specifically creating a solution component.
Keywords: Creative problem solving, Junior high school, Talented students

INTRODUCTION
The creative problem-solving (CPS) abilities is thinking that requires elements of problem solving
and creativity. It helps to expand mindset and free from traditional way producing innovative methods orsolutions (Charoenwongsak, 2007). People who have these abilities can create a novel method for
managing a complex problem in everyday lives effectively (Mitchell & Kowalik, 1999). The CPS abilities
are essential for people who develop an innovation (Suksawang, 2020). Especially, talented students in a
special science-math class are expected to be an innovator in the future (Ministry of Education, 2020).
Previous research studies have explored CPS abilities of talented students in grade 4-6 (Kampoo Na
Ayudhya, 2017). However, there is no research report on the CPS abilities of middle school talented
students in the special classroom. Therefore, the objectives of the research were to explore creative
problem-solving abilities of the seventh to ninth grade students in a special science-math class, and tocompare the abilities between grade level.㻌 Empirical information on CPS abilities of the students arebackground for designing and development of teaching and learning for the special science-math classstudents in the middle school effectively.

= 80 =METHODThis study is a survey research. The instrument was CPS abilities test developed by a researcher
with Cronbach's alpha coefficient .06. The CPS abilities were defined as integrating creative thinking andcritical thinking to solve problems in any situation creatively. It was composed of four dimensions:
understanding the problem (UTP), creating a solution (CAS), preparing for action (PFA), and planning
your approach (PYA). The test were administered to seventh to ninth grade students in special
science-math class (totally 107 students) in the first semester of 2020 academic year. The data wereanalyzed using descriptive statistics (mean, standard deviation, percentages) to report student’s abilities.
Then the mean scores were classified into three levels high level (56 – 75), moderate level (36 – 55) andlow level (0-35). The mean score of each grade were used to test the difference between grade levels
using Kruskal-Wallis H test.

RESULTSThe creative problem-solving abilities of the students were shown in Table 1.
Table 1Creative problem-solving abilities of the students
Grade leveln

Full score‫ݔ‬ҧ (S.D.)

Level

Percentage of scores for each components
UTP

CAS

PFA

PYA

Grade 73575

51.14 (3.90)

Moderate

95.00

48.33

86.00

62.66

Grade 83675

52.94 (3.43)

Moderate

95.33

49.33

89.33

68.66

Grade 93675

55.19 (3.74)

Moderate

98.66

52.16

91.33

74.66

The Kruskal-Wallis H test revealed that there was a statistically significant different in meanscore at the .05 level between the three grades, F2(2) = 18.977, p = .000, with a mean rank score of 37.73
for grade 7, 54.14 for grade 8, and 69.68 for grade 9.

CONCLUSIONSThe students' creative problem-solving abilities were at the moderate level. The component withthe lowest percentage was creating a solution. The higher grader, higher creative problem-solving abilities.
Based on Piaget’s cognitive development theory, its seems that students’ CPS abilities are come from theirdevelopment by age. Therefore, teachers should design or develop learning process to improve theircreative problem-solving abilities to prepare them ready for being an innovator in the future.

REFERENCES
Charoenwongsak, K. (2007). Super leadership. Success Media.
Kambhu Na Ayudhaya, P. (2017). A study on creative problem-solving and creativity in gifted children in
fourth-sixth grade. Faculty of Education, Srinakharinwirot University, 11(2), 123-135.
Mitchell, W. E., & Kowalik, T. F. (1999). Creative Problem Solving. http://www.qub.ac.uk/directorates/sgc/
learning/Resources/Managingstrees/Filetoupload, 119297, en.pdf
Ministry of Education. (2020). Ministry of Education’ s strategic plan B.E. 2563-2565 (A.D. 2020-2022).
https://qrgo.page.link/i9WhX
Suksawang, S. (2020). Barriers and building creative problem-solving skills.
https://www.sasimasuk.com/.

= 81 =

Exploring the features of argumentation subsequent to hands-on
activities in the biology classroom
Heesoo Ha
Center for Educational Research, Seoul National University, Seoul, Republic of Korea
季

ABSTRACTThe purpose of this study was to explore features of students’ discussion and argumentation subsequent tohands-on activities in the biology classroom. To this end, the practices of seventh-grade students during
two argumentation tasks in a unit about photosynthesis – one with a hands-on activity and the other without
one were video-recorded and transcribed for analysis. The analysis was conducted based on the qualitative
case study method and from the theoretical viewpoint of material agency. Students’ practices in the handson activity were explored, their practices in the two tasks were examined and the influence of the hands-on
activities on students’ discussion and arguments produced in the two argumentation tasks were compared.
The results showed that, although students’ discussions during the hands-on activity focused on theprocedures of the activity, the hands-on activity allowed students to share resources that could be used asdata in the subsequent argumentation task. This facilitated students’ construction of alternative claims andrebuttals and increased persuasive discussion among group members. The findings of this study contributeto developing instructional strategies to support students’ argumentation to make sense of natural
phenomena and reframing the position of materials in the practice-based design of biology classroom
activities.
季

Keywords: argumentation, hands-on activity, materiality
季

INTRODUCTION
With the practice turn in science education that suggests incorporation of disciplinary practices intoclassroom instruction, significant attention has been given to practices such as argumentation that highlightepistemic and social aspects of scientists’ endeavor to construct evidence-based knowledge about natural
phenomena (Driver et al., 2000). In this process, hands-on activities in which students directly interact withthe material world and construct explanations of it are mostly eschewed (Furtak & Penuel, 2018). However,hands-on activities are still one of the preferred means of increasing students’ participation in classroom
activities. The use of hands-on activities is supported by claims for the benefits of refocusing on materiality
in scientific endeavor (e.g. Furtak & Penuel, 2018). Dialogical discussions among scientists are importantparts of scientific endeavor employed in science education, but interactions between natural phenomena
and scientists are also a crucial part. This way of thinking supports a re-emphasis on developing
instructional strategies to utilize hands-on activities for students’ engagement in scientific practices ofknowledge construction.
In the light of the literature, this study was conducted based on the data collected in research into
argumentation activities in the biology classroom. A collaborating teacher added a hands-on activity in oneof the lessons, with argumentation activities designed by researchers, in order to give students opportunities
to develop skills in employing experimental tools and observing phenomena by themselves. She chose to
implement this activity even though it might mean decreased time for an argumentation activity, expectingthat students could learn more through such activities. This study reflectively examined differences instudents’ engagement in an argumentation activity subsequent to a hands-on activity, in order to explore
features of argumentation activities subsequent to the hands-on activity in the biology classroom. The
specific research questions were as follows: (a) How do students’ discussion types and argument
construction differ in the argumentation task subsequent to a hands-on activity? (b) How did the hands-on
activity influence these differences?

= 82 =METHODSThis study is a reflective study based on data collected from research that explored students’
engagement in dialogical argumentation activities in the biology classroom. A biology teacher in a Korean
middle school, Ms. K, and 57 students in two classes participated in the research. The students were divided
into 14 groups, of which four were selected for this study. Argumentation activities were designed to support
students’ engagement in the social construction of knowledge in the biology classroom. The classroom
activities were video-recorded and transcribed. Interviews were conducted with the teacher after each lesson
to reflect on the lesson and discuss the design of the subsequent lesson. These interviews were also audiorecorded and transcribed.
The transcripts and collected videos were iteratively reviewed, and a lesson with an argumentation
activity designed for students to construct evidence-based explanations of natural phenomena was selected
for comparison with a lesson with a hands-on activity. Student groups’ discussion types were coded
according to whether and how arguments were developed and whether interactions were concentrated on
one of the group members or the teacher. The proportion of each type of discussion in the argumentation
activities was identified. The process of argument construction in student discussions was also analyzed.
The discussion types and argument construction process in each activity were compared to understand how
hands-on activity influenced students’ performances in the two argumentation tasks.

FINDINGS AND DISCUSSION
Features of students’ argumentation subsequent to a hands-on activity
The analysis revealed that the proportion of persuasive discussion was higher (27.6%) in theargumentation subsequent to the hands-on activity compared with 5.5% in the argumentation without
hands-on activity, and the contributions of group members was relatively less concentrated in the discussion
subsequent to the hands-on activity. Dependence on the teacher for leading the discussion and developing
the reasoning was lower. Two features of student-constructed arguments were identified. First, observationsin the hands-on activity were used as evidence, which enabled students drawing on this evidence to easily
get agreement from other group members. Second, students suggested more alternative claims, which led
to more sophisticated reasoning, as students used discussion to evaluate the validity of these alternative
claims.
Influence of the hands-on activity on the students’ subsequent argumentation
Students jointly engaged in observations of natural phenomena in the hands-on activity. This
provided students shared resources that could be used in the subsequent argumentation, thus giving
credence to the reasoning that they presented in the group discussion. It seemed that this allowed students
to be less dependent on someone who was known to possess more “correct” knowledge, such as a teacher,and their participation was less concentrated on a particular person. In addition, students’ direct interaction
with materials often allowed them to explore outside the target phenomena specified for the hands-on
activity. These observations contributed to students’ construction of alternative claims raised in thesubsequent argumentation. These findings shed light on the potential of hands-on activities to enable
students to engage in the scientific practice of interacting with materials. The analysis of data in this study
will be further described in the presentation. The findings of this study could contribute to designing handson activities in scientific practice to facilitate students’ active participation in collaborative sense-making.

REFERENCES
Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation inclassrooms. Science Education, 84(3), 287–312.
Furtak, E. M., & Penuel, W. R. (2018). Coming to terms: Addressing the persistence of “hands-on” andother reform terminology in the era of science as practice. Science Education, 103(1), 167–186.

= 83 =

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⇌= 84 =

A GUIDELINE FOR GIFTED AND TALENTED MIDDLE SCHOOLSTUDENTS IN SCIENCE, MATHEMATICS, AND TECHNOLOGYPROJECT COURSES
Chanyah Dahsah, Chaninan Pruekpramool, Navara Seetee,
Pinit Khumwong, Tepkanya Promkatkeaw, Theerapong Sangpradit, and Siwaporn Lamainil
Srinakharinwirot University, Thailand
ABSTRACTThis research study was initiated to develop a guideline for Science Schools and Science Oriented Program
to be used in creating project courses for gifted and talented students in science, mathematics, andtechnology. The data was qualitatively collected by in-depth interviews from 14 students, 15 teachers,
and 4 schools’ administrators who won national and international SMT project rewards. Then, the data
were code and categorized by content analysis for developing the guideline. The draft of a guideline wassent to teachers and school administers who involve in project courses of 12 Regional Science Schools forevaluating the guideline. There were 35 teachers and school administrators responded and that all items
were rating in an absolutely appropriateness level with some suggestions for improvement As a result, theguideline provides the detail of subject courses, extra-school curriculum activities, roles and responsibilityof participants, and alternative methods of instruction. This guideline will be useful for all schools, not only
science schools, to be used for developing effective project courses that enhance students’ essential skillsfor 21st century, and also to gain project rewards in national and international competitions.
Keywords: Gifted and Talented Students, Project, Middle School, Science and Mathematics.


INTRODUCTION
Princess Chulabhorn Science High School (PCSHS) is a group of twelve regional science schools
focuses on developing the talents students in science, mathematics, technology, and environment insecondary school level (Grade 7 – 12). This aims to support science and technology professionals in
Thailand. One of the six focuses of the school curriculum is to emphasize the invention design, creative
thinking, and project work. In a middle school (Grade 7 – 9), students must learn eight subject areas basedon the National Basic Core Curriculum, and additional courses related to the goals of regional scienceschools include academic writing, seminar in science, and project. Thus, project is one of the most important
courses to achieve the goal of the school curriculum. Therefore, it is believed that there should be a researchstudy to develop a guideline for effective project teaching and learning.

OBJECTIVE
The objective of this study is to develop a guideline for Science Schools and Science Oriented
Program to be used in creating project courses for gifted and talented students in science, mathematics, andtechnology.

METHODOLOGY
A mixed method with exploratory sequential design is used. Starting from qualitative study by indepth interviewing of 14 students, 15 teachers, and 4 school administrators who purposive selected basedon their project rewards. After the guideline developed, the quantitative data were collected to evaluate the= 85 =

appropriateness of the guideline using a five-Likert scale questionnaire. The participants were 35 teachersand school administrators who involve in the project courses from 12 regional science schools. The
qualitative data were code and categorized by content analysis. The quantitative data were analyzed bymeans, standard deviation, and interpreted using level of appropriateness.

RESULTSThe guideline provides the detail of subject courses; extra-school curriculum activities, roles andresponsibility of participations, and alternative methods of instruction for lecturers and project supervisors.
There are five subject courses suggested includes Inquiry & Engineering Design Process,Introduction to Projects, Project 1, Project 2, and Project Communication and Presentation. These courses
should be taught from Grade 7 to Grade 9. In each subject, the guideline provides course description,
learning outcomes, learning processes, roles of course instructors, students’ tasks, and course evaluation.
The extra-school curriculum activities include introduction to the project camp, instruments forscience and engineering work camp, and open-house. The first camp should be before students starting theirfirst semester of Grade 7 which aim to inspire and provide students fundamental concepts. The second camp
should be the end of Grade 7 to prepare students for doing their projects because students already have aproject topic and questions. The open-house should be at the end of the first semester of Grade 9 which
students will present their project at the end of the project communication and presentation course.
The guideline also provides methods for supervisors in coaching and mentoring students during
project work step by step, include identifying project topic and questions, searching literatures, planningand carrying out the project, analyzing and interpreting project data, writing proposal and project report,
presenting projects, and preparing for project competition.
The quantitative data from teachers and school administrators suggested that the guideline isappropriate for science and technology project course of middle school students in science schools. It was
rated in an absolutely appropriate level in all aspects.

CONCLUSION
This guideline developed based on the research findings and also the definition and essential
features of project-based learning. It is a systematic learning experiences that engages students in learningknowledge and skills through an extended inquiry process structured around complex and authentic
questions (Pecore, 2015). Since project-based learning is a constructivist and authentic in nature (Jumaat,
et. al, 2017, Roessingh & Chambers, 2011), it is a student-driven investigation guided by the teachers andfocuses on a problem or issues that meet real world situations or the products that students create can beused by real people (Larmer, 2012). In addition, the learning activities would allow students to work in agroup and work collaboratively with their peers (Eskrootchi & Oskrochi, 2010).

REFERENCES
Eskrootchi, R. & Oskrochi, R. (2010). A study of the efficacy of project-based learning integrated withcomputer-based simulation-STELLA, Educational Technology & Society, 13(1), 236-245.
Jumaat, N.F., et al. (2017). Project-based learning from constructivism point of view. Advance Science
Letters, 23(8), 7904-7906.
Larmer, J. (2012). PBL: What does it take for a project to be “Authentic”? Retrieved 12 January, 2020,
from https://www.edutopia.org/blog/authentic-project-based-learning-john-larmer.
Pecore, J.L. (2015). From Kilpatrick’s project method to project-based learning. In M.Y. Eryaman & B.C.
Bruce (Eds.), International Handbook of Progressive Education (pp. 155-171). Peter Lang.
Roessingh, H. & Chambers, W. (2011). Project-based learning and pedagogy in teacher preparation staking
out the theoretical mid-ground. International Journal of Teaching and Learning in Higher Education,23(1), 60-71.

= 86 =

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= 88 =REPRESENTATION OF ENVIRONMENTAL POLLUTION CONCEPTTHROUGH MEDIA WITH LUBUK LARANGAN LOCAL WISDOM INJUNIOR HIGH SCHOOLS
Arizaldy1, Irma Rahma2, Harry Firman3,
Linda Kusumawati4, Nurul Farach5

1.Science Education, Indonesia University of Education, Indonesia
2. Physics Education, Indonesia University of Education, Indonesia
3. Chemistry Education, Indonesia University of Education, Indonesia
4. Science Education, Indonesia University of Education, Indonesia
5. Science Education, Indonesia University of Education, Indonesia

ABSTRACTOne of the factors determining the achievement of learning objectives is the media used in the learning
process. Learning media are all tools (aids) or objects used in learning to convey educational messages(information) from sources (educators and other sources) to (students). In this study, the media were in
the form of a pictorial game (quartet) presenting natural science subjects of environmental pollution
material. The representation of the content material in the quartet image media was taken from national
basic competencies (KD3.8), namely “analyzing the occurrence of environmental pollution and its impact
on the ecosystem,” which was then linked to the conservation of Lubuk Larangan. This researchdeveloped a product, namely a quartet game-based image media containing local wisdom, which is
expected to represent environmental pollution material. This study employed a development model
proposed by Thiagarajan, Sammel, and Sammel (Abba, 2000) known as the Four-D Model: define, design,develop, and disseminate. This article discussed one of the stages in the design, namely the readability
test. This readability test was conducted to determine whether students could use the quartet image
media's language, material, and layout to understand the materials contained in it. The readability test
results found that the quartet learning media containing Lubuk Larangan local wisdom was valid andcould be used for the next step, namely testing in class.
Keywords: Representation, Media, Lubuk Larangan, Environmental Pollution

INTRODUCTION
In this study, a pictorial game (quartet) was utilized as the media to present natural science learningon environmental pollution material. This material is vital to be presented attractively through the quartet
because students are usually not interested in a written textbook. Hence, in addition to teachingenvironmental pollution material, the design of this quartet game learning media could be used todisseminate the local wisdom culture of Lubuk Larangan from an early age. The representation of thematerial in the quartet image media was taken from KD 3.8, namely “analyzing the occurrence ofenvironmental pollution and its impact on the ecosystem,” which was then linked to the conservation
efforts of Lubuk Larangan. In its implementation, this game has a storyline starting from the causes ofenvironmental pollution to efforts to overcome environmental pollution through Lubuk Laranganconservation. This quartet card has five contents with their respective color identities: environmental
pollution (purple), Lubuk Larangan (blue), biotic components (green), abiotic components (red), andovercoming environmental pollution (yellow). Based on this description, it can be seen that theimportance of learning media for this quartet game is not only teaching environmental pollution material
but, more than that, to instill an environmental care attitude filled with Lubuk Larangan local wisdomfrom an early age at the junior high school level.

METHOD
Natural science learning media represented environmental pollution with Lubuk Larangan local
wisdom, including two things: 1) how Lubuk Larangan's customary regulations play a role in preserving
the ecosystem and 2) building children's knowledge through traditional quartet games to educate thedangers of environmental pollution on the ecosystems in the environment around Lubuk Larangan. Thislearning media was made so that students could be happier to learn by using the traditional quartet game.

= 89 =

This media directs students to observe, think, and instill a caring attitude towards the environment. Data
were collected and analyzed using a media development research methodology, focusing on readability
testing related to language use and the content of the material used.

RESULTS AND DISCUSSION
The readability test of natural science learning media to represent environmental pollution with
Lubuk Larangan local wisdom includes (Arsyad, 2016) (1) readability: easy-to-understand language; (2)easiness: written form, typography, such as letter size and space width relating to word recognition speed,error rate, number of eye fixations per second, clarity of writing (writing shape and size); (3)attractiveness: reader's interest, accuracy of ideas in reading, beauty of writing style; (4) comprehension:
the characteristics of words and sentences, such as short length and frequency of use of words orsentences, sentence structure, and paragraph structure.
The readability test in the natural science learning media to represent environmental pollution with
Lubuk Larangan local wisdom was given to five junior high school teachers in Batanghari Regency,
Jambi Province, who had teaching experience for more than five years. The instruments used can be seenin Table 1 below.
No
1
2.
3.
4.
5.
6.
7.
8.

Table 1. The instrument for testing the readability of natural science learning media to represent environmental pollution
with Lubuk Larangan local wisdom
Description
The learning media uses easy-to-understand language (vocabulary, sentences, paragraphs, and discourse).
The written form and the letters used are clear, making it easier to read pictorial media (quartet).
There are no typographical errors in the text listed on pictorial media (quartet).
The graphic aspects used in pictorial media (quartet) are interesting.
The presentation of pictorial media (quartet) is attractive according to the material and the reader's age (student).
The pictorial media (quartet) uses standard Indonesian grammar.
The density of ideas and information contained in the reading material is easy to understand.
The system of presenting material on pictorial media (quartet) makes it easier for readers to understand.

Descriptively, the readability test results given to the five junior high school teachers can be seen in
Table 2 as follows.
Table 2. The readability test results of the natural science learning media to represent environmental pollution with
Lubuk Larangan local wisdom
Item Number
Result
1
100 %
2
60%
3
80%
4
80%
5
80%
6
100%
7
80%
8
80%
Mean
82,5%

The suggestions given are that (1) it is necessary to improve the writing of the concept material to
be more explicit, and no misconceptions in the image media (quartet), and (2) the colors need to behighlighted.

CONCLUSION
Based on the readability test results above, it could be concluded that (1) the natural sciencelearning media to represent environmental pollution with Lubuk Larangan local wisdom was valid basedon the readability test, and (2) the natural science learning media to represent environmental pollution
with Lubuk Larangan local wisdom was ready to be used for the next stage of development, namely
testing in class.
REFERENCES
Abba, N. 2000. Pengembangan Perangkat Pembelajaran Matematika Berorientasi Model Pembelajaran
Berdasarkan Masalah (Problem-Based Instruction). Surabaya: Program Pascasarjana Universitas Negeri
Surabaya.
Arsyad, Azhar. 2016. Media Pembelajaran. Jakarta: PT.Rajagrafindo Persada= 90 =

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= 95 =

Development and Discussion of the Acceptance Model of Emerging
Technology Courses: Take the artificial intelligence course for highschool students as an example
Hsuang - Ming Tseng, Hsiao-Lin Tuan
National Changhua University of Education, Taiwan

ABSTRACTWith the rapid development of science and technology, the subjects and content traditionally learned inschools are no longer adequate under the challenges of global competition. On the contrary, the learningof related emerging technologies will become more important in the future. This study period takes theartificial intelligence course for high school students as an example, hoping to use the TAM (Technology
Acceptance Model) that has been widely used in the field of business management as a reference blueprint
and foundation to verify the factor structure of the "Emerging Technology Course Acceptance Model" .
This research expects that this model can be used as a reference for predicting or explaining students'
decision-making when facing emerging technology-related courses. At the same time, it can assist teachers
to understand the participation status of learners and the degree of acceptance of the subject's knowledge
and whether they are willing to continue to devote their efforts and time to extended learning in the futurewhen teaching courses at the teaching site.季 The Emerging Technology Curriculum Acceptance Model ismainly composed of 12 questions in three dimensions: Perceived ease of learning(PEL), Perceived
usefulness(PU), and behavioral learning intention(BI). The results of this study have significant and good
performance in terms of reliability and validity, which shows that this model can be used as an importantreference tool for course teachers and education units in planning or developing courses related toemerging technologies.
Keywords: Emerging Technology,季Technology Acceptance Model,季Artificial Intelligence.

1.Introduction
This research takes the artificial intelligence curriculum as an example, and uses the TAM(Technology Acceptance Model) that has been widely used in the field of business management as areference blueprint and foundation to develop and validate the emerging technology curriculum acceptancemodel.季 It is expected that this development model can explain students' decision-making factors whenfacing emerging technology-related courses, and provide course teachers and education units as animportant tool for course development and revision.

2.季Literature Discussion
The Technology Acceptance Model (TAM) is a theoretical model proposed by Davis in 1985. The
model is mainly used to predict users' acceptance of emerging technologies and continue to use theoreticalmodels.季Davis is based on the Theory of Reasoned Action (TRA) (Fishbein & Azjen, 1975), and introduced
perceived usefulness (PU) and perceived ease of use (PEOU). Two important potential variables are used
as causality to develop the TAM model.季 According to the results of Davis's research, there is a causal
relationship between perceptual ease of use and perceptual usefulness, and the model confirms that theuser's attitude will influence whether to accept and use emerging technologies in the end.

3.季Research Structure and Process
Based on the research purpose and literature discussion, the researcher has drafted the researchframework as follows:
Step1.
ɀ Formal Test.
ɀ A total of 242 valid samples (male: 142, female: 100).
Step2.

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ɀ Sequential quantitative analysis and screening questions.
Step3.
ɀ Technology Acceptance Model be a reference blueprint.
ɀ Develop and confirm the acceptance model of emerging technology courses in three dimensions:
PU, PEL, and BI.

4.Results
The results of this research after quantitative analysis are as follows: Measurement model parameter
estimation(Table 1.) and Hypothesis pathĩFigure 1.)
LatentVariable
BI

PEL

PU

Item

Outer
Loadings

BI_1

0.954

BI_2

0.932

PEL_1
PEL_2
PEL_3
PEL_4
PEL_5
PU_1
PU_2
PU_3
PU_4
PU_5

0.933
0.927
0.950
0.955
0.943
0.935
0.957
0.957
0.955
0.952

Cronbatch’s α

CR

AVE

.876

.941

.889

.968

.975

.887

.974

.979

.905

Table 1. Measurement model parameter estimation table.



Figure 1. Hypothesis path.

5. Conclusion
The 15 questions in the three dimensions in the original model were deleted and confirmed as 12questions based on quantitative statistical analysis. The reliability and validity, internal consistency (CRvalue), convergence validity (AVE value), and discriminative validity (cross-loading) between each topic
and construct in the three dimensions are all higher than those recommended in the literature, which clearlyshows that this developed measurement tools have good and appropriate evaluation capabilities.季Throughthe analysis results of PLS-SEM, it can be found that the three structures(PEL, PU, BI) of TAM can beapplied to the development of emerging technology curriculum acceptance models.

REFERENCES
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information
technology. MIS quarterly, 319-340.

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FEASIBILITY ANALYSIS OF THE DEVELOPMENT OF STEM-BASEDPHYSICS MODULE WITH SELF REGULATED LEARNING FOR
SENIOR HIGH SCHOOLS Nuryani1, I R Suwarma1, and D Rusdiana1
1. Indonesia University of Education, Indonesia
ABSTRACTThis study aims to feasibility analysis of the development of STEM (Sains, Technology, Engineering, andMathematics) based physics module with Self Regulated Learning (SLR) for senior high school. The STEMbased module developed is equipped with an SLR agent that helps students learn the material. This reseach isa R&D (Research and Development) with The research sampel refers to 2 experts assessments, 3 online
students responses, and 3 offline students responses. The instrument used are expert validation sheet andlegability tests of the main idea of the module on each page. The results of the analysis show that the validationof expert judgment for STEM-based modules with SLR is in the very high category. Meanwhile, thereadability test results for online and offline student responses were in the category of good. There weredifferences in the results on the readability test, then the Q-Cochran Test was carried out in Asymp.
Significance with α = 5%, so there was no difference in the results of the online and offline students. Thisshows that the development of physics module base on STEM with SLR is 'feasible' to widely implemented.
Kata Kunci : Module, STEM, Self-Regulated Learning; Feasibility
1. INTRODUCTION
The development of science and technology is increasing rapidly in the 21st century. Good education is
one of the ways to create active, creative and innovative learning in using media, technology, informationand communication [1]. STEM is an integrated learning approach capable of facing the challenges of the 21st
century and improving the quality of the learning process which will then improve the quality of graduates[2][3]. In addition, the integration of STEM aspects has a good impact on the student learning process,especially in the process of achieving science and technology[2]. The use of STEM can be applied in models,teaching materials, and work sheets as well as improving 21st century skills [4].
The existence of learning media is very important in the teaching and learning process. One of the learning
objectives is not achieved because the learning media isn’t good for the student learning process [4]. In linewith this, the current condition with the issue of the Covid 19 pandemic has a bad impact on education so that
there must be other alternatives[5]. Students are required to learn independently. Self Regulated Learning(SRL) as the ability of learners to actively participate in the learning process, both metacognitively,
motivatively and behaviorally [6]. Based on the descriptions that have been described, this study aims toanalyze the feasibility of developing STEM-based modules with SLR for high school students.
2. METHOD
The research method is a R&D by using 3 design consists of : Research and information collecting,planning, and develop preliminary form of product. The research instrument used was the feasibility test of
the module from the results of 2 experts assessments and the legibility test of the results of student responses
to the main idea of each page in the module with 3 students conducted online and 3 students carried out offline.
Analysis of the feasibility level of the module using the Aiken validation technique if the answer choices fromthe instrument consist of several choices with a certain score and then the Q-Cochran Test is carried out.
3. RESULT AND DISCUSSION
STEM-based module development with SLR refers to modules that already exist in schools and thenadapted to STEM. The module is equipped with an icon called the SLR Agent which helps students understandthe material.

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The results of the research analysis were carried out by a validation process by 2 experts assessments who
were experienced and competent in their fields, using instruments that had been made using Aiken's validation.
The results of module validation by experts are shown in table 1.
No

Table 1. Module Validation Analysis by Experts
Components
Validation

Category

1

Material suitability instruments and STEM

0,767

High

2
3

Module compatibility with SLR
Feasibility of teaching materials

0,86
0,84

Very HighVery High

Based on table 1, it shows the results of the analysis of the 3 components in the module. It is concluded
that the feasibility of the module by expert validators is in the 'good' category. Thus the module is suitable foruse and can then be tested on students for legibility tests.
Furthermore, the analysis of the readability test of 3 students online and 3 students offline. Students readeach page in the module and measure the time required for each page, then students are asked questions about
the main idea on the page. The results of the student readability test analysis are shown in table 2.
OnlineofflineTable 2. Online and offline readability test results
Readability average (%)
Average time per page (detik)
94,62
47, 6795,758,73

Category
Good
Good

Based on table 2, it shows that the average time it takes students online and offline to read the module oneach page which has a difference of 11.06 seconds for each page. While the average readability test for online
and offline student responses was in the good category even though it had a percentage difference value asshown in table 2.
Based on this description, there are differences in the readability of student responses, so the Q-CochranTest is carried out to find out whether there is a significant difference or not, as shown in table 3..
Tabel 3. Validation Results Module Readability Test
Module Validity
Statistics
Category
offlineonlineN
33
Cochran's Q
39,452a28,636aa. 1 is treated asa successdf
30
30
Asymp. Sig.
0,116
0,537

Table 3 test results of the module readability test with Q-Cohran statistics obtained Asymp. Significancerespectively 0.116 and 0.537 are greater than α = 5% so accept H0. It can be concluded that there is nodifference in the module readability test results for students.
4. CONCLUSION
The results of the feasibility test of the module showed that the module was in a good category and was
feasible to be widely implemented and no significant difference was found for the use of modules both online
and offline.
REFERENCES[1] Beers, S. Z. (2011). 21st Century Skills: Preparing Students for THEIR Future.
[2] Becker, K. & Park, K. (2011). Effect of Integrative Approach among Science Technology, Engineering,and Mathematics (STEM) Subject on Student’s Learning: A Primary Meta-analysis. Journal of STEM
Education, 12, 23-37.
[3] Wan, N. F. (2016) “Fostering students’ 21st century skills through Project Oriented Problem Based
Learning (POPBL) in integrated STEM education program. Asia-Pacific Forum on Science Learning
and Teaching, 17, 1- 18.
[4]Chien, P. L. K., & Lajium, D. A. D. (2016). The effectiveness of science, technology, engineering andmathematics (STEM) learning approach among secondary school students. International Conference on
Education and Psychology, 16, 95–104.
[5] Onyema,Edeh Michael, et al. (2020) Impact of Corona Pandemic on Education. Journal Of education andPractice, 11, 108-121.
[6] Zimmerman,B.J. (2004). A social cognitive view of self-regulated academic learning. Journal of
Educational Psychology,4, 22-63.

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THE EFFECT OF THE TPACK-BASED PHYSICS MODULE AND THE
MULTI-REPRESENTATION OF WORK AND ENERGY MATERIALSTO IMPROVE CRITICAL THINKING SKILLS AND LEARNINGOUTCOMES OF GRADE 10th OF HIGH SCHOOL STUDENTS
Ujang Fahmi Abdillah1, I Ketut Mahardika1, Indrawati1
1. Post Graduate Program University of Jember, Jember, East Java, Indonesia

ABSTRACTThis study analyses the effect of the TPACK-based and multi-representation physics module on improving
critical thinking skills and learning outcomes of grade 10th in high school students on Work and Energy.
The type of research used was quantitative descriptive with 30 respondents of grade 10 th of Senior HighSchool students at SMAN 3 Jember. The research method used one group pre-test and post-test design thatgave a pre-test and post-test before and after using the module in each lesson. The research data obtained
were analyzed by looking for the N-gain value to determine the categories of increasing critical thinking
skills and students learning outcomes. The N-gain value obtained for each critical thinking component
covers interpretation of 0.54, analysis of 0.47, evaluation of 0.63, inference of 0.50, explanation of 0.69,
and self-regulation of 0.50. It has an average critical thinking component N-gain value of 0.55, indicating
an increase in critical thinking skills in the medium category. Simultaneously, the N-gain value of student
learning outcomes was obtained at 0.46, which indicates an increase in student learning outcomes in themedium category.
Keywords: Physics Module, TPACK, Multi-representation, Critical Thinking, and Learning Outcome.

1. INTRODUCTION
The study aimed to develop a teaching material specifically in the physics module based on TPACK
and a multi representation in Work and Energy for class 10th grade to improve students' critical thinking
skills. The characteristic of TPACK was for integration between technology knowledge, pedagogy, andcontent knowledge (Nurhidayah & Suyanto, 2020). Technology integration could be seen in using QR(Quick Response) code to utilize internet resources such as photos, images, videos, animations, simulations,and website pages. The integration of pedagogy knowledge was implementing a scientific approach,covering observing, questioning, gathering information/trying, associating/reasoning, and communicatingin learning activities. Content integration could be seen in the suitability of the material presented with thecompetency demands on the syllabus. The use of multi-representation in the module emphasizes all typesof representations in verbal, mathematical, pictures, and graphics given in each learning activity (Mahardika,2013). Meanwhile, the Implemented indicators in the critical thinking skills follow Facione (2015):
interpretation, analysis, evaluation, inference, explanation, and self-regulation. Critical thinking skills is
one of the skills that students must have in 21st-century learning (Wardani & Jatmiko, 2021).

2. METHODOLOGY
The participants were given a pre-test and post-test when they used the module in each lesson. The
module was designed for four learning activities. Each student learning activity does on each of the three
pre-test and post-test questions in the form of multiple choices. The total number of questions was 12= 100 =

multiple choice that tested with critical thinking indicators. The data analyzed were obtained by looking for
the N-gain value on each indicator of critical thinking and student learning outcomes to determine thecategories of increasing the critical thinking skills and student learning outcomes. The N-gain criteria
consulted with Hake (1998) that stated if N-gain <0,3 is low; 0,3 ≤ N-gain < 0,7 is medium; N-gain ≥ 0,7
is high.

3. RESULTThe results of data analysis get the N-gain value for each critical thinking indicator can be seen intable 1.
Tabel 1. The Critical thinking analysis of each indicatorNo.

Indicators

N-gaincriteria

1.

Interpretation

0.54

Medium2.

Analysis

0.47

Medium3.

Evaluation

0.63

Medium

4.

Inference

0.50

Medium5.

Eksplanation

0.69

Medium6.

Self-regulation

0.50

MediumAverage

0.55

MediumThe comparison of the pre-test and post-test grades is describing in figure 1.
80
68

70

Average score

60
50
40
30

29

20
10
0
PRETEST

POSTEST

Figure 1. the comparison between pre-test and post-test
TPACK and multi representation affected improving student learning outcomes. This result is inaccordance with Husnah's (2017) research, which states that there was a relationship between criticalthinking skills and increased student learning outcomes.

REFERENCES
Facione, P. A. (2015). Critical Thinking: What It Is and Why It Counts. Researchgate 1-29.
Husnah, M. (2017). Relationship Critical Thinking Level to Student Learning Results by Applying
Students Problem Based Learning Model. Journal Physics and Science Learning, 1(2), 10–17.
Mahardika, I. K. (2013). Characteristic Of Mechanics Teaching Materials For Increasing Students Of
Physics Teacher Candidates Representation Ability On Verbal, Mathematical, Picture, And Graphic.
Jurnal Pengajaran MIPA, 18(2), 214–220.
Nurhidayah, L., & Suyanto, S. (2020). Integrated of Technological Pedagogical and Content Knowledge(TPACK) for Pre-Service Science Teachers: Literature Review. Proceedings of the 6 th International
Seminar on Science Education, 541, 98–106.
Wardani, C. A., & Jatmiko, B. (2021). The Effectiveness of Tpack-Based Learning Physics with The PBL
Model to Improve Students' Critical Thinking Skills. International Journal of Active Learning, 6(1),17–26.

= 101 =

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᳙⇯∍∠∑∓∛∞∥᳚⇌⇯⇡⇙⇞⇌⇡⇦⇌ ⇿∏∕∑√∏∑⇌ ⇱∐∡∏∍∠∕∛√⇌ −∛∞⇌ ∁√∐∑∞∓∞∍∐∡∍∠∑⇌ ∛∞⇌ ⇳∞∍∐∡∍∠∑⇌ ⇿∏∔∛∛∘⇌⇿∠∡∐∑√∠∟⇌⇩⇯∔∍∕∞∜∑∞∟∛√⇩⇌⇼∞∛−⇚⇌⇯∔∕√⇙⇲∑∕⇌⇴∡∍√∓⇌⇺∍∠∕∛√∍∘⇌⇷∍∛∔∟∕∡√∓⇌⇺∛∞∙∍∘⇌∁√∕∢∑∞∟∕∠∥⇌⇩⇼∞∑∟∑√∠∍∠∕∛√⇌⇼∞∛∓∞∍∙⇩⇌⇟⇤⇙⇡⇙⇞⇙⇝⇤⇙⇝᳉⇲∅⇢⇟⇙⇣⇼⇮⇷⇙⇳⇷⇜⇞⇝᳊⇌∀∛∙∛∠∍∗∍⇌⇷∁⇾⇻⇰⇭᳉⇿∔∕∦∡∛∗∍⇌∁√∕∢∑∞∟∕∠∥᳊⇌⇝⇌ ⇱∢∍∘∡∍∠∕∛√⇌ ∛−⇌ ∍⇌ ⇲∕∞∟∠⇙∅∑∍∞⇌ ⇱∤∜∑∞∕∑√∏∑⇌ ⇼∞∛∓∞∍∙⇌ ⇰∑∢∑∘∛∜∑∐⇌ ∛√⇌ ∠∔∑⇌ ⇮∍∟∕∟⇌ ∛−⇌ ⇸∑∍∞√∕√∓⇌⇯∔∍∞∍∏∠∑∞∕∟∠∕∏∟⇌∛−⇌⇿∀⇱⇹⇌⇴∡∙∍√⇌⇾∑∟∛∡∞∏∑∟⇦⇌⇭⇌⇲∛∏∡∟⇌∛√⇌∠∔∑⇌⇱∘∑∙∑√∠∟⇌∛−⇌∍⇌⇳∑√∑∞∕∏⇌⇯∛∙∜∑∠∑√∏∥⇌⇹∛∐∑∘⇌⇟⇥⇙⇡⇙⇞⇙⇝⇤⇙⇞᳉⇲∅⇡⇴⇙⇰⇢⇷⇞⇙⇷∆⇜⇞⇝᳊⇌∃∍√∜∑√⇌⇷∍∙∠∑∠᳉⇷∍∟∑∠∟∍∞∠⇌∁√∕∢∑∞∟∕∠∥⇘⇌⇷∍∙∜∔∍∑√∓⇙⇿∍∑√⇌⇯∍∙∜∡∟⇘⇌∀∔∍∕∘∍√∐᳊⇌⇞⇌ ∀∡∟∟∍∠∞∕√⇌∃∍√√∍∓∍∠∑∟∕∞∕⇌∀∔∑⇌⇰∑∢∑∘∛∜∙∑√∠⇌∛−⇌⇮∕∛∘∛∓∥⇌⇿∠∡∐∑√∠⇌∀∑∍∏∔∑∞∟᳆⇌ ⇿∏∕∑√∠∕−∕∏⇌⇱∤∜∘∍√∍∠∕∛√⇌⇭∎∕∘∕∠∕∑∟⇌∎∥⇌∡∟∕√∓⇌∠∔∑⇌⇼∞∛∎∘∑∙⇌⇿∛∘∢∕√∓⇌∛−⇌⇯∛√∠∑∤∠⇌ ̽⇌ ∞∕∏∔⇌⇼∞∛∎∘∑∙∟⇌⇹∛∐∑∘⇌⇠⇜⇙⇡⇙⇞⇙⇝⇤⇙⇟᳉⇲∅⇡⇹⇙∆∀⇯⇢⇙⇴⇤⇜⇞⇝᳊⇌⇰∡∍√∓∖∍√⇌⇷∍∑∣∗∛√∓∜∍√᳉⇷∍∟∑∠∟∍∞∠⇌∁√∕∢∑∞∟∕∠∥⇘⇌⇷∍∙∜∔∍∑√∓⇌⇿∍∑√⇌⇯∍∙∜∡∟᳊⇌⇟⇌ ∀∡∟∟∍∠∞∕√⇌∃∍√√∍∓∍∠∑∟∕∞∕⇌∀∔∑⇌⇰∑∢∑∘∛∜∙∑√∠⇌∛−⇌⇼∞∑⇙∟∑∞∢∕∏∑⇌⇿∏∕∑√∏∑⇌∀∑∍∏∔∑∞∟᳆⇌ ⇼∑∐∍∓∛∓∕∏∍∘⇌⇯∛√∠∑√∠⇌⇷√∛∣∘∑∐∓∑⇦⇌⇯∍∟∑⇌∛−⇌⇭∐∍∜∠∕√∓⇌∍√∐⇌⇰∑∟∕∓√∕√∓⇌⇸∑∍∞√∕√∓⇌⇹∍∠∑∞∕∍∘∟⇌⇠⇝⇙⇡⇙⇞⇙⇝⇤⇙⇠᳉⇲∅⇠⇸⇙⇠⇰⇴⇣⇙⇾⇲⇜⇞⇝᳊⇌∅∛√∓⇌∄⇵⇱᳉⇮∑∕∖∕√∓⇌√∛∞∙∍∘⇌∡√∕∢∑∞∟∕∠∥᳊⇌⇠⇌ ⇯∔∡√⇙∜∕√∓⇌⇸⇵∁⇘⇌⇯∔∍√∓⇙∝∕∡⇌∅⇵⇘⇌∄∕√⇙∥∡∑⇌⇶⇵⇭⇻⇌∍√∐⇌⇺∕√∓⇌⇹⇭⇌⇾⇱⇿⇱⇭⇾⇯⇴⇌⇻⇺⇌∀⇴⇱⇌⇼⇭∀∀⇱⇾⇺⇿⇌⇻⇲⇌⇯⇻⇸⇸⇭⇮⇻⇾⇭∀⇵∂⇱⇌⇿⇯⇵⇱⇺∀⇵⇲⇵⇯⇌⇭⇾⇳∁⇹⇱⇺∀⇌⇵⇺⇌⇰⇵⇲⇲⇱⇾⇱⇺∀⇌⇯⇻⇳⇺⇵∀⇵∂⇱⇌⇿∀∅⇸⇱⇌⇳⇾⇻∁⇼⇿⇌

⇌= 102 =

Evaluation of a First-Year Experience Program Developed on theBasis of Learning Characteristics of STEM Human Resources: A
Focus on the Elements of a Generic Competency Model
Tomotaka KURODA1
1. Shizuoka University

ABSTRACTThis study examined whether the elements of a generic competency model could be enhanced to expand
the learning experience of the first-year program for science, technology, engineering, and mathematics(STEM) human resources. To achieve its purpose, it incorporated a design focusing on the contents andlearning environments of courses of STEM human resources. A survey comprising five categories and 12
factors was administered to students to investigate the elements of a generic competency model created by
the target university. The responses obtained on the comprehension of course contents and the selfassessment of the enhancement of competencies were compared with the previous year’s (2018) results.
All categories relating to understanding course material were higher for 2019, and the t-test revealed asignificant difference at the 0.1% level for three of the five items. All categories probing the self-assessed
growth in competencies also registered higher scores for 2019, and the t-test revealed a significant
difference at the 0.1 % level for four of the five items. These findings suggest that generic competencies
can be improved, and a sense of growth can be inculcated in students by developing programs based on
the STEM human resources context. Future studies must collect more data through questionnaires andperform analyses to elucidate student opinions on learning and learning environments.
Keywords: Higher Education, STEM Education, Curriculum

INTRODUCTION
Japan is currently transforming its higher education policies and educational system. The
paradigm shift particularly aims to foster “zest for life” and indoctrinate “three elements of academic
proficiency” in students, besides competencies and abilities (Central Education Council of Japan, 2008
and 2014; Ministry of Education, Culture, Sports, Science, and Technology, 2007). These policy changes
mandate the cultivation of advanced levels of social skills in learners in addition to discipline-specificknowledge and skills to develop the necessary human resources for science, technology, engineering, andmathematics (STEM) careers. This study examined whether the elements of a generic competency model
could be enhanced to expand the learning experience of the first-year program for STEM humanresources. To achieve its purpose, it incorporated a design focusing on course content and contexts
required from STEM human resources.

OVERVIEW OF THE CASE
Ehime University is a national university in Japan. Subjects related to the first-year experience
program were reorganized in 2009, and a new subject entitled Freshman Seminar A was introduced. Thissubject was individually managed by the concerned faculty and department. The faculty was reorganizedin 2019, and Freshman Seminar A was extensively amended. It was redesigned to offer students thefundamental skills required to succeed at academics and cope with difficulties associated with university
life. Thus, the following aspects were incorporated into the course content: (1) acquiring foundational
academic skills, (2) strengthening first-year education through an initial “short term” schedule thatallowed cost reduction by reducing the number of teachers-in-charge and shortening the introductory
period, (3) increasing opportunities for learners to speak and ensuring educational efficacy by reinforcing= 103 =

active learning in small groups, and (4) utilizing senior students. In addition, the class objectives, goals,
and contents of this program were created and examined based on the science and engineering practicesof the next-generation science standards (NGSS). A total of 239 students enrolled in Freshman Seminar A
in 2018, and participated in a survey conducted in 2019.

METHOD
The questionnaire survey attended to the competency elements of a generic competency model
created by the target university. The instrument comprised five categories and 12 factors: I: ability toapply knowledge and skills, II: ability to think logically and make decisions, III: ability to communicate
with diverse people, IV: ability to survive autonomously, and V: ability to belong and contribute as amember of an organization or society. This study examined the participants’ comprehension of course
materials and their self-assessment of the development of competencies, comparing the results obtained
from students who attended the program in the previous year (2018). The items were rated using a fivepoint Likert scale (5 = very much; 4 = much; 3 = some; 2 = not much; and 1 = not at all). The number of
respondents belonging to the 2018 cohort was 228. In 2019, the numbers were 236, 232, and 231 before,
midway (13th class out of 15), and after the program, respectively.

RESULTS AND DISCUSSION
All responses were positive. The t-test results revealed that three items displayed a significant
difference at the 0.1% level. The increased awareness resulting from the course may be attributed to theimpact of sustained motivation achieved through the class design based on STEM human resources
context. The t-test results for the self-assessment of the sense of growth indicated a significant differenceat the 0.1% level for four items. These results also confirmed that designing lessons based on the learning
environments acquired from STEM human resources strengthened the generic competency model(skillsets). Thus, the outcomes of this study highlight the importance of considering the learning
background of STEM human resources to develop generic competency models or skillsets. Therefore, it
is vital to consider the learning contexts of STEM human resources to improve educational effectiveness.

CONCLUSION
The study examined whether the elements of a generic competency model could be ameliorated
through the inclusion of a course design focused on content suited to the learning contexts of STEM
human resources. A significant difference (p <.001) was noted in three out of five tested items withrespect to the understanding of course content. A similar significant difference was observed for four ofthe five items relating to the self-assessment of the sense of growth. The findings suggest that effective
learning can occur if the course content is focused on the knowledge acquired from STEM humanresources. However, the study admits to some limitations. Future studies must collect more data throughquestionnaires and perform analyses to elucidate student opinions on learning and learning environments.

ACKNOWLEDGMENTS
The research document and data were supported by the Faculty of Science of Ehime University.

REFERENCES
Central Education Council. (2008). Improvement such as study instruction points of kindergarten,elementary school, junior high school, high school and special support school [Report]. Japan:
Ministry of Education, Culture, Sports, Science, and Technology. (Japanese).
Central Education Council. (2014). Universal reform of high school education, university education anduniversity entrance selection toward realization of a high connection that is suitable for a new era–
all young people to bud new dreams and goals, to make them flower in the future-(report). Japan:
Ministry of Education, Culture, Sports, Science, and Technology. (Japanese).
Ministry of Education, Culture, Sports, Science and Technology (2007). Basic Act on Education (revised2006). Japan: Ministry of Education, Culture, Sports, Science and Technology. (Japanese).

= 104 =

The Development of Biology Student Teachers’ Scientific
Explanation Abilities by using the Problem Solvingof Context – rich Problems Model
Wanpen Kamtet1 and Tussatrin Wannagatesiri1季
1. Kasetsart University, Kamphaeng-Saen Campus, Thailand

季
ABSTRACTThe main purpose of this research was to develop the biology student teachers’ scientific explanation
abilities by using the problem solving of context – rich problems model. The model is composed of 4 main
steps; 1) analyze context – rich problems, 2) design, plan and implement for more scientific data, 3) create
scientific explanation and 4) reflect and feedback. This study is a quasi-experimental research; one grouponly pretest- posttest design. Research participants were 29 third year biology student teachers in tertiarylevel. The research instruments consisted of 1) scientific explanation ability test and 2) biology conceptual
understanding test. The data was analyzed by using arithmetic mean, standard deviation, dependent sample
t-test and Pearson’s correlation coefficients. A set of CRPs; realistic scenarios which provided the biology
student teachers plausible motivation for solving the problem was created and introduced to the biology
student teachers during the Biology in Upper Education II course (6 weeks). The data showed that postbiological conceptual test was higher than pre- at significant level .01. Post-scientific explanation ability
test average score was higher than pre- at significant level .01. There was a significantly high relationshipbetween biology student teachers’ scientific explanation ability and biology conceptual understanding at
0.01. The findings reveal that CRPs that include excess information, or require the biology student teachers
to recall important background information, and conduct experiments, were able to drive scientificexplanation abilities of biology student teachers.

季
Keywords: Biology Student Teachers, Scientific Explanation Abilities, Problem Solving, Context – rich
Problems Model季
INTRODUCTION
Improving students’ scientific explanations is one major goal of science education. Scientificexplanation is essential not only for scientists, but also for the students (NRC, 2000). When students develop
and critique explanations it helps them learn the science content and motivates them to study science as
they realize learning science is more than memorizing facts. Especially in everyday life, the students haveto be prepared for examining the claims of others and to communicate their own ideas with supporting
evidence and reasoning. Hence, as a part of the teacher development program, the main purpose of thisresearch is to develop the biology student teachers’ scientific explanation abilities by using the problem
solving of context – rich problems model.

METHODOLOGYThis study is a quasi-experimental research; one group only pretest- posttest design. The research
instruments consisted of 1) scientific explanation ability test and 2) biology conceptual understanding test.
A set of 9 context – rich problems scenarios; Collagen, Long Neck Karen, Baby Milk, Pine Forest, Upside
Down, Chlorophyll Beverage, Alcohol and Cold Exposure, Color of Sashimi, and Wound Healing by= 105 =

Honey, is introduced to motivate 29 third year biology student teachers for solving the problem by using
the problem solving of context – rich problems model during the Biology in Upper Education II course(6 weeks). The model comprises of 4 main steps; 1) analyze context – rich problems, 2) design, plan andimplement for more scientific data, 3) create scientific explanation and 4) reflect and feedback. The data wasanalyzed by using arithmetic mean, standard deviation, dependent sample t-test and Pearson’s correlation
coefficients.

RESULTThe data shown that post- biological conceptual test is higher than pre- at significant level .01.
Post-scientific explanation ability test average score is higher than pre- at significant level .01. There isasignificantly high relationship between biology student teachers’ scientific explanation ability and biology
conceptual understanding at 0.01 (Table 1).
Claim(total score = 20)

PrePost-Evidence(total score = 20)

Reasoning(total score = 20)

Scientific explanation
ability(total score = 60)

Biology conceptual
understanding(total score = 20)

Mean

S.D.

p

Mean

S.D.

p

Mean

S.D.

p

Mean

S.D.

p

Mean

S.D.

p

12.93
17.33

2.45
1.75

.000*

9.42
16.04

3.62
2.37

.000*

3.44
13.56

2.31
4.78

.000*

25.41
46.38

7.70
8.51

.000**

12.22
18.00

3.12
2.40

.000**

r.736**.706***p < .05, **p < .01
Table 1. Pre- and Post-test Result

DISCUSSION
To be able to share problem solutions, the biology student teachers were encouraged to making
claims, searching/ experimenting evidence and providing related scientific reasoning (Cheng, She, &Huang, 2017; McNeill & Krajcik, 2012). The research results revealed that biology student teachers wereable to analyze concepts related to context – rich problems and necessary information for the claim. They
could operate to obtain more scientific information as evidence for supporting the claim. More complete
scientific explanation could be created after receiving feedback from the instructor (Konold, Miller, &Konold, 2004). The findings reveal that CRPs that include excess information, or require the biology
student teachers to recall important background information, and conduct experiments, were able to drive
scientific explanation abilities of biology student teachers.

CONCLUSION
The results showed that the problem solving of context – rich problems model is useful to supportscience student teachers’ learning scientific explanation. The results also support the idea that student
teachers can learn scientific explanations through well-designed problems which start from simple to more
complex problems. As series of problems in the study provided the student teachers experience in searching
and conducting their own experiments for finding out the evidence to support their own claim.

REFERENCES
Cheng, S. C., She, H. C., & Huang, L. Y. (2017). The Impact of Problem-Solving Instruction on Middle
School Students’ Physical Science Learning: Interplays of Knowledge, Reasoning, and Problem
Solving. EURASIA Journal of Mathematics, Science and Technology Education, 14 (3), 31 – 743.
Konold, K. E., Miller, S. P., & Konold, K. B. (2004). Using Teacher Feedback to Enhance Student
Learning. TEACHING Exceptional Children, 36 (6), 64–69.
McNeill, K. L., & Krajcik, J. S. (2012). Supporting Grade 5 – 8 Students in Constructing Explanation in
Science: The Claim, Evidence, and Reasoning Framework for Talk and Writing. Boston: Pearson
Education, Inc.
NRC. (2000). Inquiry and the national science education standards: A guide for teaching and learning.
Washington, DC: National Academy Press.

= 106 =

The Development of Pre-service Science Teachers’
Pedagogical Content Knowledge:
Case of Adapting and Designing Learning Materials
Duangjan Kaewkongpan1 and Tussatrin Wannagatesiri1
1. Kasetsart University, Kamphaeng-Saen Campus, Thailand

ABSTRACTThis research aimed to 1) develop a tool for assessing the pre-service science teachers’ PedagogicalContent Knowledge (PCK) in 5 dimensions; content knowledge, curriculum knowledge, pedagogicalknowledge, knowledge of learners, and assessment knowledge, 2) reflect the effectiveness of using PCK
development model in the context of science learning materials production, 3) enhance the knowledge andunderstanding of PCK in the context of science learning material production, and 4) compare pre-test andpost- test self-confidence about using PCK development model in the context of science learning materials
production. The research was divided into 2 phases. The first phase of research was probing the pre-scienceteachers’ PCK by using an interview-about-instances technique. The IAI interview was conducted basedon the discussion of science learning materials, which were designed by the pre-service science teachers
themselves. The individual interviews were 18 fourth year pre-service science teachers. The interview
results revealed some scientific misconceptions held by the pre-service science teachers. They were unable
to design teaching activities and learning assessment of the learning materials which were used in theinterview. Most pre-service science teachers were not able to utilize the learning materials for seemingly
performing constructivism as their core paradigm for teaching and learning. The second phase of theresearch was developing the pre-service science teachers’ PCK via a context of adapting and designinglearning materials. The PCK development model consisted of 2 main stages: 1) introduction of PCK and2) development of PCK. The research participants were 23 fourth year pre-service science teachers who
enrolled in the creating innovative science learning media course. The results of the research revealed thatthe pre-service teachers were able to create innovative science learning media and related to the fiveelements of the PCK at a high level (Mean = 4.30, S.D. = 0.60). They also had high confidence of their
PCK (Mean = 4.14, S.D. = 0.67).
Keywords: Pre-service Science Teachers, Pedagogical Content Knowledge, Designing Learning
Materials

INTRODUCTION
Pedagogical content knowledge (PCK) is generally accepted as positively impacting teaching quality andstudent learning. Lesson plans are the most important component in preparing quality learning. Teachers’
low understanding of pedagogical content knowledge affects their skills in designing learning (Maryani,
Martaningsih, Bhakti, 2017). Several research studies tried to increase the engagement and skills of futureteachers in designing lesson plans using modules based on pedagogical content knowledge. In contrast to
earlier studies on PCK sources, this study aims to develop pre-service science teachers’ PCK via the context
of adapting and designing learning materials. The research believed that knowing PCK and its components,
content knowledge, curriculum knowledge, pedagogical knowledge, knowledge of learners, and assessment
knowledge, could start with designing learning materials as the small piece of jigsaw to more concrete
before designing the whole lessons.

= 107 =METHODOLOGYThis study is a quasi-experimental research;
one group only pretest- posttest design. The
research instruments consisted of 1) the
development of pedagogical content
knowledge model, 2) Interview questions
about PCK and its components, and 3) a 5points rating scale questionnaire about perservice science teachers’ confidence on PCK.
The pre-science teachers’ PCK were probed byusing an interview-about-instances technique.
The IAI interview was conducted based on thediscussion of science learning materials, whichwere designed by the pre-service science
Figure 1. The PCK development model
teachers themselves.
The PCK development model consisted of 2 main stages: 1) introduction of PCK and 2) development of
PCK as shown in Figure 1.

RESULT AND CONCLUSION
The interview results before using the model revealed some scientific misconceptions held by the preservice science teachers. Most pre-service science teachers were not able to utilize the learning materials
for seemingly performing constructivism as their core paradigm for teaching and learning. After the model,
the results of the research revealed that the pre-service teachers were able to create science learning material
and related to the five elements of the PCK at a high level (Mean = 4.30, S.D. = 0.60). They also had highconfidence of their PCK (Mean = 4.14, S.D. = 0.67).

Figure 2. Adapting and Designing Learning Materials

CONCLUSION AND DISCUSSION
In general, a lesson plan could be defined as a set of lesson programs that directs teachers to what lesson
material to teach and how to teach it. A good lesson plan at least has the following three components: (1)the purpose of learning, (2) learning activities, and (3) strategy to determine students‟ understanding(Milkova, 2016). However during the process of adapting and designing learning materials would provide
the pre-service science teachers to do so within a smaller frame of specific science content and help themto develop PCK before going to designing the whole lessons in their further study program.

REFERENCES
Maryani, I.,Martaningsih, S.T., Bhakti, C.P. (2017). Module Based on Pedagogical Content Knowledge (PCK) to
Increase The Engagement and Skills of The Future Teachers in Designing a Lesson Plan. Journal of Education andLearning, 11 (1), 91-102.
Milkova S. Strategies for Effective Lesson Planning. Retrieved September 21, 2016, fromhttp://www.crlt.umich.edu/gsis/p2_5= 108 =RESEARCH ON THE PATTERNS OF COLLABORATIVE SCIENTIFIC
ARGUMENT IN DIFFERENT COGNITIVE STYLE GROUPS
Yong XIE1, Chun-ping LIU1, Chang-qiu YI1, Xin-yue JIAO1 and Ning MA1 澽
1. Beijing Normal University, China

澳
ABSTRACT
Scientific argument is a form of collaborative learning, which plays an important role in science education.
The performance of argument usually varied by different cognitive style. However, the studies have notdrawn enough attention to the patterns and effects of students’ collaborative argument in different cognitive
style groups. Therefore, this study investigates this research gap in order to shed a light on this research
topic. Specifically, Participants who were grouped by cognitive styles conducted oral argument on socioscientific issues and wrote down group argument texts. Their oral argument and written argument texts
were coded and analyzed based on Toulmin’s Model of argument. The results indicate (1) in the textualargument, the all-analytical cognitive style groups performed best; (2) in the oral argument, the allanalytical cognitive style groups were easy to extend to the argument of adjacent topics, while the allintuitional cognitive styles group tended to generate echoing words; (3) all groups had few Qualifier
elements. This study shows differences in patterns and effects of collaborative scientific argument bycognitive style groups, which could provide educators insights in selecting organizational strategies andscaffolding for scientific argument.
Keywords: evidence-based argument, collaborative learning, cognitive style澳
1 INTRODUCTION
Evidence-based argument is one of the key components in science education practices emphasized
by NGSS, which is associated with many benefits in students’ science learning, such as developing criticalskills and enhancing conceptual understanding (Osborne, 2010). Scientific argument refers to the argumenton the socio-scientific issues, which provides an effective environment for the development of scientificknowledge. Toulmin's Argument Pattern (Toulmin, 1958) is a general model in science education research.
It proposed that argument contained six elements, including claim, data, backing, qualifier, warrant andrebuttal. Lin et. al used Toulmin's argument model as a scaffolding for science teaching (Lin, 2020).
There are many types of cognitive styles, such as field-independent and field-dependent (Witkin,1964), intuitional and analytical (Allinson, 1996), etc. Students’ cognitive style varies from person to person,
but all contribute to their learning. Intuitional one usually makes immediate judgment from a global
perspective, while analytical one tends to psychological reasoning. Previous studies have shown thatcognitive style affects information integration, collaboration ability, etc., but there is limited research on its
effect on argument performance. Therefore, we hypothese different cognitive style groups will affectpatterns in scientific argument. Specific questions are put forward as follows.
(1) What are the argument level differences among different cognitive style groups?
(2) What are the feature of argument sequences among different cognitive style groups?
(3) What are the argument elements differences among different cognitive style groups?

2 RESEARCH DESIGNIn this study, three graduate students were selected to conduct a preliminary experiment to adjust
the difficulty of socio-scientific issues and the argument time. In the formal experiment, 24 graduate
students from a certain university in Beijing were randomly selected. After introducing the experiment andmeasuring their cognitive style, they were divided into groups according to the results. In the formal
澳*Corresponding author: Ning MA, E-mail: horsening@bnu.edu.cn.

= 109 =

experiment, students read information related to the theme, put forward their own claims, and conductedoral argument with group members. Some socio-scientific argument questions were required to answer
together in argument. After the experiment, oral and textual argument were coded according to Toulmin's
argument model and Zhang Wenjun's argument coding standard separately. The cognitive style groups had
four types with three persons, including the all-analytical group, the all-intuitive group, 2 intuitional and 1
analytical group and 1 intuitional and 2 analytical groups.

3 RESULT AND DISCUSSION
A descriptive analysis of oral argument elements found that the number of other elements in theargument was more than 40% in the all-analytical and all-intuitional groups, while the mixed group was
about 10%. It seems that mixed groups’ arguments were more efficient. All groups had few Qualifier
elements, which was consistent with Lin's research that high school students had basically difficulty inusing Qualifier (Lin, 2020).
GSEQ5.1 was used to conduct sequence analysis of the encoded oral argument elements, and theresults showed that there were four significant argument sequences in the all-analytical groups, including
Claim to Claim, Data to Data, Rebuttal to Rebuttal and Backing to Backing. When the claims wereinconsistent, the group members would constantly refute. While consistent, they would put forward a lot ofdata and backings to support the claims together. Qualifier to Claim, Rebuttal to Rebuttal, Rebuttal to
Backing and Data to Data were argument sequences in the all-intuitional groups. When they contradicted,
they would not agree with each other until someone offered persuasive backings. And all-intuitional one
tended to add qualifier words before making claims based on personal experience. The significant argument
sequence of the 2 intuitional and 1 analytical groups was Data to Data and the 1 intuitional and 2 analyticalgroups was Rebuttal to Qualifier.
The average score of text argument in four types of groups was 17.6. The all-analytical group got
the highest scores with an average of 20.5, while the all-intuitional group got the lowest scores with anaverage of 14.5. The score of mixed groups were around the mean, 2 intuitional and 1 analytical groups
were 17.5 and 1 intuitional and 2 analytical groups were 18 averagely.

4 CONCLUSION(1) In the oral argument, the all-analytical cognitive style groups were easy to extend to the argumentof adjacent topics, while the all-intuitional cognitive styles group tended to generate echoing words;(2) The number of oral argument discourses in the heterogeneous groups was much more than thatin heterogeneous groups, and all groups had few Qualifier elements.
(3) In the textual argument, the all-analytical cognitive style groups performed better, the mixed
cognitive style groups were average, while the all-wholistic cognitive style groups performed weaker;
To sum up, educators can group students according to their cognitive styles in scientific argument,
and provide scaffoldings according the patterns of different cognitive style groups, which help their students
to argue particularly towards high level.

REFERENCES
Osborne, J. (2010). Arguing to learn in science: The role of collaborative, critical discourse. Science,
328(5977), 463–466.doi: 10.1126/science.1183944
Toulmin, S. (2003). The uses of argument. Cambridge University Press. (Original work published 1958)
Zhang, W.J. (2017). The research of the argumentation ability of senior high school students (Master's
Dissertation). Retrieved from CNKI.
Allinson, Christopher W, & Hayes, John. (1996). The Cognitive Style Index: A Measure of IntuitionAnalysis For Organizational Research. Journal of Management Studies., 33(1), 119-135.
Witkin, H.A. (1964). Origins of cognitive style in sheerer, (ed). Cognitive: Theory Research Promise. New
York: Harper and Row.
Lin, Yu-Ren, Fan, Bing, & Xie, Kui. (2020). The influence of a web-based learning environment on low
achievers’ science argumentation. Computers and Education, 151, 103860.

= 110 =

⇞⇜⇞⇝⇌⇵√∠∑∞√∍∠∕∛√∍∘⇌⇯∛√−∑∞∑√∏∑⇌∛−⇌⇱∍∟∠⇙⇭∟∕∍√⇌⇭∟∟∛∏∕∍∠∕∛√⇌−∛∞⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌⇌⇌⇌⇻∞∍∘⇌⇿∑∟∟∕∛√⇌⇟⇌⇰∍∥⇞⇌ ⇔⇶∡√∑⇝⇥∠∔⇕⇌ ⇝⇠Ყ⇟⇜᳁⇝⇢Ყ⇜⇜⇌⇌⇌⇌⇾∛∛∙⇝⇌⇯⇝⇙⇝⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌−∛∞⇌∅∛∡√∓⇌⇯∔∕∘∐∞∑√⇌∍√∐⇌⇾∑∘∍∠∑∐⇌⇭∞∑∍∟⇌⇾∛∛∙⇞⇌⇯⇞⇙⇝⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌−∛∞⇌⇱∘∑∙∑√∠∍∞∥⇌⇿∏∔∛∛∘⇌∍√∐⇌⇾∑∘∍∠∑∐⇌⇭∞∑∍∟⇌⇾∛∛∙⇟⇌⇯⇟⇙⇣⇌⇾∛∛∙⇠⇌⇯⇟⇙⇤⇌⇾∛∛∙⇡⇌⇯⇠⇙⇟⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌−∛∞⇌⇴∕∓∔⇌⇿∏∔∛∛∘⇌∍√∐⇌⇾∑∘∍∠∑∐⇌⇭∞∑∍∟⇌⇾∛∛∙⇢⇌⇯⇠⇙⇠⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌−∛∞⇌⇴∕∓∔⇌⇿∏∔∛∛∘⇌∍√∐⇌⇾∑∘∍∠∑∐⇌⇭∞∑∍∟⇌⇾∛∛∙⇣⇌⇯⇡⇙⇝⇌⇾∛∛∙⇤⇌⇯⇢⇙⇝⇌⇿∏∕∑√∏∑⇌ ⇱∐∡∏∍∠∕∛√⇌ −∛∞⇌ ⇹∕∐∐∘∑⇌ ∛∞⇌ ⇿∑∏∛√∐∍∞∥⇌ ⇿∏∔∛∛∘⇌ ∍√∐⇌⇾∑∘∍∠∑∐⇌⇭∞∑∍∟⇌⇿∏∕∑√∏∑⇌ ⇱∐∡∏∍∠∕∛√⇌ −∛∞⇌ ⇹∕∐∐∘∑⇌ ∛∞⇌ ⇿∑∏∛√∐∍∞∥⇌ ⇿∏∔∛∛∘⇌ ∍√∐⇌⇾∑∘∍∠∑∐⇌⇭∞∑∍∟⇌⇿∏∕∑√∏∑⇌ ⇱∐∡∏∍∠∕∛√⇌ −∛∞⇌ ∁√∐∑∞∓∞∍∐∡∍∠∑⇌ ∛∞⇌ ⇳∞∍∐∡∍∠∑⇌ ⇿∏∔∛∛∘⇌⇿∠∡∐∑√∠∟⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌−∛∞⇌⇵√−∛∞∙∍∘⇌⇿∑∠∠∕√∓⇌∛∞⇌⇸∕−∑⇙⇸∛√∓⇌⇸∑∍∞√∕√∓⇌∛∞⇌⇵√⇙⇿∑∞∢∕∏∑⇌∀∑∍∏∔∑∞⇌∠∞∍∕√∕√∓⇌⇌
= 111 =

⇞⇜⇞⇝⇌⇵√∠∑∞√∍∠∕∛√∍∘⇌⇯∛√−∑∞∑√∏∑⇌∛−⇌⇱∍∟∠⇙⇭∟∕∍√⇌⇭∟∟∛∏∕∍∠∕∛√⇌−∛∞⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌⇰∍∥⇞⇌ ⇔⇶∡√∑⇝⇥∠∔⇕⇌ ⇝⇠Ყ⇟⇜᳁⇝⇢Ყ⇜⇜⇌⇻∞∍∘⇌⇿∑∟∟∕∛√⇌⇟⇌⇾∛∛∙⇝⇌⇯⇝⇙⇝⇌

᳙⇯∍∠∑∓∛∞∥᳚⇌ ⇝⇦⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌−∛∞⇌∅∛∡√∓⇌⇯∔∕∘∐∞∑√⇌∍√∐⇌⇾∑∘∍∠∑∐⇌⇭∞∑∍∟⇌⇌⇩⇯∔∍∕∞∜∑∞∟∛√⇩⇌⇭∟∟∕∟∠⇚⇌⇼∞∛−⇚⇌∃∕∠∍∠⇌⇲∍∗∏∔∍∞∑∛√∜∔∛∘⇌⇷∍∟∑∠∟∍∞∠⇌∁√∕∢∑∞∟∕∠∥⇌⇔⇷∍∙∜∔∍∑√∓⇌∟∍∑√⇌∏∍∙∜∡∟⇕⇌⇌⇩⇼∞∑∟∑√∠∍∠∕∛√⇌⇼∞∛∓∞∍∙⇩⇌⇠⇞⇙⇝⇙⇝⇙⇝⇥⇙⇝᳉⇲∅⇡∅⇙∅⇣⇯⇮⇙⇟∆⇜⇞⇝᳊⇌⇾∛∟∟∍∙∍⇌⇸∡∙∜∡∠∔∍᳉⇿∞∕√∍∗∔∍∞∕√∣∕∞∛∠⇌∁√∕∢∑∞∟∕∠∥᳊⇌⇝⇌ ⇯∔∍√∥∍∔⇌⇰∍∔∟∍∔⇌∀∔∑⇌ ⇱−−∑∏∠∟⇌ ∛−⇌ ⇻√∘∕√∑⇌ ⇵√∝∡∕∞∥⇌ ⇙⇌ ⇮∍∟∑∐⇌ ⇸∑∍∞√∕√∓⇌ ∛√⇌ ∁∜∜∑∞⇌ ⇿∑∏∛√∐∍∞∥⇌ ⇿∏∔∛∛∘⇌ ⇿∠∡∐∑√∠∟ ᳆⇌⇯∛∘∘∍∎∛∞∍∠∕∛√⇌⇿∗∕∘∘∟⇌⇠⇟⇙⇝⇙⇝⇙⇝⇥⇙⇞᳉⇲∅⇢⇞⇙⇳⇯∃⇲⇙⇺⇡⇜⇞⇝᳊⇌⇞⇌∃∑∕⇌⇴∡√∓⇘⇌⇴∡∍√∓᳉⇺∀⇺∁⇌∁√∕∢∣∑∟∕∠∥᳊⇌⇯∔∡√⇙∅∑√⇌⇯∔∍√∓⇘⇌∃∍√⇙⇯∔∕√∓⇌∀∟∑√∓⇌⇭∐∢∍√∏∕√∓⇌∏∔∕∘∐∞∑√᳆∟⇌∑√∓∍∓∕√∓⇌∕√⇌∔∍√∐∟⇙∛√⇌⇹∍∠∔∑∙∍∠∕∏∟⇌⇯∘∍∟∟∞∛∛∙⇌⇠⇠⇙⇝⇙⇝⇙⇝⇥⇙⇟᳉⇲∅⇢∆⇙⇯⇶∂∀⇙⇮∆⇜⇞⇝᳊⇌∅∡⇌∃∍√∓᳉⇴∑−∑∕⇌⇺∛⇚⇢⇌⇹∕∐∐∘∑⇌⇿∏∔∛∛∘⇘⇌⇭√∔∡∕⇌⇼∞∛∢∕√∏∑⇘⇌⇯∔∕√∍᳊⇌∃∑√∔∡∍⇌∆∔∍√∓⇘⇌⇽∕√∜∕√∓⇌⇴∡⇘⇌⇳∡∍√∓∙∕√∓⇌∆∔∡⇌⇟⇌

⇲∞∛∙⇌ ∠∔∑⇌ ∜∑∞∟∜∑∏∠∕∢∑⇌ ∛−⇌ ⇼⇯⇷⇘⇌ ∍⇌ ∏∛∙∜∍∞∍∠∕∢∑⇌ ∟∠∡∐∥⇌ ∛√⇌ ∠∔∑⇌ ∐∕∟∏∛∡∞∟∑⇌ ∍√∍∘∥∟∕∟⇌ ∛−⇌ ∏∛∘∘∑∓∑⇌∟∠∡∐∑√∠∟⇓⇌ ∢∛∘∡√∠∑∑∞⇌ ∠∑∍∏∔∕√∓⇌ ⇙⇙⇌ ∍⇌ ∏∍∟∑⇌ ∟∠∡∐∥⇌ ∛−⇌ ∠∔∑⇌ ∏∛∘∘∑∓∑⇌ ∟∠∡∐∑√∠∟⇓⇌ ∢∛∘∡√∠∑∑∞⇌ ∠∑∍∏∔∕√∓⇌∏∘∍∟∟∞∛∛∙⇌∐∕∟∏∛∡∞∟∑⇌∍√∍∘∥∟∕∟⇌∛−⇌∠∔∑⇌ ᳇⇿∡√∟∔∕√∑⇌∂∛∘∡√∠∑∑∞⇌∠∑∍∏∔∕√∓᳈⇌ ∍∏∠∕∢∕∠∥⇌∟∜∛√∟∛∞∑∐⇌∎∥⇌⇯∑√∠∞∍∘⇌⇯∔∕√∍⇌⇺∛∞∙∍∘⇌∁√∕∢∑∞∟∕∠∥⇌⇌= 112 =

The Effects of Online Inquiry - Based Learning onUpper Secondary School Students’ Collaboration Skills
Rossama Lumputha1 and Chanyah Dahsah1
1. Srinakharinwirot University, Thailand.

Collaborative is one of the 21st century skills identified in the learning and innovation skills. It is
the teachers’ role to preparing students to have a positive attitude when working with a team and be able
to work with other happily and successfully. Even, when students need to work in a team remotely whilelearning online in this pandemic situation. The purpose of this research was studying the effect of online
inquiry-based learning on upper secondary school students’ collaboration skills. The results indicated thatthe online inquiry-based learning could promote collaboration skills with a class normalized gain (N - gain
= 0.59) at a moderate level. When considering individual students, after learning student’s collaboration
skills improved at a moderate and a high level, which most of them (76.19%) were at a moderate level (Ngain = 0.33-0.69). The findings of this study highlight the effective inquiry-based learning in online
platform and that science teachers could be used to promote students’ science learning and 21st century
skills, especially during the long-lasting pandemic situation of the COVID-19 where most of the schools
use online learning.
Keywords: collaboration skills, inquiry-based learning, online, upper secondary school

Introduction
Partnership for 21st century (2019) defines collaboration skills is a fundamental skill necessary forenabling students to live happily in 21st century society. Therefore, teachers are responsible for encouraging
students’ collaboration skills by giving students opportunities to collaboratively work with others. But due
to the pandemic situation of COVID-19, students have to learn at home via online platforms. Teachers haveto provide online learning which is not just internet distance learning, but the online learning activities must
promote students the necessary skills similar to the learning in the classroom. Thus, this study is interested
in studying the effect of online inquiry-based learning on student collaboration skills.
Objective
The objective of this research was to study the effects of online inquiry-based learning on upper
secondary school students’ collaboration skills.
Methodology
This research is a quantitative analysis using one group pretest-posttest design. The participants
were 21 students studying in Grade11 from a school in Bangkok. The research instruments were five online
inquiry-based learning lesson plans and collaboration skills observation form adapted from Scoular,
Duckworth, Heard and Ramalingam (2020). The collaboration skills consisted of three components:
building shared understanding, collective contributing, and regulating. The data analyzed by mean,
percentage, and normalized-gain.

= 113 =

Resultsഥ = 23.48) was higher than before
The average score of students’ collaboration skills after learning (ഥlearning ( = 13.95). The class normalized gain was at a moderate level (N-gain = 0.59), according to thecomponents found that building shared understanding was at a high level (N-gain = 0.74), while, collective
contributing, and regulating were at a moderate level (N-gain = 0.63 and 0.47, respectively).
Table 1. The values N-gain of components students’ collaboration skills
Components of collaboration skills

Score

Building shared understanding
Collective contributing
Regulating
Over all

9
9
12
30

Average score
Pre-test
Post-test
4.43
7.81
4.29
7.24
5.24
8.43
13.95
23.48

N-gain

Level

0.74
0.63
0.47
0.59

High
Moderate
Moderate
Moderate

In addition, the analysis of N-gain of collaboration skills of individual student indicated that 16
students (76.19%) were at a moderate level (N-gain =0.33-0.69), and 5 students (23.81%) were at a highlevel (N-gain = 0.71-0.90).

Conclusions
According to the results, it could be concluded that online inquiry-based learning could promotestudents’ collaborative skill as same as inquiry-based learning in a classroom (Putri, Anggraito, & Alimah,
2018). The results also suggested that an exploration step is the most powerful step in order to promotecollaboration skills because students need to share resources and data they observed with others, and thatallow students to determine the role of group members, discuss and exchange their opinions (Chantama,
Kijkuakul, & Nakkuntood, 2020). In addition, when students have different opinions or ideas, they need toargue or debate and that their collaboration skills were improved. As Lai (2011, pp. 40) stated students withstrong disposition, including the ability to consider multiple perspectives, may be better collaborators.

References
Chantama, M., Kijkuakul, S., & Nakkuntood, M (2020). Research – based learning approach to enhancethe 11th grade students’ competency in evaluating and designing scientific enquiry and teamwork skills
on plant reproduction and growth. Humanities and Social Science Sciences Journal of Graduate
School, Pibulsongkram Rajabhat University, 14(1), 141-157.
Lai, E. R. (2011). Collaborative: A Literature Review. Retrieved fromhttps://images.pearsonassessments.com/images/tmrs/Collaboration-Review.pdf
Partnership for 21st Century Learning. (2019). Framework for 21st Century Learning Definitions.
Retrieved from https://www.battelleforkids.org/learning-hub/learning-hub-item/framework-for 2 1 stcentury-learning-definitions.
Putri, F. A., Anggraito, Y. U., & Alimah, S. (2 0 1 8 ) . The effectiveness of guided inquiry strategy on
students’ collaborative skill. Journal of Biology Education, 7(2), 144-150.
Scoular, C., Duckworth, D., Heard, J., & Ramalingam, D. (2020). Collaboration: Skill Development
Framework. Retrived from https://research/acer/edu.au/ar_misc/42.

= 114 =

Advancing children’s engagement in hands-on Mathematics
ClassroomWeiĮHung Huang1, Chun-Yen Chang 2, Wan-Ching Tseng 3
1. National Taiwan Normal University, Taiwan
2. National Taiwan Normal University, Taiwan
3. Taipei Municipal Nan-hu Elementary School, Taiwan


ABSTRACTThe aim of this study is to understand how did the teacher enhanced students’ engagement in the classroom
in the context of using Mathematics Grounding Activities (MGA) modules. We applied a mixed method.
Participants are 28 third grades students from urban schools and a teacher who has been teaching for 20
years. Data collection included observation videos with five lessons, semi-structured interviews, and alearning attitude scale. The preliminary results revealed that the teacher used MGA modules can improvestudents’ learning attitudes and engagement in the classroom. Qualitative results show that in eliciting part:(i) teacher encouraged students to solve problems in activities and explain their own problem-solving
process through encouragement, questioning, and follow-up questions; (ii) flexible used of students’problem-solving results as teaching materials for peer assessment and discussion; (iii) worked in groups tosolve problems; (iv) used the socio-mathematics norm and walked around when students doing the handson activities and so on can help students engaging in the class. In supporting part: (i) helped students toclarify the content of the question and their problem-solving process and methods; (ii) remind students ofconceptually similar problems; (iii) helped students clarify the rules of the game in the activity; (iv)
mentored individual student (groups). In extending part: (i) all students are required to try to solve difficult
problems and try a variety of problem-solving methods; (ii) cultivated students' love of challenging highlevel problems.
Keywords: engagement; hands-on; mathematics teachingIntroduction
In recent years, Taiwanese students achieved good results in international assessments. However,international comparative studies of students’ mathematics assessments show that several severe
educational problems in Taiwan regarding students’ cognitive and noncognitive performances which are
students’ cognitive polarization and their low attitudes in mathematics (Lin, 2015). To improve this situation,
setting up an environment that can enhance students' interest in mathematics learning, engaging in theclassroom, and master the concepts of mathematics has become the teaching goal of most primary school
teachers in Taiwan. An efficient way to motivate students to learn mathematics is to provide interesting andmeaningful activities that offer students not only fun but also meaningful learning (Lin & Chang, 2019).
MGA modules provided teachers a possible way to advance students’ engagement. Hands-on in generalmeans learning by experience. It is assumed that working in a hands-on way provides a more realistic andexciting experience of the content (Franklin and Peat 2005; Nott and Wellington 1996). In this case study,
the teacher used MGA modules to teach the concept of decimals. It gave students a sense of abstract
numbers through the manipulation of concrete objects. We are interested in how teachers used thosestrategies to facilitate student engage in the classroom. Especially younger learners conduct hands-on
activities in limited classroom time. And we emerged the question that: What strategies did teachers use toimprove students’ engagement in hands-on mathematics classroom?

= 115 =

Table 1. Teaching and activity goals of the concept of one-digit decimals
CourseTeaching objectives

MGA

Activity content

Try to place it

Through the placement of the decimal board,

order
2

Understanding the place value,
decomposition and synthesis of one-understand the relationship between 0.1 anddigit decimals

1.
Use 0.1 as the unit to perform decompositionand synthesis of one-digit decimals
Recognize "decile" and its place value

3

Compare the value of one-digit

Line up one-

Compare the value of one-digit decimals

decimals

digit decimals

through the placement of the decimal board
and the record of the decimal positioning
board.

4

Convert the representation to the

Who is closest

Through the placement of the decimal board

straight form to solve the problem of

to 10

and the record of the decimal positioning
board to familiar with using straight form to

the addition of one-digit decimals.

solve the problem of adding one-digit
decimals place.
5

Convert the representation to the

Who is closest

Through the placement of the decimal board

straight form to solve the problem of

to 0

and the record of the decimal positioning

the subtraction of one-digit decimals.

board to familiar with using straight form tosolve the problem of subtracting one-digit
decimals place.

REFERENCES
Fraivillig, J. L., Murphy, L. A., & Fuson, K. C. (1999). Advancing children's mathematical thinking ineveryday mathematics classrooms. Journal for research in mathematics education, 30(2), 148-170.
Holstermann, N., Grube, D., & Bögeholz, S. (2010). Hands-on activities and their influence on students’interest. Research in science education, 40(5), 743-757.
Lin, F.-L. (2015). Just do math Project proposal of Ministry of Education Unpublished.
Lin, F. L., Wang, T. Y., & Yang, K. L. (2018). Description and evaluation of a large-scale project to facilitate
student engagement in learning mathematics. Studies in Educational Evaluation, 58, 178-186.
Lin, F. L., & Chang, Y. P. (2019). Research and Development of Mathematics-Grounding Activity Modules
as a Part of Curriculum in Taiwan. In School Mathematics Curricula (pp. 151-168). Springer,
Singapore.
Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of
Psychology, 45, 345–375.

= 116 =

From the perspective of PCK, a comparative study on the
discourse analysis of college students' volunteer teaching -- a casestudy of the college students' volunteer teaching classroom
discourse analysis of the “Sunshine Volunteer teaching” activity
sponsored by Central China Normal University
Yu Wang1, Wenhua Zhang2, Qinping Hu3 and Guangming Zhu3
1. Hefei No.6 Middle School, Anhui Province, China
2. College of Chemistry, Central China Normal University
3. Hefei No.6 Middle School, Anhui Province, China
3. Hefei No.6 Middle School, Anhui Province, China


ABSTRACTThis study introduces the perspective of "PCK" and connects the discourse analysis with the "PCK"
research which is widely used in the world to explore the effective teaching ability of teachers. In
combination with the actual situation of our country, many college students participate in the short-term
volunteer teaching activities every summer.This study firstly defined the core concepts of "PCK" and"classroom discourse analysis" by literatures, summarized the framework of classroom discourse analysis,
and then introduced the perspective of "PCK" to connect the component dimensions of PCK with thediscourse analysis framework. Then, four members of a group participating in the 2019 "sunshine
volunteer teaching · Confucius walking foot" volunteer teaching activity for college students from bothsides of the Taiwan straits and Hong Kong and Macao regions were selected as research objects. Throughthe selection of 4 volunteer teachers to teach the teaching of one section of the class to analyze theindividual characteristics of the classroom discourse and the overall difference of the comparative
analysis, in four dimensions of analysis, draw relevant conclusions.
Keywords:Volunteer teaching classroom discourse㸪PCK㸪The two sides of the Taiwan straits and Hong
Kong, Macao region㸪Communication mode㸪Teachers’ feedback type.


Design of research tools
The tool design of this study mainly refers to the discourse research contents of foreign researchers
Mortimer, Scott and Chin, as well as the relevant studies of Keping Sun and Baowei Wan in China. On
the basis of their research, three basic dimensions of classroom discourse analysis of volunteer teaching
have been formed, the first dimension is the the perspective of the content of teacher-student interaction
discourse, differs from Keping Sun’s studies, teachers' discourse is classified into categories which are
more suitable for the special background of volunteer teaching, and the students' discourse content also
listed as the research scope; The second dimension is the teacher-student interaction mode, which mainlyrefers to Mortimer and Scott's communication mode analysis method. According to the actual situation ofvolunteer teaching classroom, the discourse communication mode is expanded and deleted, and the"mixed" communication mode is added, while the "non-interaction-authority" is deleted. The third
dimension is the perspective of teacher feedback type, which refers to the research of Christine Chin. At
the same time, according to the actual situation in the classroom, the cases of "students' failure to
respond" and "incomplete answers" are added, so the types of teacher feedback are also expanded. In
addition to the above three dimensions of volunteer teaching classroom discourse analysis tools, this= 117 =

study referred to Professor Magnusson's classification of PCK components. Based on the evaluation
system variables of the Public Understanding Program Science Education Program (SEPUP) of Lawrence
Museum of Science, University of California, Berkeley, USA, a new dimension of "the discourse
analysis from the perspective of PCK" for quantitative evaluation is established by combining "partial
components of PCK" with "classroom discourse analysis".
Table 1. Th form of research records for Discourse Analysis in Volunteer Teaching Classroom fromthe Perspective of PCK
Number of

The

Discourse

AttributesofDiscourse

Types ofThe grading of teacher' s

statements

speaker

content

the statements

type

feedback

teaching level1

teacher

I (Teacher's

Q

SQ (scientific concept

inspiring)(question)question)˄example :4.5˅

corresponding

R (Students’A

specific

response)(answer)

E (Teacher'sRevaluation)(response)The
2

Student 1

discourse
3

teacher

content

The attributes ofthe students'
answers
Types ofteacher’s
feedback

AF (active participation
feedback)˄example :3.6˅

Design of research tools(1) from the perspective of the content of teacher-student interaction discourse, the teacher discourse of
mainland undergraduate A and Taiwan undergraduate C is dominated by "teaching discourse" and"questioning discourse", while the teacher discourse of mainland graduate B and Hong Kong
undergraduate D is dominated by "response discourse". (2) in terms of teacher-student interaction mode,
A and C are mainly in the "interaction-authoritative" teacher-student interaction mode, while B and D aremainly in the "interaction-dialogue" teacher-student interaction mode. (3) from the perspective of teacher
feedback type, 4 volunteer teachers can take appropriate behaviors to give feedback in most cases; (4)through the discourse analysis from the perspective of PCK, it is found that A and C have outstanding
performance in the guidance of scientific process and the effectiveness of the construction of scientificactivities. Both B and D are deficient in the effectiveness of questioning, the appropriateness of process
guidance and the significance of activity construction.

REFERENCES
Scott P , Mortimer E. (2005).Meaning Making in High School Science Classrooms: A Framework forAnalysing Meaning Making Interactions[M].Research and the Quality of Science Education.
Springer Netherlands.
Christine Chin.(2006).Classroom Interaction in Science: Teacher questioning and feedback to students’
responses. International Journal of Science Education, 28(11), 1315-1346.
Keping Sun, Chunhui Lu.(2010). Science Discourse and Its Significance in Chinese Middle School
Science Classroom: A Case Study [J]. Global Education Perspectives, 39(10): 78-85.
Baowei Wan.(2017). A Case Study on Teachers' and Students' Discourse in High School ChemistryClassroom [D]. East China Normal University.

= 118 =

⇞⇜⇞⇝⇌⇵√∠∑∞√∍∠∕∛√∍∘⇌⇯∛√−∑∞∑√∏∑⇌∛−⇌⇱∍∟∠⇙⇭∟∕∍√⇌⇭∟∟∛∏∕∍∠∕∛√⇌−∛∞⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌⇰∍∥⇞⇌ ⇔⇶∡√∑⇝⇥∠∔⇕⇌ ⇝⇠Ყ⇟⇜᳁⇝⇢Ყ⇜⇜⇌⇻∞∍∘⇌⇿∑∟∟∕∛√⇌⇟⇌⇾∛∛∙⇞⇌⇯⇞⇙⇝⇌

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⇌= 119 =

A LESSON PREPARATION METHOD FOR ART INTEGRATEDSTEAM: TA-SM-EA
Hasan Uştu1, Tomoki Saito2
1. Turkish Ministry of Education, Osmaniye, Turkey
2. Juntendo University, Tokyo, Japan㻌ABSTRACTThis is an action research study generating an art-integrated STEAM activity planning method withprimary school teachers. The study was conducted in participant teachers’ classes in 2018-2019
Educational Year in Osmaniye province Turkey. In the course of the study the teachers tried to generate
methods based on T-SM-E (Technology-Science, Math-Engineering) in the action research process intheir classrooms. At the and of the action research process the teachers generated the TA-SM-EA method
and tested its functionality. It was founded that the model is practical and useful for interdisciplinary art
integrated STEAM activity planning in primary level. The models can be used for planning art integrated
STEAM activities by teachers teaching any class level.
Keywords: STEAM education, Interdisciplinary art integration, Model, Action research.

㻌
INTRODUCTION
When a teacher wants to implement STEAM (Science, Technology, Engineering, Art, and Math)activity looking the literature there is interdisciplinary integration methods (Drake 1991; Fogarty 1991;
Lederman and Niess 1997) but limited methods about interdisciplinary STEM planning and art
integration methods. Teachers can see numerous lesson plans at first but then realizes that they are notsuitable for their students and class level. In this case, the teacher tries to do it on his own. But this is avery challenging process. The studies supporting that one of the most challenging factors and barriers for
STEM education is lesson preparation for teachers (Asghar et al. 2012; Kurup et al. 2017; El-Deghaidy etal. 2017; Shernoff et al. 2017; Ozbilen 2018). In this study, we aimed to help teachers by generating an
art-integrated STEAM activity planning method who wants to implement activities in their classes.
Problem: How can we generate an interdisciplinary art-integrated STEAM activity planning method thatwill help teachers who want to implement the activities with students?

METHOD
This is an action research study conducted with five primary school teachers generating a methodthat helps and guides art-integrated STEAM activity planning. To generate the method, teachers worked
on how can be an art integrated STEM activity planned interdisciplinary manner based on T-SM-E
method which was generated (Saito, Gunji, and Kumano 2015) and can we find a simple method forsuccessful art integration planning. We observed implementations and made reflections with teachers
about the activity planning and implementation process in their fourth-grade classes for one semester inthe 2018-2019 educational year.

CONCLUSIONAt the end of the planning, acting, observing, and reflection process in the action research theteachers generated a unique method called “TA-SM-EA”. As can be seen in the Figure 1 the method starts
first with the selection of a product to be obtained at the end of the engineering process and deciding its= 120 =

visual design (Technology and Art). Second, the steps and skills related to Science and Math disciplines
to be used in the design process (Science and Math) are determined. Last, the knowledge and skills used
to design a unique product (Engineering and Art) are defined (TA-SM-EA). While preparing the plan, theteacher first chooses a product labeled as technology that is suggested as a solution to a problem andenvisions how the product design can be (TA). They then determine the knowledge and skills related toscience and mathematics which are required for the students designing the products (SM) and finallyorganize the design process of the unique product (EA).

TA
SM
EA

• Technology and Art [Selecting a product and thinking of
its shape, which will occur as a result of engineering, asa solution to the real-life problem situation]• Science and Math [Determining the scienceand math skills that will be used by students
while designing the product as a solution to thereal-life problem]• Engineering and Art [Generating unique productdesign activities]

Figure 1. Schematic representation of the interdisciplinary flow of TA-SM-EA method in STEAM
activity planning
The method facilitates an interdisciplinary planning process for teachers. It provides a reasonable
and effective way for art integration and other related STEAM disciplines. It aligns the learning
sequences in the course of an interdisciplinary STEAM activity. It allows teachers to prepare and arrange
activity plans at any classroom level.

REFERENCES
Drake, S. M. (1991). How our team dissolved the boundaries. Educational Leadership, 49(2):20-22.
Fogarty, R. (1991). Ten ways to integrate curriculum. Educational Leadership, 49(2):61-65.
Saito, T., Gunji, Y., Kumano, Y. (2015). The problem about technology in STEM education: Somefindings from action research on the professional development & integrated STEM lessons in
informal fields. K-12 STEM Education 1(2):85-100.
Özbilen, A. G. (2018). Teacher views and awareness on STEM education. Scientific Educational
Research, 2(1), 1-21.
Lederman, N. G., & Niess, M. L. (1997). Integrated interdisciplinary or thematic instruction? Is this aquestion or is it questionable semantics? School Science and Mathematics, 97(2), 57-58.

= 121 =

Explore the learning of digital sensors and traditional glass tube
thermometers in the fifth grade elementary school
Shih-Jung Huang 1, Tian-Da Hsieh 2
1. National Taipei University of Education,, Department of Science Education
2. National Taipei University of Education,, Department of Science Education
ABSTRACTIn terms of natural science courses and teaching, the science tools strive to provide students withmore opportunities for active exploration. In this study, a quasi-experimental study was conducted on fifthgrade students in elementary school, focusing on the effect of heat on matter. After the teaching is completed,a writing assessment is carried out, which includes the discussion of the water temperature change situation,
and at the same time asks the students to write a better experimental method, and according to their own
ideas, use their own experimental materials to predict the temperature change. The evaluation results werecross-compared with the statistical chi-square test and interview data, and it was found that (1)Design ofthe experimentby the experimental group is more suitable for the topic than control group and has reacheda significant difference. (2) There was a significant difference between experimental groups tend to use
short-answer in writing expressing the way of reasoning with the control group. Maybe we should think
about the timing of the application of different levels of technological tools in science education. Using
convenient technology tools increases the tendency of elementary students to adopt simple answers whenwriting.
Keywords: digital sensor, temperature, constructivism


INTROCUCTION
The Microcomputer Based Laboratory (MBL) strives to connect the natural sciences and thelaboratory to provide students with more opportunities for active exploration. In fact, students using MBL
tools can obtain significant learning benefits (David, 1992). Some scholars have also used Vygotsky's theory
in their research to examine how technological tools regulate students' scientific learning throughinteraction, and found that the connectivity of tools to life is important in students' learning (Glenda, Susan& Cheryl, 1999). Most of the previous researches were aimed at middle school or older students.
This research is to simplify the analysis function of the computer and only use the digital display of
the Digital sensor tool in the elementary school science curriculum. Finally, we analyze the impact ofscientific process skills from students’ writing performance.

RESEARCH METHOD
A quasi-experimental study was conducted on fifth-grade students in elementary school, focusing on
the effect of heat on matter. After the teaching is completed, a writing assessment is carried out, which
includes the discussion of the water temperature change situation, and at the same time asks the students towrite a better experimental method, and according to their own ideas, use their own experimental materials
to predict the temperature change. The evaluation results were cross-compared with the statistical chisquare test and interview data. The experimental group had a total of 49 students using digital sensors,
while the control group had 56 students using glass tube thermometers for learning activities.
In terms of validity, after the first draft of the writing evaluation topics and evaluation criteria in the
research is formed, five practical experts at the education site are invited to select and review topics, andafter adjustments, form the formal writing topics and evaluation criteria for this study. The Krippendorff α
value is 0.754.

RESULTS AND DISCUSSION
After analysis, two projects have reached a significant difference, They are the planning of the= 122 =

experiment (Asymptotic Significance 0.00) and the expression of reasoning (Table 2 and Table 3).
Table 1. Chi-square test of planning after the experimentValue
14.81a13.14
16.16

Asymptotic
Significance (2sided)df

Exact Sig. (2-sided)

Pearson Chi-Square
1.00
Continuity Correctionb
1.00
Likelihood Ratio
1.00
Fisher's Exact Test
Linear-by-Linear Association
14.67
1
.00
N of Valid Cases
105
a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 12.60.

Exact Sig. (1-sided)

.00

.00

!

Table 2. The reasoning situation after the experiment(2) Description of causality, (1) short answer, (0) unanswered or other

1

2

0

Total

Experimental group (1)

23

25

8

56

Control

10

35

4

49

33

60

12

105

group (0)Total

Table 3. Chi-square test of reasoning after the experiment !
Value

df

Asymptotic Significance (2-sided)

Qfbstpo!Dij.Trvbsf!

7.68a

2

.021

Mjlfmjippe!Sbujp!

7.82

2

.020

Mjofbs.cz.Mjofbs!Bttpdjbujpo!

1.40

1

.235

O!pg!Wbmje!Dbtft!

105

a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 5.60.

It was found that (1) Design of the experiment by the experimental group is more suitable for the topic
than control group and has reached a significant difference. (2) There was a significant difference between
experimental groups tend to use short-answer in writing expressing the way of reasoning with the control
group.

CONCLUSION
Therefore, although many studies have pointed out that the use of MBL tools can achieve significant
learning benefits, but in the fifth grade of elementary school learning, experimental planning of theexperimental group is more in line with the requirements of the topic than the control group. But about theexpression of reasoning, it significantly triggered another discovery, is it because the use of convenienttechnology tools increases the tendency of students to adopt simple answers when writing.

REFERENCES
Champagne, A. B., & Kouba, V. L. (2000). Writing to inquire: Written products as performance measures.
Assessing Science Understanding: A human constructivist view. 224-250. San Diego Academic Press.
Chen, S., Chang, W., & Lai, C. H. & Tsai, C. Y. (2014). A Comparison of Students’ Approaches to Inquiry,
Conceptual Learning, and Attitudes in Simulation-Based and Microcomputer-Based Laboratories.
Science Education, 9, 8, 905–935.
Glenda Carter, Susan L. Westbrook, Cheryl D. Thompkins (1999). Examining Science Tools as Mediatorsof Students’ Learning about Circuits. Journal of research in science teaching, 36, 1, 89-105.

= 123 =

THE STUDY OF CRITICAL THINKING SKILL OF UPPER ELEMENTARY SCHOOL STUDENTS
IN THAILAND
Audchara Onpan and Tepkanya Promkatkeaw
Srinakharinwirot University, Thailand
ABSTRACTThis research purposed to study critical thinking skill of upper elementary school students in primaryschool by using standardize test, the Cornell Critical Thinking Test Level X (CCTTX), to determine levelsof students’ critical thinking skill in four compositions including; induction, deduction, credibility ofsources and observations, and assumption identification. The participants from purposive sampling were
400 Grade 4-6 students studying in one Chainat primary school in academic year 2020 with regular
instruction according to the core curriculum. The results showed that the overall mean scores of Grade
4-6 students’ critical thinking skill (30.05, S.D.=6.06) was lower than the mean scores of Grade 4-6
students who did not receive instruction in critical thinking shown in the Cornell Critical Thinking Tests
Level X & Level Z manual (35.40, S.D.=5.30). The mean scores in each composition were under 50% of
full scores. Thus, the critical thinking skill of upper elementary students in Chainat primary school wasunder the norms and needed to be improved.
Keywords: Critical thinking skill, Cornell Critical Thinking Test Level X (CCTTX), Upper elementary
school students
INTRODUCTION
Science and technology have changed rapidly. Children need critical thinking skill for living in
21 century. Efforts to develop elementary students’ learning ability according to Thai core curriculum
have increased attention to critical thinking skills. To enhance elementary students’ critical thinking skills,
the level of this skill should be identified by using reliable tool (Sukjaroen & Yoonaisil, 2016).
st

OBJECTIVE
This study purposed to study critical thinking skill of upper elementary school students by using
standardize test to determine levels of students’ critical thinking skill in four compositions including;
induction, deduction, credibility of sources and observations, and assumption identification.

METHODOLOGYThis research is a survey research. The Cornell Critical Thinking Test Level X (CCTTX) (Ennis,
Millman, & Tomko, 2005) was used to test 400 Grade 4-6 participant students from purposive sampling.
These students were studying in one Chainat primary school in academic year 2020 with regular
instruction according to the core curriculum. The quantitative data were analyzed by means, standard
deviation, and percentage.

RESULTSThe results showed that the overall mean scores of Grade 4-6 students’ critical thinking skill was
30.05 (S.D.=6.06). When considering each composition of critical thinking skill separately, the meanscores in each composition were under 50% of full scores. It was found that students in Grade 4-6 got
highest mean scores in induction part as 9.27, 10.17, and 10.90 which were 37.08%, 40.68%, and 43.60%= 124 =

of 25 full scores respectively. Students had lowest scores in deduction part as 7.95, 8.42, and 7.89 whichwere 33.13%, 35.08%, and 32.88% of 24 full scores respectively. Students’ scores in credibility ofsources and observation part were 8.28, 8.86, and 8.11 which were 34.50%, 36.92%, and 33.79% of 24
full scores respectively. Students’ scores in assumptions identification part were 3.38, 3.60, and 2.51
which were 33.80%, 36.00%, and 25.10% of 10 full scores respectively. As were shown in table 1.
Table 1. Grade 4-6 Students’ Mean Scores in Each Critical Thinking Skill Composition
Compositions

Full

Grade 4 (n=133)

Grade 5 (n=140)

Grade 6 (n=127)

scores

(S.D)

(S.D)

(S.D)

Induction

25

9.27 (2.73)

10.17 (3.32)

10.90 (2.54)

Deduction

24

7.95 (2.49)

8.42 (2.38)

7.89 (2.51)

24

8.28 (2.51)

8.86 (3.00)

8.11 (2.45)

10

3.38 (1.60)

3.60 (1.48)

2.51 (1.44)

83

28.88 (5.58)

Credibility of sourcesand observation
Assumptions
identification
Total

31.05 (6.92)

30.16 (5.23)= 30.05 (6.06)

CONCLUSION
Critical thinking skill of upper elementary students in Chainat primary school was under thenorms as the overall mean scores found in this study was lower than the mean scores of Grade 4-6
students who did not receive instruction in critical thinking shown in the Cornell Critical Thinking Tests
Level X & Level Z manual (35.40, S.D.=5.30) (Ennis, Millman, & Tomko, 2005, p.10). Whenconsidering in each composition, similar to the findings of several researches in Thailand, it was foundthat Thai students tended to have high scores in induction part (Chantarawong & Pruekpramool, 2019)and low scores in deduction part (Jaruariyanon, 2018; Thitumanowong, Jansawang & Santiboon, 2019).
However, the mean scores in each composition were lower than half of full scores. Thus, students’ criticalthinking skill needed to be improved.

REFERENCES
Chantarawong, W. & Pruekpramool, C. (2019). Critical thinking ability and process in physics on the
topic of linear motions of 10th grader students. Social and Academic Journal, 14(3), 15-30.
Ennis, R.H., Millman, J., & Tomko, T.N. (2005). Cornell critical thinking tests level X & Z manual (5thed.). Pacific Grove, CA: Midwest Publications.
Jaruariyanon, W. (2018). The development of the new era teachers’ characteristic enhancement modelthrough the critical thinking process. Journal of Education Studies Chulalongkorn University, 46(4),368-385.
Sukjaroen, N. & Yoonaisil, W. (2016). The selection of proper critical thinking test for upper elementary
school students. Journal of Research and Curriculum Development, 6(1), 53-47.
Thitumanowong, N., Jansawang, N., & Santiboon T. (2019). Learning management through flippedclassroom approach to promote critical thinking entitle: soil, rock, mineral and geochemistry ofgrade 12 students Princess Chulabhorn’s college science school, Buriram. Journal of Research andDevelopment Bururom Rojabhat University, 14(1), 91-99.

= 125 =

⇞⇜⇞⇝⇌⇵√∠∑∞√∍∠∕∛√∍∘⇌⇯∛√−∑∞∑√∏∑⇌∛−⇌⇱∍∟∠⇙⇭∟∕∍√⇌⇭∟∟∛∏∕∍∠∕∛√⇌−∛∞⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌⇰∍∥⇞⇌ ⇔⇶∡√∑⇝⇥∠∔⇕⇌ ⇝⇠Ყ⇟⇜᳁⇝⇢Ყ⇜⇜⇌⇻∞∍∘⇌⇿∑∟∟∕∛√⇌⇟⇌⇾∛∛∙⇟⇌
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⇌= 126 =

Critical Thinking Blended Learning (CTBL) as a Teaching Model ofStudents Critical Thinking Skills
Sri Wahyuni, Supeno, Iwan Wicaksono, Zainur Rasyid Ridlo
Department of Science Education, Faculty of Teacher Training and Education, University of Jember,Indonesia

ABSTRACTThis study aims to develop Critical Thinking Blended Learning (CTBL) model that valid, practical, andeffective to improve students' critical thinking skills in science learning for junior high school students.
This development research used a research and development design adapted from Borg and Gall (2003).
consisting of three stages: 1) preliminary and development model, 2) trial in limited and extensive
population, and 3) test od model. The research instrument consisted of a validation sheet, an observation
sheet, an interview guide, a critical thinking skill test, and a questionnaire. The results showed that: 1) the
CTBL model was valid, both in terms of content and constructs, 2) the CTBL model had met the practical
criteria in terms of learning implementation in an excellent category, and 3) the CTBL model has met theeffective criteria in terms of the average value of n-gain critical thinking skills.
Keywords: Critical Thinking Blended Learning (CTBL), Blended Learning, Critical Thinking Skills.

INTRODUCTION
Critical thinking skill is one of the essential skills in learning science. Teachers need to design appropriate
learning strategies from models to learning strategies that will be applied to improve critical thinking
skills. The learning model designed to meet the needs and challenges of the 21st century and theIndonesian National curriculum is named the Critical Thinking Blended Learning (CTBL) model. Thislearning model resulted from an analysis from the guided inquiry model and blended learning model withseveral modifications to be applied to all students from various backgrounds, academic ability, type ofschool, and culture. This model is also following the demands in the world of education, which are
influenced by the industrial revolution 4.0 or what is often referred to as education 4.0. Education 4.0 is
an education characterized by the use of digital technology in the learning process or known as a cybersystem (Li, 2017).

METHODOLOGYThis development research used a research and development design that it adapted from Borg andGall (2003). The development model consisted of three stages 1) preliminary and development model, 2)
trial in limited and extensive population, and 3) test of the model. The research instruments consisted of avalidation sheet, an observation sheet, an interview guide, a critical thinking skill test, and aquestionnaire.

RESULT
The CTBL model had several phases such as (1) Identify problems covering face-to-face andonline; (2) In-person and online investigations; (3) Face-to-face and online problem-solving discussions;(4) Presentation of arguments by face-to-face and online; and (5) Drawing Conclusions with implications= 127 =

by face-to-face and online. In phase 1, students are given phenomena/simulations that could be
downloaded online related to the concept being studied by identifying unstructured problems(ill-structured) face-to-face with teacher guidance. The critical thinking skill component in phase 1 wasthat students could analyze facts because this process was carried out to help students recognize problems
based on facts and phenomena in everyday life (Fu, 2013). In phase 2, students conducted face-to-faceand online investigations, organized students in groups, and facilitated students to find or discuss draft
problem formulations by referring to ill-structured problems on the student's worksheets. After that, eachgroup submitted the problem formulations online. The critical thinking skill component that emerged inphase 2 was that students could convey reasons by guiding students to gather information and trying tofind explanations and solutions to ill-structured problems in students' worksheets (Delialioglu, 2012). In
phase 3, the teacher provided opportunities for students to solve problems face-to-face and online, and inphase 4, students present their argumentation face-to-face and online. The components of critical thinking
skills raised in phases 3 and 4 were students could convey the arguments by providing opportunities.
Students' answers that have been compiled respond to questions that provide evidence against their ideas,
evaluate the benefits of exchanging ideas, and share views or ideas—alternative both face-to-face andonline. In phase 5, in this stage, the teacher guided students to reconstruct ideas until a conclusion occurs
with face-to-face and online implications. In this activity, students with teacher guidance identify
information that was prioritized related to the conclusions made and made generalizations by induction
and deduction to the implications. In addition, at this stage, the teacher evaluated the answers to thepractice questions sent by students online. The five phases are designed to provide opportunities toimprove critical thinking skills.

CONCLUSION
The development of the CTBL model was carried out by fulfilling the valid, practical, and affective
aspects. The validity of the CTBL model was in terms of content and construct validity. The practicalityof the CTBL model referred to the implementation of the CTBL model and the obstacles that occur during
learning using the CTBL model. The effectiveness of the CTBL model have been increasingly criticalthinking skills and student responses. Therefore, the CTBL model has been expected to be a valid,practical, and effective model to improve critical thinking skills.

REFERENCES
Borg, W.R. & Gall, M.D. (2003). Educational research: an introduction (Seven Edition). Pearson Cloth.
Li, Guoping, Hou, You, Wu, Aizhi. (2017). Fourth industrial revolution: technological drivers, impacts
and coping methods. Chinese Geographical Science, 27(4): 626-637.
Delialioglu, D. (2012). Student engagement in blended learning environment with lecture-based andproblem-based instructional approach. Educational Technology & Society, 15(3), 310-322.
Fu, J. S. (2013). ICT in education: a critical review and its implications. International Journal of
Education and Development using Information and Communication Technology, 9(1), 112-125.

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A DESIGN-BASED LEARNING PROGRAM FOR GIFTED LEARNERSDEVELOPED BY AN INTERDISCIPLINARY COMMUNITY OF
PRACTICE: A CASE STUDY
Hui-Shan Lin12, Meichun Lydia Wen2
1. Nantou Chung Hsing Junior High School, Taiwan
2. National Changhua University of Education, Taiwan

ABSTRACT
To solve problems in the real world, students need to use interdisciplinary knowledge and skills theylearned in school. A “Community of Practice (CoP)” can promote teachers’ professional development oncurriculum design by providing opportunities for teachers to interact and share knowledge with others.
Based on a case-study method, this program was held in the summer of 2020 and lasted for 44 hours.
A total of 42 gifted and high-ability junior-high students participated in this research. The community
members were five colleagues of the same school with different backgrounds.
The topic “Detective Conan’s challenges” was emphasized in the program. And students wererequired to utilize what they had learned in this program to design a “real escape room” for their peers tochallenge as the summative assessment of this program.
The result revealed that the “real escape room” was students’ favorite part. And the students
considered that their logical thinking skills had improved. The teachers in the CoP agreed they had learnedlots of knowledge from other teachers. They also gave some suggests on the assessment criteria, and theoperation of the community.
This research showed that a design-based learning program can make learning more joyful andmeaningful. It also shows that CoP is a good approach for professional development, and can facilitateteachers in developing new curriculums.
Keywords: interdisciplinary curriculum, community of practice, design-based learning

INTRODUCTION
The Natural Sciences Curriculum Guidelines of 12-Year Basic Education in Taiwan emphasizeinterdisciplinary learning, so that students can not only use the knowledge and skills they learned from eachsubject, but also apply the cross-domain knowledge to solve the problem in the real world. The Guidelines
also lay stress on the role of teachers’ community of practice (CoP), to encourage teachers improving
professional development, and designing innovative lessons; therefore, this research focuses on a designbased learning program developed by an interdisciplinary CoP for the gifted program.
A CoP relies on situated learning theories. In a CoP, teachers can access professional developmentby interacting and sharing knowledge with others, and have more ability to develop new curriculums (Wang,
W.-K., 2007). Additionally, design-based learning, based on creative problem solving, encourages students
using system thinking, knowledge management, creativity and teamwork ability to design products (Yang,
C.-Y., et al, 2018). A design-based learning program may help gifted students to utilize higher-order
thinking ability to gain better sense of accomplishment.

RESEARCH METHODThis research adopted the case study method, focusing on a group of 42 gifted and high-ability
students in a junior-high school in central Taiwan. The CoP was organized by the first author and fourcolleagues of the same school with different backgrounds, including biology, physical science, mathematics,
Chinese literature, and English. The CoP members met once a month before the program, to discuss thegoal, learning experience and assessment of the program.

= 129 =

This program was held in the summer of 2020, and lasted for 44 hours. The program’s core emphasis
was “Detective Conan’s challenges”, covering various topics such as learning to take forensic examinations,to set up mechanisms, to design and solve puzzles, and to write a detective story. As the summative
assessment, students needed to utilize what they had learned in this program, to design a “real escape room”,
including a reasoning story and several puzzles, for their peers to challenge.
After the program, a questionnaire was used to collect the students’ feedbacks and opinions of the
program, and the CoP discussed and revised the curriculum design again.

RESULTS AND DISCUSSION
The result revealed that 18 students liked the “real escape room” part the most because they could
design their own room with various aspects and experience the diverse creations designed by their peers.
Apart from the integrated lessons, the students liked the physical science lessons more than any otherlessons, because there are many interesting activities and hands-on experiments in this topic.
About half of the students agreed that this program improved their logical thinking skills. Somementioned that their vision was expanded by the interdisciplinary lessons, and some mentioned that theirreading and writing skills, problem-solving ability were also increased.
Teachers within the CoP said they had learned a lot from others, including interdisciplinary
knowledge, and teaching activity planning. They also mentioned that assessment criteria should focus oninterdisciplinary knowledge and could be provided to the students at the beginning of the program so thatstudents could aim at it when designing their escape rooms. In order to make a closer connection with eachsubject, the teachers also suggested that the community could discuss more detail about the activities they
designed for the lessons in the meetings.

CONCLUSION
This study shows that a design-based learning program developed by an interdisciplinary CoP could
help teachers’ professional development and students’ higher-order thinking ability, because this type ofprogram embodied challenging and ill-structured problems (Ke, F., 2014). Future studies can put moreemphasis on the role of teachers’ CoP on students’ learning.

REFERENCES
Ke, F. (2014). An implementation of design-based learning through creating educational computer games:
A case study on mathematics learning during design and computing. Computers & Education, 73,
26-39.
Wang, W.-K. (2007). Cultivating communities of practice for curriculum development and teacher
professional development. Journal of Curriculum Studies, 2, 41-63.
Yang, C.-Y., Kang, S.-C., Chen, Y.-F., Lin, C.-Y., Eng, S. L., & Lin, Y.-H. (2018). Using “design-basedlearning” as preliminary foundation of smart aging design course. Chinese Journal of Science
Education, 26, 399-418.

= 130 =

A Biology Teacher’s Reflection about Applying
Slowmation Learning Tasks on Students’Representations of System and Scale
Chen-Chen Yeh1, Wen-Hua Chang2
1. Sanxia Junior High School, New Taipei City, Taiwan, R.O.C.
2. GISE, NTNU, Taipei, Taiwan, R.O.C.

ABSTRACT
Literature reveals that design learning activities for students to develop animations iseffective to promote students’ understanding of science content. Analyzing students’multimodal representations in their artefacts has potential to afford teachers’
reflection-on-action, and lead to teachers’ improving and re-enacting the lessons. This
study focused on cross-disciplinary topic System and Scale to develop the unit for thirtyone ninth graders in an urban lower secondary school. Followed by generating themesin terms of to what extent the students forming the slowmation, the teacher researcher
reflected on her design and enactment of the unit. We suggest that guiding lower
secondary students to build slowmation, students can progressively refine theirunderstandings of science content and cross-disciplinary concept. Moreover, teacher
researcher can further deliberate the facilitating strategies during groupwork.
Keywords: Socio-scientific issues, Cross-disciplinary topic, Slowmation

INTRODUCTION
Literatures indicate when students develop animations to present contents fromtextbooks, news, the Internet, or scientific videos, in the form of media, they not only
learn scientific contents, but also further represent their own explanation digitally(Unsworth, 2020). Students’ interest and understanding about scientific contents thus
become necessary, and their ability to evaluate accuracy and adequacy of diverse
information can also be developed (Mills, Tomas, Whiteford, & Lewthwaite, 2020;
White, Nielsen, & Tytler, 2020). In the aspect of learning performances, this research
focused on whether students can understand the connections and interactions within a
specific system, and choose appropriate scales and ways of presentation.

RESEARCH METHOD

Thirty-one 9th graders (F=16, M=15) involved in the trial. Data sources included
student artifacts, slowmation scripts, and teaching videos. The design of instructional
activities was shown in Table 1.
Topic
Introduction to the socioscientific issue
How to make slowmation
Work collaboratively tomake slowmation

Table 1. Procedures of The Instruction
Duration
Students’ Actions
20minsTo watch videos of oyster farming along the coast
To discuss the ecological impact of microplasticsea
25minsTo watch slowmation examples
How to utilize PowerPoint to make slowmation
90minsTo choose appropriate topics To search
information, drawing, taking photos, or give eachother feedbacks= 131 =RESULTS AND DISCUSSIONSThe participating students were engaged in the activities in groups.
The learning performances they showed are as follows:
1. Students are able to fluently present the occurrence of events, and adequately
explain scientific concepts.
Probably because that the teacher-researcher chose the slowmation videos
which described life history or cycles of nature for demonstration, all students’works could present processes related to the topic, along with scientificexplanations. However, most of them presented scientific knowledge fragmentally.
2. Students are able to identify and represent the comparative scale of thethings in the same system, but the things are out of proportion to the reality.
No accurate scale was labeled in their works, neither in macroscopic nor
microscopic pictures. When analyzing the contents of their productions, it was
found that students were able to identify comparative scales of things in the same
system, but the scale they represented did not match the reality.
3. “Perspective of one single system” is shown in most of the minor topics.
Students showed their primary understanding about Systems in their works,
and they could clearly identify the boundaries of a system. Nevertheless, most of
the students’ works showed the interactions and changes within “one single system”.
For example, on the formation and changes of Earth, they focused on the changes
on the surface of Earth from primordial time to now, without paying attention on
the relation between Earth and the solar system, and the interactions that happen
among the subsystems inside Earth.

CONCLUSIONS
1. The choice of topics should focus on students’ choices and judgement on
information.
In selecting topics for future instruction activities, students may have morechances to practice the abilities of evaluation, judgement, and choosing adequate
information, if a more controversial topic with information from both pros and cons,or a new theory in development, is chosen.
2. Facilitate students’ connections among all contents and adequate conclusion
is crucial.
In presenting their works, students only described scientific phenomena
without going deeper into evidence, inferences, and explanations of science. The
teacher must delicately consider how to help students notice related scientificevidence before composing the scripts, making inferences, come up with their own
explanations, and make conclusions adequately.

REFERENCES
Mills, R., Tomas, L., Whiteford, C., & Lewthwaite, B. (2020). Developing middole
school students’ interest in learning science and geology through slowmation.
Research in Science Education, 50, 1501-1520.
Unsworth, L. (2020). A multidisciplinary perspective on animation design and use inscience education. Learning from Animations in Science Education, pp.3-22.
Switzerland: Springer Nature.
White, p., Nielsen, W., & Tytler, R. (2020). Slowmation pedagogy in senior secondary
biology. Teaching Science, 66(1), 43-52.

= 132 =

⇞⇜⇞⇝⇌⇵√∠∑∞√∍∠∕∛√∍∘⇌⇯∛√−∑∞∑√∏∑⇌∛−⇌⇱∍∟∠⇙⇭∟∕∍√⇌⇭∟∟∛∏∕∍∠∕∛√⇌−∛∞⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌⇰∍∥⇞⇌ ⇔⇶∡√∑⇝⇥∠∔⇕⇌ ⇝⇠Ყ⇟⇜᳁⇝⇢Ყ⇜⇜⇌⇻∞∍∘⇌⇿∑∟∟∕∛√⇌⇟⇌⇾∛∛∙⇠⇌
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= 133 =⇌

EXPLORING THE MULTIPLE PERSPECTIVES ABOUT THAISECONDARY STUDENTS' SCIENTIFIC SENSEMAKING
Chaninan Pruekpramool1, Chanyah Dahsah1, Theerapong Sangpradit1, Pinit Khumwong2
1.Assistant Professor Dr., Faculty of Science, Srinakharinwirot University, Thailand
2.Dr., Faculty of Science, Srinakharinwirot University, Thailand

ABSTRACT
Science is an important subject for students to understand the nature. Learning science focuses on students tobe able to explain the natural phenomena as well as the daily life situations. Scientific sensemaking involves
with cognitive process and serves as basis of learning science. For Thai students, communication in theclassroom is a common obstacle. Therefore, it seems difficult to know exactly how students’ scientificsensemaking is constructed. This research aimed to explore the multiple perspectives about Thai secondary
students’ scientific sensemaking from 3 groups of participants which were 284 grade 7-12 students, 48 scienceteachers and 55 parents. The participants were voluntarily participating in this research by responding to the
5 Likert scale and written questionnaires. The results indicated that students, science teachers and parents
tended to agree with all items related to students’ scientific sensemaking in the high and highest levels. The
item that all students (M = 4.53, S.D. = 0.65), science teachers (M = 4.72, S.D. = 0.45), and parents (M =4 . 6 4 , S.D. = 0 . 5 2 ) agreed at the highest level was “Science is an important subject”. For science teachers,
they additionally agreed on the item “Science can explain the phenomena around us” (M = 4.65, S.D. = 0.48).
For parents, the item “Students’ scientific sensemaking arises from hands-on activities in science classroom”
was ranked in the highest level of agreement (M = 4.58, S.D. = 0.50). The qualitative data reflected the factors
affecting the students’ scientific sensemaking which were 1) students 2) teachers and teaching methods and 3)
class atmosphere. In their opinions, allowing students to learn through hands-on and various activities andrelated to their lives could enhance students’ scientific sensemaking. In addition, students’ scientificsensemaking could be seen when they speak or write the scientific explanations in the classroom, summarize
what they have learned, give examples, select the proper sources to search information and create inventions
based on accurate scientific concepts.
Keywords: Scientific Sense Making, Multiple Perspectives, Secondary Students

INTRODUCTION
Science focusses on studying to understand nature. Students learn science to explain the natural
phenomena and situations that take place in the world including their daily life situations leading to theunderstanding of nature of science. Fostering students to understand nature, scientific knowledge is certainly
important. How do we know that students understand science? Scientific sensemaking plays an important roleand is the process that can be expressed through communication in science classrooms (Audet, Hickman, &Dobrynina, 1996). Scientific sensemaking requires the communication skills which is one of the essential skillsin the 21st century. Students can express their knowledge, thoughts, and understanding in various forms ofcommunication which is a part of students’ explanation construction ( Zangori, Forbes, & Biggers, 2013) .
However, for Thai students, communication is a common obstacle in science classrooms and other subjects aswell. Students mostly do not respond to the questions and lack of interaction with their teachers and classmates
which is considered as one-way communication. Although, Thai science teachers presently have changed theirteaching methods to be more active and provided more hands-on activities, this problem still exists and can beeasily seen in the normal Thai science classrooms. It seems difficult to know exactly how students’ scientificsensemaking is constructed. Therefore, this research aimed to explore the multiple perspectives about Thai
secondary school students’ scientific sensemaking from 3 groups of participants which were secondary school= 134 =

students, science teachers, and parents. These people have involved in students learning science. The resultsfrom this research have reflected the multiple perspectives of students’ scientific sensemaking. More
importantly, it also reflects the Thai students’ behaviors in learning science and leads to the understanding
about how students learn which is very informative and useful for science leaning management.
Research methodology
The research instrument used in this survey research was the 5 Likert scale and written questionnaires
and divided into 3 parts; 1) participants’ information 2) perspective about Thai secondary school students’scientific sensemaking 3) Additional questions related to factors affecting the students’ scientific sensemaking
teaching and learning methods and students’ behaviors. The questionnaires content validity was verified by 4
experts in the field of science education. The participants were voluntarily participating in this researchcomposed of 284 grade 7-12 students, 48 science teachers and 55 parents.
Findings
The perspectives about Thai secondary school students’ scientific sensemaking from 3 groups ofparticipants can be seen in Table 1.
Table 1. perspectives about Thai secondary school students’ scientific sensemaking
Items

Students (n = 284)
S.D.
Levels ofagreement
4.53 0.65 Strongly agree
4.45 0.65
Agree4.32 0.67
Agree4.32 0.72
Agree
4.30 0.73
Agree4.27 0.76
Agree
4.19 0.79
Agree4.27 0.74
Agree
4.11 0.78
Agree
M

1
2
3
4
5
6
7
8
9

Science teachers (n = 48)
S.D.
Levels ofagreement
4.72
0.45
Strongly agree
4.65
0.48
Strongly agree
4.48
0.62
Agree
4.42
0.58
Agree
4.45
0.54
Agree
4.46
0.54
Agree
4.23
0.70
Agree
4.48
0.55
Agree
3.94
0.67
Agree
M

M
4.64
4.49
4.36
4.62
4.27
4.58
4.31
4.47
4.27

Parents (n = 55)
S.D.
Levels ofagreement
0.52
Strongly agree
0.60
Agree
0.65
Agree
0.53
Agree
0.73
Agree
0.50
Strongly agree
0.77
Agree
0.60
Agree
0.80
Agree

The factors affecting the students’ scientific sensemaking, teaching and learning methods and students’behaviors can be seen in Table 2.
Table 2. Factors, teaching and learning methods and students’ behaviors related to scientific sensemaking
Factors
 Students
 Teachers and teaching methods
 class atmosphere

Teaching and learning methods
 Hands-on activities
 Science experiments
 Simulations
 Asking questions and discussion

Students’ behaviors
 Speak or write the scientific explanations
 Summarize what they have learned
 Give examples
 Select the proper sources Create inventions

REFERENCES
Audet, R. H., Hickman, P. & Dobrynina, G. (1996). Learning logs: A classroom practice for enhancing
scientific sense making. Journal of Research in Science Teaching. 33(2), 205-222.
Zangori, L., Forbes, C.T. & Biggers, M. (2013). Fostering student sense making in elementary science learning
environments: Elementary teachers’ use of science curriculum materials to promote explanation
construction. Journal of Research in Science Teaching. 50(8), 989-1017.

= 135 =

Changes in the Processes of Inquiry and the Scientific Methods
in the Transition of the Courses of Study:
The Case of Junior High School Science
Ippei MINETA1
1. University of Tsukuba, JapanABSTRACTThe purpose of this study is to identify the characteristics required in the handling of "Data" from thechanges resulting from the revision of the Courses of Study for Junior High School. Data is one of thecomponents of scientific evidence in scientific inquiry, and in many countries, it is an important componentof the science curriculum. In the Processes of Inquiry and the Scientific Methods, the processing, analysis,
and interpretation of data is positioned as a scientific process. Since descriptions of the handling of "Data"
can be found in the Courses of Study for Junior High Schools, this study summarized the transition of thedescriptions, analyzed the Processes of Inquiry and the Scientific Methods, and discussed the results. As aresult, it was clarified once again that the changes caused by the 1989 revision had the greatest impact,
and that thinking, judgment, and expression skills are recognized as important in inquiry activities.


Keywords: Processes of Inquiry, Scientific Methods, DataINTRODUCTION
Influenced by the U.S. science education curriculum, Japanese science education has introduced theProcesses of Inquiry and the Scientific Methods in the Courses of Study since the 1969 revision. The
policies of science education in Japan during this period were 1) development of basic scientific concepts,2) mastery of Scientific Methods, and 3) careful selection of content (Suzuki, 1982), and the process ofacquiring knowledge was emphasized rather than the previous emphasis on knowledge. In Japan, theCourses of Study are revised about once every ten years, and there have been six curricula five times intotal since 1969; in the 1977 revision, "Data processing" was newly added, and it has been incorporated indifferent forms up to the present.
Data is one of the evidences used to support claims in scientific inquiry, and has been incorporated
as an important component of the science curriculum in many countries. Regarding science education in
Japan, Otaka (2010) evaluated that observation and experiments have been consistently emphasized, andthe importance of collecting data has been well understood by students. Indeed, in the Courses of Study,
descriptions of observation and experiments for collecting data, data processing, analysis, and interpretation
can be viewed as components of the Processes of Inquiry and the Scientific Methods. However, the revisionof the Courses of Study infer that the way of viewing data is changing because there are differences in theProcesses of Inquiry and the Scientific Methods.
In other words, clarifying the characteristics required for the handling of "Data" in this scientificinquiry is an essential component for the development of qualities and abilities appropriate to the times. In
addition, tracing the transition of the curriculum will lead to new knowledge by examining the policies andways of the context of science education in Japan. Therefore, this research analyzed the descriptions in theCommentary on the Courses of Study for Junior High School from 1969 to 2017, and from the changes dueto the revision, the characteristics required for handling "Data" were identified and discussed.

RESEARCH METHODThis research categorized 1) "Collecting information" in the Processes of Inquiry, and 2)"Experiment", "Measurement", "Recording", and "Data" in the Scientific Methods, based on the changes
caused by the revision of the Courses of Study, and discussed them based on the characteristics identified.

= 136 =RESULTS AND DISCUSSION
As a result, we found that 1) the Processes of Inquiry emphasized gathering information throughobservation and experiment until 1977, but after 1989, it changed to discovering regularities from theinformation gathered. 2) In the Scientific Methods, the description of "Experiments," which appeared in
1969, changed to "Experiments (Planning and conducting, correct operation of equipment, etc.)" in 1989
and "Experiments (Planning, operation of equipment, etc.)" in 2017. In addition, "Recording", whichappeared in 1969, was changed to "Recording (Appropriate recording)" in 1989, and returned to the originaldescription of "Recording" in 2008, is described to this day. Furthermore, "Data processing," whichappeared in 1977, became "Data processing and interpretation" in 1989, and changed to "Data processing,analysis, and interpretation" in 1998. On the other hand, "Measurements," which appeared in 1969, wasremoved from the description in the 1989 revision.
Table 1. The Scientific Methods in the Transition of the Courses of Study

The 1989 revision had a major impact on the Processes of Inquiry and the Scientific Methods, as
it called for a new view of scholastic ability that emphasized the ability to think, judge, and express oneself.
The new view of scholastic ability emphasizes students' ability to think and solve problems, and in science,the development of scientific inquiry skills through observation and experiments was required. Although
there was an emphasis on observation and experiments, the process of obtaining results tended to beneglected and ended up confirming the results (Kittaka, 1993). It is thought that the focus on the process ofobtaining results has changed the ways in which data is viewed. Therefore, the new view of scholastic
ability has brought about great changes in the science curriculum.

CONCLUSION
This research summarized the transition of descriptions in the Commentary on the Courses ofStudy for Junior High School, analyzed and discussed the Processes of Inquiry and the Scientific Methods,
in order to identify the characteristics required for the handling of "Data" from the changes caused by therevision.As a result, it was clarified once again that the changes caused by the 1989 revision had the greatest
impact, and that thinking, judgment, and expression skills are recognized as important in scientific inquiry.

REFERENCES
Kazutaka Suzuki. (1982). Historical Review of Science Education in the Compulsory Course in Japan after
the World War II, Journal of Science Education in Japan, 6, 15–19.
Izumi Otaka. (2010). Statistical Literacy in Science Curriculum, Proceedings of the Annual Meeting ofJapan Society for Science Education, 34, 29–30.
Kunio Kittaka. (1993). The meaning of new scholastic abilities in Science Education, Proceedings of theAnnual Meeting of Japan Society for Science Education, 17, 9–10.
MEXT. (1969, 1977, 1989, 1998, 2008, 2017). Commentary on the Courses of Study Commentary Science.

= 137 =KELING MITBAN: LEARNING MEDIA FOR FLOOD MITIGATIONAND CRITICAL THINKING FOR DISASTER PREVENTION FOR
INDONESIAN JUNIOR HIGH SCHOOL STUDENTS
Santy Nurmalasari1, Irma Rahma Suwarna2, Gregory Shaw3,
Asep Supriatna4, Yuyu Rahayu1 and Eneng Rahmayanti1
1. Science Education, Indonesia University of Education, Indonesia
2. Physics Education, Indonesia University of Education, Indonesia
3. Charles Darwin University, Australia
4. Chemistry Education, Indonesia University of Education, Indonesia

ABSTRACTThis research examines the effectiveness of learning media (Keling Mitban) through demonstration
to explain flood mitigation and strengthen student understanding and stimulate critical thinking ofIndonesian junior high school students. Teacher and student questionnaires and teacher interviews areanalysed within a mixed research methodology using a Research and Development focus. The results
indicate that this learning media explains environmental damage and flood mitigation and improves grade
VII students' critical thinking skills. Students found the learning media helpful for their understanding, it
was engaging, and it helped their thinking about how to reduce the impact of a disaster. Most students
asked critical thinking questions. The pedagogical approach and the model design provide direction tolearning in other science topics in secondary schools. This research supports the essential role ofsimulations and demonstration in Science Education and the opportunities of using digital recording ofsimulations and demonstration for learning using the Internet.
Keywords: Learning media, simulations, demonstrations, critical thinking skills

INTRODUCTION
To recognize climate disaster risks in Indonesia, it is essential to understand the causes of disasters
and disaster risk mitigation. These actions include proactive approaches to identifying disaster-prone areas,
and techniques for prevention and reducing disasters. Disaster mitigation involves helping people
understand the causes and nature of disasters. Schools and teachers have a significant role in helping
students understand disaster mitigation (Shiwaku, 2011). While there is some attention to disastermitigation in the Indonesian curriculum, students in this study reported that they lacked deep understandingof the concept.
Learning media presents information, assists students in constructing understanding and motivates
student learning (Sahronih, 2019). Demonstration of concepts and phenomena via a simulation, which
encourages critical thinking, can strengthen understanding (Putranta & Kuswanto, 2018). This research
examines the effectiveness of learning media (Keling Mitban) for Indonesian junior high school students.
Keling Mitban is a model (and a digital video) to demonstrate flood mitigation.

METHODS
Keling Mitban replicates two land conditions; 1) a forest plot and 2) a deforested plot, placed inparallel and connected to a flood detection device. An upstream water source replicates rain, irrigating thetwo different plots simultaneously. A video allows for multiple viewings of the effect and Internet
distribution. The learning media requires a student to observe, think and answer questions on theirexperience. Data is collected and analysed using a mixed research methodology - Teacher and student
questionnaires and teacher interviews were undertaken.

FINDINGS AND DISCUSSION
Based on input from media-expert lecturers (Prof. Dr. H. J. Anna Permanasari and Dr. Muslim) andclassmates of the 2020 UPI postgraduate science students, the Keling Mitban development occurred over
six months . This research uses a Research and Development (R&D) approach with three stages: (1) Define,= 138 =

(2) Develop solutions, (3) Optimize:
Define: An analysis of the junior high school level curriculum from the 7th, 8th and 9th grade levels.
Develop Solution: The instructional media was designed and presented to expert lecturers andclassmates for feedback. The model replicates two land conditions and their response to flood conditions;
1) a forest plot and 2) a deforested plot. These two plots are connected to a flood detection device. Teacher
and student questionnaires and teacher interviews were analysed within a mixed research methodology.

Figure 1. Keling Mitban
Optimize: The Keling Mitban model was constructed according to the final design, taking into
account the feedback from science teachers and students. The model was presented in lessons and student
and teacher evaluations and feedback obtained.
The results show that this learning media is appropriate to explain the concept of environmental
damage and flood mitigation and improves grade VII students' critical thinking skills. Following are detailsof the teacher surveys' results and their views of the media: it suitably explains concepts of environmental
damage from flooding and flood mitigation (91.1%); was interesting for students (100%); was interactive(95.6%); improved students' critical thinking skills (93.3%); addressed student experience limitations andovercame classroom boundaries (88.9%); allowed direct interaction between students and theirenvironment, contiguous and virtual (91.1%). Students indicated that they found Keling Mitban helpful for
their understanding: it was engaging (91.4%); the simulation made it easy to understand the causes offlooding (88.4%); it helped thinking about how to reduce the impact of a disaster (91.6%). Seventy-five percent (75%) of students asked critical thinking questions.

CONCLUSION
The results show that the Keling Mitban model, the video and associated pedagogy are effective forlearning, replicating an external environmental phenomenon in the classroom (or online) through asimulation. The media successfully facilitates junior high school students' learning and critical thinking offlood mitigation and disaster management. The pedagogical approach of Keling Mitban confirms thebeneficial effect of simulation and demonstration on learning for understanding. Additionally, powerfullearning can be achieved even when students cannot attend classes face-to-face (such as under COVID-19)
using digital media of simulations-demonstrations on the Internet.

REFERENCES
Shiwaku, K., & Fernandez, G. (2011). Roles of school in disaster education. In Disaster education. Emerald
Group Publishing Limited.
Sahronih, S., Purwanto, A., & Sumantri, M. S. (2019, March). The effect of interactive learning media on
students' science learning outcomes. In Proceedings of the 2019 7th International Conference on
Information and Education Technology (20-24).
Putranta, H., & Kuswanto, H. (2018). Improving students’ critical thinking ability using problem-basedlearning (PBL) learning model based on PhET simulation. SAR Journal, 1(3), 77-87.

= 139 =

THE PHILOSOPHICAL BACKGROUND OF ART IN STEAMEDUCATION: A PRACTICAL TRIAL FOR PROSPECTIVE SCIENCETEACHERS IN JAPANHisashi Otsuji
Toyo University, JapanABSTRACTIn the first part of this paper, the background of Art in STEAM education is examined, based on the fourmain underlying philosophies in the history of educational curricula (idealism, realism, pragmatism, andexistentialism). From ancient times, discussions of knowledge or education have been conducted in relation
to the existence of the supernatural (idealism and realism). After the 19th century and the appearance ofthe theory of evolution and the theory of relativity, such discussions moved from the pursuit of universality
to questions of utility or effectiveness (pragmatism). In modern society, in which the dignity of the individual
has been recognized, there is a belief in the potential and creativity of each person. Existentialism developedin such an era. In education, individualism and “choice” are emphasized, and Art has received significant
attention. In the second part of this paper, the results of a trial of STEAM education for prospective scienceteachers in three universities (N = 167) are reported. The class explored the mystery of a haiku, using the
moon’s shape to arrive at a new interpretation of the scene. T-test, analysis of variance, and chi-square test
were performed, using factors such as gender, university, students' major and ordinary science score, andthe degree of their interpretation of the haiku. Some significant differences were observed, but participants
generally accepted this trial of STEAM education. Reflecting the philosophical background above, it wasmore valuable to emphasize students' own ideas and thoughts in the discussion process than to incorporate
haiku.


Keywords: STEAM education, Existentialism, Inquiry-based learning, Haiku, Buson, Nirvana.


THE ART OF STEAM EDUCATION AND THE FOUR UNDERLYINGPHILOSOPHIES IN THE HISTORY OF EDUCATIONAL CURRICULUM
From ancient times, discussions of knowledge or education have been conducted in relation to theexistence of the supernatural (e.g., God) in the Western world (idealism and realism). After the 19th and20th centuries and in the wake of the theory of evolution and the theory of relativity, such discussions
shifted drastically from the pursuit of universality to questions of utility or effectiveness (pragmatism). In
modern society, in which the dignity of the individual has been recognized, there is a belief in the potential
and creativity of each person. Existentialism developed in such an era. In education, individualism and“choice” are emphasized, and Art has received significant attention (Otsuji, 2019). The nature of the Art in
STEAM education should be re-defined in light of philosophical discussion (Table 1). Moreover, Art itself
tends to blend with STEM activities to produce integrated learning (Silverstein & Layne, 2010).

A PRACTICAL TRIAL OF STEAM EDUCATIONAt the end of the lunar study unit in Grade 9 science, Yosa Buson's haiku: “On the yellow field, themoon in the east and the sun in the west” is often taken up in our country to inquire about the season, shapeof the moon, and approximate time. I innovatively introduced the nirvana painting (Nehan-zu) and the factthat Buson composed the haiku after visiting the Maya temple in Kobe (Otsuji, 2020; 2021). More than 200
university students guessed the moon's shape in the nirvana painting, which was initially hidden, and theapproximate time. They were expected to notice that Buson not only described the beautiful scenery but
also alluded to the world's impermanence based on the setting of moon and sun, and the birth and death of= 140 =

Buddha. On the way back to his birthplace, full of mustard flowers, Buddha may also have dreamed of ayellow field.

Philosophy
Idealism

Realism

Pragmatism

Existentialism

Table 1. Overview of Major Philosophies (Orstein, A.C. & Hunkins, 2012, p.33)
Teacher’sEmphasis on
Emphasis on
Reality
Knowledge
ValuesRole
Learning
Curriculum
Spiritual, moral, Rethinking
Absolute and To bring latent
Recalling
Knowledge based; subject
or mental;
latent ideas
eternalknowledge andknowledge andbased; classics or liberal arts;
unchanging
ideas toideas; abstract
hierarchy of subjects:
consciousness; to thinking is thephilosophy, theology, andbe a moral andhighest form
mathematics are most
spiritual leader
important
Based onConsists ofAbsolute and To cultivate
Exercising the
Knowledge based; subject
natural laws;
sensation andeternal; based rational thought;
mind; logical and based; arts and sciences;
objective andabstraction
on nature’s
to be a moral and abstract thinking
hierarchy of subjects:
composed oflaws
spiritual leader; to are highest form
humanistic and scientificmatterbe an authority
subjects
Interaction of
Based onSituational
To cultivate
Methods for
No permanent knowledge orindividual with experience; use and relative;
critical thinking
dealing withsubjects; appropriate
environment;of scientificsubject toand scientificchanging
experiences that transmit
alwaysmethodchange andprocess
environment and culture and preparechanging
verification
scientificindividual for change;
explanations
problem-solving activities
Subjective
Knowledge for Freely
To cultivate
Knowledge andChoices in subject matter,
personal choice chosen; based personal choiceprinciples of theelectives; emotional,
onand individual
human condition; aesthetic, and philosophicalindividuals’
self-definition
acts of choosing
subjects
perception

The lesson, which synthesized science and Japanese literary art and approached a mystery like adetective novel, was widely accepted by students as a trial of STEAM education. An analysis of complete
data for 167 students revealed a significant difference between the daily science achievement of thosestudents who correctly identified Buddha’s last sight and those who did not (t (138) = 3.01, p =.003). The
degree of interpretation and appreciation of the haiku differed significantly from students’ grades (χ2 (16,N = 167) = 30.0, p =.018), as did the identification of Buddha’s last sight (χ2 (8, N = 141) = 13.36,
p = 0.10).
Reflecting the philosophical background discussed earlier, it was more valuable to emphasize thestudents' own ideas and thoughts in the discussion phase of the lesson than to incorporate haiku.

REFERENCES
Orstein, A. C. & Hunkins, F. P. (2012). Curriculum: Foundations, Principles, and Issues (6th ed.), Pearson.
Otsuji, H. (2021). Through a STEAM Education Trial in Pre-service Teacher Training Program: Beyond
the Question of “Where is the Art?,” Journal of Education Career Center Toyo University, 3, 21–
27.
Otsuji, H. (2020). What Buson Caught in the Canola?: A Practical Trial of STEAM Education in East -Asia,
Proceedings of the Annual Meeting of JSSE, 44, G064. (online)
Otsuji, H. (2019). A Discussion on the Art in STEM and STEAM Education, Journal of Education Career
Center Toyo University, 1, 69–75.
Silverstein, L. B. & Layne, S. (2010). Defining Arts Integration, The John F. Kennedy Center for the
Performing Arts.
Shimizu, H. (2016). An introduction to the statistical free software HAD: Suggestions to improve teaching,learning and practice data analysis, Journal of Media, Information and Communication, 1, 59–73.

= 141 =

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= 142 =⇌

High School Girl's System Thinking Skills about the Carbon Cycle
YounkyHRng Nam1, Jinmong Shin 2
1. Pusan National University, Korea
2. Busan Science High School, Korea

季
季
ABSTRACTThis study is for investigating high school girls’ system thinking skills about the carbon cycle and its impact
on global temperature increase. One hundred and fifty-seven female freshman students participated in a
program that offers opportunities for analyzing data and predicting the future carbon dioxide ratio using an
Excel program and actual data of carbon cycle in the atmosphere and global temperature. Students’ systemthinking was measured by three sources of data; 1) the number of carbon cycles and feedback loops drawn inthe causal maps before and after class, 2) future carbon dioxide prediction graphs students make using Excel
program, and 3) students’ answers in the open-ended questions during the class. The result shows that thestudents' system thinking level was improved overall after the program. Although some students’ systemthinking levels changed hierarchically from one level to another, changes within a certain level (strengthened,
maintained, or weakened system thinking skills) were also identified. In addition, the graph analysis ofchanges in the future atmospheric carbon dioxide concentration predicted by the students reveals that about
half of the student groups showed the ability to generalize the phenomenon and understand the periodic
characteristics of the system. Although the program and the analysis framework developed in the study did
not reflect all elements of system thinking, it is meaningful in terms of improving students' system thinking
skills. We expect the program content and system thinking analysis framework could be easily used in the highschool science context.

季
Keywords: the carbon cycle,季system thinking skills

季
HIGH SCHOOL GRILS’ SYSTEMS THINKING SKILLS ABOUT THE CARBONCYCLE AFTER THE EXCEL BASED EARTH TEMPERATURE SIMULATIONLESSONSOne hundred and fifty-seven female freshman students participated in a program that offers
opportunities for analyzing data and predicting the future carbon dioxide ratio using an Excel program andactual data of carbon cycle in the atmosphere and global temperature. Students’ system thinking wasmeasured by three sources of data; 1) the number of carbon cycles and feedback loops drawn in the causal
maps before and after class, 2) future carbon dioxide prediction graphs students make using Excel program,and 3) students’ answers in the open-ended questions during the class.
1. Students’ Drawing about the Carbon Cycle and Feedback Loops
Students’ drawing about the carbon cycle and feedback loops were analyzed by counting all the propositions
and categorizing the propositions by earth system interactions. The difference between pre and postdrawings was measured by the frequency of propositions by the analysis categories of earth systeminteractions. The result shows that the students' system thinking level was improved overall after the
program. Although some students’ system thinking levels changed hierarchically from one level to another,changes within a certain level (strengthened, maintained, or weakened system thinking skills) were also
identified (see Figure 1).

= 143 =

Figure 1. Systems thinking level change after the program
2. Students’ Prediction about Future Earth Temperature Change
In addition, the graph analysis of changes in the future atmospheric carbon dioxide concentration predictedby the students reveals that about half of the student groups showed the ability to generalize thephenomenon and understand the periodic characteristics of the system.

Figure 2. Student’s earth temperature prediction example
Although the program and the analysis framework developed in the study did not reflect all elements ofsystem thinking, it is meaningful in terms of improving students' system thinking skills. We expect the
program content and system thinking analysis framework could be easily used in the high school science
context.
.

REFERENCES
Assaraf, O. B. Z., & Orion, N. (2005a). Development of System Thinking Skills in the Context of Earth System
Education. Journal of Research in Science Teaching, 42(5), 518-560.
Hung, W. (2008). Enhancing systems thinking skills with modelling. British Journal of Educational Technology,
39(6), 1099-1120.
Kali, Y., Orion, N., & Eylon, B. (2003). Effect of Knowledge Integration Activities on Students’ Perception of
the Earth’s Crust as a Cyclic System. Journal of Research in Science Teaching, 40(6), 545-565.
Kim, D. (1999). Introduction to Systems Thinking. Sydney: Pegasus Communications.
Lee, H. & Kim. S. (2009). The Recognition Characteristics of Science Gifted Students on the Earth System
based on their Thinking Style. Journal of Science Education, 33(1), 12-30.
Sterman, J.D. and Sweeney, L.B., (2002). Cloudy skies; assessing public understanding of global warming.
System Dynamics Review, 18(2), 207-240,= 144 =

THE IMPACT OF INTEGRATING ENTREPRENEURSHIPMANAGEMENT IN TEACHING CHEMISTRY AMONG
ACADEMICS OF SELECTED INSTITUTIONS
Idris Solola1
1

Faculty of Education, Ehime University

ABSTRACT
Chemistry cuts across almost all areas of human endeavor. The acquisition of the vast
knowledge provided by chemistry can be converted into entrepreneurial skill, which is an
important survival skill. When teachers possess these entrepreneurial skills it makes them more
efficient and effective in the knowledge delivery. The purpose of this study therefore was toinvestigate how effective the integration of entrepreneurial skills in teaching chemistry can be
in developing the interest of students in the acquisition of the process skills and as well
improving their performance. The research method adopted was the descriptive survey method
using questionnaire. The sample chosen for the research comprises of eighty (80) chemistryteachers from fifteen (15) selected public high schools in Abeokuta, Nigeria; which is made to
be a representative of the population. The result showed that Nigerian chemistry teachers
believe that incorporating entrepreneurial skills in teaching will boost their efficiency inknowledge delivery.
[Keywords] Entrepreneurship management, chemistry education, teaching

INTRODUCTION
The formal teaching of science in Nigeria is dated back to the introduction of western educationin Nigeria by the Christian missionaries. Elementary science was also introduced in the school
curricular. The introduction of the Higher School Certificate (HSC) in 1951 gave schools theopportunity to offer subjects like chemistry, biology and physics at senior school level. The
West African Examination Council (WAEC) is the board involved in testing the school
curriculum subjects including the sciences.
Chemistry education has a crucial role to play in helping to find answers to various human andsocio-economic problems as well as making the society more scientifically literate (Gladys andDimas, 2015). When entrepreneurship education is embedded into the formal education it has
the potential of offering functional education for the youth to be self-reliant, creative andinnovative in identifying novel business opportunities. It can also serve as a catalyst foreconomic growth and development (Paul, 2005). From the angle of the inherent
entrepreneurship opportunities, chemistry teachers can engage students in the production ofpolishes for shoes etc. The purpose of this study was to investigate how effective the integrationof entrepreneurial skills in teaching chemistry can be in developing the interest of students inthe acquisition of the process skills and as well improving their performance in assessments.

= 145 =METHODOLOGY
The research method adopted was the descriptive survey method. The sample chosen for the
research comprises of eighty (80) chemistry teachers from fifteen (15) selected public highschools in Abeokuta, Nigeria. Forty-nine (49) of the teachers were male while thirty-one (31)were female. 3.8% of the respondents have 1- 4 years teaching experience, 11.3% have 5 - 9years, 45% have 10 – 14 years while 40% of the respondents have 20 years and above.
The research instrument was the questionnaire which was drawn on Likert scale point format.
The first part of the questionnaire (comprising ten items) obtained information about thepossession of entrepreneurial skills and the likely in-service entrepreneurship training. The
second part (with ten items) sought their various opinion on the infusion of entrepreneurshipskills in chemistry and the effect it will have in the teaching-learning process. The level ofagreement was indicated as Strongly Agree (SA), Agree (A), Disagree (D) and Strongly
Disagree (SD). The collected questionnaires were analyzed using frequency and percentages.

RESULT AND DISCUSSION
Majority of the respondents believed that ’teachers with more educational qualification arelikely to integrate entrepreneurship management in teaching process in chemistry more
effectively’. This was attested to by the distribution as 62.5% strongly agreed. It was also
revealed that the majority of the respondents believed in the statement ’teachers that haveaccess to entrepreneurship management facilities are likely to integrate these in teaching andlearning process’. This was attested to by the distribution as 50% strongly agreed. 44 (55%) of
the total respondents strongly agreed with the statement, 25 (31.3%) of the respondents agreed
with the statement – “teachers' efficiency in entrepreneurship skills have greater effect in theteaching and learning process”. 27 (33.8%) of the respondents disagreed with the statement, 25(31.3%) of the respondents strongly disagreed with the statement – “school teachers are notinterested in integrating entrepreneurship management in chemistry curriculum’’.
The result showed that Nigerian chemistry teachers believe that incorporating entrepreneurial
skills will boost their efficiency in knowledge delivery. The study reveals that teachers’
efficiency in entrepreneurial skills has a greater effect in the teaching--learning process.
Recommendations were therefore made for the in-service training of high school chemistryteachers in entrepreneurial skills in such a way as to effect an evolvement in the teaching
methods to that which will emphasize more in creating experiential knowledge for students.

REFERENCES
Gladys U.J. and Dimas J.B. (2015). Promoting entrepreneurship opportunities throughchemistry education: A path to the empowerment of Nigerian youths for sustainable
development in the 21st century. International Journal of Research and Development. 2 (1), 515
Paul, E.. (2005). Entrepreneurship Education. In P. N. Ezema, E. O. Paul, B. O. Anioke, A. G.
Okwuolise, A. E. Chikwe and H. U. Anih (Eds). Entrepreneurship in Vocational Education.
Enugu: OZYBELL Publishers.

= 146 =

BLENDED LEARNING PRACTICE OF BASIC BIOLOGY “IMMUNITY”
USING VIDEO MATERIALS IN HIGH SCHOOLGo TANAKA1, Takanori KAKUTANI1, Yoshiyuki GUNJI2,
1. Shizuoka University Master's Courses Division of Advanced Practice in School Education
2. Shizuoka University Academic Institute College of Education
ABSTRACTThis practice is intended for students to understand the contents of the basic biology unit “Immunity”
and for them to be able to think, judge, and express themselves based on scientific knowledge about
infectious diseases and their prevention. In this practice, we devised an original educational program in
the unit "Immunity" of basic biology, and conducted the practice for first-year high school students. The
program used a blended learning approach. The effectiveness of this practice was verified through the“Reflection Sheet” filled out by the students for every lesson and the questionnaire survey after the practice.
As a result, We observed that students had acquired an attitude toward applying the learning contents totheir lives. In addition, many students answered that they were able to apply the knowledge they learned
from the video materials in the face-to-face classes.
Finally, we found that the students become “more motivated to learn” and ”opportunities to use theknowledge they had gained”.

Keywords: Blended learning, Basic biology, Immunity, Video materials


INTRODUCTION
This practice is intended for students to understand the content of the basic biology unit “Immunity”
and for them to be able to think, judge, and express themselves based on scientific knowledge about
infectious diseases and their prevention. In order to achieve these goals, we thought that a blended learning
approach would be appropriate. Blended learning is a form of learning that combines online materials andface-to-face classes. Students use the online materials to acquire knowledge outside of class time, and workon developmental content and performance tasks in the face-to-face class. The use of videos as online
materials makes students to acquire knowledge efficiently in a short period of time. In addition,
supplementary explanations of the video materials in the face-to-face class can promote their understanding,and students can be given time to think.
Therefore, we devised an educational program called "Basic Biology Movie Program" in thispractice. This program used familiar topics in the introduction, and students would be able to understandthe mechanism of vaccines scientifically at the end of the program.

METHOD
About the class outline
We tested it on 93 first-year high-school students in three classes.
Before each class, the students were given a check sheet to check the contents of the "Study Movie".
Outline of the materials
In this practice, the video materials were shared with students using an educational platform called
Classi. Students watch these movies before class every lesson and take them to class.
Survey method
Reflection sheet
Students were asked to fill in their own understanding of the lesson, the content of the lesson, andthe questions asked in the video/lesson. Students were asked to fill out the reflection sheet after each class.

= 147 =

Questionnaire
All the items had a free space for the respondents to write their reasons.The survey was conducted
after the completion of the program.

RESULT
Reflection sheet
Four things were found from the descriptions on the reflection sheet. (1) Increased motivation tolearn, (2) Understanding of learning methods, (3) Attitude to deepen learning contents by students
themselves, and (4) Attitude to apply learning contents to real life.
Questionnaire survey
Q1: ”Did you use the knowledge you gained from the video materials in the class?”
61 students answered “Yes”, 29 students answered “No”, 3 students answered “Don't know”.
Q2: “Do you think scientific knowledge is useful in your daily life?”
10 students answered “Strongly agree”, 68 students answered “Agree”, 14 students answered “Disagree”,
1 students answered “Completely disagree”.
Q3: “Did your study time outside of class hours change?”
22 students answered “Increased”, 2 students answered “Decreased”, 68 students answered “No change”.

DISCUSSION
Through this practice, many students were able to become more motivated to learn and use theknowledge they gained from the video learning in the face-to-face class. It was suggested that the viewingof video materials was perceived as an increase in learning time by the students.
Reasons given for answers other than "Yes" in Q1 were “I did not remember the contents of thevideo” and “I do not know the situation to use the knowledge”. This supposes that the teachers were notable to provide sufficient support. It is also possible that the students were unconsciously using theirknowledge. In Q3, there were many students who felt that watching videos increased their study time, while
there were many students answered that it did not change. This may mean that they did not consider thetime spent watching videos as learning time, or that they answered their learning time did not change
because they changed their preparation time to watching videos.

CONCLUSION
In this practice, in the actual situation of the students, it was possible to "utilize the knowledge
gained through video learning in face-to-face classes" and "substantially increase the students' learning time.
In addition, this program used in this practice is connected to the SDGs “3. Good health and well-being”
and “4. Quality education”. In SDG "3", the recommended topics are infectious diseases and vaccines. In
SDG "4", the recommended topic is quality education through the use of ICT. The effects of this program
will continue to be tracked through practice based on the results and challenges of this study.

REFERENCES
Katsusuke Shigeta (2014). Flipped Classroom Educational reform utilizing information technology.
Johokanri, 56(10), 677-684.
UNESCO, Okayama University & AACU (2020). Education for Sustainable Development Goals: learning
objectives (jpn) (Okayama University & AACU, Trans.). France: Paris. (Original work published2017). 16-19.

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A Study of Critical Thinking of Upper Secondary School Student
on Fossil Fuels Using Thinking Aloud Technique
Apiradee Pansing1, Chanyah Dahsah1
Srinakharinwirot University, Thailand

ABSTRACT
Critical thinking is an important skill for 21st century learners. Understanding students’ critical thinking
abilities and processes would help teachers develop effective teaching strategies to promote students’critical thinking. This study aims to measure critical thinking and study critical thinking processes of upper
secondary school students using Thinking Aloud technique. The research instrument was a CriticalThinking Test developed by the researcher, according to Ennis Cornell Critical Thinking Test Level X(1985) using scenarios of fossil fuels. The participants were 13 Grade 12 students in a science-mathematics
stream from a school in Bangkok. Each student was asked to say out loud what they were thinking about
during taking the test. The video of each student was recorded and transcribed. The results indicated thatthe sample’s average score was 13.23 (out of 24). A dimension with the highest average score was judging
source reliability (mean = 4.31 out of 6) while the lowest average score was deduction (mean = 2.46 out of
6). When classifying students into three levels, only one student (7.69) was at a high level, and 12 students(92.31 percent) were at medium level. In terms of critical thinking processes, the qualitative data showedthat the samples considered the reliability of data from reference sources that were consistent withindividuals or agencies expertise. They chose an answer based on the relevance and consistency of the text
in the problems, judged the message or drew conclusions from situations using knowledge learned orinformation in situations provided.
Keywords: Critical thinking, Upper Secondary School students, Fossil Fuel, Thinking Aloud technique

INTRODUCTION
Critical thinking is one of the most important skills in education in the 21st century (Bellanca &Brendt, 2010). Many educators and researchers are interested in exploring and developing students’ criticalthinking. Ennis and Millmans Cornell Critical Thinking Test Level X (1985) is one of the most powerfulresearch tools in science education research (Ennis & Millman, 1985). However, multiple choice tests might
be able to indicate learners degree of critical thinking, but it cannot reflect learners critical thinking process.
Moreover, this type of test cannot determine whether learners answered correctly due to guessing or having
a real understanding. Therefore, thinking aloud is a research technique that can help researchers understandunseen thoughts while learners take the Critical Thinking Test and their critical thinking processes(Chantarawong, 2019; Sawetrattanasatian, 2013). Therefore, this research was designed to use a thinking
aloud technique to get better understanding of students critical thinking and the process while students took
the Critical Thinking Test based on Ennis and Millmans Cornell Critical Thinking Test Level X (1985).

OBJECTIVE
1. To measure the level of critical thinking of upper secondary school students on fossil fuels.
2. To study the critical thinking processes of upper secondary school students on fossil fuels.

METHODOLOGYThis is a survey research with both quantitative and qualitative methods. The first research objective
is a quantitative research to assess learners degree of critical thinking using the Critical Thinking Testdeveloped by the researcher, according to Ennis Cornell Critical Thinking Test Level X (1985) . The
second research objective is phenomenological research to study upper secondary school students criticalthinking processes using a thinking aloud technique. The data was collected from 13 Grade 12 students ina science-mathematics stream from a school in Bangkok. The quantitative data was analyzed based on thetest scores and classified students into three levels (high, medium, unsatisfied). The qualitative data wasanalyzed from video recording and verbatim transcribed. These aimed to get information on critical thinking
processes while students were taking the test.

= 149 =RESULT
1. The critical thinking average score overall was 13.23 (out of 24). The average score of four
components were between 2.46 – 4.31 (out of 6) as shown in Table 1.
Table 1. Critical Thinking Average Score
Components of critical thinking ability

n

Min

Max

xത

Std.

Determine credibility of sources and observation
Induction
Deduction

13
13

3.00
2.00

6.00
4.00

4.31
2.62

.85
.77

13
13

1.00
2.00

5.00
5.00

2.46
3.85

1.45
1.14

Identifying assumptions

2. Only one student was at a high level (7.69), 12 students (92.31 percent) were at medium level, no
student was at an unsatisfied level.
Critical Thinking Process- The ability to determine the reliability of information and observations was found that to identify
evidence, students determine the reliability of information from sources that was consistent with thesituation in the story and people who have expertise in that matter.
- Inductive reasoning was found that students choose the answer and supportive answer based on therelevance and consistency of the text in the situation.
- Deductive reasoning was found that students’ processes could be divided into three groups. In group
1, students could judge the text or make a reasonable conclusion from given situations, and they could
explain the reasons for the answers. In group 2, students should not judge the text or make areasonable conclusion from given situations. In group 3, students chose the answer by guessing.
- The ability to specify basic agreements was found that students who were able to judge a message
or make a conclusion from given situations usually rely on knowledge they have.

Conclusion
The results of the study on learners critical thinking were found that most students in the study group(12 out of 13) had a medium level of critical thinking. There was only one student who had a high level ofcritical thinking. When considering the average score in each aspect, it was found that the ability todetermine the reliability of the information and observations, there was the highest average score. The
aspect with the lowest average score includes deductive reasoning since learners had misunderstandings in
the content of the study. Therefore, they cannot use knowledge to judge the text or make a reasonableconclusion correctly, so they relied only on guessing the answer.

REFERENCES
Bellanca, J., & Brendt, R. (2010). 21st Century skills: Rethinking how students learn. Bloomington:
Solution Tree Press.
Ennis. R.H. (1985). A Concept of Critical thinking: A Propose for Research in Teaching and Education.
Rand Manually and company.
Chantarawong, W. (2019). Critical Thinking Ability and Process in Physicson the Topic of Linear Motionsof 10thGrader Students. Academic Journal and Social Sciences Research, 14(13), 15-30.
Sawetrattanasatian, O. (2013). Think Aloud Technique and Information System Research. Songklanakarin :E-Journal of Social Sciences & Humanities, 19(4), 161-187.

= 150 =

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= 151 =⇌TEACHERS’REFLECTIONS ON HOW SSI CURRCULUMPROMOTES STUDENT SCIENTIFIC LITERACYS
Cheng-Chueh Liu 1 and Ying-Shao Hsu 1
1. Graduate Institute of Science Education, National Taiwan Normal University


ABSTRACTThe major purpose of this study was to explore the practical experiences of carrying out a well-designed
SSI curriculum based on a framework of STEPWISE (Science and Technology Education Promoting
Wellbeing for Individuals, Bencze, 2017) pedagogy which we expected that students would develop abilities
of argumentation and scientific literacy through this. Data collection included pre- and post- test conducted
to explore students’ development of scientific literacy before and after the enactment of the SSI curriculum.
Also, semi-structured interviews were used to collect teachers’ reflections on developing and enacting the
SSI curriculum. Teachers perceived the difficulties and challenges which would be used to revise the SSI
curriculum for better teaching practices.The preliminary result indicated that teachers found that students
had difficulties to select topics with “dilemma” which is a feature of SSI, and students also need to taketime to clarify the connection between science/technology and social issue. And teachers all mentioned
about the necessity for the instructors to contact SSI issues as much as possible and keep themselves openminded that benefits the instructions they give to the students.

Keywords: Socioscientific issues, Scientific literacy, Teacher professional development, Teaching practices,
Reflection.


INTRODUCTION
Facilitating students’ scientific literacy is one of the most important goals of science education in
many countries. " Literacy " can be expressed with other words such as "competence”,” ability”, ”
capacity”, ” skill”, and” proficiency " which appear in contemporary educational reform. In Taiwan, the
new curriculum guidelines for the twelve-year national compulsory education has been published, and thecore idea of this guideline is that school curriculum should provide opportunities for students to cultivate"core literacy". "Core literacy" refers to knowledge, ability and attitude possessed by citizens to adapt thecurrent life and overcome future challenges. Base on the guideline, social scientific issues (SSI) is a good
way to provide contexts for students to apply knowledge and competence they’ve learned in solving realworld problems and to develop their scientific literacy.
This study proposed a well-designed SSI curriculum based on a framework of STEPWISE (Scienceand Technology Education Promoting Wellbeing for Individuals, Bencze, 2017) pedagogy which
encourages teachers to provide students reflection opportunities on the issue of science and technology
through introducing the harm caused by science and technology and guiding students to discuss the different
viewpoints from various stakeholders. Such discussions help students develop their arguments and multiple
perspectives about SSIs. Also, teachers lead students to search first-hand and second-hand data to design
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to influence others and try to persuade the key stakeholders about the possible solutions. The model of
STEPWISE pedagogy could be depicted as figure 1.
The SSI curriculum was designed and enacted by a group of teachers in a senior high school in
Taiwan for a year (2 semesters). In the first semester, the teachers facilitated students to think and reflect
about the SSI, producing and buying cotton products. Then, several daily-life examples would be
introduced for students to recognize the possible harm of producing and buying cotton products. Also,teachers guided students to learn the competence of searching information and developing action plans forsolving this issue. Teachers also provide different type of action for students to choose (educate others,= 152 =

develop better inventions, boycott offenders, lobby power-brokers, improve personal actions and provide
service), then they could design a suitable action for their own group. Pre- and post- test were conducted to
explore students’ development of scientific literacy before and after the enactment of the SSI curriculum.

METHOD
The participants of the study contained 6 classes of senior high school student(K11), each class are
26-27 people and all females, there were 3 teachers involved to carry out this curriculum, each teacher hold2 classes. In the beginning of the curriculum, teachers made students to form a group of 3-4 people, andafter the first 6 weeks, students could choose their partner to form a group. Every week teacher had 1 hour
to instruct students, but there were following 2 more hours for students to carry out their self-directed
learning, students could decide if they want to do something else of keep on doing their research about SSI .
We collected the data from the teaching material designed by the teachers, work sheet from students,
students’ report documents and oral presentation. And we conducted pre- and post- test by a series ofquestions about nuclear energy. Semi-structured interviews were used to collect teachers’ reflections on
developing and enacting the SSI curriculum.
We would use the result of the practice of the curriculum this time and try to adjust the curriculum
and carry out it again.

RESULTSThis curriculum is still ongoing and the pre-test is done. In the semi-structured interviews, teachers
perceived the difficulties and challenges which would be used to revise the SSI curriculum for better
teaching practices. The preliminary result indicated that teachers found that students had difficulties toselect topics with “dilemma” which is a feature of SSI, and students also need to take time to clarify theconnection between science/technology and social issue. And teachers all mentioned about the necessity
for the instructors to contact SSI issues as much as possible and keep themselves open-minded that benefits
the instructions they give to the students.In the preliminary result of analyzing the report of students, we
also explored that it is a challenge for these students to come up with a suitable action for their issue, andmost of them choose “educate others”.

Figure 1. Framework of STEPWISE. [adapted fromhttps://wordpress.oise.utoronto.ca/jlbencze/stepwise/].

REFERENCES
Bencze, L. (Ed.). (2017). Science and Technology Education Promoting Wellbeing for Individuals,
Societies and Environments: STEPWISE. Springer= 153 =ENVIRONMENTAL CONSERVATION: INDIGENOUS SCIENCE
IN THAI URBAN SOCIETY
Waralee Sinthuwa1,2, Chatree Faikhamta1, Pattamaporn Pimthong1,
and Sasithep Pitiporntapin 1
1. Kasetsart university
2. Wachirathamsatit school
ABSTRACT
Indigenous knowledge is the link between scientific knowledge and local students’ prior knowledge.
It supports students’ scientific literacy, motivation, and identity and creates a bond with the local
communities. There are extensive research applying indigenous knowledge to support scientific learning
regarding the environment; however, most studies focus on rural areas. A knowledge gap exists with regard
to lessons that relate to Thai urban students’ life styles, with regard to the cultural economic, and societal
context and the influence on science learning. Therefore, this study aims to examine the indigenous
knowledge in urban society that relates to environmental conservation and to analyze the science behindindigenous knowledge. Semi-structured interviews were employed for five knowledge keepers, who wereselected through the snow ball sampling method to gather data. A narrative analysis was applied to identify
indigenous knowledge in the following dimensions: ontology, epistemology, and axiology. Scientificknowledge is extracted from stories. The themes were emerged into the learning guideline dimensions. The
results shed light on the possibility of scientific learning regarding the environment for urban students.
Scientific content and meaningful context from indigenous knowledge are provided. Indigenous knowledge
acts as the bridge that connects the science classroom, society, and sustainable development. This study
will contribute to the development of science curricula and pedagogy based on urban culture, specific tothe constantly evolving urban context.
Keywords: Indigenous knowledge, environment conservation, urban, science learning
INTRODUCTION
The indigenous knowledges that related to agriculture and natural environment have fuse in the wayof living for long time. They supported STEM learning in various way such as enhancing the meaningfulcontext, bringing the culture to construct knowledge and providing participant in the issues of local
community (Miller & Roehrig, 2018). According to the literature about science integrated indigenous
knowledge learning, there are only few studies on neo-indigenous ways of knowing nature, and most ofthem convey the cultures of Islam, and Japan. The way of knowing of Thai indigenous knowledge, thatconcerns on the grounded philosophy, is still be the gap. In addition, Aikenhead and Ogawa (2007) also
point out this gap and suggest that neo-indigenous culture should be studied increasingly. Therefore, thisstudy provided Thai neo-indigenous knowledge in urban society that includes culture diversity forsupporting science learning.

RESEARCH QUESTION
1.
2.

How does philosophy of indigenous knowledges relate to environment conservation in urban
society?
How are science in philosophy of indigenous knowledges in urban society?

METHODOLOGY
The methodology of this study based on constructivism pragmatism. The case study design andqualitative method that provide the depth data of phenomena are used to answer the both research questions.

= 154 =

The researcher roles are a part of urban community who collect and analyst data. Six indigenous knowledge
keepers (K) that match with the criteria: staying in the urban area, having indigenous knowledge related toenvironment and spreading knowledge to other people in society were interviewed. Narrative analysis was
adopted. The voice of interview was transcribed to be text and interpreted the dimensions as following:
ontology, epistemology and axiology based on the knowledge system lens (Aikenhead and Ogawa, 2007).
The themes were emerged from the interview data.The member checking and researcher triangulation (thedegree of agreement more than 90%) were used for credibility and confirmability.

Results & Discussion
Ontology
There are science knowledges that fuse in indigenous knowledge. All knowledge keepers mention
on the nature as the part of life. The mind is integrated in every activity. The emulating ecosystem in nature
are utilized in urban agriculture. For example, soil cooking or soil preparation, they mixed parent materials
sand, soil, cow dung and food waste together. They apply the traditional idea to design the artifacts. For
instance, the composed fertilizer box catalyzes the production of fertilizer quickly. The vegetable garden
system in the limited area, natural package and the safety and sustainable food for the family and society.
These ideas relate to STEM disciplines and scientific explanation even knowledge keepers do not concern
on the linking or thinking only some part of it. Therefore, indigenous knowledge should be in the same
position with science knowledge as indigenous science. However, there are the difference points from theontology of science and indigenous science such as the harmony of ontology epistemology and axiology ofindigenous science. The indigenous science can fill the gap of science in the dimension of well-being.
Epistemology
The starting point of learning the indigenous science is distinguished to be the concerning of foodsafety and sustainable, and knowhow of family. The knowledges are emerged by culture, the way of living,interaction in the society and transmit by telling. Some part of knowledge construct relates to STEM
practice that can be apply in science classroom.
Axiology
The value groups are as following groups. First, proud of oneself, the knowledge keepers reveal
the happiness through the voice while they told us about the change of lifestyle to participate and persuade
others in natural conservation. Second, the ethic fuse in every activity such as basis for success andresponsibility. On the other hand, STEM learning does not focus on this point. Therefore, integration ofindigenous science may support students’ affective domain.

Conclusion
Indigenous science in the urban society is influenced by healthy and environment conservation
trend. It shed light on the value of STEM learning for well-being that is not clarify in only STEM discipline.
Therefore, what is the key characteristics of learning approach that integrated indigenous science inphilosophical root and how students learning through this approach are needed to find out.

REFERENCES
Aikenhead, G. S., & Ogawa, M. (2007). Indigenous knowledge and science revisited. Cultural Studies of
Science Education, 2(3), 539-620.
Miller, B. G., & Roehrig, G. (2018). Indigenous cultural contexts for STEM experiences: Snow snakes’
impact on students and the community. Cultural Studies of Science Education, 13(1), 31-58.

= 155 =

Research on PCK Integration Mechanism of Preservice Chemistry
Teachers
Yi Liu1, Guofeng Zhang2,Wenhua Zhang1,Peixing Li1,Yuejiong Su3
1. Central China Normal University
2. Wentao Middle School, Hangzhou, Zhejiang Province, China
3. Taiyuan No. 61 Middle School, Shanxi Province,China

ABSTRACT
Based on Park's PCK Pentagon model, the PCK evaluation scale is adapted to analyze the PCK
integration mechanism of three chemistry pre-service teachers in microtraining on the theme of"methane". The research shows that: (1) there are great individual differences in the integration of PCK
among the three pre-service teachers in microtraining. The degree of PCK integration of pre-service
teachers is not necessarily related to their academic scores during their college years. (2) pre-service
teachers' Orientations toward Teaching Science (OTS) has a significant effect on Knowledge ofInstructional Strategies and Representations (KISR), but sometimes leads to the loss of connection
between KSIR and other components. (3) pre-service teachers lack the integration of Knowledge of
Science Curriculum (KSC) and Knowledge of Assessment of Science Learning (KAs). (4) pre-service
teachers have rich teaching strategies in this topic, but sometimes the integration of KISR and othercomponents is poor, especially the misrepresentation concepts and learning difficulties in Knowledge ofStudents’ Understanding in Science (KSU).
Keywords: Pre-service teacher

PCK

The pentagon model

Introduction
Shulman defined PCK as the knowledge organically integrated through the interaction between
pedagogical knowledge and content knowledge, which is an important symbol to measure the level ofteachers' professional development (1986). Therefore, it can be seen that the professional development of
pre-service teachers can be promoted by studying how pre-service teachers integrate PCK and finding out
their shortcomings and influencing factors. Based on this, this study puts forward two research questions:
How do three pre-service teachers integrate PCK in microteaching training? What are the main factorsthat affect the PCK integration mechanism of pre-service teachers? Case study method was used in thisstudy, and research data were collected by means of classroom observation and interview.

Methods
This study adopts Park's Pentagon model and holds that PCK is an integration of five components
represented in the pentagon model: (a) Orientations toward Teaching Science (OTS), (b) Knowledge ofStudents’ Understanding in Science (KSU), (c) Knowledge of Science Curriculum (KSC), (d) Knowledge
of Instructional Strategies and Representations (KISR), and (e) Knowledge of Assessment of Science
Learning (KAs). The quality of PCK depends on the integration of PCK, that is, the consistency among
various components and the strength of each component (Park 2005, 2010). Based on Park's Pentagon
model and further adaptation, PCK evaluation scale suitable for this study was developed. The interview
outline of this study draws lessons from the content representation tool of Loughran (2014).
The participants in this study were three pre-service teachers in microteaching training, whose
teaching topic was the PEP edition of "Methane". This study draws lessons from the analysis method ofPark to analyze the data, we constantly compared and analyzed the data and data, data and results, results
and literature, so as to draw the conclusion of this study.

Results and Discussion
The results are presented in five points: (1) From the PCK map, we can see that the three
pre-service teachers have great individual differences in the integration degree of PCK in micro-training.

= 156 =

According to their grades, it is not necessarily that the higher the grades of pre-service teachers are, thehigher their PCK integration degree is. (2) Three pre-service teachers’ OTS significantly regulated KISR
and sometimes prevented the connection of KISR with other components, especially with KSU. (3) The
integration of KAs and KSC of pre-service teachers was relatively lacking. (4)The teaching strategies andrepresentation methods of pre-service teachers in this topic are abundant, however, Some KISR is nothighly integrated with other knowledge. The three pre-service teachers seldom adopt effective teachingstrategies for students' learning difficulties and misconceptions. (5) According to the results of interviews
and analysis, the main factors influencing the integration mechanism of teachers' PCK are summarized asfollows ： including teaching reflection of pre-service teachers, intervention of expert teachers, andmicro-training assignments and so on. These factors infiltrate each other and act on pre-service teachers'
PCK together.

Teacher A

Teacher B

Teacher C

Figure 1. three pre-service teachers’ PCK map
Table 1. Frequency of connections of PCK components

A
B
C
Total

OTSKAs

KSC-K
As

KAs-KISR

OTS-KSC

KAs-KSU

KSC-KISR

KSC-KSU

OTS-KSU

KSU-KISR

OTS-KI
SR

3
1
4
8

4
1
4
9

4
1
4
9

5
2
4
11

4
3
5
12

6
2
5
13

7
2
7
16

9
5
6
20

10
5
6
21

10
7
7
24

Based on the above analysis, this study puts forward the following suggestions: (1) Pre-service
teachers should fully consider and integrate various relevant knowledge to optimize their own PCK
structure. (2) Pre-service teachers should attach importance to micro-teaching and training, correct theattitude of practice and reflection. (3) Normal universities should perfect the structure and content oftraining courses for normal university students.

REFERENCES
Shulman, L. S. . (1986). Those who understand: knowledge growth in teaching. Educational Researcher,15(2), 4-14.
Park, S. . (2005). A study of PCK of science teachers for gifted secondary students going through the
National Board Certification process. uga.
Park, S. , & Oliver, J. S. . (2010). National board certification (nbc) as a catalyst for teachers' learning
about teaching: the effects of the nbc process on candidate teachers' pck development. Journal of
Research in Science Teaching, 45(7), 812-834.
Bertram, & Adam. (2014). 'cores and pap-ers as a strategy for helping beginning primary teachers develop
their pedagogical content knowledge. Educación Química, 25(3), 292-303.

= 157 =

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⇌= 158 =

ENHANCING SCIENCE STUDENTS TEACHERS’SCIENTIFIC LITERACY AND TEACHING PREPARATIONSTHROUGH ONLINE LEARNING CONTEXT
Siriporn Kruatong1 and Tussatrin Wannagatesiri1
1. Kasetsart University, Kamphaeng Saen Campus, Thailand

ABSTRACTThe COVID-19 crisis has forced education systems worldwide to find alternatives to face-to-face
instruction. As a result, online teaching and learning have been used by teachers and students on an
unprecedented scale. In this study, the online learning activities were designed for enhancing science
student teachers’ scientific literacy and their teaching preparation for engaging students’ scientific
literacy. Research participants were 60 science student teachers (SSTs) who are the third-year
undergraduate students in the Teacher Education program. The research instruments consisted of 1) the
PISA-like scientific literacy assessment test and 2) lesson plan analyses. The SSTs were guided to PISA
scientific literacy and assigned to create the learning activities that require students to identify scientificallyoriented issues, explain phenomena scientifically, and use scientific evidence. They also had chances topresent their learning activities and reflected on others' presentations. The scores from the PISA-likescientific literacy assessment test revealed that they could not do the test as well as they should in the
beginning, however after the online learning, their post-test was higher than pre- at significant level .01.
The data from lesson plan analyses revealed that 52 SSTs had learned how to enhance students’ scientific
literacy through the PISA framework. Their learning activities have provided student’s everyday problems
or situations that require the student to grasp knowledge about science themselves through the relevant
investigation activities or any science experiments. However. The development of knowing how toformatively assess students’ PISA scientific literacy is needed.
Keywords: Scientific literacy, science student teachers, online learning

INTRODUCTION
The Covid-19 crisis, not only in Thailand (Parichat, 2021) has had a lot of effect on the education
system but worldwide also has this problem (Dailinews, 2021). This situation needs to find alternatives toface-to-face instruction. The Programme for International Student Assessment (PISA), which is performedby the Organization for Economic Co-operation and Development (OECD), has emphasis on measuring
the scientific literacy competency that investigates how students can apply their scientific knowledge andskills. The assessment focused on the thinking process, the ability to understand a given situation,
understanding of science content and the use of knowledge effectively in various situations (PISA Thailand,2020). In this study, the online learning activities were designed for enhancing SSTs’ science literacy andtheir teaching preparation for engaging students’ scientific literacy in the Covid-19 crisis. This researchestablished three sub-objectives which are: 1) To develop online courses to enhance SSTs’ science literacy
and their teaching preparation for engaging students’ scientific literacy and 2) To study the results of theuse online course to enhance SSTs’ science literacy and their teaching preparation for engaging students’scientific literacy.

RESEARCH METHODOLOGY
The methodology of this research is action research. The research participants were 60 SSTs who
are the third year undergraduate students in the Teacher Education program in Thailand. The four weeks in
Learning Management online course were provided for enhancing SSTs’ science literacy and their teaching
preparation for engaging students’ scientific literacy. The topic of this 1-semester is consists of: 1) Introduce
science literacy, 2) Discuss about science literacy analysis in science standard and indicator, 3) Discuss= 159 =

about science literacy analysis in science lesson plan, 4) Assign group working to design science activities
concerning science literacy, 5) Assign individual students to design their own lesson plan that require
students to identify scientifically oriented issues, explain phenomena scientifically, and use scientificevidence and 6) Provide for reflection and revision of lesson plan. The PISA-like scientific literacy
assessment test were used before and after learning. The SSTs’ lesson plans were analyzed.
RESULTS
SSTs’ scientific literacy
The data in Table 1 has shown the scores from the PISA-like scientific literacy assessment test
revealed that SSTs could not do the test as well as they should in the beginning, however after the online
learning, their post-test was higher than pre- at significant level .01.
Table 1 Comparison of SSTs’ average scores of PISA-like scientific literacy between pre-test and posttest (full scores=17)
Post-test
Pre-test* significant level 0.01

Mean
11.66677.6000Std. Deviation
2.97
2.77

t
9.280

p
.000*

Lesson plan analysis
The lesson plan analysis revealed that 52 SSTs had learned how to enhance students’ scientific
literacy through the PISA framework. The data showed that 60 percent of SSTs were able to design thelesson plan for enhancing scientific literacy at an exemplary level in developing PISA competencies as
identified for learning purposes 60 percent. They were able to provide the lesson which 1) using everyday
life situations (68%), 2) planning activities for students to investigate or experiment (100%), 3) planning
activities for students to learn about conclusion and utilization of scientific evidences (68%), 4) planning
activities about explaining everyday life situations related to the content being studied (77%), and 5)
defining media, teaching materials, learning resources to search for information that promotes activities
along the PISA guidelines (54%). However 96 percent were not able to integrate formatively assessing intheir lesson student’ PISA scientific literacy.

CONCLUSION
The online learning activities were designed for enhancing SSTs’ science literacy and their teaching
preparation for engaging students’ scientific literacy. The PISA-like scientific literacy assessment test
revealed that SSTs could not do the test as well as they should in the beginning, however after the online
learning, their post-test was higher than pre- at significant level .01. The lesson plan analysis revealed that52 SSTs had learned how to enhance students’ scientific literacy through the PISA framework.

REFERENCES
Parichat S. 2021. Thai study on the day of the second round of the COVID crisis. Retrieved fromhttps://www.matichon.co.th/article/news_2528182. 25 May 2021.
Dailinews. 2021. Explore the impact of "COVID", an important turning point in global studies. Retrieved
from https://www.dailynews.co.th/education/816472. 25 May 2021.
Intason S. 2020. COVID - 19 and Online Teaching case study: Web Programming Course. Journal ofManagement Science Review, 22(2): 203-213
PISA Thailand. 2020. Press release of PISA 2018 Assessment Results. Retrieved fromhttps://pisathailand.ipst.ac.th/news-12/= 160 =

Research on the Development of Pre-service Chemistry Teachers'
Pedagogical Content Knowledge
Wenhua Zhang1, Zuhao Wang2, Guo-feng Zhang 3 , Zhu-yan Song4, Liu Yi5
1,5. Central China Normal University, Wuhan, China
2. East China Normal University, Shanghai, China
3. Wentao Middle School, Hangzhou, Zhejiang Province, China
4. No. 6 Middle School of Harbin, Heilongjiang Province, China

ABSTRACTThis research adopts Questionnaire survey, classroom observation, semi-structured interview, text analysis
method and other methods. This paper firstly defines the relevant core concepts, and then formulates the
PCK non-situational cognition questionnaire and PCK context cognition questionnaire for pre-service
chemistry teachers from five dimensions based on the Professional standards for Middle school teachers in
China (trial) and the PCK five-element model of Park. This study investigated the status of situational
cognition and non- situational cognition of PCK among undergraduates majoring in chemistry educationin Wuhan, The survey found that the two kinds of PCK cognitive status quo of the research object and theexisting problems, discusses the causes of the current situation, put forward the development strategy to
improve the level of PCK. And then the author to carry out the development of PCK pre-service chemistryteachers of chemistry teacher education curriculum practice, the course uses reflection task mode of action,
the PCK of situation cognitive assessment questionnaire and PCK of classroom teaching evaluation scaleand characterization PCK content questionnaire assessment tools, such as collection of pre-service
chemistry teachers in chemistry teacher education curriculum based on one year chemistry special subject
development of PCK evidence, explore PCK development level of the research object under the different
chemical subject and the PCK cognitive development characteristics by evaluating the PCK developmentlevel before and after course learning.
Keywords: Pre-service teachers, Chemistry teacher education course, PCK development


PCK knowledge is a kind of practical knowledge. As the main source of teachers' professional
knowledge, reflective practice has always been the key path to improve teachers' professional development
after service. If this strategy is applied to improve the training mode of pre-service teacher professional
development, it is of great significance and value to improve the curriculum of teacher education for the
influence and effectiveness of pre-service teacher PCK development. Therefore, it is an arduous and urgent
task to study the learning and evaluation of pre-service teachers' PCK and explore the rules of pre-service
teachers' professional learning and development.

1 Design of research on the development of PCK for pre-service chemistry teachers
Based on Shulman's seven kinds of teacher teaching knowledge and New York State teacher
professional standards, this paper designed situational cognition and non-situational cognition PCK
cognitive questionnaires for pre-service chemistry teachers. Through two kinds of questionnaire surveys,
the problems existing in the current cognitive status of chemistry teachers' PCK were found. Then,
according to Park's PCK pentagon model, the PCK development evaluation scales for two courses of preservice chemistry teacher education theory were constructed, namely Chemistry Teaching Theory andAnalysis of Middle School Chemistry Curriculum Standards and Textbooks. Based on the framework of
PCK content representation tool developed by Loughran (2004), the development level and transformation
evaluation tool of PCK in practice simulation course "Middle School Chemistry Teaching Skilled Training"were optimized and designed. The three courses solve the real chemistry teaching learning tasks and reflect
on the design, use the corresponding tools to evaluate and analyze the development characteristics of theresearch object PCK, and finally explore the influencing factors of the development of PCK through thequestionnaire survey of the sources of chemistry teaching knowledge.
There are four types of subjects selected in this study, all of which are from a normal university in= 161 =

Wuhan. Among them, the subjects surveyed are pre-service teachers of the class of 2013. The subjects of
non-situational cognition were students of Grade 2015 and 2016. The practice target of PCK development
course is two pre-service chemistry teachers of Grade 2017 (junior year) (including free normal university
students and non-free normal university students); The sources of chemistry teaching knowledge werestudied from 18 undergraduates of 2016, 50 undergraduates of 2017 and 25 graduate students of 2019 inchemistry education.

2 Data collection
The 50 subjects of this study are 2017 undergraduates. The first teacher education theory course isscheduled to start in the autumn of 2019 and end on January 10, 2020. The course Analysis of Curriculum
and Textbooks will start in the spring of 2020 and end on April 12, 2020. According to the course practicedesign in Chapter 3, this study explores how the subject's teaching knowledge of chemistry (PCK) changes
during the course learning of teacher education theory in one academic year by using multiple case studies
with 50 students in one class. According to the reflective task and evaluation tool design in the course
teaching practice of Chapter 3 and Chapter 4, the evidence of PCK progress trajectory was collected, andthe evaluation standard tool was used to explain the changes of the five components of PCK of the research
object. These data are collected by the PCK capture method for the homework and homework data assigned
to each pre-service teacher in this semester. For each homework, there is a structured reflection written
assignment to solve the difficult problems in oral interview. These assignments are all designed to solve theproblems that a pre-service teacher needs to solve in the future teaching, that is, how to design an effective
one-hour chemistry teaching design scheme and classroom teaching tasks according to the new curriculum
standards of high school chemistry, and there is a relationship between teaching logic, knowledge logic andcognitive logic. These logical relations are the essence of the interaction of different elements in the PCK
pentagon model.

3

The research conclusion

The conclusions of this study are as follows:(1) Preservice chemistry teachers' cognitive level of each important component of PCK situational
cognition is not high, but the lowest cognitive level is teaching evaluation knowledge.
(2) Pre-service chemistry teachers can construct a PCK thinking model by learning the theoreticalcourses of chemistry teacher education, and effectively promote the PCK development of pre-service
chemistry teachers by reflecting on the PCK components.
(3) The PCK development of theoretical courses are as follows: ķ"Science teaching orientation"(OTS) level of development overall performance level is low, but the speed of improvement is relatively
fast.ĸ"Science curriculum knowledge" (KSC) level development difference is still very big.Ĺ "Students'
understanding of scientific knowledge" (KSU) varies greatly. ĺThe level of "subject teaching strategy
knowledge" (KISR) is above average, and its performance level in consistency analysis and design tasks ofchemistry teaching objectives and activities is low. ĻMost of the "science teaching evaluation knowledge"(KAc) performance level is medium.
(4) The development characteristics of PCK 5 dimensions in pre-service teachers' learning ofchemistry teacher education practice course are unbalanced.
(5) Through the research, it is found that the source of subject teaching knowledge of pre-service
teachers is mainly influenced by 4 factors, which are composed of 13 variables.

REFERENCES
PARK S, OLIVER J S. Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as
a conceptual tool to understand teachers as professionals[J]. Research in Science Education, 2008, 38(3):261–284.
AYDIN S, DEMIRDOGEN B, NUR AKIN F, et al. The nature and development of interaction among
components of pedagogical content knowledge in practicum[J]. Teaching & Teacher Education, 2015, 46:
37-50.

= 162 =

A Study on the Standards of Excellence for Chemistry Teachers
and PCK Level Survey
Zhu-yan Song 1, Wenhua Zhang 2, Zuhao Wang 3
1.Harbin No.6 Middle School, Heilongjiang Province, China
2. College of Chemistry, Central China Normal University, Hubei Province, China
3. School of Teacher Education, East China Normal University, S濻濴瀁濺 hai, China


ABSTRACT
Since the 20th century, as an important measure of teacher education personnel training reform,"excellent teacher" plan has been widely valued by domestic and foreign experts and scholars.2018 issued
by the ministry of education "about 2.0 outstanding teacher training scheme", which has been clear about
the new era in our country outstanding teacher training objectives and tasks, namely to do good a batch ofhigh level, there are characteristics of teachers and teachers' professional education colleges, by 2035, thecomprehensive quality of students, professional level and innovation ability significantly increased, and laya solid foundation for training outstanding teachers.However, after consulting a large number of literatures,
it is not difficult to find that China's professional standards for teachers are not mature, theoretical , and do
not have observable behavioral indicators, so the identification of excellent teachers is particularlyvague.Secondly, the domestic research on the standards of excellent chemistry teachers mostly stays in thestage of theoretical analysis, narrative research and other stages, with relatively single methods and lackof empirical research based on data analysis.
Therefore, this study is based on the standard framework of excellent chemical teachers based on our
national conditions, and then using the different classification standards of the more mature different
dimensions in the international system to continuously refine and refine the framework, and develop a more
complete, well-measured and effective standard of chemistry teachers. Then, according to the standard, aself-assessment questionnaire was distributed to the 2015 and 2016 class of chemical teachers in central
China normal university, and the analysis and comparison of the various dimensions of the various
dimensions were analyzed by using spss20.0 software. Based on the data processing results, the evaluationof the performance of the three levels of the evaluation and the self-evaluation of the research subjects werecompared and analyzed in the third level certification, and the Sugges tions and the improvement strategyof the two grade chemical majors were proposed and improved.
In the end, the results and conclusions of the following results and conclusions: (1) the establishmentof excellent chemistry teachers and their self-assessment questionnaires; (2) the results of the study of thesubjects were higher than the results of the experts' assessment; (3) the level of the standard self -evaluationof the two aspects of the knowledge or skill of the chemistry subject and the level of kno wledge of thestudents' knowledge will be lower. (4) there were significant differences in the degree of achievement of
excellent chemistry teachers in different grades.
The innovation point of the institute is :1) designed the standard of excellent teachers for the chemistrysubject; (2) to make the standards of excellent chemistry teachers observable and operable, with executive= 163 =

effect.And the three levels of normal university students certification standards to improve the behavior
indicators.

Keywords: pre-service teacher 漓 standards for excellence in chemistry teachers 漓 PCK
situational cognition level survey

non-Design and optimization of research tools
This study refers to Wang Yinghua's conclusion in "International Comparison of Professional
Standards for Excellent Teachers and Its Enlightenment" : "The United States has established the mostperfect professional standards system for excellent teachers based on the five basic principles". Therefore
the design standard of excellence chemistry teacher evaluation mainly refer to teacher's professional
standards of one state in the United States, the standard of "highly effective" observable index to a certain
extent, carding and integration, in the process of combing the author of American teachers' professional
standard framework construction, after the reading of vast amount of literature, through the comparison,
And reference level 3 certification standard system framework, the author finally agree and choose shulman
seven teachers knowledge as a remarkable chemical standard evaluation framework, the framework is themost close to the author refined level 3 certification standard system framework, comprehensive andtheoretical generalization of an outstanding chemistry teachers should have in education career and achieve
all aspects of the quality and requirements.

Evaluation framework and observable (behavior) indicators of excellence chemistryteacher standards(Show Part of the Content)

REFERENCESʮ 䎖 ဍ ᇎ ࢬ ୐ ӿ ‫ گ‬ᐸ ക 䟛 䇑 䎠 ద қ 㿱 ʯ ʤ ‫ گ‬ᐸ [2014]5

ߺ ʥ

http://old.moe.gov.cn/publicfiles/business/htmlfiles/moe/s7011/201408/174307.html
ʮ ෕ ௪ ߶ ౵ ָ ߏ ᐸ ᣄ 㜐 у ъ 䇔 䇱 ᇎ ࢬ ࣎ ๑ ʤ Ჲ ߨ ʥʯʤ ‫ گ‬ᐸ [2017]13 ߺ ʥ
http://www.moe.gov.cn/srcsite/A10/s7011/201711/t20171106_318535.html
Chi.M.T.H.ɾR.Glaser and M.J.FarrɾʤEdsʥ.The nature of expertise[M].Hillsdale,NJ:Erlbaumɾ1988
Berciter ˈ C. ˈ ˂ Scardamalia ˈ M.Surpassing ourselves:An inquiry into the nature and implications ofexpertise[M].LaSalle,IL:Open Court,1993= 164 =

DEVELOPING PRE-SERVICE SCIENCE TEACHERS’ ABILITY TO
TEACH THE MII-STEM APPROACH THROUGH MICROTEACHING
R. Ahmad Zaky El Islami1,2*, Chatree Faikhamta2, Samia Khan3, Nguyen Van Bien4, Indah
Juwita Sari5, Song Xue6, Le Hai My Ngan7, Vipavadee Khwaengmake2, Nguyen Thi To Khuyen8,
Thauresean Prasoplarba2, Anupong Praisri2
1. Department of Science Education, Faculty of Teacher Training and Education, Universitas Sultan
Ageng Tirtayasa, Serang, Indonesia
2. Division of Science Education, Faculty of Education, Kasetsart University, Bangkok, Thailand
3. Department of Curriculum and Pedagogy, Faculty of Education, University of British Columbia,
Vancouver, BC, Canada
4. Department of Physics, Faculty of Physics, Hanoi National University of Education, Hanoi, Viet Nam
5. Department of Biology Education, Faculty of Teacher Training and Education, Universitas Sultan
Ageng Tirtayasa, Serang, Indonesia
6. School of Education and Social Work, University of Dundee, Dundee, United Kingdom
7. Faculty of Physics, Ho Chi Minh City University of Education, Ho Chi Minh, Viet Nam
8. Graduate Institute of Science Education, National Taiwan Normal University, Taipei, Taiwan

ABSTRACTThis study aims to examine the effectiveness of model-based integrated inquiry in science, technology,
engineering, and mathematics (MII-STEM) approach implementation to pre-service science teachers’
ability to teach the MII-STEM approach through microteaching. The key features of the MII-STEM
approach consist of real-world problems, constructing a STEM model, predicting, collecting data, testing
solutions, and formulating hypothesis-proposal solutions. The method used in this study was a one-shotcase study. Data were collected through a teaching-practice assessment form covering eight aspects,
including teaching purpose, science and engineering practices, modelling, inquiry, the integration between
S-T-E-M, overview and sequence of learning management, learning management steps according to MIISTEM and methods of measurement, assessment, and evaluation. The participants consisted of 25 preservice science teachers that be divided in five groups. We analyzed the data using rubric scores to obtaina mean score for each pre-service science teacher. The results indicate that all five pre-service scienceteachers are in the acceptable category for practicing the MII-STEM approach based on the results of the
microteaching assessment. These findings conclude that pre-service science teachers’ ability to teach the
MII-STEM approach is acceptable, showing that the MII-STEM approach impementation is effective
towards pre-service science teachers’ ability to teach the MII-STEM approach. Future studies need to be
conducted to develop and evaluate the online MII-STEM approach as a response to the COVID-19
outbreak.
Keywords: Pre-service science teachers’ ability to teach, MII-STEM, Microteaching

INTRODUCTION
Model and modelling is the basis of cognition to stimulate scientific inquiry (Wang et al, 2016).
Modeling is the process to establish a scientific theory or solve problems and for the students, modelling todevelop the scientific comprehensive understanding (Wang et al, 2016). A science teacher needs modelingin the learning process to explain the scientific concepts and phenomena. Models and modelling are
considered integral parts of scientific concepts and reflecting science teachers' efforts to introduce andengage students in authentic scientific inquiry (Louca & Zacharia, 2012). STEM Education refers to
Science, Technology, Engineering, and Mathematics Education that should improve students’ skills andcreativity that have an impact to economic condition in the society (Bybee, 2010). In this study wecombined model and modeling and integrated STEM approach to model-based integrated inquiry inscience, teachnology, engineering, and mathematics (MII-STEM). This study aimed to examine theeffectiveness of model-based integrated inquiry in science, technology, engineering, and mathematics (MIISTEM) approach implementation to pre-service science teachers’ ability to teach the MII-STEM approach= 165 =

through microteaching.

CONCEPTUAL FRAMEWORKMII-STEM stands for ‘Model-based Integrated Inquiry in Science, Technology, Engineering andMathematics’ (University of British Columbia, 2019). The key features of the MII-STEM approach consistof real-world problems, constructing a STEM model, predicting, collecting data, testing solutions, andformulating hypothesis-proposal solutions

METHOD
Weak experiment method is used in this study using the design of the one shot case study in Table 1(Fraenkel et al, 2012). This reseach conducted in one state university in Indonesia. The instrument used inthis study is an microteaching assessment using rubric score. The participant in this study is consisted 25
pre-service science teachers that divided to five groups. One pre-service science teacher in each grouppracticed MII-STEM approach through microteaching in 30 minutes. Data were collected through ateaching-practice assessment form covering eight aspects, including teaching purpose, science andengineering practices, modelling, inquiry, the integration between S-T-E-M, overview and sequence oflearning management, learning management steps according to MII-STEM and methods of measurement,
assessment, and evaluation. The criteria of this teaching assessment is consisted three categories; need
ഥ = 1), acceptable (1< X
ഥ < 3), and complete (Xഥ = 3).
improvement (XTable 1. The one shot case study design
X
MII-STEM ApproachO
Ability to Teach MII-STEM Approach

RESULTS AND DISCUSSION
Table 2. Microteaching Result Assessment
Pre-service science teachers
A
B
C
D
E

Mean
2.775
2.6
2.525
2.525
2.8

Category
Acceptable
Acceptable
Acceptable
Acceptable
Acceptable

Based on Table 2, the results indicate that all five pre-service science teachers are in acceptable
category for practicing MII-STEM with mean score in each pre-service science teachers at more than 2.0
from 3.0. These findings concluded that the pre-service science teachers’ ability to teach MII-STEM
approach is acceptable, showing that the MII-STEM approach implementation is effective towards preservice science teachers’ ability to teach the MII-STEM approach. These findings is supported by thelearning process in the MII-STEM curriculum that consisted of six lessons; the nature of science andmodelling; Science and Engineering Practices (SEPs); Integrated STEM; teaching approach for mii-STEM;
assessment of student modelling competencies, and practice that thought using MISTEM approach. Thesesix lessons that thought in 14 meetings that consisted; creating bubble wands; seed sort and growth; blackbox as a metaphor for nature of science; moon phase; learn SEP through Scientist and Engineer Views(period I and II); right the light LED to integrated STEM; teaching approach in MII-STEM for pre-service
or in-service teachers (period I-III); assessment of student’s competencies at modelling (period I and II);
microteaching for practicing mii-STEM (period I and II). Future studies need to be conducted to develop
and evaluate the online MII-STEM approach as a response to the COVID-19 outbreak.

REFERENCES
Bybee, RW. (2010). What is STEM education?.Science,329(5995), pp. 996.
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to desIgn and evaluate research In educatIon (8th ed.).
New York: Mc Graw Hill.
Louca, L. T., & Zacharia, Z. C. (2012). Modeling-based learning in science education: cognitive, metacognitive,social, material and epistemological contributions. Educational Review, 64(4), 471-492.
University of British Columbia. (2019). MII-STEM Science Education in Southeast Asia: Teacher Training for
Quality Education in STEM. https://miistem.org.
Wang, J., Zhang, Y., & Shi, W. (2016). Research on the cognitive level of students’ perceptions of physics models
and modeling mechanism in Chinese high schools. Journal of Baltic Science Education, 15(2), 204.

= 166 =

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⇌= 167 =

A Research-Based Instructional Model for Promoting ScientificThinking in STEM-Practicing Schools in Japan
Takekuni YAMAOKA1, Tetsuya YAMADA2
1. Tokai Gakuen University, Japan
2. Minatogawa College, JapanABSTRACTThis study aimed to examine the characteristics of classes in schools that practice advanced science,technology, engineering, and mathematics (STEM) education. Furthermore, this study aimed to propose
more appropriate STEM education for the educational situation in Japan. From 2019 to the present, 25
teachers practicing STEM education were surveyed through an interview or a questionnaire. It was foundthat teacher had better did the class is based on a firm understanding of the students’ situation. Often,
student-centered activities are required in learning. Hence, it is important to have a teacher who can makethis happen, for example, by understanding the situation of the students. And, it can be seen from this study
that the quality question was designed to encourage student to think. In fact, when students do think, they
provoke new questions. And student ask the new question. There needs to be the good cycle that is from theteacher's quality question to the student's asking question in the classroom.
Keywords: STEM education, high-quality questioning,higher-order thinking,Instructional model.

Introduction
The context of inquiry learning in science, technology, engineering, and mathematics (STEM)
education is related to the independent, interactive, and deep learning described in Japan’s new Courses ofStudy. In science and technology education in Japan, many studies have been conducted on inquiry-basedlearning that arouses interest and promotes knowledge understanding through experience. However, to thebest of our knowledge, there is no research on educational programs that promote scientific higher-order
thinking triggered by questions from the teacher in classes. Conversely, the K-12 Science Education
Standards, a proven theoretical pillar of STEM education in the United States and Europe, states thatquestioning promotes scientific thinking. Additionally, according to the National Research Council (NRC),
special attention to STEM education is best seen in curricula that deepen STEM learning over time, as well
as STEM instructional time, materials, and teachers. In addition to the development of science teachingmaterials and the devising of observations and experiments, teachers’ questions aiming to promote scientificthinking among learners must be considered, such as devising questions based on activities that generatecognitive conflicts. To explore the effective and high-quality questions used by STEM teachers in theirregular classes, this study focused on teachers who are well prepared to teach in STEM fields, and to explore
how to teach students to connect their questions to their next learning contents.

Research Objectives
This study aimed to examine the characteristics of classes at schools that practice advanced STEM
education. Further, based on the results of the survey, it strived to propose a research-based instructionalmodel for promoting scientific thinking in accordance with the educational situation in Japan.

Research Method
This study conducted the survey in 2019, interviewing 10 domestic STEM education practitioners(Yamaoka and Yamada, 2020), and in 2020, surveying 15 domestic STEM education practitioners using a
web-based questionnaire form (https://sites.google.com/view/a-theoretical-and-practical-st/top). The 25
teachers included in the study were domestic STEM education practitioners (13 science teachers, 5technology and home economics teachers, 3 industrial science teachers, and 4 mathematics teachers). The= 168 =

following three questions were asked regarding teaching methods to promote scientific thinking. Question
1: Under which teaching strategies can effective and high-quality questioning be established? How does it
affect students' thinking activities? Question 2: Which teaching strategies used in best practices generatecognitive conflicts and promote higher-order thinking? Question3: Which teaching strategies are used toconnect high-quality questioning by students to the next learning stage? The text document of the content
of these responses was used as elementary data and analyzed using Bell Curve’s software, Trend Search2015 that can text mining.

Results and Discussion
This study conducted an interview or a questionnaire survey with 25 domestic STEM education
practitioners. Question 1 tended to indicate that it is important to “think” about such questions, whether theteacher’s “questioning” is such that it is based on “experience” or whether it seeks “essence.” In question
2, there was a tendency to think that it is important to hold “group” activities and to intentionally create
situations in which cognitive “conflicts” occur, which can then be “discussed.” In question 3, there was atendency to think that it is important to “reflect” on learners’ “questions” and “doubts.” Typical examples
of comments were as follows. (1) Does the objective lie in the climax of the class? I consider the class planso that the climax of the class can be the essence of the question. Therefore, an unplanned class will not
produce high-quality questions. (2) I think thisis the activity of having students write down
new questions that arise in class. I think thathaving students write is a critical aspect ofeducational instruction because it helps them
organize themselves. (3) One is to have themreflect on their portfolio. First, I think it issignificant that when you check the students’reflections in the formative assessment, you
can also reflect on your own teaching.
The results of text mining are shown in
the figure 1. Among the words that werecommon to all questions, the more frequentwords were “think”, "Ask", and so on. A
quality question is designed to encourage
people to think. When students do think, they
ask new questions, and then ask them. Thereneeds to be a good cycle in the classroom.  Figure 1. The results of text mining.

Summary
In this study, we found the following. A quality question is designed to encourage people to think.
When students do think, they ask new questions, and then ask them. There needs to be a good cycle in theclassroom. The results of the interviews indicate that in order to achieve this cycle, teachers are aware of
the following. STEM education practitioners have a firm grasp of the current situation of their students.
Thus, they devise ways to generate cognitive conflicts. Moreover, the key to connecting to the next stageof learning is to use student-centered activities as the basis. However, timely teacher advice is also important.

Acknowledgement
This work was supported by JSPS KAKENHI Grant Number 20K14121, 21K02620 and 18K02602. 

REFERENCES
National Research Council of the National Academies. (2012). A Framework for K-12 Science Education,
The National Academies Press.
Yamaoka, T., Yamada, T. (2020). Research on teaching STEM fields to promote scientific thinking habits.
Abstracts of the 63rd Annual Meeting of the Japan Society of Technology Education, 182.

= 169 =

EXPLORING STUDENTS' ENGAGEMENT IN AFTER-SCHOOL STEMPROGRAM FROM GENDER PERSPECTIVES
Nurul F. Sulaeman1, Pramudya D. A. Putra2, Yuki Yasuma3, Ippei Mineta4, Hiroki Hakamada5,
Yoshisuke Kumano6
1.Physics Education Program, Mulawarman University, Indonesia
2.Science Education Program, University of Jember, Indonesia
3. Dept. of Science Education, Shizuoka University, Japan
4. Graduate School of Comprehensive Human Sciences, University of Tsukuba, Japan
5. Takabe Higashi Elementary School, Shizuoka, Japan
6. STEAM Education Institute, Shizuoka University, Shizuoka, Japan

ABSTRACT
While STEM education is growing, gender disparity is an essential issue in many countries, including Japan.
This phenomenon is also observed in an after-school STEM program organized by National University inJapan. While the participants' participation is open for students from 5th to 9th graders, female participants
are always lower than males for three years in a row. Therefore, exploring gender perspectives in students'
engagement in after-school STEM programs is essential. Our study aimed to explore students' engagementin after-school STEM programs from the gender perspective. Forty-six students (33 male and 13 female)completed three STEM sessions. After the activities, participants filled a self-reflection toward their
engagement. Qualitative analysis was conducted to discover the critical ideas of students' engagement. Cooccurrence network analysis was completed by qualitative software to find the central words used inparticipants' reflections. While most of the participants highly participate in the project, their central idea
is related to design and share with their team. While male participants strongly relate their engagementwith making and designing activities, females share opinions with friends. From their reflection, group
activity in the after-school STEM program became central to participants' engagement. Therefore, dynamic
group activity is essential. Female students need to be encouraged to translate their opinion in thediscussion to the designing activity. Both genders acknowledge STEM activities that facilitate moreteamwork support more engagement.
Keywords: Student's Engagement, After-school, STEM Program, Gender
INTRODUCTION
Although the science learning process mainly conducts in the formal education setting, previous
research showed that after-school STEM programs bring positive impact (Cohen, 2018; Dabney et al.,2012). The impact found to student engagement (Sakata & Kumano, 2018) and perception to career(Sulaeman et al., 2020) While the after-school science programs are commonly found in Japan that
supported by the Japan Science and Technology Agency (JST), the after-school science program that
addressed the integration of STEM is rarely found. Moreover, the essential issue in STEM education is the
problem of gender equality. This issue globally faced by the education system became one of the
Sustainable Development Goals by United Nations (United Nations, 2015) and issue in science educationin Japan (Isa & Chinen, 2016). Gender, with all the complexity around this factor, influence the process inthe small group interaction in STEM activity (Wieselmann et al., 2019). Therefore, it is essential to support
after-school STEM programs with a deeper understanding of student engagement from gender perspectives.

METHOD
This study utilized a case study to explore the student's engagement in an after-school STEM
program from gender perspectives. Forty-six students (33 male and 13 female) completed three STEM

= 170 =

sessions: balloon rocket, wind power location, and blade design for the wind power project. After theactivities, participants filled a self-reflection toward their engagement. Qualitative analysis was conductedto discover the critical ideas of students' engagement. Co-occurrence network analysis was completed byqualitative software to find the central words used in participants' reflections.

RESULT AND DISCUSSION
Although males and females showed high engagement in STEM programs, how they explain their
engagement might be different. To clarify whether or not male and female students show the sameengagement. The result of frequency word in participation point by gender could be observed. In general,
both genders show words that are related to cognitive and social engagement. However, the male students
express their perceptions with more different words. Compared to the female students, the male students
show that the words "make" are repeated as the most frequent words. This result shows that the malestudents more actively involve.
Moreover, the co-occurrence network clarified the finding from frequency word analysis. The words
with high centrality for male students are "friends" and "make" while for female students are "opinion" and"friends." Both genders agreed that "friends" or the relationships with peers play a central role in their
engagement. In specifics, the male students have broader concepts to explain their engagement. The words
related to science concepts were found in male students and not in the female result, such as "experiments"and "time.” Female students tend to have more simple perceptions. Interestingly, while male students reflectthat "make" related to "design", female students, reflect that "make" is closely related to "think". The
engagement showed the cognitive and social engagement from the students.

CONCLUSION
While male participants strongly relate their engagement with making and designing activities, females
share opinions with friends. From their reflection, group activity in the after-school STEM program became
central to participants' engagement. Therefore, dynamic group activity is essential. Female students need to
be encouraged to translate their opinion in the discussion to the designing activity. Both genders
acknowledge STEM activities that facilitate more teamwork support more engagement.

REFERENCES
Cohen, B. (2018). Teaching STEM after school: Correlates of instructional comfort. Journal of Educational Research, 111(2),
246–255. https://doi.org/10.1080/00220671.2016.1253537
Dabney, K. P., Tai, R. H., Almarode, J. T., Miller-Friedmann, J. L., Sonnert, G., Sadler, P. M., & Hazari, Z. (2012). Out-of-School
Time Science Activities and Their Association with Career Interest in STEM. International Journal of Science Education,
Part B: Communication and Public Engagement, 2(1), 63–79. https://doi.org/10.1080/21548455.2011.629455
Isa, N., & Chinen, A. (2016). Gender disparities in academic performance and motivation in STEM subjects in Japan. Japan
Labor Review, 13(3), 101–121.
Sakata, S., & Kumano, Y. (2018). Attempting STEM Education in Informal Japanese Educational Facilities Through the Themeof " Sand ". K-12 STEM Education, 4(4), 401–411.
Sulaeman, N. F., Putra, P. D. A., Mineta, I., Hakamada, H., Takahashi, M., Ide, Y., & Kumano, Y. (2020). Engaging STEM
Education for High School Student in Japan : Exploration of Perception to Engineer Profession. Jurnal Penelitian Dan
Pembelajaran IPA, 6(2), 189–205. https://doi.org/10.30870/jppi.v6i2.8449
United Nations. (2015). Sustainable Development Goals. UNDP.
Wieselmann, J. R., Dare, E. A., Ring-Whalen, E. A., & Roehrig, G. H. (2019). "I just do what the boys tell me": Exploring small
group student interactions in an integrated STEM unit. Journal of Research in Science Teaching, June.
https://doi.org/10.1002/tea.21587= 171 =

LOW CARBON BEHAVIOR OF WASTE MANAGEMENTPROSPECTIVE INSTRUCTORS: A CASE STUDYIN ONE VILLAGE OF WEST JAVA-INDONESIA
Nina Rosliana1, Anna Permanasari2, Nahadi3
1. Post Graduate Student of Universitas Pendidikan Indonesia, Indonesia
2. Academic Staff of School of Post Graduate Studies Universitas Pendidikan Indonesia,
Indonesia
3. Academic Staff of School of Post Graduate Studies Universitas Pendidikan Indonesia,
Indonesia 

ABSTRACT
In line with the Sustainability Development Goals (SDGs) number 3, ensuring a healthy lifeand promoting the welfare of all people at all ages, STIKes Dharma Husada Bandung has
and is conducting the crash program with the target some villages around Bandung City,
West Java-Indonesia. One of the villages that has become the focus of the development is the
Desa Mekarmanik, one of the villages in the Bandung area, West Java. Cadreization was
carried out for 30 volunteer housewives in the village who would later provide counseling to
the community. The research also browsed how they act and behave toward low carbon
behaviour. The data were collected using a questionnaire covering the knowledge, attitudes
and behavior of cadres regarding low carbon-based waste management which were filled indirectly by the respondents. The results of the research show that the respondents' knowledge
regarding low carbon-based waste management is fairly good with an average achievementof 82.0%. However, the attitudes and behaviors that were verbalized in the answering thequestionnaire from the prospective instructors still need to be improved. Only 68% of themanswered correctly on the questions posed, while for the behavioral aspect, on average only
67.7% answered correctly. These results indicate the need for more comprehensive
education/training activities so that they become eligible to become instructors who can
educate the public/society regarding low-carbon-based waste management behavior.
Keywords: volunteer instructors, low carbon behavior, waste management

I. PRELIMINARY
The world is facing huge problems, global warming is just one of them. UN outlined into
17 objectives of sustainable development goals (SDGs) (Ministry of Planning/Bappenas,2020) are ways to overcome the difficulties. One of the objectives of SDGs, namely the third;
live healthy and prosperous, relates to the management of waste. A well-functioning waste
management that did not give rise to an increase in CO2 and CH4 in the air will contribute tomeet the third objectives of SDGs. Countries in the world do various efforts for lowering theconcentration of CO2 in the air with a variety of programs, one of them is through educationof low carbon (Low Carbon Education = LCE). Low carbon-based waste management means
to minimize and even prevent the release of carbon as waste into the environment, it cancontribute in fulfilling the purpose of the third SDGs. Fatin Aliah Phang, et al (2019) paid
attention to LCE by researching efforts to implement low carbon education.
Based on the data of waste in Bandung Regency, West Java, the highest percentage of
waste generation comes from household at 66.0%. In the Mekarmanik Village of Bandung
Regency, there are habits of waste burning and littering that can cause health risks, polluting
the environment, blocking water channels, and potentially nests germs causing numerous
diseases. It can also cause the growth of pathogens such as bacteria, parasites, and fungi.
Fungi found in a pile of garbage when accidentally consumed by humans can cause variousϭ= 172 =

diseases such as diarrhea, typhoid, and parasitic worm infection. In addition to that, the waste
can be a thriving habitat for vectors of disease such as rats, cockroaches, and flies.
To deal with this problem, volunteers’ help is needed to educate the public so that
information can be delivered as widely and quickly as possible. For the success of the
program, before cadres plunge into the community to do education on the management ofwaste, it’s a good idea to do a measurement of the cadre’s competence, to assess theirreadiness to carry out education to the community.

II.

RESEARCH METHOD

The research design that is used is quantitative and the type of research is descriptive
analysis. The research population is the whole cadre in the village of Mekarmanik, while thesample are volunteers who are willing to fill the questionnaire, altogether totaling 30 people.
Variables in this research are knowledge, attitudes, and behavior of cadres regarding themanagement of waste in the village of Mekarmanik. The instrument used was a questionnaire
about knowledge, attitudes, and cadres’ behavior regarding the low carbon-based
management of waste. The instrument validation was carried out content-based withdiscussions with experts. Data collected through filling a questionnaire by the cadres, whichthen processed by using a computer. The results were analyzed visually to be interpreted thenconcluded, it is expected that the research objectives can be achieved.

III.

RESULT AND DISCUSSION
Table 3.1. Cadre’s competencies
No.
1
2
3

Competency
Knowledge
AttitudeBehavior
Competency (Average %)Score %
82
68
67,7
72,6

Category
Good
Passable
Passable
Passable

Research result shows that the knowledge of the respondents can be categorized as good
(82.0%), while their attitude categorized as passable (68.0%), also similar for the behavior of
cadres which is categorized as passable (67.7%). Then from the results recap shows that thecompetence of women cadres to provide counseling regarding the low carbon-based waste
management just reached the category of passable, scoring 72.6% only. The results haveshown that these women cadres still need to be educated more about the attitude and behaviorof the management of waste until their understanding increase to ‘good’ category.

REFERENCES
Joseph, N. (2018, November 14). Hello Health Group. (d. T. Savitri, Editor) Retrieved April
11, 2019, from Hello Health Group Web Site: http://www.hellosehat.com
Permana, C. (2018, Desember 3). Tribun Jabar. (Ravianto, Editor) Retrieved Maret 16, 2019,from Tribun Jabar Web Site: ibunnews-com.cdn.ampproject.org
Purnama, S. G. (2016). Penyakit Berbasis Lingkungan. Retrieved Juni 24, 2019
Priasmoro, A. (2015, Desember 1). Metode Penelitian. Retrieved April 12, 2019, from
Metode Penelitian Web Site: http://theorymethod.blogspot.com
Saputro, Y. E., Kismartini, & Syafrudin. (2015). Pengelolaan Sampah Berbasis Masyarakat.
Indonesian Journal of Conservation, IV, 83—94. Retrieved Maret 12, 2019
Selomo, M., Birawida, A. B., Mallongi, A., & Muammar. (2016, Desember). Solusi
Penanganan Sampah Di Kota Makassar. Jurnal MKMI, XII, 232-240. Retrieved Maret
12, 2019
Ϯ= 173 =

THE CAUSAL RELATIONSHIP MODEL OF FACTORS AFFECTINGTHE DECISION TO PARTICIPATE IN THE EDUCATION PROGRAMSIN THE SCIENCE MUSEUM OF UPPER ELEMENTARY STUDENTS
Phattraporn Thongkesorn1, and Chanyah Dahsah2
1. Master's degree student of Science Education, Faculty of Science, Srinakharinwirot University
2. Science Education Center, Faculty of Science, Srinakharinwirot University


ABSTRACTThe education programs in museums aim to offer enjoyable and positive experiences for children
in all ages based on the needs of the visitors. Thus, the objective of this study was to analyze the factors
affecting the decision of upper elementary students to participate in the education programs in the science
museum. The samples consisted of 200 upper elementary students who visited the National Science Museum(NSM), Thailand in December 2020. The research instrument was a questionnaire including three parts;
personal information, causal factors affecting decision making, and activity participation. Cronbach’s
alpha coefficient for reliability of each questionnaire was between 0.72 - 0.93. Data was analyzed in two
factors which were personal and family factors by structural equation modeling technique. The result
showed that the proposed model fitted with the empirical data ( F = 9.106, df = 9, p = 0.428, F /dƒ =1.012,
CFI = 1.000, TLI = 0.999, RMSEA = 0.008, RMR = 0.014). That means personal and family factors played
a role in the decision to participate in the education programs in the science museum. However, the resultsof variable influence analysis showed that the personal factors (0.24) [science career interest (0.80),
attitude towards science (0.58), study habits (0.71)] and the family factors (0.52) [family relationship (0.46),
science academic support (0.76), economic status (0.65)] did not directly affect decision to participate in
the education programs in the science museum.
2

2

Keywords: Causal Factor, Education Programs, Science Museum, Informal Learning, Upper Elementary
Student, Structural Equation Model

INTRODUCTION
Museums are an important setting for informal learning that have been identified as learning
opportunities to enhance students’ knowledge and motivation in various ways. The education programs inmuseums aim to offer enjoyable and positive experiences for children in all ages based on the needs of thevisitors. In the current situation, it was found that various activities have a relatively small number ofparticipants and most of the participants were early childhood. Thus, the objective of this study was to study
the factors affecting the decision of upper elementary students to participate in the education programs inthe science museum. These data could be used as a guideline for the development of learning promotion
activities to meet the needs of the target audience.
Theory of motivation (Maslow, 1970), theory of decision making and social action (Reader, 1971)
state that a person's decisions are influenced by several factors that support them and motivation is a major
motivator for behavior. Motivation comes from the needs within the individual who are constantlyinteracting with the environment around them. Therefore, we define the causal relationship model of factors
affecting the decision to participate in the education programs in the science museum of upper elementary
students by using a model depicting major influences and decision-making factors leading to lifelong
involvement in science of Simson and Oliver (1990). The hypothesis model consisted of two factors whichwere personal (science career interest, attitude towards science, study habits) and family factors (family
relationship, science academic support, economic status).

MATERIAL AND METHODSThis research was a survey research. The data was collected through requesting permission of
persons in research from 200 upper elementary students who visited the National Science Museum (NSM),
Thailand in December 2020 according to the sample size criterion of Hair and others (2010) by convenience= 174 =

sampling. The participants were asked to completed a questionnaire included three parts; personal
information, causal factors affecting decision making, and activity participation. The Cronbach’s alphacoefficient for reliability of each part of the questionnaire was between 0.72 - 0.93. After that, data wasanalyzed by descriptive statistics and structural equation modeling technique.

RESULTSThe results of general data analysis of thesample showed that students were 42% male and
58% female, 48%, 29.5% and 22.5% studying in
grades 4, 5 and 6, respectively, 32.5% located in
Bangkok and surrounding areas and 67.5% otherprovinces, 70.5% visited the museum as a groupand 29.5% individual, with 20.50% visited themuseum before and 79.5% never.
The results of verification of the model
consistency showed that the proposed model fittedwith the empirical. However, the results of variableinfluence analysis showed that the personal factors(INT) (science career interest (CIN), attitude
towards science (ATS), study habits (SHA)) and thefamily factors (FAM) (family relationship (FRE),science academic support (ASU), economic status(ECO)) did not directly affect decision-making as
shown in Figure 1.
The results of activity participation analysis
106 students decided to participate in the education
programs in the science museum using rank orderscale questionnaire from 1 to 4 showed that 33
students ranked survey in the first order, and 50

students ranked workshop in the second order asshown in Table 1.

Figure 1. The causal relationship model of factors
affecting the decision to participate in the
education programs in the science museum of
upper elementary students.
Table 1. Number of students interested inparticipating each activity when ranking in order.
Rank Order
1234

Survey33
21
14
38

Workshop
29
50
23
4

Show
24
19
47
16

Hands-on
20
16
21
49

CONCLUSION
Martin (2016) suggested that education programs might incorporating multiple modes of
instruction to appropriately pitch content to participants in the target age range with regard to behavioral
and emotional engagement participation. The hypothesis model is consistent with the empirical data.
However, personal and family factors did not directly influence decision-making. May be due to the
Science Museum located in area near Bangkok. Therefore, most of the sample visited the museum as agroup, and have never visited before. Most of them decided to take a walk through the exhibitions inside
the museum rather than participate in the education programs. This was consistent with activity
participation analysis showed that students were most interested in survey activities, which are self-learning
activities through a path that connects various stories in the museum such as walk rally, museum trail, etc.
Thus, education programs in the science museum for upper elementary students should be an activity thatlocated in the exhibition area.

REFERECES
Hair, J. F., Black, W. C., Babin, B. J., & Anderson, R. E., (2010). Multivariate data analysis: A global
perspectives. Upper Saddle River, NJ: Pearson Education, International.
Martin., A. J. (2016). The role of a museum-based science education program in promoting content
knowledge and science motivation. Journal of Research in Science Teaching, 53(9), 1364-1384.
Maslow, Abraham. (1970). Motivation and Personality. New York : Harper and Row Publishers
Reeder, W. William. (1971). Partial Theories from the 25 Years Research Program on Directive Factors inBeliever and Social Action. New York: Mc Grow Hill.
Simpson, R. D., & Oliver, J. S. (1990). A summary of major influences on attitude toward andachievement in science among adolescent students. Science Education, 74(1), 1-18

= 175 =

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⇌
⇌
⇌


= 176 =

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⇌= 177 =

A systematic review of phases and cycles of model(ing)-based
inquiry
Jing-Wen Lin*, Yi-Yen Lee
Department of Science Education, National Taipei University of Education

ABSTRACT
Model-based or modeling-based inquiry (MBI) has played an increasingly significant role ineducation reforms in various countries. MBI is often organized into several phases that together form acycle. However, different variations and factors on what constitutes MBI in the literature may confuse
educators. The current study (a) focuses on identifying and summarizing the core features of MBI utilizinga systematic literature review and (b) develops a synthesized cycle that combines the strengths of existing
MBI frameworks. In this framework, MBI begins with Orientation and flows through Model Generation,
Investigation, to Model Evaluation, and ends with the Model Modification, where several cycles are
possible. Besides, when considering the scopes and limitations, the Model Reconstruction may become
active. The Discussion phase potentially connects to all the other phases and could be present at any
phase during MBI. In addition, this MBI framework is based on various modelling environment, so it canbe extensively used in mock/computer and reality/classroom environment, to assist teachers or curricula
designers to design appropriate MBI tasks, textbooks, teaching, curricula, or guidance to classroom
observation. Finally, a comprehensive framework is proposed to describe the MBI cycle in which allphases and sub-phases are represented. Implications for guiding science educators to focus inquiry
learning that values models and modeling and recognizes the core cognitive elements are provided.
Keywords: Cycle of model(ing)-based inquiry; Framework of model(ing)-based inquiry; Phases ofmodel(ing)-based inquiry; Model-based inquiry, Modeling-based inquiry

INTRODUCTION
Using models or modeling as cognitive elements to supplement the simple inquiry method asmodel-based and modeling-based inquiry (MBI) that overcomes problems inherent in a simple inquiry
method. Model(ing)-based inquiry (MBI) is a type of inquiry that engages students deeply with content
and epistemic characteristics of scientific knowledge to change their mental models. Problems thatinquiry-based teaching and learning are faced with are also present in MBI. Pedaste et al. (2015)
considered a need to build a comprehensive and general framework of inquiry. Therefore, it is necessary
to determine the essential and common elements and their sequence when developing a primary and clear
MBI framework to guide teachers during instructional design. Accordingly, this study aims to provide a
MBI framework from the learners’ perspectives to guide designers of instructional activities and scienceteachers to focus inquiry learning such that students could emphasize the value of models and modelingand recognize the core cognitive elements.

METHODOLOGY
The literature search was set up used four criteria: (1) specific terms, (2) full-text search, (3)published since 2000 (the earliest year available), and (4) academic journals. We entered the following
keywords into EBSCOhost and Scopus : (1) model-based inquiry, (2) modeling-based inquiry , and (3)modelling-based inquiry. The second step was searching the full texts by using specific terms,Ⱦphaseȿ,Ⱦstageȿ, Ⱦcycleȿ,Ⱦmodelsȿ, andȾlearning processȿ. The topics, keywords, contents, and detailed= 178 =

procedures of related journals and chapters should correspond toȾmodel(ing)-based inquiry.ȿAs a result,
there were 26 studies meeting the prescribed requirements. We manually searched related studies andworks of authors from the relevant research fields. Finally, 31 studies were included and analyzed. Two
authors coded all articles with 100% consistency and then counted, and descriptive statistics were
determined.

RESULT AND DISCUSSIONS
The analysis of the descriptions and the definitions of MBI phases revealed in this systematic review
led to a new MBI cycle (Figure 1). This comprehensive framework includes six general model-based
inquiry phases (Orientation, Model Generation, Investigation, Model Evaluation, Model Modification,
and Discussion) with a specific phase for modeling-based inquiry (Model Reconstruction).

Figure 1. A comprehensive framework of MBI cycle
The inquiry process part of the new framework (Figure 1) was compatible with the phases of theinquiry-based learning reported elsewhere (Pedaste et al, 2015) that identified the general phases as
Orientation, Conceptualization, Investigation, Conclusion and Discussion. The Conceptualization phase
had sub-phases of Questioning and Hypothesis generation, while the Investigation phase had sub-phasesof Exploration and Experimentation leading to Data interpretation; and the Discussion phase was divided
into Reflection and Communication sub-phases. It can be expected that our new cycle might therefore becompatible with the current understanding of inquiry-based learning, and could help teachers to structure
their teaching according to this framework of learners’ processes.

REFERENCES
Pedaste, M., Maeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., Manoli, C. C.,
Zacharia, Z. C., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and theinquiry cycle. Educational Research Review, 14, 47–61.

= 179 =

Pre-service Science Teacher Reflective Thinking involving STEM
Teaching
Vipavadee Khwaengmek 1, Chatree Faikamta2
Science Education, Department of Education, Faculty of Education, Kasetsart University, Bangkok,
Thailand

ABSTRACTThis study was aimed at investigating pre-service science teachers’ self-reflection on learning in
STEM teaching. Participants were 12 pre-service science teachers who were encouraged to reflect onlearning of STEM by writing structured journals. They were given a video STEM teaching model which
they wrote their reflection after they finished watching video. Data analysis through qualitative content
analysis. Four levels of reflective writing suggested by Hatton & Smith (1995) were used in the analysis
result following: descriptive writing; descriptive reflection; dialogic reflection; and critical reflection. This
study examined the processes of reflection of pre-service teachers from questions about the STEM content
and STEM knowledge. In the reflection, they reflected on the dialogues, content, method and equipment in
the STEM teaching video. They also reflected on the scientific STEM concepts that presented in the STEM
lesson in video and reflected on how to achievement of the lesson goals, and their personal feelings
regarding what was watch in the lesson STEM teaching in video. For the discussion of the findings focuseson: the pattern of level of reflection of STEM content and STEM knowledge from the pre-service scienceteachers. The finding from the four levels of reflective writing shows, the typical pattern of reflection usedby the teachers was descriptive (descriptive writing and descriptive reflection level) and the frequency ofthe categories dialogic reflection level and ‘critical reflection level was low, in some cases almost nonexistent. These results will be useful information for the teacher’s professional improvement by practicing
pre-service teacher to have more ability of self-reflection in level of dialogic reflection and critical reflection
for understand and can improve in the STEM teaching more.
Keywords: reflective thinking, STEM, pre-service science teacher, journal writing, self-reflection
INTRODUCTION
For the research work on reflection and reflective practice that shown pre-service teachers can geta benefit from reflective practice and the result also shows the pre-service teacher can have conversations
that more expressed and increasing of desiring idea. Beside that reflective practice also can helping preservice teachers for developing and extend understanding of their experiences. (Fox et al.,2011) Rodman’s
work use of reflection for preparing, encouraging and improving pedagogical knowledge for pre-service
teachers and found that, the reflection helping in development of teaching performance and professional
development by use the way that teachers engage in reflection, levels of reflective and pedagogical ability
through reflection. (Rodman, 2010). So, this study interested to present a framework for understanding ofreflective writings which use the framework of Hatton & Smith’s work (1994) by defined into 4 types ofreflective writing for explain how the pre-service science teacher reflection of their idea about STEM
teaching through reflective writing.
Reflection of journal writing, writing in reflection
The reflection in the way of journal writing form is the one way to help teachers of understanding
to engage them in reflection of their learning as well. (LaBoskey,1993) The journal writing activity had
many benefits, it provides the opportunity about the reflect including the level of understanding, the feelings,
the dialogue or even can reflect on metacognitive process that show the students thinking.季Nickerson (1985)
mention about the power of writing is as a means for thinking in the process of reflection and the way that
can help to explore or represent our thoughts to ourselves, to others, is the writing, that can help in many

= 180 =

part as a generating or integrating including of evaluating ideas (Langer,1986).季Daloglu (2001) also mention
and support an idea about the written reflections, such as journal writing, that it can serve as a teaching tool
for teacher educators for developing critical thinking to pre-service teacher development.
Reflective writing framework
In this paper will present in level of reflective writing from pre-service science teacher by using
Hatton and Smith’s reflective writing framework. This framework will help the author and educator
understanding and evaluate the levels of refection that express through in the writing journal of learner aswell. According from this framework that compose with four types level of writing reflections - descriptive
writing, descriptive reflection, dialogic reflection, and critical reflection. (Hatton&Smith,1994)
Participants
There were 12 participants of pre-service science teachers from enrolled in the last year
undergraduate bachelor degree in Science education program.
Research Findings
Characteristic Patterns of Reflection
The analysis of the answer of reflection from four questions about STEM and result is distribute
according to the categories defined into four type levels (Hatton&Smith,1994) (descriptive writing,descriptive reflection, dialogic reflection, critical reflection) that presented in Figure 1.
120%
100%
80%
60%

10%
40%

40%
20%

5%
35%

10%

5%
5%

45%

40%

45%

50%
Question 4

50%

60%

Question 1

Question 2

Question 3

descriptive writing

descriptive reflection

dialogic reflection

0%
critical reflection

Figure 1. Distribution of characteristic patterns of level of refection.
The finding from the four levels of reflective writing shows, the typical pattern of reflection usedby the teachers was descriptive (descriptive writing and descriptive reflection level) and the frequency ofthe categories dialogic reflection level and ‘critical reflection level was low, in some cases almost nonexistent. These results will be useful information for the teacher’s professional improvement by practicing
pre-service teacher to have more ability of self-reflection in level of dialogic reflection and criticalreflection for understand and can improve in the STEM teaching more.
REFERENCES
Daloglu, A. )2001(. Fostering reflective teaching from the start: Journal keeping in preservice teacher
education. Journal writing, 87-100.
Fox, K. R., Campbell, M., & Hargrove, T. )2011(. Examining reflective practice: Insights from pre-service
teachers, in-service teachers and faculty. Journal of Research in Education, 21)2(, 37-54.
Hatton, N., & Smith, D. )1995(. Reflection in teacher education: Towards definition and implementation.
Teaching and teacher education, 11)1(, 33-49.
LaBoskey, V. K. )1993(. Why reflection in teacher education?. Teacher Education Quarterly, 9-12.
Langer, J. A. )1986(. Children reading and writing: Structures and strategies. Ablex Publishing.
Rodman, G. J. )2010(. Facilitating the teaching-learning process through the reflective engagement of pre-service teachers. Australian Journal of Teacher Education (Online), 35)2(, 20.

= 181 =

THE TREND OF MIDDLE SCHOOL STUDENTS’ SCIENTIFICREASONING ABILITIES IN THAILAND
Titisan Rumchatsakul1 and Navara Seetee1
1. Srinakharinwirot University, Thailand

ABSTRACT
Scientific reasoning is one of the goals in science teaching and learning. Previous researches inThailand have studied scientific reasoning abilities of grade 7, grade 8, and grade 9 students separately.
However, there is a lack of research studying scientific reasoning abilities development in middle school.
Therefore, this research aimed to study the trend of students’ scientific reasoning abilities in middle school.
A cross-sectional study was used in this study. Scientific reasoning abilities test was developed by aresearcher. The test was five situations selecting multiple choices in the first section and reasoning in thesecond section (full scores = 20). Cronbach’s alpha coefficient was .87 and inter-rater reliability was 87%.
The test was administered to grade 7 (n=130), grade 8 (n=130), and grade 9 (n=130) students at the endof the first semester of the 2020 academic year, totaling 390 students, from a school in Saraburi province
by cluster random sampling. Data was analyzed using means, standard deviation, one-way ANOVA. It was
found that scientific reasoning abilities of grade 7 students were at a fair level, grade 8 and grade 9 students
were at a good level. There was a statistically significant difference at .05 level between grades as a whole.
However there were no differences between grade 7 and grade 8 students. The trend showed that there islinear development from grade 7 to grade 9. The explanation of the results were discussed based on the
curriculum and intellectual development theory.
Keywords: Cross-sectional study, Lower secondary school students, Scientific reasoning

INTRODUCTION
Scientific reasoning is the ability to express ideas in searching evidence, finding relationships
between evidence and conclusions to reasonably support or reject a hypothesis (Lawson, 1985). Scientificreasoning abilities are one of the important goals of science education. (OECD, 2018). Previous researchstudy in Thailand was conducted to explore the scientific reasoning of grade 7 (Surachai, 2015), grade 8(Jindawong, 2012), and grade 9 students (Nangsrikun, 2014). However, there is a lack of research studying
the trend of scientific reasoning abilities from grade 7 to grade 9 students. Students in this ages (13-15
years old) have developed intellectually and are able to think for reasons, as well as able to think like ascientist (Goot, 1986). The developmental study of students’ scientific reasoning abilities will be useful. If
there is a problem or defect in any part, teachers or educators can help to promote them immediately andeffectively.

OBJECTIVES
1. To study the scientific reasoning abilities of grade 7, grade 8, and grade 9 students
2. To compare the mean score difference between three grades
3. To study developmental trends in scientific reasoning abilities at different ages.

METHODOLOGY
A cross sectional study was used in the study. The samples were 390 students from grade 7, grade
8 and grade 9 students selected by cluster sampling method from a population of 15,301 middle school
students in Saraburi province. Scientific reasoning abilities test (Cronbach's alpha coefficient of the test =.87, inter-rater reliability = 87%) was administered to the samples at the end of the first semester of 2020
academic year. Data were analyzed by means and standard deviation. The mean scores were classified into
the four levels of abilities (0–5 = need improvement, 6-10 = fair, 11-15 = good, and 16-20 = very good).

= 182 =

One-way ANOVA was used to test the difference between grade levels. Graph was constructed to see thedevelopmental trend of the abilities across three grades.

RESULTS
The students’ scientific reasoning abilities of grade 7 were at a fair level (M= 10.65, S.D= 3.65).
Grade 8 (M = 11.54, S.D = 4.09) and grade 9 (M= 13.62, S.D = 4.08) students were at a good level. There
was a statistically significant difference between grades (F(2,387) = 25.80, p = .000. Grade 9 was
statistically significantly higher than grade 8 (19.43, p = .000) and grade 7 (19.43, p = .000). There were no
statistically significant differences between grade 7 and grade 8 students. The developmental trend of
middle school students’ scientific reasoning abilities were shown in Figure 1.

Figure 1. Trend of middle school students scientific reasoning abilities

DISCUSSION AND CONCLUSIONS
Grade 7 and grade 8 students have learned using the new science curriculum (B.E. 2560), but grade
9 students have studied using the old one (B.E. 2551). The new science curriculum focuses on promoting
the ability of scientific reasoning. However, the scientific reasoning abilities of grade 7 students were at afair level and the abilities of grade 7 and grade 8 were no different. There was a statistically significant
difference between grades as a whole, as well as the graph revealed that the trend is linear development
according to Piaget’s cognitive development theory. The students’ scientific reasoning abilities are resultof their development by age. Therefore, teachers should help them to improve their level by adjusting waysof teaching and learning appropriately. The first grade of middle school is especially a good beginning.

REFERENCES
Jindawong, S. (2012). The effect of instructional activities promoting scientific reasoning on lower
secondary school students' mental representation of basic astronomy phenomena. Dissertation,
Ed.D. (Science Education). Bangkok: Graduate School,Srinakharinwirot University.
Lawson, A. E. (1985). A review of research on formal reasoning and science teaching. Research in Science
Teaching, 22(7), 569-617.
Nangsrikun, S. (2014). The use of science learning management strategies that emphasize
deductive reasoning. Assumptions through digital learning materials Genetic To strengthen thescientific reasoning ability of the grade 9 in lower secondary school students. Master of Education
Program in Curriculum and Instruction. Teaching and Learning Management in Science. Khon
Kaen University.
Goot, M. V. (1986). Piaget and religion. Contemporary Psychology: A Journal of Reviews, 31(12), 10101010.
Organization for Economic Co-operation and Development. (2018). Further evidence on the trade-energy
consumption nexus in OECD countries. Energy policy, 117, 160-165.
Surachai, N. (2015). Development of an instructional model based on model-based inquiry and contextbased learning approaches to promote scientific reasoning and transfer of learning abilities of lower
secondary school students. Journal of Industrial Education.106-113.

= 183 =

2021 International Conference of East-Asian Association for Science Education
Oral Session 4

Day2(June19th)

Room2【Category】

16：30～18：00
C2-2

2: Science Education for Elementary School and Related Areas=Chairperson=
Dr. LI, Wai Chin

The Education University of Hong Kong

=Presentation Program=
74-2-2-19-1（FY5O-MDJE-5G021）
Winnie Wing Mui SO （Department of Science and Environmental Studies, The Education
University of Hong Kong, Hong Kong Special Administrative Region, the People’s Republic of
1

China / Centre for Education in Environmental Sustainability, The Education University ofHong Kong, Hong Kong Special Administrative Region, the People’s Republic of China）
Qianwen HE

ENGAGING STUDENTS WITH INTELLECTUAL DISABILITY IN STEM LEARNING
76-2-2-19-3（FY5Z-8T3W-G0021）
Tawinan Saengkhattiya（Brunel University London）
2

Mike Watts, Sarmin Hossain

Framework for developing STEM activities for teaching sustainable development and 21st
century skills in Gifted science pupils at primary school level in Thailand= 184 =        

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FRAMEWORK FOR DEVELOPING STEM ACTIVITIES FORTEACHING SUSTAINABLE DEVELOPMENT AND 21ST CENTURYSKILLS IN GIFTED SCIENCE PUPILS AT PRIMARY SCHOOL LEVELIN THAILAND
Tawinan Saengkhattiya1, Mike Watts1 and Sarmin Hossain1,
1. Brunel University London, United Kingdom


ABSTRACT
Empowering youth for sustainable development can trigger society's transformation by changing
these youth attitudes to create sustainability-minded citizens and ultimately shape their collective future.
Gifted science student can be part of this change by learning about sustainable development and help tosolve environmental issues. Science education could be integrated with Education for Sustainable
Development (ESD) to create cross-curricular practices for teaching ESD while gifted students are nurtured
with science knowledge and skills. According to Thailand's science standards at the primary school level,knowledge regarding environmental issues are embedded in the learning standard, and this can be the basis
for gifted science students to have awareness for the environment, other people and society (Ledwith et al.,2017; Littledyke, 2008; Schroth & Helfer, 2017). Moreover, learning to solve problems is just one part ofan approach for learning ESD (Thomas, 2009). So, the STEM problem-solving approach adopted in thisstudy provides students with learning opportunities to solve environmental sustainability issues. Before
constructing the educational interventions, a framework was created to ensure that students will learn aboutsustainable development and develop their problem-solving skills and collaborative skills to reach thestudy's objectives. This conceptual framework will be implemented to create an education intervention forfurther exploring the integration of ESD through science education by targeting gifted science students andtheir teachers in Thailand.


Keywords: STEM intervention, gifted development, Education for Sustainable development


INTRODUCTION
This paper describes a framework constructed to shape enrichment interventions for teaching
gifted science students at the primary school level in Thailand. Called Young Engineers for a Sustainable
Future, the aim of the framework is to integrate Education for Sustainable Development (ESD) with scienceeducation in a way that fits with the Thai context. This framework aims to enhance awareness forsustainable development, develop problem-solving skills and collaborative skills, and promote giftedscience characteristics in target students.
BACKGROUND
In 2020, the UNESCO roadmap for achieving global sustainability by 2030 stated that sustainable
development goals (SDGs) must be embedded in Education, and promoting to youth is one of the key
priorities to achieve sustainable development (UNESCO, 2020). To promote ESD in Thailand, SDGs are
introduced in the educational strategies targeting education management that promotes quality of life andenvironment-friendly life (Office of the Education Council, 2017). However, there is no current ESD
curriculum in Thailand at the primary school level. According to the 20-year Thailand National strategicplan, promoting talented students in Science and Mathematics is one of the pathways for preparing humanresources (Office of the National Economic and Social Development, 2018). Scientific and mathematics
talented classrooms were established in many primary schools due to the government's strategy to improvestudents' scientific and mathematics abilities. STEM education was used to promote their learning ability.

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Indeed, that enrichment programme focuses on nurturing their scientific knowledge and related skills. This
programme has now been adapted to create new interventions to be used in schools to teach gifted science
students at the primary school level about ESD and learning science. The conceptual framework was createdas a guideline for constructing the teaching and learning interventions for the gifted student in Thailand,
which will allow research data to be acquired from participating students and teachers, to evaluate theinterventions in terms of alternative approaches for teaching ESD with science education as an integral partof Thailand's educational context.
PURPOSE OF STUDY
To construct a conceptual framework for integrating the ESD through science education that canraise awareness of sustainable development of gifted science student in Thailand and promote problemsolving and collaborative skills.
METHODOLOGY
The literature survey undertaken here has covered sustainable development education, STEM
education, practices for delivering ESD, gifted science characteristics, and various teaching and learning
programmes. Additionally, the Thailand science standard at the primary school level and SDGs wereanalysed. This survey explores the knowledge for creating education interventions suitable for the target
students in the Thai context. Besides, a prior 90-minute STEM intervention using landslides has alreadybeen implemented with 160 students in Thailand, as a case study to inform the shaping of the framework.
RESULT
The framework was constructed below as the integration of ESD with science education. This
framework is adopted for constructing pedagogical intervention that will experiment in the future.

Table 1. a conceptual framework for creating young engineer for sustainable future intervention

REFERENCES
Littledyke, M. (2008). Science education for environmental awareness: approaches to integrating cognitive
and affective domains. Environmental Education Research, 14(1), 1–17.
Office of the Education Council. (2017). National Education Plan B.E. 2560-2579 (2017-2036).
Retrieved from http://www.onec.go.th/index.php/book/BookView/1540
Office of the National Economic and Social Development. (2018). National strategy. Retrieved fromhttp://nscr.nesdb.go.th/wp-content/uploads/2019/10/National-Strategy-Eng-Final-25-OCT2019.pdf
Schroth, S. T., and Helfer, J. A. (2017). Gifted & Green. Gifted Child Today, 40(1), 14–28.
UNESCO. (2020). Education for sustainable development: a roadmap. UNESCO. Retrieved fromhttps://unesdoc.unesco.org/ark:/48223/pf0000374802.locale=en
Thomas, I. (2009). Critical thinking, transformative learning, sustainable education, and problem-basedlearning in universities. Journal of Transformative Education, 7(3), 245–264.

= 188 =

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⇌= 189 =

Seventh Graders’ Multimodal Modeling of Ecosphere
Hung Ming, Chen 1
1. Taichung Municipal Shi-Yuan Senior High School, Taichung City, Taiwan


ABSTRACT
Equip students with abstract concepts such as ecological cycle and balance is challenging. In this study wetried to combine planning, multimodal writing, building an Eco-Ball, and self-assessment, for (78 students)
seventh graders (from3classes) to represent their ideas in a sequence of learning tasks. By creating mini
biosphere in a glass-bottle, each group of students retrieved their background ecological concepts,
developed a design plan and decide ecological components. The analyzing results by applying constantcomparative method on the student weekly artefacts and the follow-up modifications, indicate that students
were making progress in terms of developing investigation objectives, improving observation timetable plan,and interpreting results more and more sophisticated.
Keywords: Ecology, Modeling, Multimodality, Secondary science
RESEARCH PURPOSES
The purposes of my study are to afford seventh graders to combine abstract concepts such as
ecological cycle and balance with abilities to solve environmental problems and take sustainability actions.
In this study we tried to combine planning, multimodal writing (Tytler & Hubber, 2016), building an EcoBall, and self-assessment as learning tasks.

INSTRUCTIONAL OBJECTIVES AND METHODS
The instructional objects and teaching approaches are as following:
1. To understand the ways ecosystem operate (biological roles and environmental factors).
2. By creating a mini biosphere in an enclosed glass-bottle, each group of students retrieved theirbackground ecological concepts, developed a design plan and decide ecological components, aswell as quantities of organisms in the bottle.
3. Students collaborate to build their investigation objectives.
4. Students can solve environmental problems and take sustainability actions.
5. Students made a working model of food web, and negotiated within group to reach an observation
timetable for their mini system.
6. Each group claimed their investigation successfully working or failure, based on theirinvestigation objectives, understandings of related theory.

Methodology
Seventy-eight seventh graders from 3classes of the teacher researcher represented their ideas in asequence of learning tasks. Data came from students’ worksheets, oral presentation and dialogue between
teacher and groups. This study continues for 3 weeks, one class per week. During the learning tasks, thestudents made a working model of food web, and negotiated within group to reach an observation timetable
for their mini system in the following duration of 3 weeks.

Content of Teaching
Related science factual, conceptual and procedural knowledge includes:
1. Students learn the main eco-concepts first, such as the roles of a eco-system. They read a story
about the food-chain and food-web. The story is from their daily school life.
2. The students investigate photosynthesis and respiration inside an eco-system.

= 190 =

3. Students learn which roles can’t be removed in a eco-system.
4. Their design plans must consider carbon and nitrogen cycle and energy flow in the eco-ball.
5. Each group must claim their investigation successfully working or failure based on evidence, as
well as their suggestions, as conclusions.

Teaching Process
In this study, the process of scientific method described in textbook was applied. The learning stepsof scientific method are observation, raise a question, state a hypothesis, design an experiment, analyze
data, discuss and make conclusions. Including the following:
1. The eco-ball that I see…
2. My question…
3. My hypothesis…
4. My design of an eco-ball...
5. Set up self-assessment criteria for making a working model of food web.
6. Within-group negotiation to reach an observation timetable for their mini system.
7. Write down more questions that I want to study further.

Students’ design of the eco-ball food web
Students’ observation & recording table.
Figure 1. Examples of Student Artefacts

Learning Journey and Results
1. Each group of students retrieved their background ecological concepts, developed a design planand decided ecological components, as well as quantities of organisms in the bottle.
2. Tasks included planning, multimodal writing, building an Eco-Ball, and self-assessment
3. Each group self-assessed their objectives, plan, observation records, and results to claim theinfluential factors before group presentation.
4. Each group shared their record to another group weekly, followed by modifying observing plan.
5. For students who showed interest in doing science fair project, the teacher guided them to inquiry
into various aspects.
We conclude that the participating seventh graders demonstrate their enhanced understandings
about scientific inquiry process to design and execute experiments, moreover, the students learn ways tosolve self-generated questions.

Content of Teaching
The purposes of my study are to afford seventh graders to combine abstract concepts such as
ecological cycle and balance with abilities to solve environmental problems and take sustainability actions.
In this study we tried to combine planning, multimodal writing (Tytler & Hubber, 2016), building an EcoBall, and self-assessment as learning tasks.

REFERENCES
Tytler, R., & Hubber, P. (2016). Constructing Representations to learn Science. In Using Multimodal
Representations to Support Learning in the Science Classroom. Dordrecht: Springer International
Publishing Switzerland.

= 191 =

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<0-;<)<-5-6<;+1-6<1.1+)44A?1<0+755=61+)<176):5-:(14316;76  &01;;<=,A?);169=)41<)<1>-,-;1/6 <0)< .7+=;-; 76 -@847:16/ <0- ;<=,-6<; +:1<1+)4 <016316/ ;3144; =;16/ 6/16--:16/ -;1/6 #:7+-;;
#16<0-;+1-6+-+4);;:775  


 

 

&01; ;<=,A ?); ) ;16/4- +);- ;<=,A )88:7)+0 &01; ;<=,A -@)516-, <0- 76- +);- 16<-6;1>-4A 16
,-<)14)6,+758:-0-6;1>-4A:-;?-44#7<0 &0-+76<-@<7.<0-;<=,A?);16<0-<?-4>-01/0;
;+0774;<=,-6<;168):<1+=4):<-6/:),-?);271616/16<0-%&!)+<1>1<1-;+4=* &0-80A;1+;?7:3;0--<.7+=;-,76<0-6/16--:16/-;1/6#:7+-;;#?);,->-478-,)6,1584-5-6<-,.7:;<=,-6<;<7;--<0-4163*-<?--6#;<-8;)6,;<=,-6<+:1<1+)4<016316/;3144; &0-;<-87.#?);<7;<):<,-.1616/)8:7*4-5
4-):684)6<:A<-;<)6,,-+1,- <<0-;)5-<15-<0-+:1<1+)4<016316/;3144;?);16+4=,16/.7+=;:-);76
16.-:-6+-;;1<=)<176+4):1<A)6,7>-:>1-?  &0-,)<)+744-+<-,?);.:75;->-:)45-<07,;;=+0);,7+=5-6<7*;-:>)<176)+<1>1<1-;7*;-:>)<176
)6,16<-:>1-?; &0-<-@<)6)4A;1;?);=<141B-,16<01;;<=,A<0)<<0-)44<0-,)<);7=:+-?);<:)6;+:1*-,)6,
+7,-,*);-,76<0-+:1<1+)4<016316/;3144;16,1+)<7:16<0-;<-87.# &0-+7,-,->-478-,16+4=,16/.7+=;

= 192 =

:-);7616.-:-6+-;1<=)<176+4):1<A)6,7>-:>1-?   
&01;;<=,A;07?-,<0-;<-87.#)6,<0-)+<1>1<1-;<0)<,-;+:1*-,<0-;<=,-6<;+:1<1+)4<016316/;3144; &)*4- ;07?-,<0-;<=,-6<;)+<1>1<1-;16#)6,;<=,-6<;)+<1>1<1-;<0)<;07?-,+:1<1+)4<016316/;3144;  <0-+7,16/7.+:1<1+)4<016316/;3144;16<0-#;<-8
'$"")( , 
%"")( ,  "%#($ %,%#($%#($ +$ "'#"
"'#"#$%# !)" #"')'&"%' '""')'& 
 #(&'#'#"'+'#*'&"&  &"  &" #"$' '# &# )   )%&#" $%# !
"%" "  #""'#" '*" &"
#"$'&) ('#" #""'"  $%# ! *' ' )%  &'," #" ' '#$& #$"
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1&11&#6+##"0-#!')*#1&,"$,/41#/'+%&'0$')#"

%<=,-6<;01/041/0<-,<0-+76;<:)16<;<75)3-)6,,-;1/6;74=<176?1<0<0-1:):/=5-6<)<176.7:-@)584-% 1&#461,(##-$/*#/0$/,*-2*-'+%41#/%'+'0 6*('+%"*&#!)'#+14+101&#"*1,)01$,/),+%1'*#$,/   &#'*-,/1+!#,$1&'0-/, )#*0,1&1'1'020#$2)$,/01,/'+%41#/
"2/'+%1&#/'+60#0,++"02--)'#0$,/1&#"/60#0,++"0,1&1$/*#/0",+,1-2*-41#/+6*,/# &01;;<=,A.7+=;-,76-@847:16/<0-;<=,-6<;=;16/#)6,07?<0-A+766-+<<7,->-478)6):/=5-6< :/=5-6<)<1761;)+:=+1)4?)A.7:,->-47816/+:1<1+)4<016316/;3144;16# &0-#8:7+-;;-580);1B-,
+:1<1+)4<016316/;3144;16?)A.7+=;:-);7616.-:-6+-;1<=)<176+4):1<A)6,7>-:>1-?       :-;?-44   (   #7<0   "     2)'11'3# '+.2'/6 +" /#0#/!& "#0'%+ &,,0'+% *,+% $'3#
--/,!&#0 %)/-8=*41+)<176; 661; $       :1<1+)4 <016316/ );;-;;5-6<  &#,/6 +1, /!1'!# C  
0<<8; ,71 7:/  
):5-:     (14316;76     6/16--:16/ ;=++-;; ';16/ 8:7*4-5*);-, 4-):616/ <7 ,->-478
+:1<1+)4<016316/)6,+755=61+)<176;3144;16)0-51+)46/16--:16/+4);;:775 /,!##"'+%0,$1&#+"'++%'+##/'+%
"2!1',+00,!'1',+
C 
0<<8; ,71 7:/  8+--) > 1  )>-6=3-# % 16A7<)! )A75*7   &0-+:1<1+)4<016316/;3144;7.8:7;8-+<1>-<-)+0-:;
6>-;<1/)<16/ <0-1: ;A;<-5)<1+1<A ;-4.+76.1,-6+- )6, ;+-8<1+1;5  &'+('+% ('))0 +" /#1'3'16!):+0 0<<8; ,71 7:/ 2 <;+

= 193 =

IMPROVING CREATIVE THINKING SKILLS OF STUDENTS
THROUGH STEM ACTIVITY IN COLLOID TOPIC (SOAP-MAKING
EXPERIMENTS)
N Hasanah1, Sutarto1, Nuriman1
1. Post Graduate Program University of Jember, Jember, East Java, Indonesia


ABSTRACTThis research is concerned with STEM activity soap-making experiments in colloid learning. This study
aimed to determine the effect of implementation STEM activity on students’ creative thinking skills. This
study was a quasi-experimental research with a non-equivalent control group design. Data collection wasfrom the results of creative thinking tests conducted in the experimental class and the control class. The
quantitative methods were utilized to analyze student’s achievement tests based on the creative thinking
skills indicators in soap-making experiments. The qualitative method was applied using observation of
student activity. The results showed that the creative thinking skill of students who studied with STEM
activity higher than students who studied with traditional learning methods with a significance value of
0.000<0.050. A large percentage of the effect of the application of STEM activity 85.9%, that implied thestudent achievement test on creative thinking skills criteria in the experimental class was better than thatin the control class.
Keywords: STEM activity, creative thinking skills, soap-making experiments.

1. INTRODUCTIONSTEM Education is an interdisciplinary approach to learn science, technology, engineering, andmathemathics in contexts that enabling literacy (Suen & Duke, 2014). STEM points the way students
thinking about real-life problems. The students that learn the STEM concept obtain the chance to enhancetheir thingking skills relate to solving the problem by doing the learning activities (Duran, et al, 2018).
Creative thinking is an ability to find the best solution to solve a problem and one of the most needed
skills in the 21st century (Ritter & Mostert, 2017). Creative thinking becomes a new breakthrough inusing knowledge, approaches, perspectives, and ways to understand a problem (Eragamreddy, 2013).
Creative thinking always emphasizes the aspects of fluency, flexibility, originality, and elaboration inthinking to solve problems (Grieshober, 2004). Through STEM education, creativity can be fostered in
the inquiry environtment of the activities (Stylianidou, et al, 2018). Colloid is one of the chemistry topics
taught in high school. Actually, the characteristic of Colloid topic is contextual and directly involved in
students’ life, such as soap-making experiments. The learning process to be held in this research willconduct the students to create and determine the composition of soap-making ingredients.

2. ANALYSIS
In this study, students in both classes were given tasks soap-making experiments. In theexperimental class, STEM activities is applied. While in the controlled class, teaching still uses
conventional methods with direct instructional methods. The pre-test value is used as a covariate variablein the analysis of different tests and the posttest value is used to measure students' creative thinking skills.
The value of each creative thinking test indicator that is fluency, flexibility, originality, and elaboration iscompared in the form of bar charts which can be seen in Figure 1.
A summary of the ANACOVA test results in both classes of research can be seen in Table 1.
Significance shows 0,000 <0.05 which shows the differences in creative thinking skills of students wholearn with STEM activity with controlled class. The value of the effectiveness of STEM activity is 85.9%.
The students who learn with STEM activity have various creativity in determining the ingredients andmethod of soap-making experiment, which can be seen in Figure 2.
Table 1. ANACOVA Test Results
AspectClass Intervention

Sig.
0,000

= 194 =

Partial Eta Squared
0,859

Figure 1. Graphs of aspects of creative thinking in students’ experimental and control class
Aspect of Creative Thinking
100
80

78,7
61,2

60

72,4

81,2
60,1

81,1
60,2

61,2
experimental

40

Control

200Fluency

flexibility

originality

elaboration

Figure 2. Various designs of soap-making experiments by the students

3. CONCLUSION
There is an influence on creative thinking using the STEM activity. This can be seen from theresults that the class learning with STEM activity can improve students' creative thinking with aneffectiveness level of 85,9 %. This value indicates that the effect of the implementation of STEM activity
on the ability to think creatively has a high effectiveness.

REFERENCES
Duran, E., Worch, E., Duran, L., & Borgoon, J. (2018). STEM in the park: A model program that provides
roots for STEM learning. National Social Science Journal. 49(2). 6-16.
Eragamreddy, N. (2013). Teaching Creative Thinking Skills. International Journal of English Language
and Translation Studies. 5(1). 124–145.
Grieshober, W. (2004). Continuing a Dictionary of Creativity Terms & University of New York College at
Buffalo. Buffalo: University of New York College. p 97.
Ritter, S., & Mostert. (2017). Enhancement of creative thinking skills using a cognitive-based creativity
training. Journal of Cognitive Enhancement. 1(2). 43-53.
Stylianidou, F., Glauert, E., Rossis, D., Compton, A., Cremin, T., Craft, A., & Havu-Nuutinen, S. (2018).
Fostering inquiry and creativity in early uears STEM education: policy recommendations from thecreative little scientists project. European Journal of STEM education. 3(3). 1-13.
Suen, A., & Duke, S. (2014). Teaching STEM and Common Core with Mentor Texts: Collaborative
Lesson Plans, K-5. California: ABC-CLIO, LLC. P 252.

= 195 =

PROMOTING STUDENTS’ ACHIVEMENT AND ARGUMENTATIONSKILLS USING ONLINE SOCIOSCIENTIFIC ISSUE (SSI)-BASEDTEACHING IN THE TOPIC OF GENETIC ENGINEERING
Thanawat Ngaoda1and Sasithep Pitiporntapin2
1. Doctoral Student, Faculty of Education, Kasetsart University, Bangkhen campus, Bangkok
2. Lecturer, Faculty of Education, Kasetsart University, Bangkhen campus, Bangkok.

ABSTRACTThis research aimed to promote student’s achievement and argumentation skills using SSI – basedteaching through the online learning under the covid-19 pandemic in the topic of genetic engineering. The
participants were 37 students from a secondary school, Udonthani Province, Thailand, in the first semesterof academic year 2020. The instruments used in this research were: 1) 3 science lesson plans 2) 40 itemsof 4 multiple choices learning achievements test in genetic engineering topic with reliability K-R20 equal
to 0.91, discrimination value between 0.20 – 0.93 and difficulty value between 0.25 – 0.79, and 3) theargumentation skills test, consisted of 4 components which were claim and warrant, evidence, counter
argument, supportive argument. The achievement score was analyzed using mean (ܺത), standard deviation(S.D.), and t-test independent for comparing mean between before and after teaching. The argumentation
skills were collected by the argumentation skills test. The results showed that 1) the post-test students’achievement (ܺത=32.07, SD=3.72) had statistically significantly higher than pre-test (ܺത=19.86, SD=3.57)(p<.01) after learning with SSI-based teaching through online learning, and 2) the argumentation skill of
30 students (81.08%) were in good level after learning with SSI-based teaching through online learning. In
addition, the researchers found that 34 students (91.89%) increasingly developed their argumentation skills.
Keywords: Socio Scientific Issue, Argumentation skills, Online Teaching, Student Achievement

INTRODUCTION
Today, it increasingly about the event and phenomena that make argumentation skills necessary
for students. Educators have described it is ability to think scientifically, logically and creatively about aphenomenon. (Foong & Daniel, 2013) To develop argumentation skills, Socio Scientific Issue is the one
approach that educators are recommended, Socio Scientific Issue (SSI) is the controversial issues, related
to moral and ethics, real world situation and science. (Sadler, 2004) Many researchers used SSI in thenormal classroom and reveal that it can enhance students’ argumentation skills. (Dawson & Carson, 2020).
However, using SSI in online teaching is important in nowadays including Thailand classroom because of
Covid-19 pandemic.
In the first unit exam, 1st semester of academic year 2020, I found that 98 of 128 (76.6%) grade 9
students cannot answer the subjective test by using reason or evidence to support their answer, so
argumentation enhancing is necessary for them. However, learning achievement are still important for study
to insist that online learning is efficiency. In this study, the researchers applied SSI teaching step and using
Lin & Mintzes (2010) argumentation framework for analyzing argumentation. The research questions are1) How does online SSI-based teaching effect to students’ learning achievement, and 2) How does online
SSI-based teaching effect to students’ argumentation skills.

= 196 =RESEARCH METHOD
Mixed method was used in this research, based on pragmatism research paradigm. The SSI-based
lesson plans were used after students had done achievement and argumentations’ pre-test. Furthermore,
Zoom application was used as learning platform. After finished each lesson, researchers recorded on lessonplan recording part for collecting qualitative data. Then, achievement and argumentations’ post-test wereഥ ), standard
used after finishing 3 lesson plans. The achievement score was analyzed by using mean (deviation (S.D.), and t-test independent for comparing mean between before and after. The argumentation
skills were collected by the argumentation skills test, the qualitative data was analyzed by content analysis.
Qualitative data from lesson plan recording were used to support quantitative data.

RESULT AND DISCUSSION
ഥ=32.07, SD=3.72) had statistically
1. The study reveal that the post-test students’ achievement (ഥ=19.86, SD=3.57) (p<.01) as shown in table 1 below.
significantly higher than pre-test (Table 1. Students’ learning achievement.
Test

Number of students

X

S.D.

Pre-test

37

19.86

3.57

Post-test

37

32.07

3.72

t
14.99**df = 36, at the 0.01 significant level.

2. The total argumentation skill of 30 students (81.08%) were in good level after learning with
SSI-based teaching through online learning as shown in table 2 below.
Table 2. Students’ Argumentation skills after using online Socio Scientific Issue-based teaching.
Level

Number of students

Percentage (%)

Level

Number of students

Percentage (%)

Excellent

1

0.03

Fair

2

0.05

Good

29

0.78

Unsatisfied

5

0.14

The teacher recording data shown that students was active, excited with online leaning and theissue that controversial, they used search engine to find the support reason for argumentation activity, it
helps student to learn new knowledge when they need to know. This support student to develop learningachievement and argumentation skills as the result shown, these related to Foong & Daniel (2013) that
controversial issue enhanced student argumentation skills. Moreover, some students said, “online learning
made he dare to speak and shared the reason support more than face to face argument.” Thus, theargumentation comparison between normal teaching and online teaching is needed to reveal for clarification.

REFERENCES
Foong, C. C., & Daniel, E. G. (2013). Students’ argumentation skills across two socio- scientific issues ina Confucian classroom: Is transfer possible? International Journal of Science Education, 35(14),2331-2355.
Lin, S. S., & Mintzes, J. J. (2010). Learning argumentation skills through instruction in socioscientificissues: The effect of ability level. International Journal of Science and Mathematics Education, 8(6),993-1017.
Sadler, T. D. (2004). Informal reasoning regarding socio-scientific issues: A critical review of research.
Journal of Research in Science Teaching. 41, 513–536.

= 197 =

2021 International Conference of East-Asian Association for Science Education
Oral Session 4

Day2(June19th)

Room4【Category】

16：30～18：00
C3-10

3: Science Education for Middle or Secondary School and Related
Areas=Chairperson=
Dr. Irma Rahma Suwarma

Universitas Pendidikan Indonesia=Presentation Program=
81-3-10-19-1（FXYC-2N7M-N1021）
BIBIN RUBINI（PAKUAN UNIVERSITY）
1

Anna Permanasari, Iqbal Habiby

Infusing Education for Sustainability Development in Science Learning: How the Nature of
Science of the secondary school students' growing up along on-line learning with Socio
Scientific Issues based
82-3-10-19-2（FY0X-89NK-IL021）
Nindy Lestarie（Indonesia University of Education）
2

Anna Permanasari, Ida Hamidah

Science competency profile of secondary school students in the context of ESD on theenvironmental pollution theme
83-3-10-19-3（FYPZ-FX55-DT021）
3

Pedro DE PAULA TERRA（Chiba University）
Hina MORISHIGE, Futaba SUYAMA, Tetsuya KATO

Expedition Mundus in Japan: fostering scientific literacy through a classroom game
84-3-10-19-4（FY1K-GVWJ-RO021）
Liang Sanxia（Northwest Normal University）
4

Hu Shengli

Design of Project Based Learning activities based on STEM education —Take making a simple
water purifier as an example= 198 =

INFUSING EDUCATION FOR SUSTAINABILITY DEVELOPMENT IN SCIENCE LEARNING:
HOW THE NATURE OF SCIENCE OF THE SECONDARY SCHOOL STUDENTS' GROWINGUP ALONG ON-LINE LEARNING WITH SOCIO SCIENTIFIC ISSUES BASED
Bibin Rubini; Anna Permanasari
PAKUAN UNIVERSITY- BOGOR WEST JAVA-INDONESIA

email: bibinrubini@unpak.ac.id
ABSTRACTIn today's global era, science learning needs to always be linked with the principles of education forsustainability development (ESD). This study tries to examine the side of students' understanding of the Natureof science (NOS) associated with the concept of ESD. The research was conducted using a quasi-experimental
combined with qualitative descriptive methods, which tries to describe the phenomenon of learning qualitative
data which is analysed quantitatively, and then cross-linked with observation data and other qualitative data
to obtain a complete picture of NOS of student. The research subjects were 45 students of 7th grader of a
private junior high school in South Sumatra, Indonesia which had a moderate view of learning. The results
showed that online learning with ESD principles (Environment conservation) using the SSI approach wasable to place more than 50% of students were at the intermediary view level on 2 aspects of NOS (Subjective
and Social-Cultural), most of students were at the naive view for empiric aspect of NOS, meanwhile there
were a half students got the naïve view and another half of students in intermediary view level in tentative
aspect of NOS. three students reached the informed view level on social-cultural aspect of NOS. Based on
students' responses, it was revealed that actually the contexts of ESD are very familiar to students and caused
them to understand better in how science contributes to sustainability education. Constraint: network along
the learning.
Keywords: ESD in Science learning, NOS, SSI

Introduction

Building Scientific literacy today is the main aims in science education[1-7]. Scientific literacy in very close
related to the aspects of Nature of Science (NOS) [3, 7, 8, 9]. Learning with NOS will be better if it is linkage
with the context related to the controversial, contemporer and natural social problems (socio scientific issues,
SSI) to lead to the real and interpretative discussion[6,10,11,12]. Infusing Education for sustainability
Development (ESD) framework into the SSI scope can be directed to the environmental problems such as
global warming, air pollution, as well as environmental friendly energy[11].

Methods
The research method was quasi-experimental combined with qualitative descriptive to describe thephenomenon of online learning in qualitative data which is analysed quantitatively, and then cross-linked withobservation data and other qualitative data to obtain a complete picture of NOS of student. The Material
teaching was Environment conservation (with ESD principles). The Instrument used were test and observation
sheet. The test based on two aspects of NOS: Subjective and socio-cultural.The students and then werecathegorized into view of levels: informed,intermediary, and naïve views.

Subjective

Tentative

Empiric
Experimental

Observation
Control= 199 =

Naive

Intermediary

Informed

Naive

Intermediary

Informed

Naive

Intermediary

Informed

Naive

Intermediary

Informed

Naive

Intermediary

90
80
70
60
50
40
30
20
10
0

Informed

Result and Discussion

Social and cultureFigure: profile of Student understanding on NOS (Khisfe category[3])Table. Student understanding on NOS (SU-NOS)
Explanation
Intermediary level in experimental group; naïve in control; no informed levelNaïve in control group, no informed levelNaïve in both of control and experimental groups; no informed levelNaïve in both of control and experimental groups; no informed level
Intermediary in experimental group; naïve in control group; informed level inexperimental group (Vesterinen, Zhu, Sadler & Donelly, and Eastwood.[10-13]: Student
in this category have a view such as scientist do in defending their argument
Conclusion: The enhancement of Student understanding towards NOS is in intermediary view for subjective,
tentative, and social culture aspects of NOS, and in naïve view in empiric and observation aspects.
NOS Aspects
Subjective
Tentative
Empiric
Observation
Social and culture

Literatures[1] Lederman, N. G., Lederman, J. S., & Antink, A. (2013). Nature of Science and Scientific Inquiry as
Contexts for the Learning of Science and Achievement of Scientific Literacy. International Journalof Education in Mathematics, Science and Technology, 1(3), 138-147.
[2] Khishfe, R., Alshaya, F. S., BouJaoude, S., Mansour, N., & Alrudiyan, K. I. (2017). Students’
Understandings of Nature of Science and Their Arguments in the Context of Four Socio-ScientificIssues. International Journal of Science Education, 39(3), 299-334.
[3] Khishfe, R. (2017). Consistency of Nature of Science Views Across Scientific and Socio-ScientificContexts. International Journal of Science Education, 39(4), 403-432.
[4] Khishfe, R., & Lederman, N. (2006). Teaching Nature of Science within a Controversial Topic: Integrated
versus Nonintegrated. Journal of Research in Science Teaching, 43(4), 395–418.
[5] Herman, B. C., Newton, M. H., Owens, D. C., Oertli, R. T., & Zangori, L. A. (2019). Exploring theComplexity of Students ’ Scientific Explanations and Associated Nature of Science Views Within
a Place-Based Socioscientific Issue Context. Science & Education, 28, 329–366.
[6] Holbrook, J. & Rannikmae, M. (2007). The Nature of Science Education for Enhancing Scientific
Literacy. International Journal of Science Education, 29(11), 1347-1362[7] Li, X., Tan, Z., Shen, J., Hu, W., Chen, Y., & Wang, J. (2018). Analysis of Five Junior High School Physics
Textbooks Used in China for Representations of Nature of Science. Research in Science Education,
50, 833-844.
[8] Akerson, V. L., Carter, I., Pongsanon, K., & Nargund-Joshi, V. (2019). Teaching and Learning Nature of
Science in Elementary Classrooms : Research-Based Strategies for Practical Implementation. Science& Education, 28, 391-411[9] Das, P. M., Faikhamta, C., & Punsuvon, V. (2017). Bhutanese Students’ Views of Nature of Science: aCase Study of Culturally Rich Country. Research in Science Education, 49(2), 391-412.
[10]Tala, S., & Vesterinen, V. (2015). Nature of Science Contextualized: Studying Nature of Science with
Scientists. Science & Education.
[11]Zhu, Y. (2019). How Chinese Students’ Scientific Competencies are Influenced by Their Attitudes?.
International Journal of Science Education, 41(15), 2094-2112.
[12]Sadler, T. D. (2014). Socio-Scientific Issues Based Teaching and Learning: Hydrofracturing as an
Illustrative Context of a Framework for Implementation and Research. Revista Brasileira de Pesquisa
em Educacao em Ciencia, 14(2), 331-342.
[13]Eastwood, J. L., Sadler, T. D., Zeidler, D. L., Lewis, A., Amiri, L., & Applebaum, S. (2012).
Contextualizing Nature of Science Instruction in Socioscientific Issues. International Journal of
Science Education, 34(15), 2289-2315.

= 200 =

SCIENCE COMPETENCY PROFILE OF SECONDARY SCHOOLSTUDENTS IN THE CONTEXT OF ESD ON THE ENVIRONMENTAL
POLLUTION THEME
Nindy Lestarie1, Anna Permanasari2, Ida Hamidah3
1. Indonesian University of Education, Bandung Indonesia
2. Indonesian University of Education, Bandung Indonesia
3. Indonesian University of Education, Bandung Indonesia

季
ABSTRACTThis study aims to describe the science competency profile of secondary school students in the context of
Education for Sustainability Development (ESD) using quantitative descriptive methods. The researchsample consisted of 113 7th and 8th grade students in the second semester of the 2020/2021 school year,
from 3 state secondary schools and 1 private secondary school in West Java, Indonesia. Data werecollected using a science competency test instrument in the form of 15 essay questions adapted from PISA
questions that have been validated by the validator. The results show less than half of secondary school
students had scientific competence (39%). For each aspect, more than half of students were able toachieve the aspect of evaluating and designing scientific investigations (53.43%), and nearly half whoachieved the aspect of explaining scientific phenomena (42.06%). Meanwhile, less than half of students
were able to achieve the aspect of interpreting data and proving scientifically (18.28%). The results ofthis study indicate the need of improvement from all parties in science education. The interview withstudents revealed that one of the obstacles was the lack of learning resources that were able toaccommodate ESD-based literacy achievement. Meanwhile, the interview with teachers indicate
generally teachers are very weak in considering the level of students’ prior knowledge and only focusing
on the characteristics of the science material to be taught when designing the lesson.
Keywords: Science competencies, ESD, Environmental pollution.

季
INTRODUCTION, METHOD, RESULT AND DISCUSSION
Science learning in Indonesia is still not satisfactory, seen from the results of achievements at theinternational event, The Program for International Student Assessment (PISA) (Chang et al.,2017). This must be solved immediately, considering that scientific literacy is one of the mainneeds of students in the 21st century (Deming et al., 2012).
Environmental pollution theme is very essential to be studied and mastered because of theincreasing number and variety cases of environmental pollution that are happening nowadays.
In 2002, UNESCO officially brought up the concept of ESD in education. Learning using thecontext of ESD leads students to learn clarifying one's values and have sustainable thinking(Tilbury, 2011).
This research uses a descriptive quantitative design, that describe a condition as it is (no treatment
or manipulation of variables) (Wulandari & Sholihin, 2016), consisted of 113 7th and 8th gradestudents in the second semester of the 2020/2021 academic year, from 4 secondary schools (SMP)in West Java, Indonesia. Data were collected using a science competency test instrument in theform of 15 essay questions adapted from PISA questions that have been validated by validator.
The average results of science competency achievement in the context of ESD was 39.00%. Thismeans that less than half of students have scientific competency. (in table 1)
More than half of students were able to achieve the aspect of evaluate and design scientificinvestigations (53.4%), nearly half of students who achieved the aspect explain phenomenascientifically (42.06%), and the lowest achievement was aspect of interpreting data and proving
scientifically, just less than half of students (18.28%). (in figure 1)= 201 =

This results can be implied in learning, such as compiling teaching materials that oriented to thebalance of scientific literacy, and considering the level of students’ prior knowledge before startinga learning, because different levels of prior knowledge require different learning strategies (vanRiesen et al., 2018; 2019).
Table 1. The average result of students' science
competency achievement in the context of ESD
as a whole.
SchoolScience competence (%)

SMPN P

48.44

SMPN Q

43.18

SMPN R

35.39

SMP S (private)

29.00

Average

39.00

Figure 1. Achievement per aspect of science competency in the context of ESD

Interpret
data andevidencescientifically
18.28%

evaluateand design
scientificenquiry
53.43%

explainphenomenascientifically
42.06%REFERENCES
Chang,

mae chu, Shaeffer, S., Al-samarrai, S., Ragatz,

andrew b, Ree,joppe de, & Stevenson, R.

(2017). Teacher Reform in Indonesia: the role of politics and evidence in policy making.
Deming, J. C., O’Donnell, J. R., & Malone, C. J. (2012). Scientific literacy: resurrecting the phoenix withthinking skills. Science Educator, 21(2), 10–17.
Tilbury, D. (2011). Education for sustainable development: An expert review of processes and learning’
Paris: UNESCO. Available in Spanish, French and English. October 2011.
van Riesen, S. A. N., Gijlers, H., Anjewierden, A. A., & de Jong, T. (2019). The influence of priorknowledge on the effectiveness of guided experiment design. Interactive Learning Environments,
4820, 1–17. https://doi.org/10.1080/10494820.2019.1631193
van Riesen, S. A. N., Gijlers, H., Anjewierden, A., & de Jong, T. (2018). The influence of priorknowledge on experiment design guidance in a science inquiry context. International Journal of
Science Education, 40(11), 1327–1344. https://doi.org/10.1080/09500693.2018.1477263
Wulandari, N., & Sholihin, H. (2016). Analisis kemampuan literasi sains pada aspek pengetahuan dan
kompetensi sains siswa smp pada materi kalor. Edusains, 8(1), 66–73. 季 季 季 季 季 季 季 季 季 季 季 季 季 季 季 季 季 季 季 季 季 季 季 季= 202 =

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Design of Project Based Learning activities based on STEM education——Take making simple water purifier as an example
Liang Sanxia1,Hu Shengli2*
1 Northwest Normal University, 2Longdong University, China*Corresponding author: hsl0934@163.com

ABSTRACTWith the rapid development of science and technology, the unique educational value of STEM
education has attracted much attention from all countries. A large number of literature studies show thatthe combination of STEM education and project learning is a basic teaching orientation to realize STEM
education, and project learning is more conducive to the implementation of STEM education. This study
takes "water purification" as the theme with strong carrying capacity and rich content, and integrates theknowledge content of science, technology, engineering and mathematics and other interdisciplinary fields.
It develops and designs a STEM project learning activity of "Making Simple Water Purifier" with 8 hours
of content, and carries out the test in the middle school science and technology innovation group. The
results show that STEM learning activities can not only promote students' situational application ofknowledge, but also develop students' comprehensive ability in an all-round way.
Keywords: STEM education；project-based learning；STEM project-based learning activity design；Water
purification；Water purifier

INTRODUCTIONSTEM education itself has its own characteristics and educational value, so it has been widelyconcerned by researchers after it was proposed, and now it has spread a prairie fire in the global scope.
There are a large number of domestic and foreign literatures on STEM education, and the research content
is also very rich, including the policy interpretation of STEM education, the professional development of
STEM teachers, the understanding of STEM education theory, and the practice and evaluation of STEM
classroom (Julie,L,2010; Herschbach D.R, 2011). STEM education integrates interdisciplinary knowledge
with task-driven teaching methods. Teaching methods based on problem solving, project and engineering
design are commonly adopted in STEM education (Roger Bybee,; Burke,; Apedoex X S, 2008) In
contrast, the interdisciplinary, experiential and systematic nature of project learning is more suitable for
STEM education. Project learning is the foothold of STEM education, and STEM education is thefoundation of project learning (Barell,J, 2006). STEM project learning activity design combines STEM
education with project learning, emphasizes embedding knowledge into practical problems in real life,and uses driving questions to motivate students to design solutions to solve problems by mobilizing
relevant knowledge of various disciplines, solving practical problems across disciplinary boundaries, anddeveloping students' problem-solving ability.

Design of project learning activities based on STEM education concepts

This study adopts the design research method, conducts theoretical discussion on the basis ofstudying the learning theories of STEM projects, and summarizes the components of learning activities of
STEM projects (as shown in Figure 1). The traditional teaching method is compared with STEM project
learning to clarify the functional value of STEM project learning activities; The design principles oflearning activities for four STEM programs are summarized. Water purification is in the middle school
chemistry curriculum embodies an important content of interdisciplinary literacy, involves the subject
content rich, bearing strong sex, teaching forms, therefore, in order to "make easy water purifier" as thecarrier, such as science, technology, engineering and mathematics melting pot fusion interdisciplinary
knowledge content, USES the skil contextual model put forward by the baker as the instruction, The
design was carried out from five aspects of situation analysis, organizational content selection, goal
formulation, implementation scheme design and evaluation planning, and a STEM project learning
activity consisting of 8 hours was formed. Before the learning activity of this STEM project, students
have learned interdisciplinary knowledge such as "Water in Nature", "Water Purification", "Bacteria andVirus", "Pressure", etc. At the same time, they have certain experimental operation skills and the ability tothink independently, which lays a foundation for the learning activity of this STEM project. Therefore thisactivity can obtain certain practical effect.

Figure 2= 205 =RESULT
According to the constructed STEM project learning process, combined with the project design andclass planning with the theme of "making simple water purifier", the teaching implementation and test
were carried out in a middle school science and technology innovation group composed of 10 students(asshown in Figure 2). In the process of research, students use a variety of ways to consult and analyze data,so that their research ability has been developed; Teachers' guidance helps students to think beyond theobvious and cultivate students' interdisciplinary thinking; Students in groups expressed the process ofengineering design by designing and making a simple water purifier scheme, which gave full play to thestudents' innovative and creative ability. The process of selecting materials for production gives full play
to students' critical thinking.

CONCLUSION

This research in STEM education on chemical course teaching, for chemical subject as the
background, implementation discipline integration promote interdisciplinary study, the students showed
high enthusiasm in the process of implementation, the implementation of the results showed that the
STEM project design and implementation of the learning activities can deepen students' understanding,promote the student to the knowledge of the situation of the application. According to the STEM
Cooperative Problem Solving Ability Scale compiled by Danielle's team, the students were evaluated byteachers and students. The evaluation results showed that the students' team cooperation ability andproblem solving ability were improved, the students had the idea of subject integration, theinterdisciplinary thinking was improved, and the students' comprehensive quality was developed.

DISCUSSIONSTEM project design and implementation of the learning activities should be considered, must befrom the topic selection of content, target price formulation, implementation, evaluation of planning andimplementation of the object and other aspects to carry on the design, should not only accords with thepractice of the students' life, and to fully exploit teaching resources, design load and fusion of STEM
teaching activities is one of the focus of education researchers.STEM project learning is a long-term,
repeated practice - thinking - improvements - improvement process, in practice need to continue to reflect
on modification, complement, so you need to education researchers learn more STEM education idea,
combining STEM and project learning, have the courage to explore, bold in teaching practice, adhere to
innovation, To contribute to the development of STEM program learning in remote mountain areas.

OUTLOOKIn this study, STEM education is based on chemistry teaching and subject knowledge is taken as the
background. In this way, discipline integration is realized and interdisciplinary learning is promoted, but it
still fails to change the status quo of subject teaching. Therefore, based on the development of students, on
the basis of the actual teaching environment, with the help of rich teaching resources, the future research
direction is to design more practical and challenging STEM project learning activity cases in line withstudents' reality, carry out long-term teaching practice, and make STEM project learning activities into
regular classrooms and become normal.

REFERENCES

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= 206 =

⇞⇜⇞⇝⇌⇵√∠∑∞√∍∠∕∛√∍∘⇌⇯∛√−∑∞∑√∏∑⇌∛−⇌⇱∍∟∠⇙⇭∟∕∍√⇌⇭∟∟∛∏∕∍∠∕∛√⇌−∛∞⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌⇰∍∥⇞⇌ ⇔⇶∡√∑⇝⇥∠∔⇕⇌ ⇝⇢Ყ⇟⇜᳁⇝⇤Ყ⇜⇜⇌⇻∞∍∘⇌⇿∑∟∟∕∛√⇌⇠⇌⇾∛∛∙⇡⇌⇯⇠⇙⇡⇌

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⇌= 207 =

Students' critical and creative thinking skills in learning by usinganion cation disc media
Irvan Permana1, Suci Siti Lathifah1, Herlina2
1. Program Studi Pendidikan IPA Universitas Pakuan Bogor Jawa Barat Indonesia
2. MAN 1 Kota Bogor Jawa Barat Indonesia
Email: irvanpermana@unpak.ac.id

ABSTRACTThis study aims to see students' critical and creative thinking skills using anion cation disc learning media. This
research is a descriptive research with experimental research methods and uses a one group pretest-posttest modelwith research subjects divided into 2 classes with a total of 72 students. The instruments used in this study consistedof critical thinking skills questions, creative thinking skills observation sheets, creative thinking skills questionnaire
sheets, and questionnaire sheets to determine student and teacher responses to cation anion disc media. The results
showed that the students 'creative and critical thinking skills on compound nomenclature with an average pretest
score of 39, an average posttest of 66 and an N-gain of 45% (moderate), the results of students' creative thinking
skills after using cation anion plates an average of 73% (good) and an increase in creative thinking skills with rvalue of 0.478 (high enough).
Keywords: critical thinking skills, creative thinking skills, anion cation disc media

1.

Introduction

21st Century Competencies require students to be able to develop competitive skills that focus ondeveloping higher-order thinking skills, namely critical thinking and creative thinking. The teacher's task
is to create opportunities for students to develop and improve critical and creative thinking skills so thatthey are able to understand the world around them and make good decisions, improve performance, andincrease learning motivation (Stobaugh, 2013).
Teachers must be able to use multiple methods and multimedia in learning so that appropriate learning
media are needed in the form of teaching aids/practice with the aim of building students' critical and creative
thinking skills. The use of learning media has the potential to help improve students' academic performancein the form of learning outcomes in the cognitive domain (Chuang & Chen, 2007, Jabbour, 2014, Anugrah
et al, 2015), students' motivation and interest in learning (Habibi & Prabowo, 2015). Fun and constructive
media can overcome learning problems so as to improve student understanding and achievement (Vebrianto& Osman, 2011). The use of teaching aids as learning media has a very important meaning, namely
complementing and enriching learning tools so that they can increase students' learning activities (Kozma
et al, 2000).
2.

Methods

This research is a descriptive research with experimental research methods and uses a one group pretestposttest model with research subjects divided into 2 classes with a total of 72 students. The instruments
used in this study consisted of critical thinking skills questions, creative thinking skills observation sheets,
creative thinking skills questionnaire sheets, and questionnaire sheets to determine student and teacher
responses to cation anion disc media.
3.

Results and Discussion

To determine the students' initial critical thinking skills and after learning, pre-test and posttest were given
to see the improvement of students' critical thinking skills. The questions tested were 15 multiple-choice= 208 =

questions based on the nomenclature of chemical compounds. The results showed that there was adifference between the students' pretest results before getting treatment (mean = 41.06) and posttest (mean= 66.86 in the first class. There was an increase in N-Gain of 43.23% in the medium criteria. While in thesecond class of pretest (mean = 36.75) and posttest (mean = 66.22), there was an increase in N-Gain by
46.33 % which was in the medium criteria. The average increase in critical thinking skills at the pretest andposttest scores for class 1 and class 2 before and after treatment are shown in Figure 1.

Figure 1. Improving students' critical thinking skills
The results of data analysis can be interpreted that the development of anion cation disk media used asa medium during the learning process can improve students' critical thinking skills. This is in line withthe research of Lisdianto et al. (2015) which states that the ICM (Integrated Contextual Module) media
which is an interactive electronic learning module is effective in increasing students' creativity andcritical thinking skills. To determine the magnitude of the effect of KBKf (X) on KBK (Y) in simple
linear regression analysis, it can be guided by the value of R Square or R2 contained in the SPSS outputof the Summary Model section. From the output above, it is known that R Square is 0.478. This valuemeans that the effect of KBKf (X) on KBK (Y) is 47.8% with sufficient criteria. In this study, with the
influence of creative thinking skills on students' critical thinking skills, there was an increase in
students' creative thinking skills using anion cation media.
4.

Conclusion
The use of anion cation disk media can increase students' critical and creative thinking skills in themoderate category5.

References
Anugrah, M.I, Serevina, V, Nasbey, H. 2015. Pengembangan Alat Praktikum Medan Magnet sebagai
Media Pembelajaran Fisika SMA. E-Journal. Volume 4 No.2 : 125-130
Chuang, T. Y & Chen, W. F. 2007. Effect of Digital Games on Children’s Kognitif Achievement.
Journal of Multimedia. Volume 2: 27-30
Habibi, F & Prabowo. 2015. Pengembangan Alat Peraga Pengukuran Taraf Intensitas Bunyi Berbasis
Visual Analyser Sebagai Media Pembelajaran Fisika Pokok Bahasan Bunyi. Jurnal Inovasi
Pendidikan Fisika (JIPF). Volume 04 No.02: 169-175
Jabbour, K.K 2014. An Analisis of The Effect of Mobile Learning on Lebanse Higher Education.
Journal Informatics in Education, Volume 13 No.1: 1-15
Kozma, R. Chin, E, Russell, J. & Marx, N. 2009. The Roles of Representations and Tools in theChemistry Laboratory and Their Implications for Chemistry Learning. Journal of the
Learning Sciences, Volume 9(2): 105-143
Lisdianto, 2015. Pengembangan Integrated Contextual Module (ICM) untuk meningkatkan kreatifitas
dan kemampuan berpikir kritis siswa SMK pada pokok bahasan sifat melanika bahan. Jurnal
Inkuiri Volume 4 No.4: 129-134.
Stobaugh, R. 2013. Assessing Critical Thinking in Middle and High Schools. New York London:
Routledge Taylor & Francis Group
Vebrianto, R & Osman, K. 2011. The Effect of Multiple Media Instruction in Improving Student’
Science Process Skill and Achievement. Journal Procedia Social and Behavioral Science.
Volume 15: 346-350= 209 =

Understanding Upper Secondary School Students Scientific Literacy about Foodand Nutrition
Jirawan Nucharoen1, and Chanyah Dahsah2
1. Master's degree student of Science Education, Faculty of Science, Srinakharinwirot University
2. Science Education Center, Faculty of Science, Srinakharinwirot University

Abstract
In today world, people can access to the information or media on the internet faster and easier,thus citizen should be able to evaluate the quality of information scientifically. Scientific literacy
helps people to be better – informed and make the best decision in making choices related to theireveryday life. Thus, scientific literacy is an essential element of science and technology learningin all ages and that it is necessary for teachers to assess students’ scientific literacy. This researchstudy aimed to explore upper secondary school student's scientific literacy. Data was collectedfrom 201 Grade 11 students in second semester, 2020 academic year from a school located in
Bangkok. The research instrument was the scientific literacy test in the topic of food and nutrition.
The test consisted of multiple-choices, complex multiple-choices, and short answers. The results
revealed that 190 (94.53%) students were at Level 2 and lower. Only three (4.48%) students wereat Level 3 and two (0.99%) students were at Level 4. The results suggested the proficiency ofscientific literacy of our upper secondary school students was lower than the PISA results of ourlower secondary school students. These results pointed out that science educators need to put
much more emphasis on improving students’ scientific literacy in an upper secondary education.
Keywords: Scientific literacy, Upper Secondary School, Food and Nutrition, Assessment
INTRODUCTION
Scientific literacy is an application of knowledge and understanding of scientific concepts andprocess for personal decision-making and engaging in scientific issues in their daily life (NRC,
2016; OECD, 2019). It is used as an indicator to reflect quality of science education in each country
by the Programme for International Student Assessment (PISA). PISA 2018 indicated that studentsin Thailand scored lower than OECD average in science. Only about 1% of Thai students at age
15 were at the highest level of proficiency (level 5 and 6), and 76% of them were at level 2 andlower (OECD, 2019). Due to the problems that arise with Thai education, a competency-based
approach has been stated in the education reform plan, and scientific literacy will include inuniversity entrance examinations (IPST, 2020). Thus, in this study aims to explore scientific
literacy of upper secondary school students to see whether they are ready for higher education.
OBJECTIVE
To explore upper secondary school students’ scientific literacy on food and nutrition.
METHODOLOGYThis research is a quantitative survey research. The research instrument was the scientific
literacy test in the topic of food and nutrition, consisted of multiple-choices, complex multiplechoices, and short answers. The scientific literacy consisted of three competencies and analyzed
into seven levels of proficiency based on OECD (2019). Data was collected from 201 Grade 11
students who studied the fundamental science courses from a school located in Bangkok in second
semester of 2020 academic year. They were selected by convenience sampling.

= 210 =RESULTS
The results indicated that most of the students (73.14%) were at the lowest level of proficiency(level 1a and 1b) which was lower than a minimum level of proficiency (level 2 and above).
21.39% of the students were at level 2. Only 4.48% and 0.99% of the students were at level 3 andlevel 4, respectively. There were no students were at the highest level of proficiency (level 5 and
6). The average score of scientific literacy is only 5.25 out of 18.
When analyzing each competency of scientific literacy, the results indicated that the averagescore in all competencies were very low. The explaining phenomena scientifically competency
was the highest average score which was only 2.10 out of 6. The interpreting data and evidencecompetency was 1.80 out of 6. The evaluating and designing scientific enquiry competency was
1.35 out of 6 which was the lowest average score. The results showed in table 1.
Table 1. Scores of scientific competencies
Scientific competency
1. Explain Phenomena
Scientifically
2. Evaluate and Design Scientific
Enquiry
3. Interpret Data and Evidence
Scientifically
Overall

Total
score

Max

Min

Average score

SD

6

4

0

2.10

0.58

6

4

0

1.35

0.47

6

6

0

1.80

0.59

18

14

0

5.25

1.64

CONCLUSIONS
According to results of the study, it was found that upper secondary school students'
proficiency of scientific literacy was lower than the PISA results of students age 15 (OECD, 2019).
This might be the effects of today’s teaching and learning that focus on scientific knowledge rather
than scientific processes (Chanapimuk, 2018). It suggested that we need to put much moreemphasis on improving students’ scientific literacy in an upper secondary school level byencouraging students to search and evaluate scientific knowledge, evaluate and design scientificinvestigation, interpret and summarize scientific data from scientific investigations, andexplanatory phenomena using scientific knowledge and data (Surpless, Bushey, & Halx, 2014).
REFERENCES
Chanapimuk, K. (2018). Promoting scientific literacy by using science, technology, society, andenvironment approach of grade 11 students on the topic of plant growth. Journal of
Education Naresuan University, 22, 62-73.
OECD. (2019). PISA 2018 Assessment and Analytical Framework. Paris: OECD Publishing.
https://doi.org/10.1787/b25efab8-en.
The Institute for the Promotion of Teaching Science and Technology. (2015). PISA Result 2015
Science, Reading and Mathematics. Bangkok: Success publication.
National Research Council. (1996). National Science Education Standards. Washington, DC:
The National Academies Press. https://doi.org/10.17226/4962.
Surpless, B., Bushey, M., & Halx, M. (2014). Developing scientific literacy in introductorylaboratory courses: A model for course design and assessment. Journal of Geoscience
Education, 62, 224-263.

= 211 =

THE ANALYSIS OF ITEM DIFFICULTIES OF COMPUTATIONAL
THINKING TEST USING RASCH MODEL
Indah Juwita Sari1, Pongprapan Pongsophon1, Wanwipa Vongsangnak2,3
1. Division of Science Education, Faculty of Education, Kasetsart University, Bangkok, Thailand
2. Department of Zoology, Faculty of Science, Kasetsart University, Bangkok, Thailand
3. Omics Center for Agriculture, Bioresources, Food, and Health, Faculty of Science, Kasetsart
University (OmiKU), Bangkok 10900, Thailand

ABSTRACTThis study aimed to analyze the item difficulties of computational thinking test by Rasch analysis. We
adopted 10 items of computational thinking test from Bebras Tasks that covered four components ofcomputational thinking skills; decomposition, pattern recognition, abstraction, and algorithmic thinking.
Samples in the tasks were 52 senior high school Indonesian students. We used Rasch Modelling to analyze
item difficulties. As a result, the computational thinking test showed 0.55 reliability index in the moderatelevel. Six items in the acceptable range 0.7 to 1.3 Infit-Outfit index. The title of computational thinking test
items that in the acceptable range were Rows and Columns (2018), Treasure Maps (2018), Cipher wheel(2017), Commuting (2017), Secret messages (2016), and Kix Code (2016). This instrument will benefit
further research on measuring the student’s computational thinking skills.

㻌Keywords: Computational Thinking Test, item difficulties, Rasch model, computational thinking skills,
senior high school student

㻌
INTRODUCTION
Computational thinking skills (CT) is very essential as one of the 21st century skills in the digitalera. In developed countries, computational thinking has appeared formally in the K-12 curriculum (Tabesh,2017). Indonesia as a developing country also needs to be introduced to computational thinking. Highquality computational thinking tests are required to measure students’ computational thinking. The test
results will inform teachers how to design a lesson to promote computational thinking. This present study
examined the quality of a popular computational thinking test, called Bebras with Indonesian students.
The analysis of test item has several benefits, such as to get the information about the quality of individual
items, item sets, and entire sets of items, as well as the relationship of each item to other items (McCowan& McCowan, 1999). The information could be used to improve item and test quality. So, the purpose ofthis study is to examine the item difficulties of a computational thinking test using Rasch analysis.

LITERATURE REVIEW
Students demonstrate computational thinking skills in four components including decomposition,
pattern recognition, abstraction, and algorithmic thinking. Decomposition is the ability to analyze andinvestigate the problem from a data source. Pattern recognition is one of the skills in computational thinking
to identify a pattern in a part of the data component. Abstraction is the ability to find the solution fromuseful information. Algorithmic thinking is the ability to use codes step by step in the programming
language by computer to find the final solution (Tabesh, 2017). The Bebras task was developed by the
Bebras International Contest to assess the CT skill of students through solving the real-life problem test.
This assessment is independent in software or hardware and can be used to students that do not haveexperience in the programming language (Román-González et al., 2019).

METHOD
This research method in this study used BEAR assessment system that consists of construct maps,
items design, outcome space, and measurement model (Wilson, 2005). Bebras Task UK challenges have
six groups of computational thinking test based on age of participant including Kits, Castors, Juniors,
Intermediate, Seniors, and Elite. In this study, we used elite group that consisted of easy, moderate, and= 212 =

hard levels. Based on the Bebras Task UK challenges from 2016 to 2018, we made construct map for 10
items that can be seen in Figure 1.

Figure 1. Construct map of computational thinking test
Sample size of the test taker were 52 grade XII Indonesian students. We examined the quality of
10 items Bebras Task UK challenges from the 2016 and 2018. The test took 60 minutes. Before conducting
item and test analysis, we translated the instrument from English to Indonesian and was scrutinized by the
English-Indonesian language specialists. We used Google form as a platform to administer the test and wevalidated the proposed model with empirical data using Rasch analysis by R program, package Test
Analysis Module (TAM).

FINDINGS
Based on Rasch analysis by R program, we found that the reliability index of the 10 items is 0.55
or at the moderate level (Landis and Koch, 1977). Bond and Fox (2007) state that if the item has outfit andinfit mean-square values 0.7 to 1.3, the item is acceptable. It can be seen at Table 1 that six items ofcomputational thinking test are acceptable, includes Rows and Columns (2018), Treasure Maps (2018),
Cipher wheel (2017), Commuting (2017), Secret messages (2016), and Kix Code (2016). However, basedon Rasch difficulty result that the items number 2, 6, and 7 were too difficult for student. The implicationof this study that six from ten items of computational thinking test can be used to measure computational
thinking skills of this group of senior high school students.
Table 1. Summary of Rasch Fit Statistic and Difficulty
Title of Computational

Component of Computational

Thinking Test

Thinking skills

No

D

PR

A

INFIT

OUTFIT

Category

Rasch
DifficultyAT1Rows and Columns (2018)

√

√

√

√

1.0

0.9

Acceptable

1.16

2

Connections (2018)

-

-

√

√

0.9

0.3

Unacceptable

4.42

3

Treasure Maps (2018)

√

-

√

-

1.1

1.1

Acceptable

0.03

4

Cipher wheel (2017)

-

√

-

√

0.8

0.7

Acceptable

1.04

5

Commuting (2017)

-

-

√

√

0.8

0.9

Acceptable

1.40

6

Digit recognition (2017)

√

√

√

-

0.7

0.5

Unacceptable

1.99

7

Soda shop (2017)

-

-

√

√

0.7

0.6

Unacceptable

2.37

8

Secret messages (2016)

√

√

-

√

1.0

0.9

Acceptable

-0.44

9

Triangles (2016)

-

√

-

√

1.6

2.1

Unacceptable

1.04

10

Kix Code (2016)

√

√

-

√

0.8

0.7

Acceptable

0.62

REFERENCES
Bond, T. G., & Fox, C. M. (2007). Applying the Rasch model: Fundamental measurement in the human sciences (2nded.). Mahwah, NJ: Lawrence Erlbaum Associates.
Landis, J. R. and Koch, G. G. 1977. Biometrics 33: 159-174)
McCowan, R. J., & McCowan, S. C. (1999). Item Analysis for Criterion-Referenced Tests. Online Submission.
Román-González, M., Moreno-León, J., & Robles, G. (2019). Combining assessment tools for a comprehensive
evaluation of computational thinking interventions. In Computational thinking education (pp. 79-98). Springer,
Singapore.
Tabesh, Y. (2017). Computational thinking: A 21st century skill. Olympiads in Informatics, 11(2), 65-70.
Wilson, M. (2005). Constructing measures: An item response modeling approach. Mahwah, NJ: Erlbaum.

= 213 =

SCIENTIFIC INQUIRY IN CHINESE AND JAPANESE UPPERSECONDARY SCHOOL SCIENCE CURRICULA
Junye Gao1, Tetsuo Isozaki2
1. Graduate School of Humanities and Social sciences, Master Program, Hiroshima University, Japan
2. Graduate School of Humanities and Social Sciences, Hiroshima University, JapanABSTRACTThe term scientific inquiry has different meanings in different contexts. This study aims to analyze themeaning of scientific inquiry in Chinese and Japanese contexts. Thus, we analyzed the latest curriculum
standards and the corresponding official illustrations in this study both in China and Japan. We found thatdeveloping the ability to do scientific inquiry in both China and Japan is a crucial science education
objective for upper secondary school students. The Chinese science curriculum standards emphasize
various abilities when students are involved in every scientific inquiry process. By contrast, in Japan,
scientific inquiry is more about students’ competency when solving authentic problems. Furthermore, eventhough knowledge about scientific inquiry is articulated in the science curriculum’s official illustrations inboth China and Japan, this kind of knowledge is not mentioned as an objective in either China’s or Japan’sscience curriculum, except for the Chemistry Curriculum Standards for Senior High School (China) andthe inquiry-based study of science and mathematics (Japan).

Keywords: curriculum, scientific inquiry, comparative study.


INTRODUCTION
Since its inception as a laboratory method in the 19th century, scientific inquiry has gained popularity
in the science education field. The latest round of education reforms at the upper secondary school level in
China and Japan (both in 2017) have emphasized the importance of inquiry-based learning and scientificinquiry. However, as Anderson (2006) mentioned, the meaning of “scientific inquiry” differs with context.
Therefore, this study aimed to identify the similarities and differences between the definitions andexplanations of scientific inquiry in the Chinese and Japanese contexts.

RESEARCH QUESTION AND METHOD
For this purpose, the following research question emerged, based on Bybee’s (2006) classificationof scientific inquiry: What are the similarities and differences between scientific inquiry as a learning
outcome in upper secondary school science curricula in China and Japan? To answer this research question,
we carefully analyzed the following documents, using “inquiry” and “scientific inquiry” as keywords: (1)the newly revised science curriculum standards for upper secondary school (for China, the 2020 version;
for Japan, the 2017 version) and (2) their official illustrations. Notably, the science curriculum standards
for upper secondary school consist of three separate curricula in China, namely chemistry, physics, andbiology. Meanwhile, in Japan, the science curriculum consists of nine scientific subjects (science andhuman living, basic and advanced in each of physics, chemistry, biology, and earth science). Finally, we
treated one interdisciplinary subject (inquiry-based study of science and mathematics) as part of the sciencecurriculum in this research.

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THE SCIENTIFIC INQUIRY IN CHINA AND JAPANThe scientific inquiry in curricula
As mentioned above, because each scientific discipline has different curriculum standards in China,
the description of the scientific inquiry is diverse. Regarding commonalities, scientific inquiry refers to theability to formulate questions and hypotheses based on discipline-specific issues, to design experiments andresearch plans, to draw conclusions, and to communicate the process and results of scientific inquiry in allthese curriculum standards. In addition to the ability to do scientific inquiry, the chemistry and biology
curriculum designates several required attitudes in scientific inquiry such as the willingness to cooperate
and the courage to scientific doubt. Furthermore, “understanding scientific inquiry is a scientific practice…”(MoE, 2020, p.8) was only set among learning objectives and contents in the chemistry curriculum. On theother hand, in Japan, acquiring the abilities or competencies of scientific inquiry can be considered theforemost objective, which is described as follows: “develop the necessary competencies for the scientificinquiry of substances and its changes by relating to nature and …” (MEXT, 2017, p.21). Thus, it includes
necessary scientific knowledge and skills, the willingness to engage in scientific inquiry, attitudes toward
life, nature, and ethics, and the ability to do scientific inquiry. However, understanding scientific inquiry as
content is only ensured in the inquiry-based study of science and mathematics.
The scientific inquiry in official illustrations
In China and Japan, the meaning of scientific inquiry is detailed in the official illustrations forscience curricula. These include the specific competencies of scientific inquiry performance, the coreelements of scientific inquiry, and the role and value of scientific inquiry in the classroom. Additionally,
the Japanese illustrations delineate the differences between scientific mathematic inquiry and inquiry.

CONCLUSIONS
Finally, scientific inquiry can be interpreted as follows. In China, scientific inquiry can be predominantly
considered as process skills, while in Japan, it consists in competencies including knowledge attitude andskills.

REFERENCES
Ministry of Education, P. R. China. (2020). Chemistry curriculum standards for senior high school. Beijing:
People’s Education Press. [in Chinese]
Ministry of Education, Culture, Sports, Science and Technology, Japan. (2018). The illustration of Coursesof Study for upper secondary school for science and inquiry-based study of science and mathematics(notification in 2018). Retrieved from https://www.mext.go.jp/content/1407073_06_1_2.pdf [inJapanese]
Bybee, R. W. (2006). Scientific inquiry and science teaching. In Flick, L. B., & Lederman, N. G. (Eds.).
Scientific Inquiry and Nature of Science: Implications for Teaching, Learning, and Teacher
Education. (pp. 17-36) Dordrecht: Springer.
Anderson, R. D. (2006) Inquiry as an organizing theme for science curricula. In Abell, S. K., & Lederman,
N. G. (Eds). Handbook of research on science education. (pp. 807-830) Mahwah, N.J: Lawrence
Erlbaum Associates.

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2021 International Conference of East-Asian Association for Science Education
Oral Session 4

Day2(June19th)

16：30～18：00

Room6【Category】

C7-1

7: Science Education for Policies and Others=Chairperson=
Prof. Tetsuo Isozaki

Hiroshima University=Presentation Program=
89-7-1-19-1（FXH5-H7J1-ZA021）
1

Tomoki Saito（Juntendo University）

Role of the Crosscutting Concepts in Science Curricula: A Historical Account for STEM
Integration
90-7-1-19-2（FY3Q-0MUQ-EF021）
Tepkanya Promkatkeaw（Srinakharinwirot University）

2

Chanyah Dahsah, Worawarong Rakreungdet, Thanapun Charlee

How to Sustain the Project for Enhancing the Development of Science, Mathematics, andTechnology Teaching and Learning in Local Schools: Views from Practitioners
91-7-1-19-3（FY6S-XWQ1-ZM021）
Guo-feng Zhang（Wentao Middle School, Hangzhou, Zhejiang Province, China）
3

Wenhua Zhang, Zuhao Wang

Research on the Difference of PCK Integration Mechanism between Specialist Teachers andPre-service Teachers — Taking the "Chemical Equilibrium State" of Senior High School
Education Edition as an Example
92-7-1-19-4（FY5Q-67EO-EU021）
4

Pei-Chen Wu（National Dong Hwa University）
Chih-Hsiung Ku

How do people READ the internet rumors of COVID-19 with the science perspective?

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Role of the Crosscutting Concepts in Science Curricula:
A Historical Account for STEM Integration
Tomoki Saito
Juntendo University, Tokyo, JapanABSTRACT
Explaining interdisciplinarity of STEAM Education is essential on integration research. In this study, theauthor seeking how Crosscutting Concepts work as the anchor of the STEAM Integration in the curriculum.
By examining historical curricula and standards included those concepts, the author found that the CCCs
had roles with engineering, process skills, and the contents. Not only crosscutting concepts on the Next
Generation Science Standards, but also those appearances on the historical documents support us todevelop disciplined integration in the present curriculum development and the coherency with the content
standards with less alternation.
Keywords: STEAM education, interdisciplinary, DS-Id, crosscutting concepts, curriculum
The Crosscutting Concepts (CCCs) are the second dimension of 3D learning in the Next
Generation Science Standards (NGSS; Achieve, 2013). The author examined the role of the
CCCs in the historical standards or curricula documents.
The US standards, curricula, and the related documents had dealt with such concepts.
The examined documents range from 1960s curriculum reform era to present. Under text
search of such documents, all the concepts were explored and identified. Most of explored
documents also emphasized such concepts and structured framework included them. The
role of those concepts or the placement on the frameworks, the appearances, had changed
through the history. In turn, their means on the students’ learning.
First, the Science Curriculum Improvement Study (SCIS) had a framework Processoriented Concepts along with the Major Scientific Concepts and Processes. SCIS curriculum
had CCCs also in the curriculum units. The units wove CCCs with in the science contents.
Engineering Concepts Curriculum Project also listed concepts in the final repot “the Man
Made World”. It referred System, Materials, and Energy as the “part of modern technology”,
and they were “rather arbitrarily” chosen (p. iv). However, they also add some concepts as“educational objectives” for the technological literacy.
Second, the discussion in the preparation for the “Educating Americans for the 21stCentury” (NSF, 1983) also included those concepts. Particularly, ad hoc subcommittee of
the NSF engineering advisory reported “Integrating Concepts of Engineering and Science
into Instruction in Grade Levels K-12” (1982). They referred the concepts on “the Man
Made World “ and add Synthesis and Design which was generally absent from the fields ofmathematics and science (p.63). The committee also suggested that this was not a call forthe addition of special new courses.
Third, the discussion for the Project 2061 by AAAS identified “contents” for the= 217 =

science literacy. Therefore, CCCs called common themes at that era, was put as content in
the “Science for All Americans” (1989) and “Benchmarks for Science Literacy” (1993).
Fourth, the “National Science Education Standards” (NSES; NRC, 1996), again,intertwined those concepts with Process and were called “Unifying Concepts and Processes”.
When we use those historical terms above, the NSES put Processes and Process-Oriented
Concepts together.
Finally, NGSS put CCCs as second dimension. They expect students engage in a setof Performance Expectations (PEs). In PEs, students integrate CCCs by performing throughprocess skills with Contents (DCIs), and Science and Engineering Practices (Saito, 2020).
In conclusion, the role and placement of CCCs changed and intertwined with theother framework on each document. From the early in the history, the curricula put CCCs
as contents and process. They also taken as the concepts related to technology andengineering. The CCCs were, virtually, the core of the curricula, orienting concepts, andprocess-oriented concepts. Although, this study referred limited documents, they were
essential examples dealt with CCCs in the history. We can apply these understanding to therecent curriculum development and make sure the effect on to the learning for the otherdimensions. 
REFERENCES
American Association for the Advancement of Science. (1989). Science for all Americans.
American Association for the Advancement of Science. Oxford, New York: Oxford
University Press.
AAAS (1993). Benchmarks for Science Literacy, Oxford University Press.
Achieve. (2013). Next generation science standards: for states, by states. Washington, DC:
The National Academies Press.
David, E. E., And Truxal, J. G. (1964). the Man-Made World. NY: McGraw-Hill Book
Company.
Mulligan, Jr. (1983). Integrating Concepts of Engineering and Science into Instruction in
Grade Levels K-12 in Educating Americans for the 21st Century, A plan of action forimproving mathematics, science and technology education for all American
elementary and secondary students so that their achievement is the best in the world
by 1995 “Source Materials”, The National Science Board Commission on Precollege
Education in Mathematics, Science and Technology, National Science Foundation,
Washington, D.C. 20550
National Research Council. (1996). National science education standards. National
Academies Press.
Saito, T. (2020) Re-entry the Construct of STEM/STEAM Education. Japan Journal of
Educational Technology. 44(3).
Science Curriculum Improvement Study. (1968, 1974, 1978) Teacher’s Guide. Universityof California Barkley, California 94720 USA.

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How to Sustain the Project for Enhancing the Development of
Science, Mathematics, and Technology Teaching and Learning in
Local Schools: Views from Practitioners
Tepkanya Promkatkeaw1, Chanyah Dahsah1, Worawarong Rakreungdet2,
and Thanapun Charlee2
1. Srinakharinwirot University, Thailand
2. The Institute for the Promotion of Teaching Science and Technology, Thailand

ABSTRACTThe Institute for the Promotion of Teaching Science and Technology (IPST) has run the three-year-longproject for enhancing quality in science, mathematics, and technology (SMT) education of 23 local schools
in Prachuap Khiri Khan Province since 2019. This project provided professional development (PD)programs for school administrators and teachers; supported SMT learning materials and resource; andprovided experts to follow up, coach, and mentorteachers and supervise school administrators. To explore
participants’ views on how to sustain the project for enhancing the development of SMT teaching andlearning in their own schools, 8 school administrators and 40 teachers whom participated in the project
were interviewed by online structured interview with the questions developed based on CIPP evaluation
model. The results indicated 9 strategies which would possibly enhance local schools sustain thedevelopment of SMT teaching and learning in their schools with less relying on the support fromgovernment agencies.


Keywords: science, mathematics, and technology education; enhancing teaching quality, sustainability of
project, program evaluation, CIPP model
INTRODUCTION
The Institute for the Promotion of Teaching Science and Technology (IPST), Thai government
institute under the Ministry of Education, has run the three-year-long project for enhancing quality inscience, mathematics, and technology (SMT) education of 23 local schools in Prachuap Khiri Khan
Province since 2019. This project provided PD programs for school administrators and teachers andsupported leaning materials and resources for SMT teaching and learning. The participant schools had toset school plans and develop teaching quality to raise students’ SMT learning achievement. The experts
from IPST visited each school to follow up, coach and mentor participant teachers and supervise school
administrators at least twice a year. Typically, after the government agencies finish the projects or withdraw
from local areas, the developmental process of the project in the area would gradually grow faint anddisappear. To avoid this pitfall, the research conducted to monitor and evaluate the effectiveness of thisproject and develop a guideline for helping local schools sustain the development of quality of their SMT
teaching and learning after IPST withdrawing by using CIPP Evaluation Model.

OBJECTIVE
The objective of this study is to explore views of school administrators and teachers on how tosustain the project for enhancing the development of SMT teaching and learning in their own schools.

METHODOLOGY
Online structured interview was used to interview 8 school administrators and 40 school teachers
whom participated in IPST project. The interview questions were developed according to CIPP Evaluation
Model in the part of product evaluation and subpart sustainability evaluation (Stufflebeam, 2015). Eachparticipant was interviewed by researcher via VDO call application or mobile phone according to their= 219 =

convenience for about 45 minutes with voice recording. Then, their answers as qualitative data were codedand categorized by content analysis.

RESULTSThe results from interviewing school administrators and SMT teachers with the questions about
how to sustain the project in long term indicated 9 strategies. These strategies are: 1) continually coaching
and mentoring teachers by experts; 2) supporting teaching and learning materials and resources; 3) making
connection with the offices of school district; 4) continually following up, assessing and evaluating the
project; 5) raising understanding and collaboration among school administrators and teachers for supporting
the project; 6) building up models of successful teachers, school administrator, and schools; 7) publicizing
and expanding the project to other schools; 8) continually conducting teacher PD in various forms; and 9)
having extracurricular activities for students e.g. science and mathematics camps.

CONCLUSION
These results were aligned with the findings from various research which indicated that the effective
PD program for SMT teachers should endure for long terms with enhancing participation and collaborationof teachers, using models of effective practices, and provide coaching and expert support (Scher & O’Reilly,
2009; Krajcik, 2014; Darling-Hammond, Hyler, & Gardner, 2017). These strategies also aligned with
National Science Teacher Association (NSTA)’s position statement which suggested that to sustain PD inscience education, the school districts and administrators must give full support with the funding, materials
and ongoing support (NSTA, 2021). The government agencies should bring these 9 strategies frompractitioners’ point of views for consideration and improvement of their projects’ policy and practices forenhancing the development of SMT teaching and learning in local schools. These strategies would possibly
enhance the sustainability of the projects in the local schools and help local schools to sustain thedevelopment of their SMT teaching and learning with less relying on the support from government agencies.

ACKNOWLEDGEMENT
This study was financial supported by the Institute for the Promotion of Teaching Science andTechnology (IPST), Thailand.

REFERENCES
Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional Development.
Palo
Alto,
CA:
Learning
PolicyInstitute.
Retrievedfromhttps://learningpolicyinstitute.org/sites/default/files/productfiles/Effective_Teacher_Professional_Development_REPORT.pdf
Krajcik, J. (2014). The importance of viable models in the construction of professional development. In
B.S. Wojnowski & C.H. Pea (Eds.), Models and Approaches to STEM Professional Development.
Arlington, Virginia: National Science Teachers Association (pp. 33-43). Virginia: NSTA Press.
National Science Teacher Association [NSTA]. (2021, May 20). NSTA Position Statement: Professional
Development in Science Education. Retrieved from https://www.nsta.org/nstas-officialpositions/professional-development-science-education
Scher, L. and O’Reilly, F. (2009). Professional development for K–12 math and science teachers: What do
we really know?. Journal of Research on Educational Effectiveness, 2, 209–249. doi:
10.1080/19345740802641527
Stufflebeam, D.L. (2015). CIPP Evaluation Model Checklist: A Tool for Applying the CIPP Model to Assess
Project and Programs. Retrieved from http://rszarf.ips.uw.edu.pl/ewalps/dzienne/cipp-modelstufflebeam2015.pdf= 220 =

Research on the Difference of PCK Integration Mechanism between
Specialist Teachers and Pre-service Teachers—— Taking the"Chemical Equilibrium State" of Senior High School Education
Edition as an Example
Guo-feng Zhang1, Wenhua Zhang2, Zuhao Wang3
1. Wentao Middle School, Hangzhou, Zhejiang Province, China
2. Central China Normal University, Wuhan, China
3. East China Normal University, Shanghai, China


ABSTRACTIn this study, an expert teacher and a pre-service teacher who teach in a provincial key high school in
Zhejiang Province were selected as the research objects. The four elective courses "Chemical Equilibrium
State" in Jiangsu Education Edition were selected as the research carrier, and the research materials
were obtained through classroom observation and semi-structured interview. The PCK assessment scale
designed based on the Pentagon model was combined with the interview data to encode the transcripts ofclassroom teaching, draw the PCK Map, find out the differences in the PCK integration mechanism
between the two teachers, and provide reasonable suggestions for the professional development of PCK
for pre-service teachers.
Keywords: Chemistry classroom㸪Expert teacher㸪Pre-service teacher㸪PCK, the pentagon model
As one of the most important components of teachers' professional knowledge, Pedagogical Content
Knowledge (PCK) has the characteristics of individual, situational and experiential. It is found that the
PCK integration mechanism of expert teachers is significantly better than that of pre-service teachers.
Therefore, by studying the mechanism of integrating PCK between expert teachers and pre-service
teachers and finding out the differences, pre-service teachers can learn the advantages of expert teachers,
improve their own integration mechanism and promote their own professional development.

1 Selection of PCK integration mechanism analysis modelThis study adopts the PCK integration mechanism evaluation scale compiled by Park and Oliver,
who proposed the PCK five-component integration model[1] in 2008, to conduct a comprehensive andin-depth analysis of teachers' classroom teaching.In order to clearly describe the integration mechanismof all dimensions of PCK, this study adopted the Pentagon model of PCK drawn by Park and Chen in2012 based on the encoding of the PCK five-component integrated structure model [2].

2 The research methods
In this study, relevant concepts of PCK were defined by literature method, and appropriate analytical
tools were selected. Then, the classroom teaching of an expert teacher T1 and a pre-service teacher T2
was recorded, analyzed and studied through the classroom observation method, and the interview method
was used to supplement the research data to support the viewpoints.

3 Data collection and analysis
Through interviews to understand the teaching plans of the two teachers, this study selected theelective four "State of Chemical Equilibrium" from the Jiangsu Education Edition as the research carrier.
In the data processing stage, this study first transcribed the classroom teaching videos of two
teachers into texts. After transcribing the text, the PCK Integration Mechanism Assessment Scale wasused to encode the text. Here, manual encoding was used, and a total of three researchers participated in
the encoding. After the completion of coding, the frequency of each dimension of PCK of the twoteachers in the teaching process was counted, and then all fragments were summarized to obtain the totalfrequency of each dimension in the whole teaching process. Finally, the PCK map of the two teachers in
the class of "State of Chemical Equilibrium" was drawn (see Figure 1 and Figure 2).

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Fig.1 Teacher T1's PCK map of chemical equilibrium

Fig.2 Teacher T2's PCK map of chemical equilibrium

Through a detailed analysis of the PCK integration mechanism of teachers T1 and T2, this study
found the following differences in the integration mechanism of PCK in the teaching process between
expert teachers and pre-service teachers:(1) Compared with pre-service teachers, expert teachers are more closely connected in all
dimensions of PCK;(2) Expert teachers have a more comprehensive and in-depth understanding of students thanpre-service teachers, and can design appropriate teaching strategies according to students' levels;(3) Specialist teachers have a deeper understanding of the curriculum than pre-service teachers;(4) Orientation to Teaching Science of expert teachers has a stronger guiding effect on otherdimensions than that of pre-service teachers.

4 The research conclusion
It is found that the reasons why the PCK integration mechanism of expert teachers is better than thatof pre-service teachers are as follows :(1) Expert teachers have more experience in front-line teaching; (2)Specialist teachers study the courses they teach far more than pre-service teachers.
In order to ensure that Pedagogical Content Knowledge of pre-service teachers can be developed, theauthor proposes the following three suggestions based on the research conclusions of this study:(1) Improve teacher education curriculum
Most normal colleges, psychology and pedagogy only open 48 hours each; Subject teaching classcourses are only opened in the third year, the number of arranged hours is also less. Therefore, normal
universities should increase the number of hours of teacher education courses and allocate them to eachsemester reasonably.
(2) Pay attention to educational practice and improve subject teaching knowledge
Normal colleges should pay more attention to educational practice, which is the biggest moment for
pre-service teachers to change, so the time of educational practice can be appropriately extended, and theinternship assessment should be more standardized and strict, so as to effectively improve the ability ofpre-service teachers.
(3) Pre - service teachers should attach importance to professional knowledge
Nowadays, many normal university students think that they will work in the basic education industry
in the future, and college knowledge is not necessary for them. However, the basis of PCK is subject
expertise, and university expertise has a great role in promoting PCK.

REFERENCES[1] Park S, Oliver J S. Revisiting the conceptualisation of pedagogical content knowledge (PCK): PCK as
a conceptual tool to understand teachers as professionals[J]. Research in Science Education, 2008, 38(3):261–284.
[2] Soonhye Park, Ying-Chih Chen. Mapping Out the Integration of the Components of PedagogicalContent Knowledge (PCK): Examples From High School Biology Classrooms[J]. Journal Of Research In
Science Teaching, 2012, 49(7): 922-941.

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HOW DO PEOPLE READ THE INTERNET RUMORS OF COVID-19
WITH THE SCIENCE PERSPECTIVE?
Pei-Chen Wu 1᧨Chih-Hsiung Ku 2
1. Department of Education and Human Potentials Development
National Dong Hwa University Taiwan
2.Department of Education and Human Potentials Development
National Dong Hwa University Taiwan


ABSTRACT
Since 2019, it broke out the serious and irreversible virus, Novel Coronavirus (COVID-19), affecting theentire world, until now people are still facing the different stories and rumors about the pandemic daily.
Therefore the purpose of the study is to understand under the Social Constructionism theory how thereactions of people after receiving the internet rumors of COVID-19. Further, the qualitative researchmethod was supplied in the study, after the first step, content analysis of the analysis of COVID-19 internet
rumors since 2019-2021, the four themes about science concept were emerged and extracted which were
1.Evolution 2. Fact 3. Hypothesis 4. Data that provided the datum for the following step Semi-structured
interviews, the 6 Participants were interviewed via LINE and SKYPE for 3 times from 2020-2021, theinformation of COVID-19 were mass and mess during the period, the content of interviews were focusing
on how the Participants read the internet rumors with the science perspective and the Social
Constructionism theory was used to exam the participants’ notions that operated on the coordination withthe world during the three times interviews. The findings presented as below, as time goes on the more andmore evidences shows, the researcher divided the results into 3 parts for discussion 1. the notion of wearing
a mask; 2. the notion of getting a COVID-19 Vaccine shot ; 3. the notion of getting information. The
reactions of participants were corresponded with the core of the Social Constructionism theory. And
through the discussions that showed that participants did care to see the evidences with science
explanations that provided the implications for governments developing a policy.

Keywords: COVID-19, science education, internet rumors, the Social Constructionism Theory.


INTRODUCTION
The world is still under the control of COVID-19 pandemic since 2019 (World Health Organization[WHO], 2020b), as everyone knows it could be just a cold or asymptomatic at the very beginning , once
people who are infected Coronavirus have the common symptoms throat disorders, loss of taste andsmell…etc, and no doubt it is a powerful contagious disease. Therefore it became the New Living Norms
to wear a mask, sterilize, and keep a social distance…etc.
Importance of the study for research
The pandemic surroundings is not just affecting few people, few groups or few countries but also
making a difference to everyone’s life, and it will still be continuing for a long time. Therefore the research
was based on using the Social Constructionism theory to unveil how human beings coped with the chaos
information of Covid-19 to develop the common knowledge and provided the implications for governments
developing a policy.
Research question
The purpose of the study is to understand that how the reactions of people after interpreting theinternet rumors of COVID-19 under the Social Constructionism theory.
How do people READ the internet rumors of COVID-19 with the science perspective?

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Theoretical framework
Under the Social Constructionism theory, the researcher aims to explore the principle that people
adjust their behavioral and psychological changes after reading and digesting the news, internet rumors andinformation of COVID-19 because “all human psychological and social phenomena arise out of social life,
from the interactions between people.”(Burr, 2015)

RESEARCH METHOD AND DESIGN
The information of COVID-19 was mass and mess during the period, how to deal with the impact
and the collective crisis (American Psychological Association, 2020) was very important, the Social
Constructionism theory was used to exam the participants’ notions that operated on the coordination withthe world during interviews. 6 participants, half Canadians and half Taiwanese, all the participants usedinternet to read information. Three times online interviews via SKYPE and LINE from 2020-2021, it was
8th MARCH 2020, 9th August 2020, and 7th MARCH 2021. The content of interviews was collecting
between 2019/12-2020/2, 2020/3-2020/7and 2020/8-2021/2 through reading and analyzing news andinternet rumors about Coronavirus disease on 5 websites : Government of Canada (CA), Ministry of Healthand Welfare (TW), MyGoPen (TW), New Scientist (UK), HEHO (TW). The researcher used the two official
Governments’ websites to ascertain the new reports and policies of disease.

FINDINGS
The classification of notions was based on interviews, the participants mentioned the notion of 1.
wearing a mask; 2. getting a COVID-19 Vaccine shot; 3. getting information. Participant A said that “I amnot wearing a mask….well it’s just cold” at the first interview, and then the following interviews A had
adapted the attitude after reading lot of news. A said that “we stay in the house all the time, I feel sobored….we wear a mask when we go out….yeah…we have enough masks”. F showed that the consistencyof this issue, “Luckily, I bought enough masks, everyone needs to wear a mask.” B mentioned “I am waiting
for getting the Vaccine…many people died…”, B was happy that Vaccine finally invented, it was stressful
to not work for a year. E was doubting the Vaccine situation, “I am still gathering more science research
report…”, later “ I will get the Vaccine, I just need to plan it…”on the 3rd interview. The findings presented
as below, the reactions of participants were corresponded with the core of the Social Constructionism theory.
Participants needed to deal with the massive unassured information that affected their decisions of adapting
the indications of government policy and there were ethical issues that Reiss (2020) had mentioned that
health care rationing and vaccination, it was a battle outside and inside.
Discussion of findings and implications
The result of the study showed that participants did care to see the evidences with science
explanations, people prefer to gain more facts and data then hypothesis and evolution, it showed that people
were trying to understand the coronavirus with scientific perspective and method that provided theimplications for governments developing a policy.

REFERENCES
APA [American Psychological Association] (2020). Human behavior in the time of COVID-19: Learningfrom psychological science. https://www.psychologicalscience.org/observer/human-behavior-inthetime-of-covid -19.
Burr, V. (2015). Social constructionism. Routledge.
Reiss, M. J. (2020). Science Education in the Light of COVID-19. Science & Education, 29(4), 1079-1092.
World Health Organization (2020b). Naming the coronavirus disease (COVID-19) and the virus that causes
it. https://www.who.int/emergencies/diseases/novel-coronavirus-2019/technical-guidance/namingthe-coronavirus-disease-(covid-2019)-and-the-virus-that-causes-itį Accessed 25 May 2020.

= 224 =

⇞⇜⇞⇝⇌⇵√∠∑∞√∍∠∕∛√∍∘⇌⇯∛√−∑∞∑√∏∑⇌∛−⇌⇱∍∟∠⇙⇭∟∕∍√⇌⇭∟∟∛∏∕∍∠∕∛√⇌−∛∞⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌⇌⇌⇌⇻∞∍∘⇌⇿∑∟∟∕∛√⇌⇡⇌⇰∍∥⇟⇌ ⇔⇶∡√∑⇞⇜∠∔⇕⇌ ⇝⇟Ყ⇜⇜᳁⇝⇠Ყ⇟⇜⇌⇌⇌⇌⇾∛∛∙⇝⇌⇯⇝⇙⇟⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌−∛∞⇌∅∛∡√∓⇌⇯∔∕∘∐∞∑√⇌∍√∐⇌⇾∑∘∍∠∑∐⇌⇭∞∑∍∟⇌⇾∛∛∙⇞⇌⇯⇞⇙⇟⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌−∛∞⇌⇱∘∑∙∑√∠∍∞∥⇌⇿∏∔∛∛∘⇌∍√∐⇌⇾∑∘∍∠∑∐⇌⇭∞∑∍∟⇌⇾∛∛∙⇟⇌⇯⇟⇙⇝⇝⇌⇾∛∛∙⇠⇌⇯⇠⇙⇢⇌⇾∛∛∙⇡⇌⇯⇡⇙⇞⇌⇾∛∛∙⇢⇌⇯⇢⇙⇞⇌⇾∛∛∙⇣⇌⇯⇣⇙⇞⇌⇿∏∕∑√∏∑⇌ ⇱∐∡∏∍∠∕∛√⇌ −∛∞⇌ ⇹∕∐∐∘∑⇌ ∛∞⇌ ⇿∑∏∛√∐∍∞∥⇌ ⇿∏∔∛∛∘⇌ ∍√∐⇌⇾∑∘∍∠∑∐⇌⇭∞∑∍∟⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌−∛∞⇌⇴∕∓∔⇌⇿∏∔∛∛∘⇌∍√∐⇌⇾∑∘∍∠∑∐⇌⇭∞∑∍∟⇌⇿∏∕∑√∏∑⇌ ⇱∐∡∏∍∠∕∛√⇌ −∛∞⇌ ∁√∐∑∞∓∞∍∐∡∍∠∑⇌ ∛∞⇌ ⇳∞∍∐∡∍∠∑⇌ ⇿∏∔∛∛∘⇌⇿∠∡∐∑√∠∟⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌−∛∞⇌⇵√−∛∞∙∍∘⇌⇿∑∠∠∕√∓⇌∛∞⇌⇸∕−∑⇙⇸∛√∓⇌⇸∑∍∞√∕√∓⇌∛∞⇌⇵√⇙⇿∑∞∢∕∏∑⇌∀∑∍∏∔∑∞⇌∠∞∍∕√∕√∓⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌−∛∞⇌⇼∛∘∕∏∕∑∟⇌∍√∐⇌⇻∠∔∑∞∟⇌⇌
= 225 =

⇞⇜⇞⇝⇌⇵√∠∑∞√∍∠∕∛√∍∘⇌⇯∛√−∑∞∑√∏∑⇌∛−⇌⇱∍∟∠⇙⇭∟∕∍√⇌⇭∟∟∛∏∕∍∠∕∛√⇌−∛∞⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌⇰∍∥⇟⇌ ⇔⇶∡√∑⇞⇜∠∔⇕⇌ ⇝⇟Ყ⇜⇜᳁⇝⇠Ყ⇟⇜⇌⇻∞∍∘⇌⇿∑∟∟∕∛√⇌⇡⇌⇾∛∛∙⇝⇌⇯⇝⇙⇟⇌

᳙⇯∍∠∑∓∛∞∥᳚⇌ ⇝⇦⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌−∛∞⇌∅∛∡√∓⇌⇯∔∕∘∐∞∑√⇌∍√∐⇌⇾∑∘∍∠∑∐⇌⇭∞∑∍∟⇌⇩⇯∔∍∕∞∜∑∞∟∛√⇩⇌⇭∟∟∕∟∠⇚⇌⇼∞∛−⇚⇌⇯∔∍√∕√∍√⇌⇼∞∡∑∗∜∞∍∙∛∛∘⇌⇿∞∕√∍∗∔∍∞∕√∣∕∞∛∠⇌∁√∕∢∑∞∟∕∠∥⇌⇩⇼∞∑∟∑√∠∍∠∕∛√⇌⇼∞∛∓∞∍∙⇩⇌⇥⇟⇙⇝⇙⇟⇙⇞⇜⇙⇝᳉⇲∅⇠∀⇙⇻∃⇻⇾⇙⇝⇭⇜⇞⇝᳊⇌⇶∕∞∍∥∡∠∑⇌⇾∡∑√√∍∗∍∞√᳉⇿∞∕√∍∗∔∍∞∕√∣∕∞∛∠⇌∁√∕∢∑∞∟∕∠∥᳊⇌⇝⇌ ⇯∔∍√∕√∍√⇌⇼∞∡∑∗∜∞∍∙∛∛∘⇌⇭⇌⇿∀∁⇰∅⇌⇻⇲⇌∀⇴⇭⇵⇌⇱⇵⇳⇴∀⇴⇌⇳⇾⇭⇰⇱⇌⇿∀∁⇰⇱⇺∀⇿⇌⇿⇯⇵⇱⇺∀⇵⇲⇵⇯⇌⇼⇾⇻⇮⇸⇱⇹⇌⇙⇌⇿⇻⇸∂⇵⇺⇳⇌⇭⇮⇵⇸⇵∀∅⇌⇻⇺⇌∀⇴⇱⇌∀⇻⇼⇵⇯⇌⇻⇲⇌⇳⇸⇻⇮⇭⇸⇌⇭⇺⇰⇌⇺⇭∀∁⇾⇭⇸⇌⇾⇱⇿⇻∁⇾⇯⇱⇿⇌⇥⇠⇙⇝⇙⇟⇙⇞⇜⇙⇞᳉⇲∅⇠∁⇙⇯⇾∀⇸⇙⇺∄⇜⇞⇝᳊⇌∀∕∍√⇙⇰∍⇌⇴∟∕∑∔᳉⇺∍∠∕∛√∍∘⇌∀∍∕∜∑∕⇌∁√∕∢∑∞∟∕∠∥⇌∛−⇌⇱∐∡∏∍∠∕∛√᳊⇌⇞⇌ ⇿∔∕∔⇙⇶∡√∓⇌⇴∡∍√∓⇌⇱∤∜∘∛∞∕√∓⇌ ∠∔∑⇌ ∏∛∓√∕∠∕∢∑⇌ ∘∑∍∞√∕√∓⇌ ∛−⇌ ∠∔∑⇌ ∏∍∡∟∑∟⇌ ∛−⇌ ∠∔∑⇌ ∙∛∛√⇌ ∜∔∍∟∑∟⇌ ∕√⇌ ∠∔∑⇌ −∕−∠∔⇌ ∓∞∍∐∑⇌ ∛−⇌∑∘∑∙∑√∠∍∞∥⇌∟∏∔∛∛∘⇌⇥⇡⇙⇝⇙⇟⇙⇞⇜⇙⇟᳉⇲∅⇡⇜⇙⇳⇽⇭⇝⇙⇯⇸⇜⇞⇝᳊⇌⇿∡∜∜∍∙∍∕⇌⇼∞∛∙∗∍∑∣᳉⇷∍∟∑∠∟∍∞∠⇌∁√∕∢∑∞∟∕∠∥᳊⇌⇟⇌ ∂∡∐∕∜∛√∓⇌⇰∍∢∕∢∛√∓∟⇌∍√∐⇌⇼∛√∓∜∞∍∜∍√⇌⇼∛√∓∟∛∜∔∛√⇌⇭⇌⇯∍∟∑⇌⇿∠∡∐∥⇌∛−⇌∀∔∍∕⇌∀∑∍∏∔∑∞∟⇌⇵∙∜∘∑∙∑√∠∕√∓⇌⇳∍∞∐∑√∕√∓⇌⇱∐∡∏∍∠∕∛√⇌−∛∞⇌⇳∞∑∑√⇌⇰∑∟∕∓√⇌⇼∞∛∖∑∏∠⇌∛√⇌∀∔∑∕∞⇌∁√∐∑∞∟∠∍√∐∕√∓⇌∛−⇌⇱√∓∕√∑∑∞∕√∓⇌⇰∑∟∕∓√⇌⇼∞∛∏∑∟∟⇌⇥⇢⇙⇝⇙⇟⇙⇞⇜⇙⇠᳉⇲∅⇡⇵⇙⇯⇞⇯⇟⇙⇟∃⇜⇞⇝᳊⇌∅∡∍√⇙⇸∕⇌⇸∕∡᳉⇳∞∍∐∡∍∠∑⇌⇵√∟∠∕∠∡∠∑⇌∛−⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇘⇌⇺∍∠∕∛√∍∘⇌∀∍∕∣∍√⇌⇺∛∞∙∍∘⇌∁√∕∢∑∞∟∕∠∥᳊⇌⇠⇌ ⇲∍√∓⇙∅∕√∓⇌∅∍√∓⇌∁⇿⇵⇺⇳⇌ ⇱∅⇱⇌ ∀⇾⇭⇯⇷⇵⇺⇳⇌ ⇹⇱∀⇴⇻⇰⇌ ∀⇻⇌ ⇱∄⇼⇸⇻⇾⇱⇌ ∀⇴⇱⇌ ⇿⇯⇵⇱⇺⇯⇱⇌ ⇸⇱⇭⇾⇺⇵⇺⇳⇌ ⇼⇾⇻⇯⇱⇿⇿⇌ ⇵⇺⇌ ⇭⇌⇰⇵⇳⇵∀⇭⇸⇌⇰∅⇺⇭⇹⇵⇯⇌⇭⇺⇰⇌⇵⇺∀⇱⇾⇭⇯∀⇵∂⇱⇌⇸⇱⇭⇾⇺⇵⇺⇳⇌⇱⇺∂⇵⇾⇻⇺⇹⇱⇺∀⇌

⇌= 226 =

A STUDY OF THAI EIGHTH GRADE STUDENTSSCIENTIFIC PROBLEM - SOLVING ABILITY
ON THE TOPIC OF GLOBAL AND NATURAL RESOURCES
Jirayute Ruennkarn1, Chaninan Pruekpramool2
1. Master’s degree student in Science Education, Srinakharinwirot University,Thailand
2. Assistant Professor Dr., Faculty of Science, Srinakharinwirot University,Thailand

ABSTRACT
Scientific problem-solving ability is important for students in learning science. Exploring this ability
will help teachers to know how well students perform to solve the scientific problems and enable teachers
to use this information for further develop their students. The purpose of this research was to study Thaieighth grade students’ scientific problem-solving ability on the topic of Global and natural resources.
The samples were 150 eighth grade students from a school in Samutprakarn province, Thailand, who
studied in the 2nd semester, 2020 academic year using cluster random sampling. The research instrument
was a multiple-choice scientific problem-solving ability test. The test composed of 5 situations and 20
questions covering 4 components of scientific problem-solving ability. The difficulty index of the test wasin the range between 0.33-0.70. The discrimination power of the test was in the range between 0.27-0.80
and the reliability of the test equaled 0.73. The data were analyzed using descriptive statistics which were
frequency, percentage, mean and standard deviation. The results indicated that students’ scientificproblem-solving ability mean score was in the moderate level (‫ݔ‬ҧ =10.16, S.D.=1.22). Considering in eachcomponent, the results revealed that students gained the highest mean score in analyzing the problem(‫ݔ‬ҧ =2.93, S.D. = 1.27) followed by identifying the problem-solving method (= 2.80, S.D. = 1.30), verifying
the problem - solving method (‫ݔ‬ҧ = 2.31, S.D.= 1.21 and identifying the problem (‫ݔ‬ҧ = 2.12, S.D. =1.10),
respectively. Therefore, this group of students still need to improve in all components of scientificproblem-solving ability especially the first component, identifying the problem. The scientific problemsolving ability test used in this study is a content specific test. Teachers who desire to use this test need tobe concern about students’ concept of Global and natural resources before using it.
Keywords: Scientific problem-solving ability, Global and natural resources, Secondary
school students

INTRODUCTION
The problem-solving ability is one of the higher order thinking skills and 21st century skills thatneed to promote to students (Partnership for the 21st Century Skills, 2009: online). Presently, students
need to face various problems in daily life under the rapid changing of the world situations.
Therefore, problem-solving ability is necessary for students especially in science subject that studies
about natural phenomena. This subject is related directly to using the reasoning, attitude, method, and thesystematic processes of acquiring the knowledge (The institute for the Promotion of Teaching Scienceand Technology, 2017: 32). There are many research studied about students’ scientific problem-solving
ability but in different contexts and levels of students. Considering Thai eighth grade students, they needto study the topic of global and natural resources in science subject. The problems in this topic aresuitable and related to their daily life situations. However, based on researcher experience, students could
not use the knowledge for solving problems properly and reasonably. Moreover, there is no specificevidence to point about this problem. For these reasons, this research aimed to study scientific problemsolving ability on the topic of global and natural resources of Thai eighth grade students. The results fromthis research will be a basic information to enhance students in the future.

= 227 =RESEARCH OBJECTIVE
To study scientific problem-solving ability on the topic of global and natural
resources of Thai eighth grade students.
RESEARCH METHODOLOGYThis research is a survey research. The research instrument was a multiple-choice scientificproblem-solving ability test composed of 5 situations and 20 questions on topic of global and natural
resources covering 4 components of scientific problem-solving ability; 1) identifying the problem 2)
analyzing the problem 3) identifying the problem-solving method and 4) verifying the problem solving
method. The difficulty index of the test was in the range between 0.33-0.70. The discrimination power of
the test was in the range between 0.27-0.80 and the reliability of the test equaled 0.73.
The samples were 150 eighth grade students from a school in Samutprakarn province, Thailand,
who studied in the Śnd semester, 2020 academic year using cluster random sampling.
RESULTS
The students’ scientific problem-solving ability on topic of global and natural resources can be seen
in table 1.
Table 1 Students’ scientific problem-solving ability levels and mean scores
Numbers of students (Percentage)
each level
High
Moderate Improvement

The components of the scientificproblem - solving ability

‫ܠ‬ത

S.D.

Ability level

Identifying the problem

14 (9.1)

91 (59.5)

48 (31.4)

2.12

1.10

Moderate

Analyzing the problem

62 (40.5)

67 (43.8)

24 (15.7)

2.93

1.27

Moderate

Identifying the problem-solving method

48 (32)80 (53.6)

25 (17.6)

2.80

1.30

Moderate

Verifying the problem-solving method

26 (17)84 (54.9)

43 (28.1)

2.31

1.21

Moderate

2.54

1.22

Moderate

Overall

From table 1, the result found that students’ scientific problem-solving ability in overall mean score was in the moderate level(ത = 2.54, SD = 1.22). Considering in each component, the results revealed that students gained the highest mean score in
analyzing the problem (ത=2.93, S.D. = 1.27) followed by identifying the problem-solving method (ത = 2.80, S.D. = 1.30),
verifying the problem-solving method (ത = 2.31, S.D.= 1.21 and identifying the problem (ത= 2.12, S.D. =1.10), respectively.

CONCLUSION
Thai eighth grade students’ scientific problem-solving ability was in the moderate level in bothoverall and each component .This is possibly because students learning experiences in the past were notadequate to promote this ability to the students. The traditional lecturing focuses on the scientificconcepts. Students barely think by themselves in class. Therefore, the appropriate teaching and learning
approaches and strategies need to be developed to enhance scientific problem-solving ability for thesestudents.

REFERENCES
Partnership for 21st Century Skills. (2009). Framework for 21st century learning. Tucson, AZ:
Partnership for 21st Century Skills. Retrieved August 10,2009, From
www.p21.org/index.php? option=com_ content&task=view&id=254&Itemid =120
The Institute for the Promotion of Teaching Science and Technology. (2017). 21st century
student learning skills. IPST magazine, 45, 31-33.
= 228 =

Exploring the cognitive learning of the causes of the moon phasesin the fifth grade of elementary school
Tian-Da Hsieh1, Shih-Jung Huang2
1. PhD student, Department of Science Education, National Taipei University of Education
2. PhD student, Department of Science Education, National Taipei University of Education
ABSTRACT
Elementary school children often have various misconceptions or alternative concepts about the moonphases. Therefore, it is necessary to understand school children’s perceptions of the moon in order toprepare for the teaching design of science activities. ŕhis study focuses on the reasons for the changes inthe shape of the moon and the writing content illustrated by drawings by the fifth-grade elementary school
students as data for actual evaluation. The content hopes to detect the true performance of the students’cognition of the moon, and explore the understanding of the moon shape change. In this study, a total of
103 students in the fifth grade of an elementary school in New Taipei City were selected as the subjects of
the writing assessment. Experts and science teachers with expertise in the field analyzed the students'
answers and found that the students' main answers can be divided into the moon itself, the moon and thesun, the moon and the earth, and the earth's running time. Through the analysis results, it is found that: (1)the students believe that the moon phase changes are caused by date or time factors, (2) the students’ moonphase regular changes are combined with the lunar calendar date and cannot recognize the reasons for theformation of the moon phases, and (3) students still believe the moon obscured by objects. The research
results is recommended to use specific teaching tools to simulate the parallel light of the sun, and at thesame time, learn the causes of the moon shape changes through the operation of the students themselves.


Keywords: the causes of moon phases, writing evaluationįġ

Introductionġ ġ ġ ġ ġ One of the learning points of the Moon unit is to understand the causes of the formation of the moonphases by observing and discussing the changes of the moon phases.ġ This research tries to analyze theconcept of the cause of the lunar phases of the research object by using the discussion mode of therelationship between the moon itself, the moon and the sun, the moon and the earth, and the earth's running
time. By analyzing the writing evaluation results of the fifth grade students of elementary school on thecauses of the moon phases, and comparing the concept of the cause of the moon phases of the fifth gradestudents in elementary schools, the purpose of the research is to explore the fifth grade students’ perceptionof the moon. Reference for future moon phase unit teaching. ġ ġġ ġ ġ ġ ġ The questions to be answered are as follows:
1. What are the differences in the explanation of the causes of moon phases by fifth-grade elementary school
children?
2. What is the connection between the explanation of the causes of the moon phases and the recognition of
the causes of the moon phases by the fifth grade students in elementary school?
3. What are the differences in the concepts of the fifth grade students in elementary school explaining thecauses of the moon phases?

Methodġ ġ ġ ġ ġ This research refers to the analysis models of Chiu, Mei-Hung & Chen, Ying-xian (1995) and Chen,
Cui-wen ˏ Hou, Yil-ing ˏ Liu, Jia-ru (2010), and tries to analyze the cause of the lunar phases of theresearch objects by discussing the relationship between the moon itself, the moon and the sun, the moonand the earth, and the earth's running time. concept. Based on self-compiled writing assessments, 103= 229 =

people in Class 4 of Grade 5 explained data on the causes of specific moon phases, and analyzed andcategorized them. The writing assessment questions and analysis methods are set with the assistance ofexperts and senior teachers.In addition to using writing assessments to obtain students' conceptual situationof the causes of moon phases, this study also hopes to understand the perceptions of fifth grade students on
the moon's cognition, so as to prepare for the follow-up teaching design and research in the field of nature.

Resultsġ ġ ġ ġ ġ In the writing assessment, students’ personal thoughts on the causes of the moon phases are discussed.
In the process of explaining the causes of the moon phases, the statistician explores the concept and ideasof the fifth-grade elementary school children in the process of explaining the causes of the moon phases,
the moon itself, the moon and the sun, the moon and the earth, and the earth’s time, Sub-item statistics areshown in Table 1.
Table 1. Mode of discussion about the causes of moon phases among fifth-grade elementary school
children (unit: person).ġ ġ ġ ġ ġ 0RGH

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ġ ġ ġ ġ ġ It can be seen from Table 1 above that when explaining the causes of the moon phases, the fifth gradestudents think that the reason for the different moon phases is the operating time (53.40%), followed by themoon itself (19.42%) and the moon and the sun. (19.42%) Relationship discussion. Regarding the causesof the moon phases, most students put forward the regular presentation of the moon phases, and could not
explain why this is the case. Some students think that it is the earth blocking the sun, or clouds blocking
the moon, and the sun blocking the moon.
ġ ġ ġ ġ ġ The results of the writing assessment of the schoolchildren can be seen in the schoolchildren’sconcept of the cause of the moon phase. After the fourth grade study of the moon unit, there are still many
incomplete or other concepts, so how to effectively change the teaching method to help the schoolchildrenchange Their concept suggests that specific teaching tools can be used to simulate the parallel light of thesun, and students can use their own operations to understand the causes of the moon shape changes.

REFERENCES
Champagne, A. B., & Kouba, V. L. (2005).Writing to inquire: Written products asperformance measures.
In J. J. Mintzes,J. H. Wandersee, & J. D. Novak(Eds.),Assessing science understanding: A humanconstructivist view.Burlington,MA:Elsevier Academic Press.
Chen, Cui-wen ˏ Hou, Yil-ing ˏ Liu, Jia-ru (2010).The influence of different non-verbal stimuli onchildren's learning of the concept of moon phases in elementary and middle schools. Chinese Journalof Science Educationɾ18ɾ361-387.
Chiu, Mei-Hung & Chen, Ying-xian(1995), The concept of lunar phase profit and loss changes. Journal of
National Taiwan Normal University, 40, 509-548.
Huang, Shih-Jung ˏ Hsieh, Tian-Da ˏ Lin, Yi-Ling(2019)ɽMBL integrates into elementary school
weather and life curriculum for meaningful learning research. Papers of the 2019 School Curriculum
Experiment and Teaching Innovation Research Seminar.
Huang, Su-lin (1999)ɽEarly Childhood Teaching Assessment. Journal of Chiayi Normal Universityɾ9ɾ
667-694.

= 230 =A Case Study of Thai Teachers Implementing Gardening Education
for Green Design Project on Their Understanding of Engineering
Design Process
Suppamai Promkaew1* Vudipong Davivongs2 and Pongprapan Pongsophon3
1. Ph.D. Student, Science Education program, Faculty of Education, Kasetsart University, Thailand.
2. Landscape Architecture Division, Faculty of Architecture, Kasetsart University, Thailand.
3. Department of Education, Faculty of Education, Kasetsart University, Thailand.


ABSTRACTThe engineering design process is a key to develop students' problem-solving thinking skills in STEM-based
education. Teachers' understanding of the engineering design process is pedagogical knowledge thatenables to them to teach STEM more effectively. The research objective was to investigate the understandingof the engineering design process of the teachers who had been implementing a national-scale, royal initiated gardening education program for sustainability which has an ultimate goal to help students get
inspired from a plant of interest to create green design and product. The informants were 12 female teachers
who participated in a professional development workshop on the gardening education program in Sakon
Nakhon Province, Thailand. An open-ended questionnaire was used to elicit their understanding ofengineering design process. Their responses were compared and grouped into predetermined framework.
The findings showed that most of teachers understood engineering design process partially. By 43.48, they
thought that engineering design process was a problem-solving process to solve a problem and serve needof human being. By 21.74 percent, they thought that engineering process was done to design and create a
new product. Other teachers (17.39 percent) viewed that engineering design process was conducted to findthe best solution to a challenging problem. It was remarkable that no teachers mentioned many essential
features of engineering process including the authenticity of a problem, conditions, constraints of the
problem, the iteration of a process, and teamwork and collaboration.

Keywords: Engineering Design Process, Pedagogical Understanding, Green Design Project.

Rationale and Significance of study
Implementing integrated - STEM teaching is Thailand’s recent policy to raise the competency of Thai
People for disruptive world. STEM Education in Thailand has been driven by the Institute for the Promotionof Teaching Science and Technology, a government body in charge of teaching science and technology.
This policy was implemented and well received by students and teachers. Though, many teachers do notknow essential features of integrated STEM, in particular, engineering design process. This study aims at
examining the teachers - implementing a royal - initiated garden education program that has an ultimate
goal to design an innovation for sustainability from a plant of choice - on their understanding of engineering
design process. The findings would inform the design and development of a professional development
program to promote the understanding of integrated - STEM teaching and engineering design process.

Literature review
Botanical Garden in School Program (BGSP) was initiated by HRH Princess Maha Chakri Sirindhorn in
1994. There are a great number of schools, colleges, and university nationwide implementing it. This
program encourages students to get to know, appreciate and see the value of plants in their school throughwell-crafted activities so they are gradually aware the necessity to conserve plant diversity in theircommunity. There are many modules in this program. The last module, which is the focus of this research,asks students to get inspired by a plant or its parts to create an innovation for sustainable development intheir community. The program was implemented and supervised by teachers from various subjects.
Integrated-STEM education and engineering design process plays a big role in the last module. The
teachers need to have pedagogical knowledge of integrated-STEM and engineering design process to be= 231 =

fully equipped to supervise students doing a project.
Engineering design process (EDP) is the backbone of engineering (Asunda & Hill, 2007). It features
creating a new product and process to solve a challenging problem in real life situation using criticalthinking and creativity. It takes into account various perspectives from stakeholders. It has conditions andconstraints to consider. It is a complex, collaborative, and iterate process to develop an optimal solution.
Vichaidit & Faikhamta (2017) and Ladachart et al. (2019) explored pre-service and in-service scienceteachers’ understanding of engineering design. They found that the teachers mostly had partial
understanding of EDP viewing that it is a process for design a new production and an innovation.

Method of study
This study is a survey research. We interviewed 12 female teachers participating in a workshop organized
to train them to implement BGSP in their schools. They aged 25-55 years old. Eleven teachers taught at asecondary school and the other taught at a vocational college. The group taught various subjects. We
explored their idea using a questionnaire. This questionnaire consists of two sections. The first section asked
about their personal information and the second section asking their understanding about engineering
design process. The data were analyzed using deductive approach. Each response was read thoroughly,grouped, and compared with the features of engineering design as mentioned in the literature review.

Result and Discussion
In general, the respondents had partial understanding of EDP. Forty three percent of them thought that it
was a process or steps to solve a problem affecting people. Twenty-two percent of them viewed that EDP
was conducted to design and create a product. Seventeen percent of them thought that EDP was the selectionof methods to get the best solutions. It is noticeable that the teachers teaching STEM-related subjects
emphasized on the problem-solving process. “...It always starts with a problem, identifying a problem,
thinking, analyzing [problem], and choose the best way to solve it”. Teachers of other subjects tended tothink of EDP being an invention of a product or an innovation. Some teachers thought that EDP was theintegration of different disciplines, unnecessarily to solve a problem. A computer teacher thought of novelty
and the utilization of technology to search for information. It notes that teachers’ educational backgroundand subject they taught somehow influence their ideas of EDP. All participants did not mention otheressential features of EDP including authenticity and challenge of the problems, conditions, constraints,
iteration, and teamwork. These findings are consistent with Vichaidit & Faikhamta (2017) who found preservice teachers had partial understanding and alternative conceptions about EDP. Partial understanding
about EDP would lead to ineffective STEM activities; more focusing on the problem-solving process rather
than discussing the goal, the analysis of a problem, collaboration, the use of creativity and critical thinking
and the systematic and iterative process of EDP.

REFERENCES
Asunda, P. A., & Hill, R. B. (2007). Critical Feature of Engineering Design in Technology Education.
Journal of Industrial Teacher Education. 44(1), 25–48.
McCormick, R. (2004). Issues of learning and knowledge in technology education. International Journal ofTechnology and Design Education, 14, 21–44.
Ladachart, L., Phothong, W., Rittikoop W. & Ladachart, L. (2019). Teachers’ understandings and views
about STEM education and engineering design. Silpakorn University Journal, 39(3), 133-149.
Vichaidit, C., & Faikhamta, C. (2017). Exploring Orientations toward STEM Education of Pre-service
Science Teachers Rajabhat Maha Sarakham University Journal, 11(3): 165-174.

= 232 =USING EYE TRACKING METHOD TO EXPLORE THE SCIENCELEARNING PROCESS IN A DIGITAL DYNAMIC AND INTERACTIVELEARNING ENVIRONMENT
Yuan-Li Liu1 and Fang-Ying Yang1
1. Graduate Institute of Science Education, National Taiwan Normal University


ABSTRACTThe major purpose of this study was to explore the relationship between victual attention patterns during
digital-based interactive learning on the topic of moon phase and learners’ characteristics such as learningachievements, spatial reasoning ability, and other background traits. An interactive learning APP wascreated for the study, which demonstrated how the related movements of the sun, earth and moon(observable from the space (allocentric) frame) would result in changes in moon phases (observable fromthe egocentric frame). Data collection tools included an online survey for subjects’ background information,
the spatial ability test, and the preĮ and post-test on concepts about moon phases. The eye tracking system
recorded students’ eye movements during the interactive learning to indicate the learning process. This
research is still in progress. The study found that the interactive learning environment can effectively
improve students’ conceptual understanding, and eye movement patterns are correlated with learningachievements.

Keywords: eye tracking method, digital learning, interactive learning moon phases

INTRODUCTION
With the development of science and technology, the digital learning environment is usuallydesigned to incorporate multimedia materials and functions such as human-computer interactions,
simulation, and 3D presentations. In recent years, the interactive digital learning environments have gained
more and more attention from educators for such environments have the potential to make instruction moreinteractive and authentic and make learning abstract concepts more concrete (Ramasundarm, Grunwald,
Mangeot, Comerford, & Bliss, 2005).
However, when new technological products are transferred to teaching applications, can theyeffectively improve learning? How to assist learners with different learning characteristics to learn
effectively in the dynamic interactive digital learning environments? These issues are waiting for more
explorations. Just and Carpenter proposed the eye-mind assumption in 1980 and mentioned that in reading
text messages, the eyeballs would continue to stare at the text, indicating that the brain is processing thereceived information at this time. The eye-mind assumption suggests that by examining learners' eye
movements, we can further understand how students learn in a specific learning environment and what
specific parts of the instructional design are most effective.
Thus, the major purpose of this study was to use the eye tracking method to explore the relationshipbetween the students’ visual attention during a digital interactive learning environment on the topic of moonphases, learning achievements and other cognitive characteristics such as spatial reasoning ability.

METHOD
The participants of the study were 40 college and graduate students (20-27 years old). Twenty ofthem came from the liberal arts majors and the other 20 from science majors. All of these participants hadstudied general concepts about the moon phases in high schools. An interactive learning APP was created
for the study, which demonstrated how the related movements of the sun, earth and moon (observable fromthe space (allocentric) frame) would result in changes in moon phases (observable from the egocentric
frame). Data collection tools included an online survey for subjects’ background information, the spatial= 233 =

ability test, and the pre- and post-test on concepts about moon phases. Students’ eye movements during theinteractive learning were recorded by the Tobii 4C eye tracking system. For the data analysis, descriptive
statistics, t-test, and Pearson correlation analysis were applied.

RESULTS
By the pair t-test analysis, a significant difference between posttest and pretest(pre = 7.28, post =8.70 out of 15, t =4.02, p<0.001) indicated that students’ conceptual understanding about moon phases had
increased significantly after the interactive learning. There was no significant correlation found between
learning gain (post-test minus pre-test mean scores) and the pre-test results (r =-0.21, p >0.05) whilelearning gain was significantly associated with the post-test (r=0.50, p <0.01). The findings suggested thatthe learning gain should have resulted from interactive learning. The t-test analysis also showed nosignificant differences in the learning gain between gender (male and female) and between majors (arts andscience). Meanwhile, significant correlations were found between the spatial test result and pre-test (r=0.44,
p<0.01), post-test(r=0.64, p<0.001) and learning gain (r=0.37, p<0.05). This result demonstrated thatconceptual understanding of moon phases was related to spatial ability.
Preliminary analyses on participants’ test results and eye movement measures found that thelearning gain was significantly correlated with the eye movement measures of total time spent in the zone
(r=0.29, p<0.1), average fixation duration (r=0.32, p<0.05), revisited fixation duration (r=0.27, p<0.1), andsaccade duration (r=0.30, p<0.1) in the explanatory text AOI (area of interest). It also correlated
significantly with the eye movement measures of total time spent in zone (r=0.28, p<0.1), total fixation
duration (r=0.33, p<0.05), average fixation duration (r=0.40, p<0.05), proportion of fixation duration(r=0.38, p<0.05) and revisited fixation duration (r=0.31, p<0.1) in the AOI of explanatory picture. The
findings revealed that visual attention to the explanatory text and pictures was critical for conceptual
understanding. Although the learning achievements and eye movement measures in explanatory animation
were not significantly correlated, as Table 1 shows, some significant correlations were found between eye
movement measures in animation AOI and those in AOIs of text and pictures. Accordingly, it is inferredthat the explanatory animation might have an indirect effect on students’ learning performance.
Table 1. Correlations between eye movement measures in explanatory animations and texts and pictures
AOI
Total Time Total
Average
Proportion of First Pass Revisited
saccadeSpent
Fixation
Fixation
FixationTimefixation
duration
Duration
Duration
Duration (%)
duration
Explanatory 0.436**
0.393*
0.363*-0.447**0.289(*)
0.117
0.383*
texts
Explanatory 0.376*
0.350*
0.390*-0.300(*)-0.2260.182
0.542**
picturesNote. (*)p<0.1 *p<0.05 **p<0.01

DISCUSSION
This research is still in progress. The preliminary findings indicated that the interactive learning
environment can effectively improve students’ conceptual understanding, and eye movement patterns arecorrelated with learning achievements. Further data analysis will be presented at the conference.

REFERENCES
Just, M. A., & Carpenter, P. A. (1980). A theory of reading: From eye fixations to comprehension.
Psychological Review, 87(4), 329–354.
Ramasundarm, V., Grunwald, S., Mangeot, A., Comerford, N.B., & Bliss, C.M. (2005). Development of anenvironmental virtual field laboratory. Computers, 45(1), 21–34.

= 234 =

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1. Pusan National University, Korea
2. Pusan National University, Korea

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A Study on the Learning Effectiveness of STEM Educationin the Sixth Grade of Elementary School
Lin Meihui
National Taipei University of Education Natural Science Education
Abstracts
The purpose of this research is to explore the learning effectiveness of STEM
Education for sixth grade elementary school children. Research methods include
qualitative and quantitative research methods. The subjects of the study were 28 sixthgrade students from a elementary school in New Taipei City. STEM Education’steaching activity design includes (1) Knowing the lever: Through experiments anddiscussions, let students understand the principle of levers and the tools used in life;(2) Pulleys and axles: Let students know about pulleys and axles through experiments
and discussions Tools based on the principle of leverage can also be used; and (3)Transmission of power: Through experiments and operations, it is known that fluids
such as gears, chains, air, water, and oil can transmit power, And fully integrated into
the teaching concepts and strategies of STEM Education. The data collection of thisresearch includes: classroom observation data of qualitative data and learningachievement test of quantitative data. The findings of the study include: (1) School
children can understand that levers, pulleys, axles and other tools can solve problems
in life; (2) School children find that many machines are also used in gears, chains orflows to transmit power in life; (3) The pre-test score of the school-child achievement
test is 82.3 and the post-test score is 92.9, which shows that the learning effectivenessof STEM Education for children has made significant progress; (4) The labor-saving
and easy-to-operate situation of the use of lever principle tools by school children, thelabor-saving and labor-saving situations of pulleys and axles; (5) Explore the use of
related tools in daily life; observe the transmission of power and observe thetransmission mode of gears and chains; and detect air and water Oil and other fluids
can also transmit power; (6) Common brooms, bicycles, rotating chairs (haircutting
chairs) and excavators, etc., are used to make hydraulic robotic arm science toys; itshows that this teaching activity does promote the ability of STEM Education forstudents . Therefore, this study believes that this teaching activity does indeed
enhance the learning effectiveness of STEM Education in the lives of schoolchildren.
Keywords: Leverage Principle, Science Education, STEM Education= 238 =

(Figure 1) Shooting device(Picture 2) Pulley drive

Pivot point(PP): When working, the position that remains stationary is shorter thanthe pivot point.
Resistance point(RP): when working, the place where the heavy object is hung.
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Resistance arm(RA): the distance from the resistance point to the fulcrum.

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Figure (3): The fulcrum is located between the point of force and the weight.
Scissors, pliers, and seesaw use this kind of lever.
If the force arm is long and the resistance arm is short, it is a labor-saving tool.
The opposite is laborious tools
If the force arm is equal to the resistance arm, then this tool does not save effort oreffort.
Figure (4): The point of resistance is located between the fulcrum and the point offorce.
Trolleys, bottle openers, and paper cutters use such levers.
This kind of lever, with a long force arm and a short resistance arm, is always laborsaving.
Therefore, heavier objects can be lifted or moved with less force.
Figure (5): The force application point is located between the fulcrum and theresistance point.
Tweezers, chopsticks, and brooms use this kind of lever.
This kind of lever, with short force arm and long resistance arm, is always laborious.
The advantage is that it saves time

= 239 =

Investigating the impact of immersiYe virtual reality environment
on science learning
Ying-Tai Hsu1, Silvia Wen-Yu Lee2 and Kun-Hung Cheng3
1. National Changhua University of Education,ġGraduate Institute of Science Education, Taiwan
2. National Taiwan Normal University,ġGraduate Institute of Information and Computer Education, Taiwan
3. National Chung Hsing University, Graduate Institute of Library and Information Science, Taiwan

季
ABSTRACTThis study aims to understand the role of advance organizers in students’ learning of science inimmersive virtual reality (IVR). This study compared the scientific learning outcomes, as well as theaffective factors, including presence, positive emotional engagement, and negative emotional engagement,
between the concept map (CM) group and the non-concept map (NCM) group. Data collection included
survey questionnaires and a test assessing scientific knowledge of plant concepts. The results show that
the CM group had significantly higher scores in scientific concepts based on ANCOVA. The NCM groupalso had stronger negative emotional engagement of the IVR than the CM group. We conclude that whenproviding a concept map to the students prior to the use of IVR, the concept map can help students reduce
negative emotions and can result in better learning outcomes than that of the students who did not receive
the concept map. Implications for future research and instructional design are proposed in the study.

季
Keywords:
Immersive virtual reality, aﬀective factors, scientific learning outcomes.

季
Introduction
Immersive virtual reality (IVR) with proper instructional design can enhance, guide, and stimulate
students’ interest in learning of subject matters including science. Nevertheless, some researchers(Makransky et al., 2019) have argued that IVR learning environments only have a significant influence onlearning perception but not on learning performance. Past studies had suggested that pre-training could
enhance students’ learning effectiveness in immersive virtual reality (IVR) environmentsġ(Meyer et al.,2019). However, few studies have examined the effects of concept map, an approach of pre-training. This
study aims to understand the role of using concept maps in students’ learning of science in IVR. In thisstudy, we posed the following research question: 1) To what extent have students from the two groups
developed different scientific concepts of plans after using the VR application? 2) To what extent havestudents from the two groups had different affection towards using the VR application?

Methods
In this study, we used an IVR system developed for learning plants at elementary level (Cheng etal., 2019). Learners can freely explore the two virtual scenes in the system to learn the appearance,
propagation, and reproduction of plants. The students in the concept map (CM) group received a concept
map previewing the concepts in the IVR, while the students in the NCM group did not receive theconcept map. Data collection included survey questionnaires that were used to measure students’ aﬀective
factors in VR environments. Pre- and post-test were also developed to measure their understanding of
scientific concepts related to plants. T-test and ANCOVA analyses were used to compared different
variables and outcomes between the control and experimental groups in this study. Affective factors= 240 =

include presence, positive emotional engagement, and negative emotional engagement.
Participants of this study were from an elementary school in central Taiwan. Seventy-four
sixth-grade students were randomly assigned into the concept map group (CM; experimental group) andthe non-concept map group (NCM; control group).

Results
The results show that the CM group had significantly higher scores in scientific concepts based on
ANCOVA. The t-test analyses also showed that the students who did not receive the concept map (ie.,NCM group) had developed stronger negative emotions in IVR than the students in the CM group. The
results show no significant differences in the perceived sense of presence and in positive emotional
engagement between the two groups. Implications for future research and instructional design areproposed in the study.

REFERENCES
Cheng, K. H., Wang, Y. C., Chang, C. W., & Tsai, C. C. (2019). Learning plants by immersive virtual
reality: a pilot exploration of elementary school students’ flow experience and attitudes. The 23th
Global Chinese Conference on Computers in Education (GCCCE 2019).
Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab
simulation causes more presence but less learning. Learning and Instruction, 60, 225-236.
Meyer, O. A., Omdahl, M. K., & Makransky, G. (2019). Investigating the effect of pre-training whenlearning through immersive virtual reality and video: A media and methods experiment. Computers& Education, 103603, 103603. https://doi.org/10.1016/J.COMPEDU.2019.103603= 241 =

A Study of the Educational Methods for Computational Thinking
in Elementary STEM Education
Tetsuya YAMADA1, Mao KOSAKA2, Takekuni YAMAOKA3
1. Minatogawa College, Japan
2.Hyogo Prefectural Seiryo High School, Japan
3.Tokai Gakuen University, Japan

ABSTRACTIn Japan, programming education has begun to be implemented from elementary school. STEM
education and STEAM education need to be based on scientific logical thinking. However, programming
education in elementary school tends to fall into education for computers. We conducted lessons inelementary school smoothly, practiced lessons that combined unplugged lessons and watching movies sothat the significance of learning could be felt effectively, and evaluated the results. The use of subroutines
was common in the upper grades when they didn't watch movies. It was found that the link between themovies moving in XY coordinates and the teaching material moving in XY coordinates may raise children's
awareness, and there is no difference in grades. Ishizuka et al (2013) make clear that computer science
unplugged is easy to accept in Japanese elementary schools because it aims at learning without using acomputer. Nagayasu et al (2020) have practiced a combination of unplugged and social awareness inrelation to early childhood education.
Keywords: STEM education, Computation Thinking,3URJUDPPLQJ(GXFDWLRQ(OHPHQWDU\6FKRRO

Introduction
The curriculum of Japanese elementary schools seems to need "learning activities to acquire thelogical thinking ability necessary for children to do intended processing while experiencing programming".
In fact, programming education in primary education is positioned. In addition, it is desired to foster anattitude of actively participating in the information society and contributing to its development byappropriately and effectively utilizing information and information technology. Programming education isindispensable for science education, STEM education, and STEAM education in Japan.

PurposeIn this study, we decided to consider an educational methods to develop the educational content byusing unplugged teaching materials that are familiar from the lower grades of elementary school.
Furthermore, the purpose is to consider the educational method at the stage of introducing scientificprogramming education and to show the cross-curricular development by grade.

Research Method
In July and November 2019, we confirmed the educational effect of 14 and 16 elementary school
students from 4th grade to 6th grade in S city, Japan, using Cubetto of Primo Toys. In the first survey group,
seeing after the robot tractor movies related to the utilization in the real world, the contents conscious of
the development to the automatic driving bus, drone, etc. and the contents conscious of the development to
the numerical control machine tool, etc. was incorporated. In the next survey group, we did not handle
movies related to social utilization, but explained each process. Behavioral observations were made during
practice. After the implementation, the descriptive words were analyzed by taking free descriptive
impressions.

Results and Discussion
Figure 1 shows a class using cuvettes. Figure 2 shows a photo of a movies of a robot tractor.Afterclass, as shown in Fig. 3, the total number of times to use the subroutine was frequently done in the upper= 242 =

grades who did not watch the movie. Descriptive words were analyzed by taking a free descriptive
impression. As shown in Fig. 4, words related to society were recognized regardless of grade.As a result ofanalyzing each behavior observation and free description, when using a movies, there are cases where evenapplications other than the movies are noticed. It was found that the link between the movies that moves in
XY coordinates and the teaching material that moves in XY coordinates may raise children's awareness,and that there was no difference between grades.

Figure.1 Practice of Cubetto

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Figure.4 Words Count /Related to Society

When the students were asked to perform activities focusing on processing without using movies,
many descriptions of thinking were observed. However, although they were also motivated to do the activity,
they did not notice the connection with society. These differences in thinking about the processing ofsubroutines by grade level were observed by behavioral observation.
In the future, it was suggested that scientific programming will lead to concrete teaching methods
that connect with society through practice based on the characteristics of teaching materials. We also foundthe possibility that new awareness of children will be born from cross-curricular tasks.

Acknowledgement
This work was supported by JSPS KAKENHI Grant Number, 18K02602, 21K02620and 20K14121. 

REFERENCES
Takeharu ISHIZUKA, Susumu KANEMUNE, ,Tatsuya HORITA(2013), Cossesponding Learning Activities in Elementary
School Textbooks with the Activities of Computer Science Unplugged, Information Processing Society of Japan: Vol.54 No.1
24-32
Naoko NAGAYASU, Nunehisa MATSUMOTOɾTetsuya YAMADA(2020)ɾStudy on Infant Activities in Childcare with
Computational ThinkingɾThe bulletin of Minatogawa College, (56) 15 - 18

= 243 =

Primary School Students’ Social Skills in Science
Classroom: A Confirmatory Factor Analysis
Pattaraporn Pikunkwan1* and Jeerawan Ketsing1
1

Department of Education, Faculty of Education, Kasetsart University, Bangkok, Thailand*corresponding_pattaraporn.pi@ku.th

ABSTRACTSocial skills are basic element for human development. It supports a person’s successin education, career and well-being. This study explored primary school students’ social skillsin science classroom context. Data were obtained from 139 primary school students an old capital
city of Thailand, 200 kilometers away from Bangkok. A questionnaire used for eliciting students’social skills consists of 28 items in Likert’s scale format. It involves 7 components of social skills,
including: 1) communication 2) cooperation 3) empathy 4) assertion 5) self-control 6)
responsibility and 7) engagement. The reliability is .94. A confirmatory factor analysis (CFA) was
employed via R program to verify the constructed model of social skills derived from literature.
Findings proves that the constructed model of social skills is acceptable at chi-squared = 0.459,
CFI = 1.00, TLI = 1.00 and RMSEA = 0.00, factor loading of all components ranges 0.61 to 0.73,
and the construct reliability is 0.86. In short, the model can explain the primary school students’social skills at moderate level. This information can be used as a baseline to design learning
activities and classroom atmosphere to support social skill improvement in science classroom.
Keywords: Confirmatory factor analysis, Science classroom, Social skills, Primary school
students

Introduction
Social skills have long been recognized in the literature as a significant source for humandevelopment and success in career. Research indicates that people with good social skills are well
proficient to develop their potential in the workplace than those who have solely cognitive ability.
In the field of education, educators know that primary school students are at a significant age forsocial skill development. At this age, within school context, children are provided with rich
opportunities to learn how to interact with peers and teachers in various situations. They learn tobe a part of the school/classroom community by internalizing themselves to fit with the schoolsocial norm. As such, primary school functions to cultivate children’s development of social skills
and prepare them to be qualified workers. However, in term of social skills not everyone attained
it through educational context. Sometimes, the interaction with peers and/or teachers can beproblematic for the children. Ample studies presented evidence that children with social skill
deficits often encounter difficulties in the educational system. For instance, they show low
academic achievement, dropout of school, mental illness that could potentially lead to suicide.
Developing the students’ social skills can be a challenging task for science teachers, particularly
in a setting by which academic achievements and test scores concludes the major learning
outcomes. Therefore, this study aimed to explore primary school students’ social skills in thescience classroom.

= 244 =

Method
In the current study, social skills refer to an effective interaction by which a child has withothers. A child with social ability can collaborate and assert respectfully with other people basedon social norms (Gresham & Elliot, 1990). In this survey research, data were obtained from 139
primary school students age 10-12 years in an old capital city of Thailand – 200 kilometers awayfrom Bangkok. We assessed the children’ social skills through a self-assessment questionnaire
adapted from SSIS – RS (Gresham & Elliot, 2008). The instrument included 28 items in Likert’s
scale format. The questionnaire consists of 7 components of social skills: 1) communication
2) cooperation 3) empathy 4) assertion 5) self-control 6) responsibility and 7) engagement. The
instrument was validated by five experts in the field of science education, and educational
psychology. The Cronbach’s α coefficients of the instrument is .94. The confirmatory factor
analysis (CFA) was used via R program to validate if our constructed model of social skills derived
from literature is suitable with the empirical data from the students.
Result and discussion
Results from the CFA show the congruence between the empirical data and the constructed
model. The model’s acceptable range is chi-squared = 0.459, CFI = 1.00, TLI = 1.00 and RMSEA= 0.00 ( table 1) , factor loading of all components ranges 0.61 to 0.73, the standard weight ranges
0.613 to 0.765 at the .05 statistic significant (fig. 1). The construct reliability is 0.86. In summary,the statistical analysis proves that the constructed model of social skills can explain the primaryschool students’ social skills. In addition, we found that the social skills are obtained a medium
level at the .05 statistic significant. These findings reveal that the primary school students have thehighest social skills in the component of empathy. However, their social skills are limited in termsof communication, self-control and responsibility (table 2). Previous study shows that their model
poorly fits with the empirical data of CFI = 0.83, TLI = 0.83 and RMSEA = 0.08 (Wu et al., 2018).
While our social skills model slightly strong fits with the empirical data. In addition, factor loadingof all components show moderate to high correlation between each component and observation
variable (0.61 to 0.73), these reveal that the social skills model should be consisted of 7components: 1) communication 2) cooperation 3) empathy 4) assertion 5) self-control 6)
responsibility and 7) engagement.
Scan QR code to see the result(table 1, table 2 and fig. 1)

Conclusion
In conclusion, this study shows that our constructed model of social skills fits with theempirical data obtained from students. The model able to explain the primary school students’social skills that all components of model affected the primary school students’ social skills. The
constructed model can be used for creating learning experiences in science classroom thatemphasize holistic development of a child.

Reference
Gresham, F. M., & Elliott, S. N. (1990). Social Skills Rating System. Minneapolis, MN: NCS
Pearson.
Gresham, F. M., & Elliott, S. N. (2008). Social Skills Improvement System: Rating Scales.
Bloomington, MN: Pearson Assessments.
Wu, Z., et al. (20180). A validation of the Social Skills domain of the Social Skills Improvement
System‐Rating Scales with Chinese preschoolers. Psychology in the Schools, 56(1), 126-147.

= 245 =

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᳙⇯∍∠∑∓∛∞∥᳚⇌⇯⇟⇙⇝⇝⇌⇟⇦⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌−∛∞⇌⇹∕∐∐∘∑⇌∛∞⇌⇿∑∏∛√∐∍∞∥⇌⇿∏∔∛∛∘⇌∍√∐⇌⇾∑∘∍∠∑∐⇌⇭∞∑∍∟⇌⇌⇩⇯∔∍∕∞∜∑∞∟∛√⇩⇌⇰∞⇚⇌⇺∡∞∡∘⇌⇲∕∠∞∕∥∍∔⇌⇿∡∘∍∕∙∍√⇌∁√∕∢∑∞∟∕∠∍∟⇌⇹∡∘∍∣∍∞∙∍√⇌⇌⇩⇼∞∑∟∑√∠∍∠∕∛√⇌⇼∞∛∓∞∍∙⇩⇌⇝⇜⇝⇙⇟⇙⇝⇝⇙⇞⇜⇙⇝᳉⇲∅⇡⇹⇙∃⇜⇵⇾⇙∀⇻⇜⇞⇝᳊⇌⇝⇌⇷∍⇌⇸∛∗⇌⇯∔∑√∓᳉∀∔∑⇌∁√∕∢∑∞∟∕∠∥⇌∛−⇌⇴∛√∓⇌⇷∛√∓᳊⇌∀∍∙∕√∓⇌√∍√∛∠∑∏∔√∛∘∛∓∥⇌∕√∠∛⇌∏∡∞∞∕∏∡∘∡∙⇌∏∛√∠∑√∠⇦⇌∀∑∤∠∎∛∛∗⇌∍√∍∘∥∟∕∟⇌∠∔∞∛∡∓∔⇌∠∔∑⇌∘∑√∟⇌∛−⇌∐∍∞∗⇌∜∑∐∍∓∛∓∥⇌⇝⇜⇞⇙⇟⇙⇝⇝⇙⇞⇜⇙⇞᳉⇲∅⇡⇸⇙⇷⇠⇳⇟⇙∂⇺⇜⇞⇝᳊⇌⇞⇌⇿∡√∕∟∍⇌⇺∡∙∐∑∑᳉⇿∞∕√∍∗∔∍∞∕√∣∕∞∛∠⇌∁√∕∢∑∞∟∕∠∥᳊⇌∀∔∑∑∞∍∜∛√∓⇌⇿∍√∓∜∞∍∐∕∠⇌⇱∄⇼⇸⇻⇾⇵⇺⇳⇌⇣∠∔⇌⇳⇾⇭⇰⇱⇌⇿∀∁⇰⇱⇺∀⇿᳆⇌ ⇿⇯⇵⇱⇺∀⇵⇲⇵⇯⇌⇭⇾⇳∁⇹⇱⇺∀⇭∀⇵⇻⇺⇌⇿⇷⇵⇸⇸⇿⇌⇝⇜⇟⇙⇟⇙⇝⇝⇙⇞⇜⇙⇟᳉⇲∅⇢⇜⇙⇱⇱⇽⇽⇙⇢⇸⇜⇞⇝᳊⇌⇟⇌∄∕∑⇌∄∕∍∛∥∡᳉⇮∑∕∖∕√∓⇌⇺∛∞∙∍∘⇌∁√∕∢∑∞∟∕∠∥᳊⇌⇸∡∛⇌∅∕√∓⇌∁⇿⇵⇺⇳⇌⇼⇮⇸⇌⇵⇺⇌⇯⇴⇵⇺⇱⇿⇱⇌⇼⇴∅⇿⇵⇯⇿⇌⇯⇸⇭⇿⇿⇦⇌⇭⇌⇺⇱∃⇌⇵⇺⇿∀⇾∁⇯∀⇵⇻⇺⇭⇸⇌⇹⇻⇰⇱⇌⇝⇜⇠⇙⇟⇙⇝⇝⇙⇞⇜⇙⇠᳉⇲∅⇢⇜⇙⇹⇢⇻⇢⇙⇜⇤⇜⇞⇝᳊⇌⇠⇌⇳∍∛⇌⇸∕√∓᳉⇯∍∜∕∠∍∘⇌⇺∛∞∙∍∘⇌∁√∕∢∑∞∟∕∠∥᳊⇌⇽∕⇌∅∍√⇘⇌∆∔∍√∓⇌∅∕√∓∦∔∕⇌⇭√∍∘∥∟∕∟⇌∛−⇌∠∔∑⇌⇵∙∍∓∑⇌∛−⇌⇿∏∕∑√∠∕∟∠∟⇌⇼∛∞∠∞∍∥∑∐⇌∕√⇌⇯∔∕√∑∟∑⇌⇿∏∕∑√∏∑⇌∀∑∤∠∎∛∛∗∟⇌⇌
⇌= 246 =TAMING NANOTECHNOLOGY INTOCURRICULUM CONTENT: TEXTBOOK ANALYSISTHROUGH THE LENS OF DARK PEDAGOGY
Ka Lok CHENG
The University of Hong Kong, Hong Kong S.A.R.


ABSTRACTThe current study is an attempt to explore how the perspectives of “dark pedagogy” and, more broadly,“New Materialism” could be deployed in the interpretation of socioscientific issues-related curriculums.
The concept of “hyperobject” was particularly deployed to understand how well curriculum materials
could support the challenge of anthropocentrism brought about by the presumed divide between culture
and nature. The nanotechnology-related sections in three senior secondary Physics textbooks commonlyused in Hong Kong have been included in the current analysis. Through considering how well thecharacteristics of “hyperobjects” are being included in the textbooks, it is asserted that the impossibility
to grasp the totality of nanotechnology has not been given due attention. The ignorance of the withdrawalof nanotechnology was suggested as contributing to the sustaining of anthropocentrism in the discussionof socioscientific issues. To combat the manipulative mindset resulted, a reframing of the curriculum
through a dark pedagogy lens that foregrounds the emergence of agency and the feeling of surprise isbeing suggested. It is further recommended that the New Materialist perspective be more broadly
deployed in the science education research community.

Keywords: Dark Pedagogy, Hyperobject, Textbooks


BACKGROUND
Lysgaard, Bengtsson, and Laugesen (2019)’s “dark pedagogy” presents itself as a New Materialist
perspective that calls for a rethinking that promises fundamental transformations in all critical aspects ofhuman society amid the Anthropocene. The reconsideration involves challenging the privileging positionof humans, reconnecting to the non-human “things”, and awakening the state of wonder.
Their perspective was suggested as a possible means to handle education content (of, for example,
Environmental and Sustainable Education) about which we can be knowledged in part, while a total
understanding of such content appears to be impossible (Lysgaard and Benntsson, 2020). With such
recommendation in mind, the current small-scale study serves as a “proof of concept” of deploying the
New Materialist perspective in analyzing the socioscientific issue (SSI)-themed curriculum materials. The
concept of “hyperobject” was particularly deployed in the analysis.
Nanotechnology should be understood as a hyperobject. Morton (2013) suggested fivecharacteristics of hyperobjects: viscosity, nonlocality, temporal undulation, phasing, and interobjectivity.
Since nanotechnology entangles with us despite the possible effort to escape, presents itself as
human-created things despite irreducible into isolated “things”, stays in the ecosystem for a long timefrom now despite the short history of technological use, withdraws from our sense despite best
observational efforts, and forms networks with humans that result in emergent agency despite the sum of
the individual agency, nanotechnology should be considered as a hyperobject that our finite cognition cannever grasp in full.

PROBLEM, METHOD & FINDINGS
Such consideration of nanotechnology implies an assumption that any attempts to tame theinapprehensible nanotechnology into textbook content could never be entirely successful, and any
textbook discussions should admit the finitude induced by the impossibility of a total grasp. The current= 247 =

analysis intends to examine whether such impossibility has been probably indicated. Such indication isessential for avoiding the neglect of the “darkness” of the issue that gives rise to a false sense of security.
To illustrate how dark pedagogy could inspire the analysis of socioscientific issue (SSI)-related
content in the curriculum artifacts, the list of characteristics of hyperobjects was deployed to consider
nanotechnology-related content in the three selected Physics textbooks (indicated with asterisks in thereferences section) published after the minor curriculum change in 2014. The chosen section is amarginalized topic under the elective topic of “Atomic World” in the Physics curriculums for seniorsecondary students in Hong Kong.
The examined textbooks deliver certain messages on the viscosity and nonlocality, with limited
implied notes on the phasing and interobjectivity of nanotechnology. Through the statement of theaccumulative effects of nanoparticles on human health and their dispersal in the ecosystem, students weretold that nanotechnology stays in the biological systems with no easy way of removal, and the presence
and effect of nanoparticles are widespread and challenging to be identified in an isolated manner. The
insufficiency of current understandings of the effect of nanoparticles, including the possible ones thatemerged from unforeseeable interactions, serves as an implicit message on the possible withdrawal of
nanotechnology and the emergence of properties due to the nanotechnology-involved assemblages.
However, there is virtually no message on the temporal undulation of nanotechnology, despite that theirviscosity implies the long-term stay of the nanoparticles at both organismic and ecological levels.
The textbook analysis demonstrates that the attempt at complexity reduction results in the lack ofattention to the assemblages formed due to the research on nanotechnology and the use of its product inthe textbooks, which leads to the fragmented perspective of the human-technology relationship. Besides,
the limited attention on the emergence of agential properties, together with the lack of awareness towards
temporal dispersity, has led to a false sense of security resulting from the overconfidence of the humanagency. The analysis demonstrates that the insufficiently satisfying coverage of SSI in the curriculum
materials is not solely a matter of comprehensiveness but perspective.

IMPLICATIONS
The deployment of the perspective of dark pedagogy entails the need for curricular changes. The
curriculum artifacts should present SSI through a balanced view of the agency and finitude of humans.
The emergent outcomes resulted from complex interactions should be given more highlights to combat
the manipulative mindsets. The feeling of surprise and fear should be there together with the virtues ofprudence and courage, which permit an engaging discussion of the SSI without being “information dump”
that leads to Morton (2019)’s “trauma dreams”.
Besides, this paper also demonstrates how the science education research community could deploy
the ideas of dark pedagogy outside environmental and sustainability education. It is hoped that the current
study could trigger further dialogues on the potentials of New Materialists’ ideas and concepts in theanalysis of curriculum artifacts and processes.

REFERENCES
Chan, R. W. N. (2016). Concise Physics: Atomic World (Vol. 7). Hong Kong: Radian. (*)
Lee, L. C. (2015). Active Physics: Atomic World (Vol. 7). Hong Kong: Pearson Education Asia. (*)
Lysgaard, J. A., Bengtsson, S., & Laugesen, M. H.-L. (2019). Dark Pedagogy. Cham: Springer.
Lysgaard, J. A., & Bengtsson, S. (2020). Dark pedagogy – speculative realism and environmental andsustainability education. Environmental Education Research, 26(9-10), 1453-1465.
Morton, T. (2013). Hyperobjects. Minneapolis, MN: University of Minnesota Press.
Morton, T. (2018). Being Ecological. London: Pelican.
Wong, S. L., Pang, W. C., Lie, H. Y., & Lam, S. B. (2016). New Senior Secondary Physics at Work:
Atomic World (Vol. E2). Hong Kong: Oxford University Press. (*)= 248 =

EXPLORING 7th GRADE STUDENTS’ SCIENTIFIC
ARGUMENTATION SKILLS
Sunisa Numdee1 and Theerapong Sangpradit1
1. Srinakharinwirot University, Thailand
ABSTRACT
Scientific argumentation skills play an important part in a science classroom because it helps
students to express their opinions, make decisions and solve problems in daily life. The purpose of this study
was to explore argumentation skills of 7th grade students. The sample of this study was 175 seventh-gradestudents in the second semester of the academic year 2020, using a stratified random sampling methodfrom big size schools under the Secondary Educational Service Area Office Pathum Thani. The research
instrument was scientific argumentation skills test. The test was an open-ended question with two scenarios.
In each scenario, there were four questions according to the 4 components of scientific argumentation
which were claim and warrant, evidence, counter argument and supportive argument. The data wereanalyzed using frequency, percentage, standard deviation and content analysis.
The results were as follows: The mean score of scientific argumentation skills was 5.29 (S.D.=3.30),
the most students (57.14%) had scientific argumentation skills at a low level. In each components of thescientific argumentation skills, the mean score of claims and warrants was 2.63 (S.D. =1.13), the most
students (46.29%) had claims and warrant at a high level, the mean score of evidence was 0.77 (S.D.=1.06),
the most students (67.71%) had evidence at a low level, the mean score of counter argument was 0.85
(S.D.=1.05), the most students (65.43%) had counter argument at a low level. the mean score of supportive
argument was 1.04 (S.D.=1.29), the most students (61.14%) had supportive argument at a low level.
The results revealed that the students lacked of skills to find the evidence to support a credible reason,
counterargument and supportive argument.


Keywords: Scientific argumentation skills, 7th grade students, The 21st-century skills


INTRODUCTION
Argumentation has gained considerable attention and research in scientific studies. This is toencourage learners to develop science argument skills to be science literate and promote higher thinking.
Scientific argumentation is the ability to make reasonable explanations to support hypotheses. There isevidence to support their own claims and ability to predict the answer or the reason for disagreement, andcan reduce the disagreement to agree with themselves and to modify an incorrect idea. It does not makesense to a rational idea by interpreting the available information and based on credible evidence supportingthat idea and leading to the creation of rational knowledge through expressions. Together, Lin and Mintzes(2010) presented four elements of the scientific argument: 1. Claim and Warrant, representing their opinions
on the issue under consideration. 2. A counter argument is a counter argument made up of a different
explanation (counterclaim) and credible reasons to support a different claim 3. Supportive arguments arereasons in favor of an argument to be more credible. 4. Evidence can be used to support any element in anargument, taking into account the appropriateness of evidence as well. Therefore, the researcher isinterested in studying such scientific argumentation skills.

= 249 =RESEARCH METHODOLOGYThis survey research was study the level of scientific argument skills of ͹௧௛ grade students where
the researcher collected the data by asking the sample students to measure the scientific argument skills andanalyze the study results from the competency measure. Individual They were graded according to thequality level of the scientific arguments are divided into 3 levels: low (0 points), moderate (1 point) andhigh (2 points). The scores obtained are analyzed by basic statistics to analyze students' scientificargumentation ability. The concept of Lin and Mintzes (2010) was adapted.
RESULTSThe results of the Scientific argumentative measures classify the competence of students' scientificarguments and then present the data by percentage based on four components of the scientific argument:
claim and warrant, evidence, counter argument and supportive argument. Including the overall presentationof every element, the results of the analysis appear in the figure 1, showing the level of competence in eachelement of the scientific argument of 7th grade students. 
Figure 1

Scientific argumentation abilities of the students



CONCLUSION
The students' scientific argumentation ability was used to measure the scientific argumentation
skills in situations of social issues related to science. It can be concluded that the students' scientificargument skills for all elements are low. Although there are some learners that can build advanced scientificcounter-skills. But the quality of the arguments for these learners was found to be low. It showed that thelearner was well informed and justified in supporting the claim. And their own feelings of explaining
information or evidence to support the claim that the information or evidence is less reliable. The valuelearners give to others’ perspectives can be less according to their own ideas. This shows that learners havea difficult time choosing to use information or evidence to support them. Therefore, in managing scientificlearning, more students should be taught to develop scientific argumentation skills.
REFERENCE
Lin, Shu-Sheng and Mintzes,J.J.(2010). Learning Argumentation Skills through Instruction in
Socioscientific Issues.Taiwan. National Science Council.
Sampson, V., Grooms, J., & Walker, J. P. (2011). Argument-Driven Inquiry as a Way to Help
Students Learn How to Participate in Scientific Argumentation and Craft Written
Arguments: An Exploratory Study. Science Education. 95:217-257.
Toulmin, S. E. (2003). The uses of argument. London: Cambridge University Press.

= 250 =USING PBL IN CHINESE PHYSICS CLASS: A NEW
INSTRUCTIONAL MODE
Xie Xiaoyu , Luo Ying
Department of Physics, Beijing Normal University, Beijing 100875

ABSTRACTPBL can effectively promote the development of students' scientific literacy, which has become theconsensus in education in the world today. The new round of basic education reform in China aims atstudents' core literacy. Scientific literacy is an important part of core literacy. Therefore, the landing of
project-based learning in middle school physics classroom is an effective way to implement the developmentof students' core literacy. Under the educational background of China, this research puts forward a newteaching mode of "project-based instruction", which includes four elements: project carrier, project support,
project achievement and problem-driven cooperative inquiry learning. Its instruction procedure consists ofthree stages. According to this teaching mode, this study designed the project learning course about matterand energy, conducted teaching experiments(N=546), and applied Classical Test Theory and classroom
observation to verify the effectiveness of this teaching mode., during which three teachers finish 384 classes
in total. After teaching, the test is carried out from concept understanding (Cronbach's α=0.73). The resultof concept shows that the correct rate of students exceeds 80%. By observing students' performance in class,
it is found that students can demonstrate based on evidence and express their scientific views smoothly.
Keywords: Project-based Learning; Middle School Physics Instruction; Instructional Mode
PBL can effectively promote the development of core literacy, which has become the consensus ineducation in the world today. The latest research on science education also fully proves that PBL has asignificant positive impact on students' scientific concept construction and academic achievement (Chen,
C. H, & Yang, Y. C. 2019), especially on scientific problem-solving (Chen, S. Y et al.,2019) and motivation(Shishigu, A. A.,2016), which are undoubtedly important components of core literacy. In recent years, PBL
in China still stays at the stage where a few teachers try individual teaching contents, and it is difficult tofully integrate into the regular physics classroom in middle schools. This is because the contents involved
in PBL far exceed the scope and requirements of physics courses in middle schools. Therefore, this research
makes an in-depth study on how to effectively integrate project-based learning into daily physics teachingin middle schools, creatively constructs a new mode of middle school physics instruction based on project,
and applies it to junior high school physics teaching practice to explore new ways promoting thedevelopment of middle school students' core literacy of physics.

1.Instruction program based on project(a) the project splitting stage
The project splitting stage includes two links: project interpretation and project splitting. At the beginningof teaching, teachers should first guide and help students understand the project, interpret the project, andseek concrete methods to achieve the project goals with students.
Project interpretation includes clarifying the tasks required by the project, and defining the symbol ofproject completion, that is, the specific form of project results. -First, on the basis of project interpretation,
analyze and determine the key steps needed to complete the project, and then divide the project into several
specific tasks. Then, the tasks are decomposed one by one into specific problems that are suitable forstudents' foundation and accord with students' cognition and ability level, so that students can solve these
problems through group cooperative inquiry learning and meet the requirements of teaching objectives.
(b) the problem-solving stage
Project splitting transforms the completion of project objectives into the solution of a series of problems.
These problems constitute the driving problem of project-based teaching, which lays a foundation forteaching in the stage of problem solving. Because physics content in middle school can be divided into
three categories: physical concepts, physical laws and their practical application, according to the core
physical content needed to solve problems, the driving problems can be divided into three categories:
understanding physical concepts, exploring physical laws and applying physical knowledge practice, Theteaching classes implemented to solve these three types of problems are called concept learning classes,
experimental inquiry classes and practical application classes.

= 251 =

The problem solving stage can be summarized as the following four links: First, before class, the groupcooperates and learns to acquire debris knowledge, accumulates factual experience, and initially establishes
the mapping between physical phenomena and physical concepts, laws or methods through group
discussion; The second is to communicate with students in class, study physics concepts and laws in depth,
and apply them in practice; Third, teachers and students communicate in class, and teachers promote, sothat students can acquire correct physical knowledge; Fourth, after class, students expand and apply what
they have learned, solve problems and form process project results.
(c) the achievement display stage
Achievement display is the typical feature of PBL. This stage includes two links: display exchange andproject evaluation, which not only promote knowledge integration and build knowledge system, but also
further develop students' core literacy of physics. At this stage, students review the project implementation
process in a group cooperation way after class, summarize the learning process of project splitting andproblem-solving stage, analyze the relationship between physical knowledge, build their own physicalknowledge system, sort out a series of achievements generated in the project process, and summarize theminto a general report of project achievements. In class, the results of the project are displayed in groups, andteachers and other students participate in discussion and exchange and evaluate the project.

2.Instruction achievement
Taking the design of future energy-saving houses as the background, the teaching practice based on
project teaching was carried out in a junior high school in Beijing. The teaching practice is aimed at theenergy and material theme of junior high school physics, including four projects, covering 546 students in
12 experimental classes, generating 384 classes, and making video tracking observation on some of them.
The following results were found:(a) Academic achievement
The test consists of 36 items (Cronbach's α=0.73), which indicates that the test is credible, the specificresults are shown in Table 1.For the physics concepts and the law瀆, students not only understand in place,also can well grasp and the application and the mastery.
class

N

1
2
3

46
48
44

Averagescoring rate
85.45%
91.86%
88.09%

class
4
5
6

Table 1. Test results of experimental class.
Average
AverageN
class
Nscoring ratescoring rate
4283.00%
743
81.43%
46
83.96%
847
90.13%
47
90.91%
941
83.33%

class

N

10
11
12

48
47
47

Averagescoring rate
90.55%
82.68%
94.41%(b) Demonstrate communication skills
Through project-based teaching, students have changed the way of answering questions only by rightand wrong. They can collect data by means of news, internet and so on, and use it as evidence to demonstrate
their own ideas. For example, a group showed the process of completing the project from the aspects ofdesign concept, material selection, material function, communication and harvest, etc, Through the handpainted plan of the future energy-saving room, the group's material selection scheme was clearly describedin detail, and the materials and reasons for the selection were systematically explained with illustrations.

REFERENCES
Chen, C. H, & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students' academic
achievement: a meta-analysis investigating moderators. Educational Research Review.
Chen, S. Y., Lai, C. F., Lai, Y. H., & Su, Y. S.. (2019). Effect of project-based learning on development ofstudents' creative thinking. International Journal of Electrical Engineering Education
Shishigu, A. A. (2016). The effect of problem-based learning (pbl) instruction on students' motivationand problem-solving skills of physics. Eurasia Journal of Mathematics, Science and Technology Education,
13(3).

= 252 =

Analysis of the Image of Scientists Portrayed in Chinese Science
Textbooks
Gao Ling 1, Qi Yan 2, Zhang Yingzhi3
1.2.3 Capital Normal University

ABSTRACT
Our research presents an analysis of how scientists are portrayed in the Chinese science textbooks. We
have two major purposes in this research. The first purpose is to modify the analytical framework ofscientists' images to make it more suitable for Chinese science textbooks. The second purpose is to use it
to analyze the image of scientists in Chinese science textbooks. In our research, the modified analyticalframework includes three aspects: individual characteristics, work-related characteristics and moral
values of scientists. Combined with the method of text analysis, three versions of Chinese science
textbooks in junior middle school were analyzed. Our result showed that there are a number ofstereotypical images in the science textbooks. Most scientists are male from the West with rational andobjective personal traits. As for the work-related characteristics, they are portrayed as conducting
experiments in their labs by following scientific methods and dealing with direct evidence. They are also
mostly portrayed as engaged in an enterprise that is objective, which aims for discovering the truth out
there. In terms of moral values, Chinese science textbooks are inadequate in this part but emphasize thesense of social responsibility. 
Keywords: analytical framework; the image of Scientist; Chinese Science textbook; stereotype

INTRODUCTION
The image of scientists in textbooks has an important influence on the formation of students'
attitude towards science and their aspiration of science career (She, 1998). Since 1957 (Mead & Metraux澿澳1957), many scientists found that students had stereotyped images of scientists. In China, there is little
analytical framework for the stereotype of scientists in Chinese science textbooks at present. Therefore,
our research questions are: (1) Which items are included in the framework of analyzing the images ofscientists in Chinese science textbooks? (2) What image of the scientist is portrayed in the Chinesescience textbooks?
MethodWe used text analysis in this research. According to the adapted framework (Table 1), we
randomly select 9 Chinese science books in 4 versions as research objects and make a statistical analysis
on the images of scientists(Table 2). The materials of the images of scientists involved in the textbook areevaluated. The evaluation can be divided into three dimensions: stereotypes; reverse stereotypes; Neutral濁澳
Table1. Analytical framework based on evidence-based stereotypes of scientists
individual characteristics
work-related characteristics
moral values
Bald; Wears eyeglasses;
Works within Eurocentric paradigms; External factors Patriotism;
Disheveled; Wears white
do not influence his work; Works alone; Works only in Peaceful;lab coat; Middle-aged or
the lab; Follows the scientific method; Does work which Self-giving;elderly; Male; White;
involves dealing with direct evidence; Aims for Responsible
discovering the truth that is out there; Produces
Westerner; Has innate
end-results that are durable and fixed over time;interest in science ; Crazy;
Lonely; Objective;
Engages in an enterprise which is objective; Engages indull, non-creative, non-imaginative work; Experiment is
nerd ;Unemotional;
long; Great
Competitive;

Items
1
2
3
4
5

Table 2 Textbook basic information statistics
VersionSubjects
Grade
People's Education Press
biology
The first semester of the seventh grade
People's Education Press
biology
The second semester of the eighth grade
People's Education PresschemicalThe first semester of the ninth grade
People's Education PresschemicalThe second semester of the ninth grade
People's Education Pressphysics
The first semester of the eighth grade= 253 =

6
7
8
9
Total

Shanghai Science andTechnology Press, Guangdong
Education Press
Beijing Normal University Press
Beijing Normal University Press
Beijing Press4

physics

The first semester of the ninth grade

biologyphysics
chemical3

The second semester of the seventh grade
The first semester of the eighth grade
The first semester of the ninth grade
5

Results and Conclusion
This research framework summarized the image of scientists into three aspects: individual
characteristics, work-related characteristics (Yacoubian & Al-Khatib, 2017) and moral values.澳 The
presence of a particular stereotype in a relatively high frequency (arbitrarily more than 20% of the cases)
and without being significantly counter-balanced by its corresponding non-stereotype was sufficient for
us to conclude that the textbooks collectively portrayed a particular stereotypical image of scientists. This
study found that there are some stereotypes of scientists in Chinese science textbooks (Figure 1).
Scientists are mainly white, middle-aged men from Western countries. They are rational and objective,
follow the scientific method aimed at discovering the truth of the outside world, and become great people.
In addition, Chinese textbooks mention the moral values of some scientists, especially their sense ofsocial responsibility.

Figure1. Proportion of references showing stereotype, reserve stereotype and neutral.

REFERENCES
Mead, M., & Metraux, R. (1957). Image of the scientist among high-school students: a pilot study.
Science, 26, 384–390.
She, H. C. . (1998). Gender and grade level differences in taiwan students' stereotypes of science andscientists. Research in Science and Technological Education, 16(2), 125-135.
Yacoubian, H. A. , Al-Khatib, L. , & Mardirossian, T. . (2017). Analysis of the image of scientists
portrayed in the lebanese national science textbooks. Science & Education, 26(2), 1-16.

= 254 =

2021 International Conference of East-Asian Association for Science Education
Oral Session 5

Day3(June20th)

Room4【Category】

13：00～14：30
C4-6

4: Science Education for High School and Related Areas=Chairperson=
Prof. Zhang, Ying-Zhi

Capital Normal University=Presentation Program=105-4-6-20-1（FX8R-R53I-L9021）
Stephen Okonkwo（Faculty of Education, Chiba University）
1

Jun Nomura

CONDITION OF SCIENCE EDUCATION IN NIGERIA: A COMPARATIVE ANALYSIS OF PUBLIC
AND PRIVATE SCHOOL IN ABUJA, NIGERIA: SECOND REPORT
106-4-6-20-2（FY4O-M26D-13021）
Naphat Suknarusaithagul（Kasetsart University）
2

Chatree Faikhamta

Learning progression of grade 12 students' representational competence in electrochemistryduring model-based learning
107-4-6-20-3（FXIW-YKRW-KQ021）
3

Ying-Ju Chen（The National Kaohsiung Normal University）
Tai-Cheng Tso, Chia-Ju Liu

An Exploration of Senior Students’ Mental States When Learning About Quadratic Function
108-4-6-20-4（FY62-LVKJ-E0021）
Mengyun Xie（Beijing Normal University）
4

Ying LuoAnalyze The Students ’ Experimental Text of Chinese Mainstream High School Physics
Textbooks From The Perspective of Scientific Inquiry= 255 =

CONDITION OF SCIENCE EDUCATION IN NIGERIA: A
COMPARATIVE ANALYSIS OF PUBLIC AND PRIVATE SCHOOLS INABUJA, NIGERIA: SECOND REPORT
Okonkwo Stephen1,2, Jun Nomura2
1. Funtaj International School, Abuja, Nigeria.
2. Faculty of Education, Chiba University, Japan.


ABSTRACTThis study aims to comparatively analyze the condition of science education in private and public schools
in Abuja metropolis, Nigeria. A descriptive research survey design was adopted, and data was collected
through a well-structured questionnaire and by direct observation. Effective teaching and learning of
science are dependent on many factors; prominent among them is the condition of the learning environment.
The academic performance of students is considerably higher when they learn in positive environments.
The condition of Nigerian schools is polarized to the rich and poor educational environment based on its
stakeholders. If these educational conditions are left unattended, a disparity of citizens may magnify andadversely affect the country's overall development. This study recommends some strategies for improving
the condition of science education in Nigerian public schools by improving teaching methodologies,
improvisation of instructional materials, provision of zonal laboratory tools and equipment, and sourcing
for funds from other Non-governmental organizations.
Keywords: Academic performance; Educational environment; Nigeria; Public and Private Schools;
Science education.

INTRODUCTION
The previous study revealed different educational conditions in public and private High schools in Abuja.
In this report, detailed inequality of learning opportunities between those schools was analyzed.
Research Background: Although education is a top priority for the Nigerian government, providing a fairand equal learning conditions for all students remains elusive. Students of public and private schools in
Nigeria learn science in widely distinct and different conditions. There is an already existing massive lacunain the learning conditions of both groups of schools, which if left unattended to, will magnify the disparity
among students thereby adversely affecting overall development. The focus of this report is to suggest
strategies for improving the condition of science education in Nigerian schools.
Methodology: A descriptive research survey was adopted for this study. The study involved a total of fortyfive science teachers, twenty-six of them teach in private schools, while the remaining nineteen are publicschool teachers.
Results: This study employed the following parameters for comparing the condition of science educationin public and private schools in Nigeria: average class size, average number of students per science group,
frequency of conducting science experiments, availability of infrastructure and laboratory equipment,
availability of teaching (audio-visual & kinesthetic) aids. The results are compared and analyzed in figure
1 and table 1 below.

= 256 =

$

&







'

%






Figure1. Some schools in Nigeria. 1A,B are public school’s classroom and laboratory, while figures 1C,D are private schools.
Table1: comparison of science education conditions of private and public schools in Abuja, Nigeria.
Parameters

Public schools

Private schools

Average class size

65

24

Average number of students per science group

94Frequency of conducting science experiments (termly)

2

10

Percentage availability of basic infrastructures

52

100

Percentage availability of laboratory equipment

25

82

Percentage availability of teaching (audio-visual & kinesthetic) aids.

59

98

Figure1 and table1 above show the gaping disparity in the science education learning conditions of Nigerian schools. The averageclass size and number of students that make up each science group for public schools are 65 and 9; while that of private schools
stand at 24 and 4. Science experiments are usually conducted once or twice in a term for public schools, but conducted weekly
or an average of 10 times in a term for public schools.

DISCUSSION AND RECOMMENDATIONS: To foster greater social equity, promoting more equal
learning conditions in schools must be a priority for Nigeria (Adesina, 2006). Nigerian public schools
should consider augmenting their income through private financing such as endowments, instead of relying
primarily on government funding (The Guardian Newspaper (2020)). Figure 2 outlines strategies
recommended by this study for improving the conditions of science education in Nigerian public schools.
provision ofregionallaboratory
sourcing

Strategies for
improving conditionof science educationin Nigeria

for funds

improvisation of
instructional
materials
improving teaching
methodology.

Figure2: Strategies for improving condition of science education in Nigeria

REFERENCE
Adesina, J.O (2006). Global trends in higher education reform: What lessons for Nigeria? Journal ofHigher Education in Africa, 4(1), 1-23
The Guardian Newspaper (2020). Implementing Innovative Strategies to Improve Education in Nigeria.
Retrieved May 31, 2021 https://guardian.ng/features/implementing-innovative-strategies-to-improveeducation-in-nigeria/= 257 =

LEARNING PROGRESSION OF GRADE 12 STUDENTS’
REPRESENTATIONAL COMPETENCE IN ELECTROCHEMISTRYDURING MODEL-BASED LEARNING
Naphat Suknarusaithagul and Chatree Faikhamta
Kasetsart University, Thailand

ABSTRACTElectrochemistry uses a number of abstract concepts at the macroscopic, submicroscopic, and symboliclevels, and students can face challenges in generating visual representations of the chemical processes
involved. Students’ representational competence (RC) should therefore be developed; this is the ability toidentify, transform, and reflect using multimodal depictions of perceptual and physical entities andprocesses in order to think about, communicate, and act on them. This study aims to examine
electrochemistry students’ progression in RC while engaging in model-based learning (MBL). Data werecollected using pre-post tests, worksheet activities, audio recordings, and reflections from both teachersand students and subsequently analyzed inductively. The findings indicate that the pathways of progressionin RC varied between students and that most progressed from the depiction to the syntactic level of formal
representation. The students were able to develop a higher level of RC because they were engaged in MBL
and, particularly, in generating model steps. Students were provided with support in generating andpresenting internal and external representations via a co-construct process and with opportunities forjustifying their representations. Moreover, the use of dynamic simulation visualization to translate the threeevaluation levels helped shift the students’ progress in RC to an even higher level.
Keywords: Electrochemistry, Learning Progression, Representational Competence, Model-based
Learning

INTRODUCTION AND THEORETICAL FRAMEWORKThe main goal of this research was to examine how learning progress in representational competence (RC)is made by electrochemistry students. Electrochemistry is considered a challenging subject to visualize at
the submicroscopic level and to link to macroscopic themes because of the abstract chemical concepts it
involves (Tien & Osman, 2017). RC can be defined as the ability to identify, transform, and reflect using
multimodal depictions of perceptual and physical entities and processes in order to think about,communicate, and act upon them (Chang, 2018; Kozma and Russell, 2005). Kozma and Russell (2005)
propose five essential levels of progress in RC: 1) depiction; 2) early symbolic; 3) syntactic; 4) semantic;
and 5) reflective or rhetorical. Informed by these levels, we develop a framework for measuring learning
progress in RC, and we find that model-based learning (MBL) can play an important role in developing
student competence through its generating, evaluating, modifying, and elaborating processes (Clement,
2000; Gilbert & Justi, 2016).

METHODOLOGYThis research included 23 female students enrolled on a grade 12 chemistry course. Materials such as prepost RC tests, worksheet activities, audio recordings, and the reflections of students and teachers were used
to assess RC through six MBL cycles of two electrochemistry tasks. An inductive method was used toanalyze the data in terms of RC progression adapted from Kozma and Russell (2005).

= 258 =RESULTS AND DISCUSSION
The students’ RC was categorized into five progression levels (Fig. 1). Prior to engagement with the MBL
activities, the number of students in level 1 was high at 85.95% and 43.48% for the redox reaction andelectrochemical cell tasks, respectively. We found that after six cycles of MBL, students progressed to ahigher level of RC with 17.39% in level 2 and 82.06% in level 3 for redox reaction as compared to 56.52%
in level 2 and 43.48% in level 3 for electrochemical cell. This demonstrates that there are various routes to
RC development. In commencing the MBL cycles, we found that many students shifted from higher tolower level 1 during model generation, and so a group co-construct process was implemented instead.
Consequently, we found that RC tends to progress to higher levels in the evaluating step of each cycle
indicating that the process supports the building and assessment of mental representations (Núnez-Oveido,
Clement, & Rea-Ramirez, 2008). In MBL evaluation, we also found that using dynamic simulation
visualization to translate the three levels could shift RC progression to a higher point in levels 2 and 3
because it allowed the students to connect observable processes with unobservable phenomena (Zhang &Linn, 2013). Moreover, in the modification and elaboration steps, some students progressed even further incycles 2, 5, and 6, demonstrating the ability to connect different representations based on shared meanings
p g
as featured in level 4 RC progress.

Figure 1. RC progression of electrochemistry students.

CONCLUSION AND LIMITATIONSIn this study, an MBL approach was found to support higher-level RC progression using co-construction
and dynamic simulation visualization. However, the students’ RC did not shift to level 5. The findingspresented in this research suggest that MBL should focus on reasoning and argumentation which are criticalfor progressing to level 5.

REFERENCES
Clement, J. (2000). Model based learning as a key research area for science education. International
Journal of Science Education, 22(9), 1041-1053.
Gilbert, J. K., & Justi, R. (2016). Learning progression during modelling-based teaching. In Modellingbased Teaching in Science Education (pp. 193-222). Springer, Cham.
Kozma, R., & Russell, J. (2005). Students becoming chemists: Developing representational competence.
In Visualization in Science Education (pp. 121-145). Springer, Dordrecht.
Stieff, M., Hegarty, M., & Deslongchamps, G. (2011). Identifying representational competence with multirepresentational displays. Cognition and Instruction, 29(1), 123-145.
Tien, L. T., & Osman, K. (2017). Misconceptions in electrochemistry: How do pedagogical agents help?
In Overcoming Students’ Misconceptions in Science (pp. 91-110). Springer, Singapore.
Núnez-Oveido, M. C., Clement, J., & Rea-Ramirez, M. A. (2008). Developing complex mental models inbiology through model evolution. In Model based Learning and Instruction in Science(pp. 173-193). Springer, Dordrecht.
Zhang, Z. H., & Linn, M. C. (2013). Learning from chemical visualizations: Comparing generation andselection. International Journal of Science Education, 35(13), 2174-2197= 259 =

An Exploration of Senior Students’ Mental States When Learning
About Quadratic Function
Ying-Ju Chen1, Tai-Cheng Tso2, Chia-Ju Liu3
1. 2. 3. TheġNational Kaohsiung Normal University, Taiwan, ROC


ABSTRACTThis study aimed to develop Metal State Questionnaire of Quadratic Function (MSQF) with good
reliability and validity. The construction was a two-stage process. In the first stage, the draft of the MSQF
with 32 items was completed based on the related literature. Next, a pilot study with 455 tenth gradestudents as the subjects was conducted for removing the items with unsatisfying item analysis results from
the MSQF draft. The modified MSQF contained four subscales and 24 items. Then, reliability analyses
were performed with the subscales. The obtained Cronbach’s α-value were between 0.90 and 0.96, of which
the MSQF was 0.97, meaning that the reliability of this inventory was good.
The second stage aimed to explore the differences in mathematical reasoning among students fromdifferent mathematical mental thinking disposition groups with 284 tenth grade students as the researchsubjects. The purpose was to examine the construct validity of the inventory. It was found that thedifferences in mathematical reasoning test scores between the groups of high MSQF scores and that of low
MSQF scores were significant (p < .001), showing that the construct validity of this inventory was high.
Keywords: Mental state, Quadratic function, Mathematical literacy.

RESEARCH PURPOSES
Problem solving (mathematical modeling) is one of the main directions of the Programme forInternational Student Assessment (PISA) to evaluate mathematical literacy (OECD, 2018). Several
instruments have been developed to assess students’ mathematical literacy, but few studies have reported
how students’ mental states may play a role in learning mathematics. However, students often face manydifficulties in the process of mathematical modeling, such as difficulties in generating images of situations,in identifying variables, and in establishing mathematical representations (Ikeda & Stephens, 1998).! Inorder to improve mathematics literacy, we need to more effectively measure the mental state of students
while studying mathematics, so as to develop more suitable strategies for mathematics teaching. The study
focuses on quadratic function concept learning and propose the development of the Mental State Conceptual
Learning Inventory to identify students’ mental states before and after learning about quadratic function.

METHOD
The draft of the MSQF with 32 items was completed based on the method of classifying the mental
state of concept learning by Liu and Hou (2002) and was presented using 5-point Likert’s scale for the tool.
Then, two experts in mathematics education research and three junior high school math teachers wereinvited to offer their opinions to modify the draft to improve the content validity. In the first stage, a totalof 455 tenth grade students from 3 schools participated in the pretest. In the second stage, 284 tenth graders= 260 =

who were not among the participants in the first stage were selected as the research subjects. The reliability
and validity of MSQR are proved through factor analysis and mathematical achievement test.

RESULTSThe results of each stage of this study are summarized as follows.!In the first stage, we obtained a
Kaiser-Meyer-Olkin (KMO) value of 0.964 (p < .001), which meant that there were common factors among
the items. The result of factor analysis shows that there are four factors extracted, namely learning emotion,
learning intention, internal mental representation and external mental representation.! It was found thateight of the 32 items belonged to two or more factors at the same time, so they were deleted.! The four
factors loadings of the remaining 24 items were between 0.59 and 0.81, between 0.61 and 0.83, between
0.59 and 0.76, and between 0.59 and 0.74, 77.49% of the total variation of the 24 items inventory could be
explained. Then, reliability analyses were performed with the subscales. The obtained Cronbach’s α-value
were between 0.90 and 0.96, of which the MSQF was 0.97, meaning that the reliability of this inventory
was good.
In the second stage, we found that the correlation between MSQF and the math score test was 0.47
(p = .000), which is a moderately positive correlation. Therefore, we further tested the performancedifferences of the mathematics achievement test among student groups with different mental states to
explore the construct validity of the MSQF. Because the p-value of Levene’s test of homogeneity in thevariance test of the high MSQF subarray group and the low MSQF subarray isn’t significant (F = 3.795, p= .053), it means that the variance of the two groups isn’t homogeneous. Then, one-way ANOVA test was
performed on the mathematical achievement test results. The results show that F(1,153)= 66.70 and p < .001,
which means the mathematics between the high MSQF fractional group and the low MSQF fractional group
Performance tests vary. That is, students with high MSQF scores score high in the math achievement test.

CONCLUSIONS AND SUGGESTIONThis study aimed to develop a MSQF with good reliability and validity.!The results clearly showedthat the item analyses and the validity and reliability tests were ideal, so the MSQF was an efficient tool for
examining senior students’ mental states when learning about a! quadratic function.! Specifically, lowachieving students tend to have negative emotions and low intentions, and they have obvious obstacles togenerate scene images, identify variables, and establish mathematical representations. The research resultsmean that students’ mental states are important for problem solving (mathematical modeling). Therefore,teachers can use MSQF to understand students’ mental states, to examine their changes in mental states tofurther explore their learning characteristics, or to design teaching activities which is helpful for students
to develop mathematics literacy.

REFERENCES
Ikeda,T., & Stephens, M. (1998). Some characteristics of students’ approaches to mathematical modellingin the curriculum based on pure mathematics. Journal of science education in Japan, 22(3), 142154.
Liu, C. J., & Hou, I. L. (2002). The relationship between student's mental state and the personality traits.
Papper presented at 18th Annual International Conference of Science Education in Taiwan.
OECD (2018). PISA 2021 Mathematics Framework (Draft). Retrieved fromhttps://www.oecd.org/pisa/sitedocument/PISA-2021-mathematics-framework.pdf= 261 =

Analyze The Students’ Experimental Text of Chinese Mainstream
High School Physics Textbooks From The Perspective of Scientific
Inquiry
Mengyun Xie1, Ying Luo1
1. Beijing Normal University, China


ABSTRACTIn recent years, improving students’ ability of inquiry-based problem solving has become a fundamental
and vital demand in many national science curriculum standards. In order to effectively provide students
with sufficient, real and effective inquiry opportunities to improve their inquiry literacy, Chinese physics
curriculum standard presents higher requirements for the design of “21 compulsory students' experiments”
in textbooks to ensure the inquiry activities is sufficient enough for students. To analyze whether the latest
revision of “students' experiments” in high school physics textbooks meet the corresponding requirements,
we constructed a three-dimensional analytical framework through literature review, including 20 items of
supporting learning and using knowledge, supporting inquiry practice and developing the metaknowledge
that guides and motivate scientific inquiry. After scoring the text of 21 compulsory students' experiments,
we find that learning and using knowledge and developing inquiry process skills get a lot of attention in the
text of students' experiments. Some other poor performances items illustrate that current textbooks do notprovide enough words to support students establish a comprehensive understanding about scientific inquiry,such as 15 and 18. These findings provides valuable reference evidence for the improvement of subsequentphysics textbooks.
Keywords: Physics textbooks; Text analysis; Student experiments; Scientific inquiry;In recent years, engaging students in scientific inquiry reflects in many national science curriculum
standards, like Framework, NGSS (NRC, 2006; 2012), and Physics/ Chemistry/ Biology curriculum
standards for senior high school (Ministry of Education, P. R. China, 2017). Especially in Chinese revised
physics curriculum standards, regard scientific inquiry as a dimension of students’ core competences inphysics discipline. In order to effectively improve this ability, physics textbooks must provide students with
sufficient, real and effective inquiry opportunities. The “compulsory student experiments” are the strongest
exploration and practical experience arranged in Chinese physics curriculum standards. Effective designfor these experiments in physics textbooks are expected. To this end, we analyzed relevant texts in the
newly revised high school physics textbooks in 2019, to examine how does the students’ experiment texts
perform.

Theoretical framework
Referred to an tool developed by other scholars (Yang, 2019) for inquiry tasks in biology textbooks
and basing on physics curriculum standards, we revised and building the three-dimensional analyticalframework for analyzing students' experimental texts is determined as below:
Dimension 1: The text of this task assists in the construction of understandings about scientific concepts (item 1).
1. The task help students understand better on scientific concepts involved in this lesson
Dimension 2: The text of this task engages students in following process (item 2 to 12).
2. Asking question
3. Presenting hypotheses
4. Defining the purpose
5. Selecting of experimental methods
6. Formulating experimental procedures
7. Gathering evidence and data
8. Operating normatively= 262 =

9. Describing evidence and processing data
10. Argument or explaining evidence and data
11. Evaluating
12. Communicating and cooperatingDimension 3: The text of this task reflects the following understanding about scientific inquiry (item 13 to 20).
13. Scientific inquiry all begin with a question, but do not necessarily test a hypothesis
14. There is no single set and sequence of steps or methods followed in all inquiries
15. Inquiry procedures are guided by the question asked
16. All scientists performing the same procedures may not get the same results
17. Inquiry procedures can influence results
18. Conclusions must be consistent with the data collected
19. Scientific data are not the same as scientific evidence
20. Explanations are developed from a combination of collected data and what is already known

Methods
Two faculty members participated in the scoring procedure. By comparing two raters’ responses toall items, it showed 91.8% agreement.
The three-dimensional analytical framework above is the analysis tool (20 items in total).
The texts of students’ compulsory experiments in Chinese most mainstream high school physics
textbooks (Published by People's Education Press) are taken as theanalysis object (21 texts in total).
Scoring every texts with 20 items. If there is an expression of each item in this text, score 1,
otherwise score 0.

Results
The given line chart below (figure 1) A line chart (see Figure 1) was drawn to present the observed
scoring probabilities per item and show the arrangement of students’ experiments in the textbooks. In Figure
1, the xaxis is the item number, and the y-axis is the observed scoring probability of 21 texts. from Figure
1 that:Figure 1. Line chart of the observed scoring probability for 21 texts in the latest physics textbooks on each item.

The scoring probabilities on dimension 1 were relatively high. 100% of students’ compulsory
experiments could assist students in constructing scientific concepts.
The scoring probabilities on dimension 2 were better than dimension 3, overall. But the frequency
of various exploratory activities still varies. Defining the purpose (item 4), formulating experimental
procedures (item6), gathering evidence and data (item7), Operating normatively (item8) anddescribing evidence and processing data (item9) were used frequently, while communicating andcooperating (item 12) were seldom encouraged in words.
The scoring probabilities on dimension 1 were generally low, which means these experiments tasks
do not provide enough opportunities to help students establish a comprehensive understanding about
scientific inquiry.

REFERENCES
YANG W, LIU E. Development and validation of an instrument for evaluating inquiry-based tasks inscience textbooks[J/OL]. International Journal of Science Education, 2016, 38(18): 2688–2711.

= 263 =

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⇌= 264 =

SYSTEMS THINKING FOR LIFE-LONG LEARNINGIN QUALITY SCIENCE EDUCATIONN Y Rustaman
Universitas Pendidikan Indonesia, West Java

ABSTRACT
System and System thinking have been considered as essential components in Science and Science
Education, whether in PISA, STEM Education movement, and Education for Sustainable Development..
Previous research resulted in findings that many topics in middle school science consists of system andneed system thinking skills for concept mastery through real experiences supported by learning material
for the students. Empowering three middle school science teachers who were joining master’s program,
life organization system topic in 7th grade was chosen as the topic for STEM-PjBL, covering concept
mastery, creativity and collaboration and system thinking within supplementary/enrichment learningmaterial. The research findings were still separated between the first two and the learning material study.
Later still using STEM approach (STREAM) for students teachers focusing on system thinking in solving
agricultural problem in east part of Bandung, it was found that the achievement of students’ teacher are
still low, even though they were actively engaged with the teaching learning processes. Using
meta-analyses of some researches and literature review, it is then hypothesized that in order to achieve
high level of system thinking in science education, real well-plan system thinking based learning material
should be prepared as well as their teachers’ guide for equipping middle school science teachers to
implement and develop quality science education for their students with some revision in STEM delivery
instruction to accommodate the art of system thinking. By maximising systems thinking in Sciencelearning for middle school level, it means for all citizen as well, as it is compulsory for Indonesia.
Keywords: system thinking based learning material, STEM-PjBL, middle school science. ESD.

INTRODUCTION
System and System Thinking in Science Education
System has been introduced in Scientific Literacy in PISA since 2006, and become one of crosscutting concept in STEM education movement. Systems thinking has been used in many context, such as
in Education for sustainable development (ESD), specifically in Competencies according to UNESCO
and in STEM approach as well (Rustaman, 2020). In the art of Systems thinking (O’Connor &McDermott, 1997; Rustaman, 2019) it was found that in order to be in balance, the loops should be morethan once. System thinking can be and has been implemented in STEM-based learning material forseventh graders on Life Organization System Topic (Rustaman et al., 2017), just for “cell” (Sembiring,2017). System thinking has been implemented for prospective biology teachers using STREAM as
modification of STEM (Rustaman, 2020). Those studies resulted in non-convincing findings about its rolein quality Education for science. There is problem to be solved or investigated through research for
middle school science and for prospective science teachers who are going to teach middle school
students.

RESEARCH STRATEGY AND DISCUSSION
Research Method
Meta-analyses towards previous research results and literature review have been carried out tofocus how to solve problem found. The problem that can be solved among others is like this. Well plan
learning/teaching material (module) might be prepared to complete the previous research conducted bymiddle school science teachers, in the form of a complete sets of learning materials (plant and animalcells; tissue systems for plant; organ systems in animal) to be implemented in the same middle school(s)= 265 =

for the seventh graders.
Strategy and Discussion
The modules are suggested accompanied with teacher’s guide. Some revision should be done inlesson plan on Organization of Living System. At least three-four modules on learning/teaching materials
should be implemented in alliance for seventh graders (cells; tissue systems + organism and its
environment), and for eighth graders (organ systems).
Total modules inserted system and system thinking skills in life sciences can be shown in Table 1.
While the hypothesis for that problem can be like these: The STEM-PJBL instructions will results in highperformance in concept and in system thinking as well (i); certain type of system thinking can be inserted
into each module for middle school students (ii); there should be combination on types of system thinking
for prospective science teachers to maximize their system thinking in terms of the art of system thinking(iii); If the modules can be prepared in the form of e-book or online materials, then it can be tried out tomore middle school in some provinces in Indonesia (iv).
1a
1b
2
3

Topics of Modules
Cell (prokaryote, plant cell, animalcell)Tissue System in Plant
Organ System in Animal
Organisms and their Environment

New Concepts
prokaryote, membrane, organelle,

Grade
7

Type of System Thinking
General System Thinking

derm, vascular, ground tissue.
Structure and function
Interdependent,
interaction,balance; individual, community,
ecosystem

7 & (8)(7) & 87&9

Cybernetic System
Cybernetic System
Dynamics System

Strategy to revise lesson plan is suggested like these: there should be more than one activity in one
lesson plan. Every student should have experience in observing cells and design one type of plant cell andone type of animal cell within small groups. Module writers should be decided/determined among middle
school science teachers, been supervised by biology major teachers or lecturer with STEM experience.
CONCLUSION
From this paper, fix findings have been achieved yet, as no program for middle school scienceteachers is launched in near future. Middle school science teachers tend to move upwards to higher levelsof teaching science. After being graduate from master’s degree mostly they want to move upwards tobecome lecturers.
REFERENCES
O’Connor, J. & McDermott, I. (1997). The Art of Systems Thinking: Essentials Skills for Creativity
and Problem Solving. London: Thorsons.
Rustaman, N. Y. (2020). System thinking as a sustainable competency in facilitating conceptual change
through STEM based learning in biology. Paper presented as Invited speaker in ICMScE (July 2).
Rustaman, N.Y. (2019). Proses berpikir sistem dalam pendidikan biologi. Main paper as keynote speakerin National Seminar, held by Biology Education Department Universitas Ahmad Dahlan, in
Yogyakarta (August 31).
Rustaman, N.Y., Avianti, E., & Mariati, S. (2017). STEM based learning to facilitate students’ conceptualchange, creativity and collaboration in Life Organization System Topic. IOP series on MSCEIS.
Sembiring, I. (2017). Profile of the system thinking skills of Junior High School Students on the Living
Organization System Topic. Article for Thesis on Magister Degree in Science Education.

= 266 =

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DEVELOPING STUDENT'S LIFE SKILLS WITH THE MAKING OFBATIK METABOLITE FROM TAXUS SUMATRANA WITH ETHNOSTEM PROJECT LEARNING
Sudarmin1), W. Sumarni12), S. Diliarosta3), E. Pratiwi4), and H. Pancawardhani 5)1)2)4)5)
3)

Masters in Chemical Education at Postgraduate , Universitas Negeri Semarang Indonesia
Department of Science, Mathematics and Natural Sciences, Universitas Negeri Padang, Indonesia

Abstract
This research aims to equip students with life skills by producing chemical batik products from thesecondary metabolite structure of the taxus sumatrana plant as one of Indonesia's tropical forest plants.
The learning design applied to the research is the thno-STEM integrated Project Learning Model with the"Sudarmin" stage. This research is applied research with as many as 22 research subjects of Chemical
Education UNNES taking Natural Products courses in 2020. In this research, before students are given thetask of designing a chemical batik motif design project with secondary metabolite structures in the Taxus
Sumatrana plant, students are given lectures. The results of the research can conclude that theimplementation of the Ethno-STEM integrated learning project with the "Sudarmin" stage can run welland produce chemical batik design products from Taxus Sumatrana with very good categories and areworthy of being used as life skills based on the batik expert's assessment.
Keywords: Project learning, life skills, Ethno-STEM, and Chemical Batik
1. INTRODUCTION
In this era of disruption, entrepreneurial character is very important in an effort to create an
independent, intelligent, creative, innovative, hard work and responsible society. However, at this time,
university graduates are not ready to develop entrepreneurial products as a form of life skills. This study
aims to provide the basics of entrepreneurship for Chemistry Education students of Semarang State
University (UNNES) through integrated project learning of Ethnoscience and STEM (Ethno-STEM). The
Ethno-STEM approach was chosen because the innovative approach developed by Sudarmin et al. (2019,2021) showed that it was able to equip students with competence and life skills in the global era. In thislesson, students are provided with life skills and the ability to understand secondary metabolite science,batik technology, coloring, engineering in producing good and highly competitive batik products, so thatthey are economically profitable.
The importance of this research, because the rapid development in science and technology in the 21st
century is a challenge for the Indonesian nation to make new breakthroughs in order to produce quality
graduate output. Indonesia has made a significant overhaul of the current national education system(Musnidar, 2018, Sudarmin et al, 2020). The government is developing Merdeka and Merdeka Learning
Campuses to prepare university graduates as Indonesian human resources who are ready to face the 21st
century. In this century, life skills and entrepreneurial character are important for the younger generation(Permanasari A, et al., 2016, Sudarmin, 2019, Wells, 2019). This is in line with Prasetyo's (2019)statement that developing the potential for life skills and entrepreneurial character is one of the main keys
in producing quality and quality human resources. In the research that has been done, the character ofentrepreneurship as a form of life skill is developed through Natural Products lectures, with the project
being developed from designing motifs to producing batik based on secondary metabolites, taxus
sumatrana. It is hoped that this life skill will become a student's expertise as a provision to live
independently or be an entrepreneur.
2. METHOD
This research is applied research with 22 research subjects participating in natural product lectures.
Student project assignments are related to the study of secondary metabolites of Indonesian Tropical
Forest Plants. This research stage began with theoretical lectures in class for four meetings regarding
secondary metabolites related to types, methods of isolation, phytochemical tests of secondary metabolite
compounds of Indonesian tropical forest plants including Taxus Sumatrana. In this lecture, students are= 269 =

given a project assignment to design batik motifs from the chemical structure of secondary metabolites
from the taxus sumatrana plant as an example of Indonesian tropical forest plants, which is followed by
the production of batik with motifs designed by students.
3. RESULTS AND DISCUSSION
In this research, the Ethno-STEM integrated project learning developed is the Ethno-STEM integrated
project learning with the Sudarmin model. The Sudarmin stages include the activities of Present,
Performance, Design and Submit project assignments, Design and Strengthen the batik project, andImplement and Value the results of the batik project. In this research, the results of the project activities
produced the Taxus sumatrana batik motif as presented in Figure 1..
The main structure of the secondary metabolites in this batik is
the Taxol compound of the paclitaxel type as a taxol essential oil
compound and is contained in Taxus sumatrana. Paclitaxel
compound is a secondary metabolite that is used as an anti-tumor
and anti-cancer drug, and the taxus plant is proven by the public as acancer drug.
This batik motif has a chain taxol structure with leaf, stem,
taxus flower motifs, and the UNNES logo which forms a lurik motif
with dark blue lataer doiminan as a symbol of the spirit of life. With
the presence of this batik motif can be an alternative choice of batik
motifs for the community. This motif can be a developer of
Figure 1. Chemical Batik Motif Products
entrepreneurial character and also become a characteristic offrom Taxus Sumatrana
Indonesian batik motifs. The price for each piece of this batik is IDR
200,000 / piece with a size of 200 cm x 115 cm. The results of the assessment from batik experts showthat this student batik product is in the very good category and is feasible to produce.
4. CONCLUSIONS
The results of the research can conclude that the implementation of the Ethno-STEM integrated learning
project with the "Sudarmin" stage can run well and produce chemical batik design products from Taxus
Sumatrana with very good categories and are worthy of being used as life skills based on the batik
expert's assessment.
ACKNOWLEDGMENT
Thank you to the Ministry of Education, Culture, Research and Technology for funding this research forthe years 2021-2023.
REFERENCE
Musnidar, Lia.(2018). Pengaruh Penerapan Pembelajaran STEM (Science, Technology, Engineering,
Mathematics) terhadap Keterampilan Creatif Problem Solving dan Komunikasi Siswa. Prosiding
Seminar Nasional MIPA IV. Banda Aceh: Universitas Syiah Kuala.
Permanasari, A. (2016). STEM Educatiion Inovasi dalam Pembelajaran Sains. Prosiding Seminar
Nasional Pendidikan Sains (SNPS). Bandung: Universitas Pendidikan Indonesia.
Prasetyo, P. Eko.( 2019). Membangun Karakter Budaya Entrepreneurship Profesional Kunci Sukses SDM
Menuju Generasi Emas dan Daya Saing. Prosiding Seminar Nasional Sains dan Entrepreneurship VI
Tahun 2019. Semarang: Universitas Negeri Semarang.
Sudarmin, S., W. Sumarni., Rr. S. Endang P, & Sri Susilogati S. (2019). Implementing the model ofproject-based learning: integrated wih ETHNO-STEM to develop students’ entrepreneurial characters.
Jurnal of Physics: Conferense Series. 1317(1).
Sudarmin, W. Sumarni, and S. Diliarosta. (2021). Desain Model Pembelajaran Inkuiri Terintegrasi
Etnosains Pada Bahan Kajian Uji Bioaktivitas Metabolit Sekunder dari Tanaman Hutan tropis
Indonesia seabagai Akselerasi Karakter Konservasi Mahasiswa. Lapran Kemajuan Riset, UNNES.
Wells, J. G. (2019). STEM Education: The Potential of Technology Education. Council on Technology
and Engineering Teacher Education.
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Pre-service chemistry teacher PCK to classroom practiceResearch on transformation process and influencing factors
Wanting QIAO1 Lan Zhang1 Wenhua Zhang1
1.Central China Normal University , HuBei WuHan

ABSTRACT
Science education is an important part of the education system. There is a big gap between the current
situation of science education in China and the development trend of national middle school education.
Therefore, the times have put forward higher requirements for teachers' teaching quality. Teachingcontent knowledge (PCK) is the embodiment of teachers' professional knowledge and ability. The
transformation of teachers’ PCK thinking mode to classroom practice is the key to whether teachers canachieve effective teaching and develop students’ chemistry core literacy. This research uses a variety ofliterature research, text analysis and classroom observation methods. In this study, two chemistry juniorhigh school students from a normal college in Wuhan were used as the research objects to study their
PCK levels, changes and influencing factors. Through research, it is found that the PCK and classroom
teaching behaviors of two pre-service chemistry teachers have different degrees of difference. The
conclusions are as follows: (1) The transition from orientation to teaching science is slow. The PCK
thinking model of the two pre-service chemistry teachers has a high OTS level, but the teaching action is
weak, and the teaching purpose cannot be achieved well in the teaching practice. (2) KISR and KSC are
difficult to integrate, and the conversion level is low. (3) The conversion level of KA is low. (4) There is apotential KSU and cannot be converted well. The factors that affect the PCK transformation ofpre-service chemistry teachers are: the direction of teaching science; teaching reflection; PCK; chemistry
topic knowledge; teacher intervention; views on students; peer cooperation.
Keywords: PCK; pre-service chemistry teacher; PCK transformation

Introduction
Studies have shown that teaching should be rooted in deep subject knowledge (Content Knowledg,
CK) and subject teaching knowledge (PCK). To promote the development of teacher education in China
and improve the quality of education, the development of teacher professional knowledge should be thefocus The content of interest. Pre-service teachers are the successors of future education. Research on thetransformation of pre-service teachers' PCK thinking model to classroom PCK and influencing factors isof great value to the development and training of pre-service teachers' teaching ability. Therefore, thisresearch mainly focuses on the following three questions: 1. Are the PCK thinking models of the two
pre-service chemistry teachers consistent with their classroom teaching behaviors? What is the difference?
2. What are the characteristics of the conversion of the PCK thinking model of the two pre-service
chemistry teachers to the classroom PCK? 3. What are the factors that affect the conversion of pre-service
chemistry teachers’ PCK thinking model to classroom PCK?

Methods
This research adopts literature research method, text analysis method, classroom observation method,case study method and other methods. Based on Park's PCK Pentagon model, the coding system isconstructed, and authoritative literature at home and abroad is examined to develop the evaluation tool forthis research. In-depth analysis of the process and influencing factors of pre-service chemistry teachers'
PCK thinking model to classroom PCK under the theme of "the law of the element cycle" (first classhour).

Results and Discussion= 271 =

In previous studies, domestic and foreign researchers paid more attention to the conversion of
in-service chemistry teachers PCK, and paid less attention to pre-service chemistry teachers. This article
is a research on the conversion of pre-service chemistry teachers PCK, and puts forward relevantsuggestions for promoting the improvement of pre-service teachers’ conversion level. Through text
analysis and classroom observation, the collected data was coded and in-depth analyzed, and thefollowing conclusions were drawn: The PCK thinking model of the two pre-service chemistry teachers isquite different from the classroom PCK, and the level of the PCK thinking model is high. In its classroom
PCK level. It exhibits the following characteristics: (1) The transformation of science teaching orientation(OTS) is slow; (2) The teaching strategy and knowledge of representation (KISR) and science curriculum
knowledge (KSC) are difficult to integrate, and the conversion level is low; (3) The knowledge ofscientific learning evaluation The conversion level is low. At the same time, five factors that affect theconversion of pre-service chemistry teachers' subject teaching knowledge to classroom practice aresummarized: (1) scientific teaching orientation; (2) teaching reflection; (3) subject teaching knowledge,
whether each component of subject teaching knowledge is perfect , Whether the teacher can integrate thevarious components of PCK is the reason that affects the transformation; (4) chemistry subject knowledge,
teachers should have deep chemistry subject knowledge; (5) teacher’s guidance; (6) views on students,
Expectation of students' knowledge and ability; (7) Peer cooperation. In this regard, two suggestions are
put forward: (1) Focus on the value of the subject and promote the improvement of teachers' scientificteaching orientation .(2) Increase teaching practice, and improve the conversion level of PCK in practiceand reflection.

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Adadan, E. & Oner, D. Exploring the progression in preservice chemistry teachers’ pedagogical content
knowledge representations: The case of “Behavior of gases” [J]. Research in Science Education,
2014,44(6):829-858.
Park S, Chen Y C. Mapping out the integration of the components of pedagogical content knowledge(PCK): Examples from high school biology classrooms[J]. Journal of Research in Science Teaching,
2012, 49(7):922-941.
Park, S. & Oliver, I. S. Revisiting the Conceptualization of Pedagogical Content Knowledge (PCK): PCK
as a Conceptual Tool to Understand Teachers as Professionals[J]. Research in Science Education,
2008, (38):261-284.
Marks, R. Pedagogical content knowledge: From a Mathematical case to modified conception[J]. Journalof Teacher Education, 1990, 41(3), 3-11.
Shulman, L. Those who understand: Knowledge growth in teaching [J]. Educational Researcher, 1986,
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Chemistry Teachers[J]. Chemistry Education Research and Practice, 2018,19(1):80-105.
Mavhunga, E. & Rollnick, M. Transfer of the pedagogical transformation competence across chemistry
topics[J]. Research in Science Education, 2016,46(6):831-855.
Cochran, De Ruiter& King. Pedagogical content knowledge: An integrative model for teacher
Preparation[J]. Journal of Teacher Education, 1993,44(4):263-272.

= 272 =

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᳙⇯∍∠∑∓∛∞∥᳚⇌⇯⇢⇙⇞⇌⇢⇦⇌⇿∏∕∑√∏∑⇌⇱∐∡∏∍∠∕∛√⇌−∛∞⇌⇵√−∛∞∙∍∘⇌⇿∑∠∠∕√∓⇌∛∞⇌⇸∕−∑⇙⇸∛√∓⇌⇸∑∍∞√∕√∓⇌∛∞⇌⇵√⇙⇿∑∞∢∕∏∑⇌∀∑∍∏∔∑∞⇌∠∞∍∕√∕√∓⇌⇩⇯∔∍∕∞∜∑∞∟∛√⇩⇌⇼∞∛−⇚⇌⇴∍∑⇙⇭∑⇌⇿∑∛⇌⇼∡∟∍√⇌⇺∍∠∕∛√∍∘⇌∁√∕∢∑∞∟∕∠∥⇌⇩⇼∞∑∟∑√∠∍∠∕∛√⇌⇼∞∛∓∞∍∙⇩⇌⇝⇝⇟⇙⇢⇙⇞⇙⇞⇜⇙⇝᳉⇲∅⇠∀⇙∁⇤⇢⇮⇙⇥⇱⇜⇞⇝᳊⇌⇝⇌⇿∔∑∘∘∥⇌⇱−∣∕√∐∍᳉⇹∡∘∍∣∍∞∙∍√⇌∁√∕∢∑∞∟∕∠∥᳊⇌⇺∡∞∡∘⇌⇲⇚⇌⇿∡∘∍∑∙∍√⇘⇌⇼∞∍∙∡∐∥∍⇌⇰⇚⇭⇚⇌⇼∡∠∞∍⇌⇱∄⇼⇸⇻⇾⇵⇺⇳⇌⇼⇴∅⇿⇵⇯⇿⇌∀⇱⇭⇯⇴⇱⇾⇌⇾⇱⇭⇰⇵⇺⇱⇿⇿⇌∀⇻∃⇭⇾⇰⇌⇿∀⇱⇹⇌⇱⇰∁⇯⇭∀⇵⇻⇺⇌⇵⇺⇌⇵⇺⇰⇻⇺⇱⇿⇵⇭⇌⇝⇝⇠⇙⇢⇙⇞⇙⇞⇜⇙⇞᳉⇲∅⇡⇳⇙⇱⇲⇤⇽⇙⇜∆⇜⇞⇝᳊⇌⇞⇌∀∕√∓⇙⇴∟∡∍√⇌⇴∡∍√∓᳉∀∍∠∡√∓⇌∁√∕∢∑∞∟∕∠∥᳊⇌⇹∕√∓⇙⇴∟∕∡⇌⇹∕∍⇌⇯∔∑√⇌⇱⇹⇻∀⇵⇻⇺⇿⇌⇻⇲⇌⇭∁⇰⇵⇱⇺⇯⇱⇿⇌∀⇻∃⇭⇾⇰⇿⇌⇭⇺⇵⇹⇭∀⇱⇰⇌⇿⇯⇵⇱⇺⇯⇱⇌∂⇵⇰⇱⇻⇿⇌⇝⇝⇡⇙⇢⇙⇞⇙⇞⇜⇙⇟᳉⇲∅⇡⇿⇙⇢⇴⇢⇳⇙∃⇽⇜⇞⇝᳊⇌⇭√∡∜∛√∓⇌⇼∞∍∕∟∞∕᳉⇷∍∟∑∠∟∍∞∠⇌∁√∕∢∑∞∟∕∠∥᳊⇌⇟⇌ ⇯∔∍∠∞∑∑⇌⇲∍∕∗∔∍∙∠∍⇌⇱∄⇼⇸⇻⇾⇵⇺⇳⇌ ⇿⇯⇵⇱⇺⇯⇱⇌ ∀⇱⇭⇯⇴⇱⇾⇿᳆⇌ ⇹⇻⇰⇱⇸⇸⇵⇺⇳⇌ ⇼⇾⇭⇯∀⇵⇯⇱⇿⇌ ∀⇴⇾⇻∁⇳⇴⇌ ∀⇴⇱⇌ ⇸⇱⇺⇿⇱⇿⇌ ⇻⇲⇌⇱⇼⇵⇿∀⇱⇹⇻⇸⇻⇳⇵⇯⇭⇸⇌⇹⇻⇰⇱⇸⇸⇵⇺⇳⇌⇝⇝⇢⇙⇢⇙⇞⇙⇞⇜⇙⇠᳉⇲∅⇢⇝⇙⇤∄⇯⇰⇙⇼⇢⇜⇞⇝᳊⇌⇴∟∕√⇙∅∕⇌⇯∔∕∡᳉⇺∍∠∕∛√∍∘⇌⇷∍∛∔∟∕∡√∓⇌⇺∛∞∙∍∘⇌∁√∕∢∑∞∟∕∠∥᳊⇌⇠⇌ ⇯∔∕∍⇙⇶∡⇌⇸∕∡⇌⇰∑∢∑∘∛∜⇌∏∛∓√∕∠∕∢∑⇌∟∠∞∡∏∠∡∞∑⇌∠∛∛∘⇌∠∔∍∠⇌∕√∠∑∓∞∍∠∑⇌∟∑∘−⇙∐∕∟∏∞∑∜∍√∏∥⇌∠∔∑∛∞∥⇌∕√∠∛⇌⇿∀⇱⇹⇌∏∛∓√∕∠∕∢∑⇌∟∠∞∡∏∠∡∞∑⇌

⇌= 273 =

EXPLORING PHYSICS TEACHER READINESS TOWARD STEMEDUCATION IN INDONESIA
Shelly Efwinda1, Nurul F. Sulaeman2, Pramudya D.A. Putra3
1. Physics Education Program, Mulawarman University, Indonesia
2. Physics Education Program, Mulawarman University, Indonesia
3. Science Education Program, University of Jember, Indonesia

季
ABSTRACT
Teachers play a crucial role in bridging the innovation in education to actual classroom activity. In
classroom practice, teacher readiness to conduct integrated Science-Technology-Engineering-Mathematics(STEM) learning is essential for its successful implementation. This study explores physics teachers’
readiness for STEM education after a Professional Development activity in STEM education at the National
University in Indonesia. Data collection is based on 100 teachers’ responses to six open-ended questions.
Content analysis is conducted on all the data. Interestingly, all the teachers showed strong alignment withSTEM education and how to implement it. Most of them have known STEM education as integrating
technology, engineering, and mathematics to science (physics), but only about half of them have experience
conducting STEM lessons. They have the basic capabilities of identifying the possibilities of implementationin various physics curricula. Some topics have a more substantial possibility to be taught with STEM
education. However, in the online learning made necessary by the COVID-19 pandemic, the possibility of
implementation is weakened. The teachers showed their engagement to explore more detail in designingand implementing STEM in their classrooms. Also reflected in teacher responses is a significant challenge
in pedagogical and time management. Therefore, professional development in STEM education is essential
to support readiness. For conducting STEM education in physics, teachers need to enhance theirconceptualization and experiences in STEM education. Professional development in STEM education needs
to be seriously conducted with sufficient duration of practice.

季
Keywords: STEM, Teacher Readiness, Physics Teacher.

季
INTRODUCTION
Science and technology are two elements that shape the future growth of society and the economy(Lin et al., 2021). In 21st century learning, individuals are expected to have the skills to transform what
they have learned in real life and to use technology effectively and efficiently to face globalization andinternational competition (Indriyanti et al., 2021). Technological developments are often associated withthe potential to have a significant impact on the world of education. One learning approach that has emerged
as a result of this development is STEM education, and this approach has attracted much attention in recent
years (Ozkan & Topsakal, 2019). In Indonesia, the STEM approach has been widely introduced throughteacher professional development activities. Still, the readiness of Physics teachers in Indonesia in
implementing STEM-based learning approaches has not been well measured. Teacher readiness in
implementing the STEM approach is an essential factor that can affect the quality of implementing the
STEM approach (Abd. Rauf et al., 2019). Therefore, their readiness for STEM education needs to be
explored.

METHOD
This research is exploratory study research. The research subjects consisted of 100 physics teachersin Indonesia. Research procedures in the form of problem identification, research instrument developmentin the form of eight open questions, expert judgment, instrument revision, data collection, analysis, andconclusions about the readiness of physics teachers in Indonesia in implementing STEM learning.

= 274 =RESULT AND DISCUSSION
Physics Teacher Knowledge about STEM Learning
Most of the physics teachers who participated in this study already knew about STEM learning andstated that the STEM learning approach could be used to develop creativity and problem-solving skills. The
answers given by physics teachers about their knowledge related to STEM learning are presented ingraphical form, which can be seen in Figure 1 below:
Make a Product20

The Answers

21st Century Learning Approaches

5

S, T, E, M integration

49

S, T, E, M integration for problem solving

14

Integration of S, T, E, M for creativity

4

Not Sure

9
0

10

20

30

40

50

60

Number of participants

Figure 1. Physics Teacher Knowledge about STEM Learning
Physics teacher readiness to implement STEM learning
All physics teachers believe that STEM learning can be implemented in physics learning in theclassroom at all levels and many topics. As specific examples, on issues about motion, electricity, fluids,
and rigid body equilibrium. They also argue that the implementation of STEM learning can also be carriedout in distance learning, but with various challenges and require extra preparation. Physics teachers who
participated in this study did not have much experience in implementing STEM learning. They want tolearn more about the design and application of STEM learning and examples of contextual problems thatcan be presented in STEM learning. Therefore, there is a need for further training for physics teachers to
implement STEM learning. This is consistent with (Aşiroğlu & Koç Akran, 2018), which recommends thata STEM education training program for teachers be conducted because it takes teachers who are creativeand can integrate different disciplines and scientific methods in STEM education.

REFERENCES
Lin, C., Huang, J., & Lin, R. (2021). From STEAM to CHEER: A Case Study of Design Education
Development in Taiwan. Education Sciences, 11(4), 171.
Indriyanti, N. Y., Kartika, E. F. R., & Susanti, E. (2021, April). Pre-service teachers’ perception in
integrating STEAM in chemistry learning. In AIP Conference Proceedings (Vol. 2331, No. 1, p.
040031). AIP Publishing LLC.
Ozkan, G., & Topsakal, U. U. (2019). Exploring the effectiveness of STEAM design processes on middle
school students’ creativity. International Journal of Technology and Design Education, 1-22.
Abd Rauf, R. A., Sathasivam, R., & Rahim, S. S. A. (2019). STEM education in schools: Teachers’ readinessto change. Journal of Engineering Science and Technology, 14(Sp.), 34-42.
Aşiroğlu, S., & Koç Akran, S. (2018). The readiness level of teachers in science, technology, engineeringand mathematics education. Universal Journal of Educational Research, 6(11): 2461-2470.

= 275 =

EMOTIONS OF AUDIENCES TOWARDS ANIMATED SCIENCEVIDEOS
Ting-Hsuan Huang1, Ming-Hsiu Mia Chen2*
1. Graduate School of Industrial Design, Tatung University, Taipei, Taiwan
2. The Graduate Institute of Design Science, Tatung University, Taipei, Taiwan


ABSTRACT
Animated science videos are popular and appear on various Web platforms. These animations are not
only for kids to learn about science as school subjects but also for adolescence to gain knowledge ofscience. The present study explored contents of online animated science videos investigating which typeof animation scripts, expository or narrative, could arouse positive emotions of audiences. 30 adults wererecruited and watched animation randomly mixed of expository type with narrative ones. The data werecollected through electroencephalography (EEG) by BR8, a portable, wireless, 8-channel digital
impedance detection dry sensor system. The results showed that animation scripts of expository typearoused positive emotions of audiences better. Through the analysis of laterality coefficients, left frontal
lobes of audiences who watched animation of the expository type in this study were significantly active.
We hope the result of this study can help science educators and science animation designers have better
understanding of the emotional state of their audiences as well as a reference when developing scripts forscience animations in the future.

Keywords: Animated science videos, Instructional design,Popular science
BACKGROUND
Online science animation videos are flourishing in number, pointing to the progress of digitaltechnology. Television channels distribute contents of science animation videos on their Web platforms(e.g. PBS Digital Studios, BBC Science News), and many enthusiastic science educators and interest
groups have opened their own channels to disseminate scientific concepts over the Internet using
animation. By visualizing unseen worlds and abstract concepts, animations make science more accessible
and appealing for wider audiences. Studies have shown that animations enhance students’ motivation tolearn about science in their classes (Barak, Ashkar, & Dori, 2011; Chan, 2013; Barak and Hussein-Farraj,
2013; Turkay, 2016) and via online environments (Rosen, 2009). As people generally rely on the Internet
as their primary source of science information today, the contents of online science videos have become
trendy research topics (Welbourne & Grant, 2016). Nevertheless, science animations, among different
genres of science videos, have not yet been examined specifically. The fact that audiences can gain
scientific information at the same time as enjoying animatic moving images needs to be asserted. In thisstudy, audiences’ emotions towards science animation videos based on aspects of scripts have been
examined. Two types of text genres used in science educational writings, expository or narrative, were
employed for classifying online scientific animations to evaluate the type of scripts for their effectivenessin fostering positive emotions among audiences.

METHOD
The independent variables in this study were science animation videos that employed different
methods to convey the information. The selected online animation videos were divided into expositoryand narrative based on types of their scripts. The dependent variable was, collectively, brain wave
changes produced after the subject had viewed the two types of videos. The asymmetry of brain waves
and changes in the mean value of alpha waves were used to examine differences in subjects’ emotions.
The length of each video, measurement time, education levels of subjects, narration, language of narration= 276 =

and subtitles, and background music were controlled. The same person dubbed all segments. The subjects
were all right-handed, and Chinese was their mother tongue. All subjects were free of brain disease.
The experimental materials for this study were eighty video segments edited from animated videos
on the Internet. Then, all video segments were classified into four categories as: positive emotions andexpository, negative emotions and expository, positive emotions and narrative, and negative emotions andnarrative.
The BR8 PLUS eight-channel brain wave dry sensor amplifier was used to measure emotional
reactions, and signals from Fp1 and Fp2 electrodes placed on the subjects’ forehead were collected. The
subjects were 30 volunteers who had earned a university bachelor’s degree or higher. They were placed ina soundproof room with no other interference and fitted with electroencephalographs to watch videos
played on the computer screen. The researcher simultaneously recorded the brain wave activity of thesubjects.

RESULTS AND DISCUSSION
The mean values of alpha waves and t-test results of brain lateralization were used for analysis.
First, the t-test was used to analyze the results of the four groups of videos, showing that thesignificance of the positive emotion and expository type of videos was 0.002 (< 0.05). Therefore, thelateralization coefficients for positive emotions and expository type of animation revealed significance.
On the other hand, the mean alpha value analysis showed that scientific animations of both types ofnarrative and expository scripts could both induce joy in the subjects, but there was no significant
difference.

REFERENCES
Barak, M., Ashkar, T., & Dori, Y. J. (2011). Learning science via animated movies: Its effect on students’
thinking and motivation. Computers & Education, 56(3), 839-846.
Barak, M., & Hussein-Farraj, R. (2013). Integrating model-based learning and animations for enhancing
students’ understanding of proteins structure and function. Research in Science Education, 43(2),619-636.
Chan, C. K. (2015). Use of animation in engaging teachers and students in assessment in Hong Kong
higher education. Innovations in Education and Teaching International, 52(5), 474-484.
Rosen, Y. (2009). The effects of an animation-based on-line learning environment on transfer ofknowledge and on motivation for science and technology learning. Journal of Educational
Computing Research, 40(4), 451-467.
Türkay, S. (2016). The effects of whiteboard animations on retention and subjective experiences whenlearning advanced physics topics. Computers & Education, 98, 102-114.
Welbourne, D. J., & Grant, W. J. (2016). Science communication on YouTube: Factors that affectchannel and video popularity. Public Understanding of Science, 25(6), 706-718.

= 277 =

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= 279 =

Develop cognitive structure tool that integrate self-discrepancy theory into
STEM cognitive structure
Hsin-Yi Chiu1, Chia-ju Liu2
1. The National Kaohsiung Normal University, Taiwan(R.O.C.)
2. The National Kaohsiung Normal University, Taiwan(R.O.C.)

ABSTRACTThis study was based on the self-discrepancy theory (Higgins, Klein, & Strauman, 1985).! Selfdiscrepancy theory indicated that actual-ideal discrepancy and actual-ought discrepancy were generally
associated with different emotional syndromes. The aim of this study was developing cognitive structure tool
to realize STEM field teachers whose self concept and views of STEM Teacher. Moreover, knowing theteachers’ self-discrepancy of STEM.
The study had eight STEM field teachers. All participants were recruited to accomplish the "Views of
STEM Teacher Questionnaire " and interview. This measure asked participants to list up to 10 traits or
attributes associated with different self-concepts of STEM Teacher.
Thereafter, we compared the attributes in each self-concept and in the other dimensions to determine
which attributes matched or mismatched. The self-concept discrepancy scores range of our study is +7 to 1. The data reavealed that the participant had more interdisciplinary experience had less self-discrepancy.
Some attributes pairs were nonmatched, the meaning of attribute have partial overlap. So, we suggest to
develope "STEM Field Chinese Semantic Space Construction". On the other hand, some participants felt
shy to describe themselves or who couldn’t figure out enough adjective. We consider to modify "Vews of
STEM Teacher Questionnaire " question type to multiple choice can be improved. This project will enable
researchers in the STEM field to have a deeper understanding of the current situation of STEM teachers in
Taiwan.

KEYWORDS: STEM, self-discrepancy, self-concept
INTRODUCTIONSTEM is an interdisciplinary subject. There are no specified STEM teachers. Not all Teachers arewilling to teach a STEM class. With the challenges of interdisciplinary, disciplinary integration, inquiry,etc., how will the teacher's PCK be affected? And how should they respond?
This study was based on the self-discrepancy theory (Higgins, 1987; 1989; Higgins, et al., 1985). The
self-discrepancy theory indicated that actual-ideal discrepancy was generally associated with dejectionrelated emotions and symptoms. However actual-ought discrepancy was generally associated withagitation-related emotions and symptoms. The aim of this study was to develope cognitive structure tool torealize STEM field teachers whose self concept and views of STEM Teacher.

RESEARCH PROCEDURE= 280 =

The study had eight STEM field teachers. All participants were recruited to accomplish the "Views of
STEM Teacher Questionnaire " and interview. This measure asked participants to list up to 10 traits or
attributes associated with different self-concepts of STEM Teacher. The questionnaire had four dimensions:"Actual self(A)", "Ideal STEM teacher(I)", "Ought STEM teacher (O)"and " Significant others' views of
the self(C) "(figure 1). Actual self: To write the attributes you think you actually are. "Ideal STEM teacher":asked subjects to describe your image for ideal STEM teacher. "Ought STEM teacher ": asked subjects toanswer what attributes are a STEM teacher should have at least. The part of " significant others' views of
the self " asked subjects to list the attributes of the work companion who believed you should or ought tobe.
STEM Ideal
STEM
teacher(I)STEM Actual
self (A)self-discrepancy

self-discrepancy

STEM Ought
STEM
teacher (O)Figure 1. Self-discrepancy theory

FINDINGS
Thereafter, we compared the attributes in each self-concept and in the other dimensions to determine
which attributes matched or mismatched. To subtract the total number of matches from the total number ofmismatches. Thus, self-concept discrepancy scores could theoretically range from +10 to -10. The range of
our study was +7 to -1. To test the reliability of this scoring procedure, two raters independents scored 20
randomly selected self-concept pairs. The interrater correlation was .86.

SUMMARY AND DISCUSSION
The data reavealed that the participant had more interdisciplinary experience had less self-discrepancy.
Some attributes pairs were nonmatched, the meaning of attribute have partial overlap. So, we suggest to
develope "STEM Field Chinese Semantic Space Construction".It can also be provided to community
workers or general teachers to realize the mental representation of words in STEM field. On the other hand,some participants felt shy to describe themselves or who couldn’t figure out enough adjective. We consider
to modify "Views of STEM Teacher Questionnaire " question type to multiple choice can be improved.
This project will enable researchers in the STEM field to have a deeper understanding of the current
situation of STEM teachers in Taiwan. Through the STEM self-discrepancy theory cognitive structure tool,
we can gain a better understanding of teachers or careers which have not yet entered the STEM field.

REFERENCES
Higgins, E.T. (1987). Self-discrepancy theory: A theory relating selfand affect. Psychological
Review,94, 319-340.
Higgins, E. Tory. (1989). "Self-Discrepancy Theory: What Patterns of Self-Beliefs Cause People toSuffer?" Advances in Experimental Social Psychology, 22, 93-136.
Higgins, E. T., Klein, R., & Stranman, T. (1985). Self-concept discrepancy theory: A psychologicalmodel for distinguishing among different as- pects of depression and anxiety. Social Cognition, 3, 51-76.

= 281 =

2021 International Conference of East-Asian Association for Science Education
Oral Session 5

Day3(June20th)

Room7【Category】

13：00～14：30
C7-2

7: Science Education for Policies and Others=Chairperson=
Prof. Hiroki Fujii

Okayama University=Presentation Program=
117-7-2-20-1（FY62-LUMC-OF021）
Chatree Faikhamta（Kasetsart University）
1

Tharuesean Prasoplarb, Kornkanok Lertdechapat, Samia Khan, R. Ahmad Zaky El Islami,
Nguyen Van Bien, Le Hai My Ngan, Song Xue, Vipawadee Kwangmek

SCIENCE AND ENGINEERING PRACTICES IN SCIENCE CURRICULA: A COMPARATIVEANALYSIS OF THAI, VIETNAMESE, INDONESIAN AND SCOTTISH CURRICULA
118-7-2-20-2（FY5E-MNM2-VD021）
Young-Shin Park（Chosun University）
2

Gyu-Jin Hwang

The Development of the Global Energy STEAM program for Cultivating democratic citizen’s
literacy and its implication in science education
119-7-2-20-3（FY6W-KDQ5-T9021）
Yue-jiong Su（Taiyuan No.61 Middle School）
3

Guo-feng Zhang, Wen-hua Zhang, Zu-hao Wang

Research on the mechanism of integrating PCK knowledge between high school chemistrynovice teachers and experiential teachers= 282 =       
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The Development of the Global Energy STEAM program for
Cultivating democratic citizen’s literacy and its implication inscience education
Young Shin Park1 Gyu-Jin Hwang2
1.2. Chosun University, Korea

ABSTRACTWe analyzed how much democratic citizen literacy is included in the energy topic from K to 12 of science
textbooks. The future democratic citizen literacy analyzing frame was developed on the basis of theories
from literature reviews and practices expert meetings and it was finalized with the 8 categories; criticalthinking, communication and collaboration, information management, sympathy, social responsibility, STS,
self-direction, and decision making. The ‘energy part’ from the existing elementary, middle and high school
science textbooks were analyzed to show how much democratic citizen literacy is included, and the results
showed that the societal consensus was quite low, although critical thinking, communication andcollaboration, and information management were dominantly included. In addition, decision-making, selfdirection, the understandings of the relationship among STS, and social responsibility were shown, so thefrequency was significantly low. The results imply that we can analyze and include if necessary thecomponent of each democratic citizen literacy which is essential competency for the 21st century. The
authors developed the energy themed general books for the citizen as well as students at schools in the 6
topics of energy (nuclear, wind, thermal, solar, hydrogen, and biomass energy) important in Korea withthe aim of cultivating democratic citizen literacy. The results implied that the textbook writers and sciencecurriculum policy makers need to consider including the part of cultivating democratic citizen literacy sothat we can equip citizen as well as students with competencies to be ‘act’ as citizen scientists.
Keywords: citizen literacy, STEAM, global energy, science education

DEMOCRATIC CITIZEN LITERACY
The democratic civic competence that can be addressed in science focuses on the need for democratic
citizens to be able to exercise their decision-making power through reflective thinking about the problems
that arise in the future society. Also, we need to know that future social problems are deeply related toscience and technology and we could withdraw the necessary competencies to carry out problem-solving
processes based on scientific knowledge and scientific thinking.
We need standards for fostering democratic citizen literacy that must be achieved through the sciencecurriculum. For scientific literacy in the 21st century, we plan to develop frame to analyze the energy topics
from textbooks and develop new programs to enhance energy awareness with the focus of citizen literacy.
Table 1. Democratic citizen literacy frame
CATEGORY
DEFINITIONCOMPONENT
Critical thinking
CT
Communication &collaboration
CC
Information
management
IM

Logically explain the given problem and information andjudge from various perspectives
Process of reaching a compromise when exchanging opinionswith colleagues and others during scientific exploration andproblem solving
Process of reaching a compromise when exchanging opinionswith colleagues and others during scientific exploration andproblem solving;= 285 =

Logical decision/divergent
thinking
Cooperative learning/discussion
Data collection/data
analysis/data representation

Sympathy
S
Social accountability
SA
Science, technology &societySTS
Self-direction
SD
Decision-making
competency
DM

There is an emotional part that we can share together andincrease our empathy for it.
Feeling and expressing social responsibility closely withstudents' lives
Explain explicitly the link between technological development
and social change.
Plan, execute and evaluate what you can do on your own
personal level to solve the problem
To enhance decision making, various alternatives arepresented and include discussion and discussion activities tocompare them. Need to come up with an exact solution.

Emotional empathy/ethics
Responsibility/accountability
Science and technology
influence on society and its viceversa
Self-directed planning,
implementing, and evaluating
Exploring alternatives/decision
makingFigure 1. Citizen literacy pattern of one national textbook at elementary level (energy topics)
We developed new STEAM book with energy topics for citizen literacy on the basis of guideline which canlead teachers/educators to form understandings of citizen literacy with the global issues. We developed 6
energy issues for citizen literacy and each energy topic consists of the following 6 chapters.
ChapterContent

1.motivation (nuclear, I really wonder
what that is)
2. the trend of nuclear energy nationallyand internationally
3. two faces of nuclear energy

Students can be motivated by cartoon showing what
nuclear is on TV.
Students can learn concepts about nuclear energy.

4. what is my opinion?
5. My emotional travel with nuclear
energy6. If I were Einstein? Marie Curie?
What I could do?

There are issues in society, good or bad about nuclear
energy so students experience those two aspects
Students in groups face real issues which they need tomake decision for their society
Students become to know where they can be most
exposed to radiation. The answer is smoking person.
Students can experience scientists’ attitude about theirwork. What would I do if I were scientist in thehistory? I could change the society in the history?

Citizen Literacy
Critical thinking
Social accountability
STS
Critical thinking
SympathySTS
IM
CC/SA/DM/CC
SA
Sympathy
SympathySA

These new reading materials demonstrate we can include the components of citizen literacy in science,
energy topics, which students as well as citizen must be equipped with for the next century.

= 286 =

Research on the mechanism of integrating PCK knowledge between
high school chemistry novice teachers and experiential teachers
Yue-jiong Su 1, Guo-feng Zhang2, Wen-hua Zhang 3
1.Taiyuan No.61 Middle School, Shanxi Province, China
2.Wentao Middle School, Hangzhou, Zhejiang Province, China
3. College of Chemistry, Central China Normal University, Hubei Province, China


ABSTRACT
Subject pedagogical knowledge (PCK) is a kind of knowledge that can represent the development andconstruction of teachers in long-term practice to transform subject content and pedagogy into a form thatstudents can understand. It is an important standard to distinguish novice teachers from experienced
teachers. However, there are few empirical studies on PCK representing teachers in China. It is notcommon to use PCK as a measure of teacher professional development. This study takes "Iron and Its
Compounds", Chapter 3 of Chemistry Compulsory I in PEP as an example, and adopts Park's Pentagon
model to analyze the PCK integration mechanism of novice teachers in open class and experienced
teachers in regular class. The conclusion is as follows: novice teachers lack knowledge about students,
and the ability to guide students to generate knowledge in the experiment needs to be improved; Theevaluation method of scientific learning of experience-based teachers is simple; The formation mechanismof the teaching strategy knowledge of the two teachers is different, and it is found that the novice teacher
can reach the level of the experience teacher in a short time by attending the open class. It is expected toprovide reference for the empirical research on PCK in China.

Keywords: PCK, Integration mechanism, Novice teacher, Experiential teacher


Research method
The research methods adopted in this study mainly include literature research, classroom
observation and semi-structured interview.

Research tool
Draw the qualitative coding table
According to the division of PCK components by Park(2008) and combined with the corresponding
textbook and standard content of different lessons, each component was subdivided according to the level,
and the respective qualitative coding tables of the two lessons were drawn.
Transcription and coding of video
This study to teacher's classroom video transcribed in the first place, then divide the teachingsegments, divided in each teaching section when PCK points of the components as far as possible to 1, andthen USES the PCK five components of their unique combination of letters and Arabic numerals in theclassroom teacher's behavior coding, first letter on behalf of PCK five components, Arabic numerals
represent the dimensions under each component and are arranged in sequence. For example, "O1", "O2"and "O3" respectively represent the three dimensions under OTS. In order to reduce the influence ofindividual subjectivity of the researcher, in the process of coding, in addition to the author's own coding,this study also invited two other pre-service teachers who were also conducting PCK analysis to participate
in the coding. Finally, the points after the three people's coding were respectively summarized to take theaverage value.
Determination of evaluation tools
In this study, Park's (2008) Pentagon model was used as a tool to measure PCK components among
different teachers. Before delving into the definitive description of PCK, the author uses the Pentagon= 287 =

model, the PCK map, as the analytical device, which represents the connecting components between thecomponents of PCK. PCK maps are drawn for each teaching segment according to the coding table, andeach teaching segment must have at least one identified connection between any two components in a
special way. For example, if OTS, KSC, and KAS are present in a particular PCK fragment, then aconnection is recorded between any two of the three connections shown in Figure 1. For the sake ofanalysis, we assume that each connection has a strength of 1.
Figure 1. Draw a sample PCK map
OTS

KISR

KSU
1

1

KSC

1

KAs

Then, the PCK map of all teaching segments was summarized, and the connection strength between
each component was added up, and finally the connection strength between each component and othercomponents was added up to obtain the PCK map of two teachers under a specific topic, as shown in Table
1.
H Teacher 's PCK map under the topic "Iron and its
compounds"

L Teacher's PCK map under the project "Study ofInorganic Properties with Valence 2-D Digraphs
Using Ferric and Ferric Salts as Examples"

25

1-4

OTS

5-9

7

7

27

1-4

OTS

5-9

8

6

10-14

10-14
24

7

KSU
3

KISR

22

4

4

KAs

KISR

25

16

28

6

7

7

6

5

5

KSC

7

KSU

10

7

28

29

4

7

KSC

6

KAs

22

Table 1. PCK maps for teacher H and teacher L

REFERENCES
Shulman, L. S. (1986). Those Who Understand: Knowledge Growth in Teaching. Educational Researcher,15(2), 4-14.
Loughran, J., & Milroy, P. A., & Berry., & Gunstone, R., & Mulhall. P. (2001). Documenting Science
Teachers’ Pedagogical Content Knowledge through PaP-eRs. Research in Science Education, 31,
289–307.
Misher, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for
Teacher Knowledge. Teachers College Record, 108(6), 1017–1054.
Park, S., & Oliver, J. S. (2008). National Board Certification (NBC) as A Catalyst for Teachers’ Learning
about Teaching: The Effects of The NBC Process on Candidate Teachers’ PCK Development.
Research in Science Teaching, 45(7), 812-834.
Park, S. & Chen, Y. C. (2012). Mapping out The Integration of The Components of Pedagogical Content
Knowledge (PCK): Examples from High School Biology Classrooms. Research in Science Teaching,49(7), 922–941.
Aydin, S. & Boz, Y. (2013). The Nature of Integration among PCK Components: A Case Study of Two
Experienced Chemistry Teachers. Chemistry Education Research and Practice, 14(4), 615–624.

= 288 =

2021 International Conference of East-Asian Association for Science Education

Poster Session
Yuhei Yamane, Shigeki Kadoya
C-1

Dairy Farming Education: Fostering Competencies for Sustainable
Development Goals among Young Children
Kazushige Mizobe, Koki Hirakawa, Tetsuya Iwamoto

C-2

Children’s Awareness for ’’Soil'' focusing on Linguistic Expressions
based on Various Senses before Observation and Experiment

C-2

Yau Yan Wong, Chatree Faikhamta

Reconnect self, others, and nature
Chao-Fang Yang, Yu-Ling Lu

C-2

Learn science in first- or third-person perspectives? Effects on
students’ growth on scientific knowledge and argumentation skills
Thanyarat Suwannatrai, Theerapong Sangpradit

C-3

Exploring Scientific Argumentation Skills in Socio-Scientific Issues of 8th
Grade Students＊Alphabetical order= 289 =

2021 International Conference of East-Asian Association for Science Education

Poster Session
Tharuesean Prasoplarb, Chatree Faikhamta
C-3

Argumentation Practice as Embedded in Thailand’s Science Teacher
Guidebooks for the Junior High School Level

C-5

Didit Ardianto

CLIMATE CHANGE EDUCATION: A BIBLIOMETRIC ANALYSIS
Galih Albarra Shidiq, Suppamai Promkaew, Chatree Faikhamta

C-5

A Systematic Review of Teacher Competency Trends in Teachers ’
Education
Eugene Kang, Dojun Jeong, Jihun Park, Jina Kim, Jeonghee Nam,

C-7

Jongseok Park, and Jeongwoo Son

Recognition of primary school teachers about distance learning inscience education due to the pandemic situation in Kore

C-7

Jina Yoon, Woonsuk Cho, Younkyeong Nam††

Science gifted students’ perception of Scientists’ Social Responsibility＊Alphabetical order= 290 =

Dairy Farming Education: Fostering Competencies for
Sustainable Development Goals among Young Children
Yuhei Yamane *¹, Shigeki Kadoya *²*¹ Graduate School of Education, Nippon Sport Science University*² School of Childhood Sport Education, Nippon Sport Science University

Introduction
Education for Sustainable Development Goals (SDGs) includes "Education for Sustainable Development(ESD)" and "Global Citizenship Education (GCED)" (Okitsu, 2019). While competencies for ESD include criticalthinking, the ability to predict and plan the future, and communication skills ( National Institute for Educational
Policy Research, 2012), those for GCED include conflict resolution skills, perspective-taking skills, and dialogue(Kobayashi, 2018). Dairy farming education has the potential to foster these competencies among children(Japan Dairy Council, 2019).

The purpose of study

Conclusion

This study aims to clarify what kind of

䞉The children showed perspective taking skills.

competencies for SDGs are fostered among

䞉The children showed conflict resolution skills.

children with dairy farming education.

䞉The children demonstrated communication skills.

Program activities

Methods
Methods Protocol analysis
Targets

80 young children 2–3 years old

Years2019 December䐟 Feeding cows.
䐠 Contact with cows.

Results
Programactivities

Utterance or Action

Interpretation

Skill“ This cow is already full ”

The word is cow-conscious, indicating the childthought from the cow's perspective.

The children overcame their fearof cows with the help of dairy
farmers and teachers.

It can be interpreted that the conflict of a child
who is scared but wants to approach a cow has
been resolved.

Conflict resolution
skills.

While using these words, the child and the calf
communicated.

Communication skills.

䐟“ I was licked ”䐠Perspective taking
skills.

“ Come on! Come on! Come on! ”

Discussion
The above results indicate that dairy farming education can foster competencies for SDGs among children.
These conclusions have limitations in that they are based only on children. Therefore, there is a need to expand thesurvey target to elementary and junior high school students.

References
Japan Dairy Council. (2019). Rakunou Kyouiku Famu to SDGs wo Tsunagu [Connecting the Dairy Farming Education and SDGs]. Kandoutushin, 57, 5 – 9.
Kobayashi, M.(2018). Skill Analysis for Global Citizenship Education (GCED) of UNESCO: Prospect of Values Education in the Age of Globalization. The ronso : Bulletin of College of Education,
Tamagawa University, 18, 19 – 32.
National Institute for Educational Policy Research. (2012). Gakkou niokeru Zizokukanou na Hatten notameno Kyouiku (ESD) nikansuru Kenkyu [Saisyuhoukoku][Study on Education for Sustainable
Development (ESD) in School [Final Report], 7 – 9.
Okitsu, T. (2019). Kiso Kyouiku/Gakusyu Seika[Basic Education/Learning Outcomes]. In Kitamura, K., Satou, M., & Satou, M.(Eds), SDGszidai no Kyouiku : Subete no Hito ni Situ no Takai Manabi no
Kikai wo [Education in the SDGs Era : A Quality Learning Opportunity for All ] (p. 81).Tokyo : Gakubunsya.

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Yau Yan Wong, Chatree Faikhamta
Kasetsart University, Thailand
Cultural Studies of Science Education, Vol. 16 (3), 2021,
DOI: 10.1007/s11422-021-10033-z

Abstract
Modern lifestyle that is based on ideologies such as consumerism, individualism and materialism
has led to overconsumption, mass extinction and climate change in the world and threatens thewellbeing of every member on this planet. We conducted a hermenrutic phenomenological studyof a female British teacher-researcher, Diana (psuedonym), who develop a mindfulness programfor cultivating a sustainble lifestyle among her school community for the past 11 years.

We

concluded that embracing polysemia and respecting the existence of every human being, animal,
plant, and mineral of the whole ecosystem is vital for meaningful transformations at individual andsocietal level.

         

The problems of the modern education system come froman overemphasis on attainment and dualistic thinking (e.g.
self Vs others, human beings Vs animals). However,mindfulness offers relief to this drivenness by bringing
peoplebacktohere-and-now

andnurturesDiana's mindfulness program is based on the Plum Village's Five

Mindfulness Practice (i.e., reverence for life, true love, true
happiness, loving speech & deep listening, nourishment &healing)
Taking care of self - 3 to 5 mins breathing exercise, foodacontemplation, contemplate "what am I made of"nondiscriminant worldview. Diana’s authentic inquiry aims

Taking care of others - buddy system, active listening,

to enhance her community's self-awareness, empathy, andconflict role playenvironmental awareness through practicing mindfulness

Taking care of nature - Making promises to nature, hugging

in daily life activities, such as eating, walking, sitting,trees, walking in nature

breathing,.

 
Diana used place-based learning (e.g. visiting the school
garden with her students, hugging trees, playing with little
animals) to nurture the insight of interbeing, that is, ourexistence and wellbeing are not separated from everything
in the environment among young children. Such insightallows her students to understand that causing harm to  from each other and that we have to compete against each otherto get to the top of the food chain. Diana took several steps toreconnect with her community to overcome loneliness andselfishness:
Mindfulness Professional Learning Community (2017 to 2019) -others is the same as causing harm to themselves.

weekly practice, sharing lesson plans, organizing workshops

Moreover, her students formed a close emotional bond withand courses for other teachers, retreatsother species, which nurtures the seeds of joy, empathy,

Mindfulness for families (2018 to 2020) - self-care, care forand compassion within them.

Authentic Inquiry for
Sustainable Lifestyle

Our ego-centric lifestyle assumes that human beings are separate

family, care for community          

Diana’s story is an example of authentic inquiry, in which she constantly
applied what she had learned to her teaching practices in an emergent andcontingent way. Based on her lived experiences, there a few insights forscience educators to implement an impactful education for sustainable
development:
Nurture the understanding of interbeing since early age throughmindfulness practice
Begin from being present and aware of oneself, then share compassion
with others
Include the voice of every member of our ecosystem (human beings,
animals, plants, minerals)
Meaningful social transformation comes from changing individuals'
worldview and lifestyle

Learn science in first- or third-person perspectives? Effects on
students’ growth on scientific knowledge and argumentation skills
Chao-Fang Yang 1, Yu-Ling Lu 2*
Taipei Private Tsai Hsing School, Taiwan
2
National Taipei University of Education, Taiwan*
yllu@tea.ntue.edu.tw
1

INTRODUCTION
Emerging media are increasingly used in science learning, yet the effect of first- or third-person
perspectives that student used in learning has not been well explored. Florella et al. (2017) pointed
out the importance of this issue and further studied college students’ learning in assembling circuit.
They found the effect of perspective does exist. However, not enough studies addressed theperspective effect on younger students and on learning broader scientific literacy.
METHODOLOGYThis study divided 84 six-grade students, ages 11–12, into two experimental groups: (1) the
first-person perspective learning group (F-PP), who learned with a first-person game, and (2) thethird-person perspective learning group (T-PP), who learned with a third-person e-book. The
learning materials were developed for this study and controlled to having equivalent contents. To
monitor students’ learning growth, two tests were used—scientific concept test and the scientificargumentation skills test. T-test and ANCOVA were used to examine the comparative effectivenessafter 15 classes (each of 40 minutes).

the first-person perspective learning

the third-person perspective learning

RESULTS
Results showed that: a) F-PP and T-PP both significantly improved students’ scientificknowledge and argumentation skills; b) F-PP and T-PP were equally well in helping students learn
scientific knowledge; and c) F-PP led to significantly better learning of argumentation skills.
CONCLUSIONSThe study empirically supports that, when giving students first-person learning experiences
which is more learner-centred, more student power enhances motivation and engagement, and thus
facilitates learning (Cochran et al, 2017).
REFERENCES
Cochran, K. F., Reinsvold, L. A., & Hess, C. A. (2017). Giving Students the Power to Engage with
Learning. Research in Science Education, 47(6), 1379-1401. (A link to a paper published in
RISE)
Fiorella, L., van Gog, T., Hoogerheide, V., & Mayer, R. E. (2017). It's all a matter of perspective:
Viewing first-person video modeling examples promotes learning of an assembly task.
Journal of Educational Psychology, 109(5), 653-665.

Exploring Scientific Argumentation Skills in
Socio-Scientific Issues of 8th Grade Students
Thanyarat Suwannatrai
Theerapong Sangpradit
Science Education Center, Faculty of Science
Srinakharinwirot University, Thailand

Introduction

Results

In today's society, there are a number of problems
that arise as a result of advances in science andtechnology, including Socio-scientific issues. Causing
conflicts of people who do not have the same opinion(Toulmin, 2003). When students are in the society ofscience, scientific argumentation skills are required
because scientific argumentation is important for students
to express their opinions, make decisions and solve
problems in daily life (Driver, 2000).
Therefore, teachers should provide instruction that
promotes the scientific argumentation skills for students
and explore scientific argumentation skills as a basis forthe development of learning management that promotes
the skills of scientific arguments in class continue.

The results of the survey on scientific argumentation
skills in Socio-scientific issues of eighth grade students
by using a scientific argumentation skills test showed in
Figure 1.

9.5%

Middle36%

Figure 1. The percentage of student in each level ofscientific argumentation skills.

01 Participants
200 eight grade students in a secondary
school in Samutprakarn province.

02 Instruments
The scientific argumentation skills
test in Socio-Scientific Issues. The test was an
open-ended question with 2 scenarios. The firstscenario provided information about use of fossil fuels
and renewable energy, the second scenario provided
information about food containing preservatives. Eachscenario, had 4 questions according to 4 components ofscientific argumentation skills: claims and warrants,
counterargument, supportive arguments and evidence (Lin& Mintzes, 2010) .

03 Data analysis
1. Analyzed learner responses individually and themaccording to the quality level in each component ofscientific argument skills by finding the average
percentage and comparing with the criteria.

Low

MiddleHigh0.00-0.99

1.00-1.99

2.00

2. Content analysis for a detailed overview of eachanswer to support students' scientific argument skills.

The scientific argumentation skills of eighth gradestudents, classified by components of scientificargumentation skills showed in Figure 2.
percentage of students

Research procedures and methods

Low

54.5%

purpose of researchThis research aims to explore scientific argumentation
skills in Socio-scientific issues of eighth grade students at
a secondary school in Samutprakarn province.

High

Claim & Warrant

70
60

Counterargument

50
40

Supportive
argument30
20

Evidence

10
0
High

MiddleLow

Skill levels

Figure 2. The percentage of student in each level of scientificargumentation skills, classified by components of scientificargumentation skills.

The results meant that the students were able tostate their claims but they can not provide enoughreasons to support and the students were unable toconstruct an argument and scientific explanation fromthe evidence. Moreover, the students were unable tofind evidence to support their credible reasoning.

References
1. Driver, R., Newton, P., & Osborne, J. (2000). Establishing thenorms of scientific argumentation in classrooms. Science
Education, 84(3), 287-312.
2. Lin, S.-S., & Mintzes, J. J. (2010). Learning argumentation skills
through instruction in sosioscientific issues : the effect of ability level.
International Journal of Science and Mathematics Education,
8(6), 993–1017.
3. Toulmin, S. (2003). The uses of argument. Cambridge,
England: Cambridge University Press.

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ABSTRACTClimate changeeducation isa topic of concern for current research. The concept of climate change education isoften related toskills, knowledge andcompetencies. Currently, the including of climate change education concept in the context of Education Sustainable Developments is still needed,
especially in thefieldof geoscienceeducation. Thisarticleaimstoprovide a reviewof the bibliometric literature onclimate changeeducation. Articles
were searched with the Publish or Perish (PoP) software with the google scholar database from 2019-2021. A total of 40 out of 100 articles wereanalyzed in this study. Selected articles are then managed using the Zotero software. The managed articles are then classified and visualized using
VOSviewersoftware. Ingeneral, thisstudyprovidesacomprehensivereferenceforfurtherresearchonclimatechangeeducation.
Keywords: climatechangeeducation, climateliteracy, educationsustainabledevelopment
1. BACKGROUND

Climatechangeisaphenomenonthat isof great concerntoindustry anddeveloping countries. This phenomenon will have a negative impact on
theplanet, peopleandnatural resources. Themajorityof scientistsinthe
world believe that global climate change is caused by human activities
and they are committed to reducing the rate of increase in the global
average temperature by no more than 1.5 C from 1990 (IPCC, 2018). In
addition, climate change also greatly affects the economic stability,
safety, and sustainability of an environment. Therefore, one of the
mitigationsthat can be done istointegrate climate changeeducation at
all levels of education. Educated people are more aware of the risks
posedbyclimatechangeandbetterequippedtomakeinformeddecisions
about responsesat local, national andinternational scales. Whileclimatechange education is important at all levels, from primary school touniversity (UNCC: Learn, 2013), it is the higher education sector that ismost in need of developing a systemic approach (Leal Filho, 2010; Leal
Filhoet al., 2018). Thisshowsthat educationabout climatechangeisoneof the topicsof concern by some educationexperts. Several researchers
have alsostudied geoscienceeducation asa meanstodevelop students'
climateliteracy (Clary &Wandersee, 2014; Cook, Bedford, &Mandia, 2014;
Dewaters, Andersen, Calderwood, & Powers, 2014; Uz et al., 2014) .
Currently, education for climate change is still not a priority, although
the Paris Agreement encourages countries to increase education,
training, public awareness, public participation in information aboutclimate change. The Paris Agreement also encourages the creation of
educational programsthat canensuregraduateshave anunderstandingof thechallengesandimpactsposedby climatechange. In addition, they
are also required to have skills on climate change mitigation.
Considering the reasons, this article aims to fill the research gap by
providing an extensive bibliometric analysis of the literature in relation
toclimatechangeeducation.

3. RESULTS AND DISCUSSION

The results of the bibliometric analysis of 'climate change education'
canbevisualizedin3parts, namely datavisualizationnetwork(Figure1), overlay visualization (Figure2), and density visualization (Figure 3).
The results of the analysis show that research on climate change
education related to environmental competence and eco-enxiety is
still very limited (as shown in Figure 1). In addition, the results of theoverlay analysisshowninFigure2 alsoshowthat researchonclimatechange education related to environmental competency is still
relatively new. This provides evidence that currently research on
climate change education related to environmental competence stillneeds to be researched. This assumption is supported by avisualization of density which shows that research linking climatechange education and environmental education is still very limited.
The results of this analysis provide an opportunity for researchers to
conduct further research on the relationship between climate change
educationandtheenvironment.

Figure 1. Network visualization on the GS database

2. METHOD
InitialSearchResultRefinement
Of Search
ResultCompilePreliminary
Data
Statistics

The Data
Analysis

4. CONCLUSION

Figure 2. Visualization of overlays on the GS data base

These results indicated that research on the relationship between
climate changeeducation and theenvironment isstill rarely done. In
addition, studies on climate change education which are associatedwith eco anxiety are also very limited. Therefore, the results of thisbibliometric analysis provide information that research on climatechangeeducationandenvironmental educationisaveryimportant tobestudied.
Figure 3. Visualization of density on the GS database

A Systematic Review of Teacher Competency Trends in Teachers’ Education
Galih Albarra Shidiq 1, Suppamai Promkaew 1, Chatree Faikhamta 1*
1 Department of Science Education, Faculty of Education, Kasetsart University, Thailand

Abstract The purpose of this study is to study the research trends onteacher education competency from 169 articles in the Journal of Teacher
Education. We discovered trends of author and country contributions,participants, strategies, and teachers’ competencies through theidentification, critical evaluation, and summarizing of findings. The results
show that the highest contributions of articles came from the United States,
which focuses on improving teachers’ learning and preparation in developing
teaching strategy competencies. The findings also indicate the importance ofteachers’ preparation process; we suggest that future studies should focus on
in-depth preparation of teachers’ knowledge and skills, such as classroom
practice transformation, improved learning achievement, pedagogicalcontent knowledge, content knowledge, communication skills, social
communication skills and instructional design skills, and outcomes that fit
21st-century teaching.
Keywords: Systematic review, research trends, teachers’ competencies,
teacher education
Introduction
Currently, the trend of research in teacher education has been emphasized
by focusing on improving the skills to fit with 21st-century skills development
which enhancing the identity and ability of teachers such as teacher’s
education and preparation (Bocala, 2015). Besides that, teachers’ quality andhow teachers work in the application of teaching have been highly
recognized as critical essentials in teacher education. Recently studied by
Chong & Cheah (2009) has shown that teachers' quality and teachers’ work
could be known by teachers' skills and knowledge which identified by thecomponents and core values of the curriculum through developing values,
skills, and knowledge. However, Medeiros et al (2018) described thatteachers’ skills and knowledge could be shown by the abilities and problemsolving skill which implemented by the pedagogical intervention, evaluationof students’ performance or feedback and observation of classroom
activities. To access the limitation and discussion of research, this study was
to focus on the trends of competencies and the strategies for achieving thecompetencies of teacher education from the Journal of Teacher Education in
the period of 2015–2020.

Methods
This study was to investigate the authors’ and countries’ contributions,participants, the trend of teachers’ competencies, and teachers’ strategies
for the competency of teacher education by focusing on the thematic
analysis and narrative summary (Dixon-Woods et al., 2005). We focused on
the keywords of teachers’ competencies from 169 articles. Then, we
identified, critically evaluated, and summarized recent studies of teachers’
competencies and strategies into 90 articles. However, we adopted andmodified the work of Polanin et al (2017) to searching and screening thecurrent trend issues on the competencies of teacher education, deciding theeligibility criteria of authors’ and countries’ contributions clearly reported in
the articles on teacher education in the title or the abstract, and selecting thefindings of the literature review process by using inclusion and exclusion
criteria.

Acknowledgements
We would like to thank the Royal Golden Jubilee Ph.D. program(PHD/0149/2561).

Results
Table 1. Authors and countries' contributions in the year of 2015–2020
Countries
USA
Germany
Belgium
IsraelHollandSingapore
Australia
CanadaUK
Columbia
TurkeyNorwayChina
Sweden
Spain

No.
208
10
8
8
6
5
5
3
3
2
2
2
2
1
1

Fig 1. The details of the participants in the JTE during 2015–2020

59%

25%

6%

6%

3%

Table 2. Trend of teachers' competencies from 2015 to 2020
Competency
Teachers’ learning
Teachers’ beliefs
Classroom practice transformation
Collaborative/cooperative teachers’ learning
Improved learning achievement
Pedagogical content knowledge
Content knowledge
Teaching experiences
Teacher identity
Communication skills and social communication skills

Number ofarticles
17
10
9
9
9
9
9
9
7
6

Professional practiceInstructional design skills and outcomes
Critical teacher discussions
Field experiences
Instructional teaching
OthersFig 2. The spread of teachers’ strategies during 2015 - 2020

6
6
5
5
5
16

Discussion & Conclusion
The results indicated that most authors and countries are coming from theUnited States (208 authors) by focusing on investigative preservice teachers/
novice teachers’ preparations, experiences, and outcomes (58 %) (e.g.
Coogle et al., 2020) and indicated that teachers have little experience inpractice for teaching in the classroom by focusing on developing educational
institutions and communication (25%).
Other findings established to improve the competencies of teachers’
attitudes such as teachers’ learning, teachers’ beliefs, and teachers’
knowledge: classroom practice transformation, improved learningachievement, pedagogical content knowledge, and content knowledge(López (2017) and teachers’ skills (communication skills and social
communication skills and instructional design skills and outcomes) (e.g.
Coogle et al., 2020), and teachers’ attitudes such as teacher identity andprofessional practice (e.g. López, 2017).

References
Bocala, C. (2015). From experience to expertise: The development of teachers’ learning inlesson study. Journal of Teacher Education, 66(4), 349-362. doi:10.1177/0022487115592032
Chong, S., & Cheah, H. M. (2009). A values, skills and knowledge framework for initialteacher preparation program. Australian Journal of Teacher Education (Online), 34(3), 1-17.
Retrieved from https://search.informit.org/doi/epdf/10.3316/informit.787755942023125
Coogle, C. G., Ottley, J. R., Storie, S., Rahn, N. L., & Kurowski-Burt, A. (2020). Performancebased feedback to enhance preservice teachers’ practice and preschool children’s expressive
communication.
Journalof
Teacher
Education,
71(2),
188-202.
doi:10.1177/0022487118803583
Dixon-Woods, M., Agarwal, S., Jones, D., Young, B., & Sutton, A. (2005). Synthesisingqualitative and quantitative evidence: a review of possible methods. Journal of health services
research & policy, 10(1), 45-53. doi:10.1177/135581960501000110
López, F. A. (2017). Altering the trajectory of the self-fulfilling prophecy: Asset-based
pedagogy and classroom dynamics. Journal of Teacher Education, 68(2), 193-212.
doi:10.1177/0022487116685751
Medeiros, R. P., Ramalho, G. L., & Falcão, T. P. (2018). A systematic literature review onteaching and learning introductory programming in higher education. IEEE Transactions on
Education, 62(2), 77-90. doi:10.1109/TE.2018.2864133
Polanin, J. R., Maynard, B. R., & Dell, N. A. (2017). Overviews in education research: A
systematic review and analysis. Review of Educational Research, 87(1), 172-203.
doi:10.3102/0034654316631117

EASE Conference 2021

Recognition of primary school teachers about
distance learning in science education due tothe pandemic situation in Korea
Eugene Kang1, Dojun Jeong1, Jihun Park1, Jina Kim1, Jeonghee Nam1, Jongseok Park2, and Jeongwoo Son3
1Pusan National University, Busan, Republic of Korea
2Kyungpook National University, Daegu, Republic of Korea
3Gyeongsang National University, Jinju, Republic of Korea

Introduction- The crisis of social, economic, and public health caused by COVID-19 is continuing on a global scale. Not ending with a short-term social disconnect, the COVID-19 pandemic is not only threatening many lives and causing economic difficulties
but also drastically changing the educational environment.
- According to UNESCO, schools in at least 165 countries were closed during the pandemic, and more than 500 million students suspended their study. After schools closed, many governments switched to distance education.
- Though in some tertiary institutions in Korea, the infrastructure for distance learning has been established and learning classes are currently being conducted, in the case of elementary institutions, sudden change of distance learning caused a greatof confusion in schools. In Korea, basic investigation for difficulties in schools has not yet been conducted.
- In this study, we will research the perception of primary school teachers who have experienced distance learning due to the COVID-19 through a questionnaire and a focus interview to determine the future direction of distance learning on scienceeducation.

Method Participants of Questionnaires (N=153)

 Timelines about schools due to the COVID-19 in 2020
Date

Content

Note

80

20, Jan

The1st patient due to the COVID-19 in Korea

19, Feb

The 1st death due to the COVID-19 in Korea

23, Feb

The normal date of the
The Ministry of Education announced to delay
begining of school is thethe begining of school in one week
2nd March in Korea

28, Feb

2nd delay in three weeks

17, March

3rd delay in another two weeks

31, March

The Ministry of Education announced to start
distance learning in schools

71

60

52

40

To Start distance learning

4, MayThe Ministry of Education announced to startclassroom learning from the13th May

11, May

To delay classroom learning to the 20th May

To order the distance learning in schools
except 12th students for SAT test

3, DecSAT test

40s

50s

Ages

60s

40
28

25

27

22

20
10
2 weeks late comparing
to the normal date

Ages

Careers inteaching

Roles in 2020 and 2021

Area

1

Female40s

17

Science teacher

Small Town

2

Male

30s

8

Homeroom teacherof 5th grade

City

8

Homeroom teacherof 5th grade

City
City

Male

30s

1

51

50

30

25, Aug

30s

60

To stop classroom learning

Gender3

7
20s

Less summer vacation in August

No.

22
20
0

9, April

20, May Participants of Focus Interview (N=9)

4Female30s

11Homeroom teacherof 5th and 6th grade

5

Female40s

10Homeroom teacherof 6th grade

City

6

Female20s

7Homeroom teacherof 5th grade

City
City

7

Male

30s

10

Homeroom teacherof 3rd and 5th grade

8

Female30s

9Science teacher

City

9

Female30s

16Homeroom teacherof 3rd gradeCity

0
0 ~ 5 years 06 ~ 10 years 11 ~ 15 years 16 ~ 20 years over 21 years

Careers

Result
Question 2. What teaching method is proper to achieve aims ofeducation in the pandemic situation?

Question 1. What is important in science class with the distancelearning?

2

Interest and curiosity in science
12

13 11
116

55

88

Attitude toward scientific inquiry

52

Lecture62

Research project85
Scientific knowledge(concept)

104
86

84

To improve character
education
To inform disciplinary
knowledge

Experiment

To maintain student physicaland mental health

Discussion

To understand the connections
between science, technology,
and society
Ability for lifelong learning

To communicate withstudents
145

Investigation

69

Problem-solving ability

To encourage student tolearn

Project

42

44

Question 3. Which role of teacher7s is important in the
pandemic situation?

64

80

To inform future profession
and career

Activity outside of schools
82

126

etc.

etc.

Focus Interview. What difficulties or conflictions were in online classroom with distance learning?
How did teachers resolve the difficulties related to online classroom with distance learning?
Mediation – IT technology

Mediation – Student Individual Room

Confliction

Confliction
Object- Distance
Learning

Subject- TeacherMediation – Distance Learning

Resolution– Blended
Learning

No Resolution Yet
Confliction

Outcome
Subject- Student- TeacherAchievement

Object- Distance
Learning

Outcome- Student
Achievement

Subject- Teacher

Resolution- Cooperation

Rules

Community- Homeroom
Teachers

Mediation – Online Learning

Object- Students

Outcome- Student
Achievement

OutcomeObject- Experiment - Student
Achievement

Subject- Teacher

No Resolution Yet
Confliction
Division of labor

Rules

Community

Division of labor

Rules- No rule

Community- Parents

Division of labor

Rules

Community

Division of labor

Conclusion
1. Primary school teachers thought that their roles were to encourage students to learn and to communicate with them rather than to inform disciplinary knowledge in pandemic situation. However, lecture was still afavorite teaching method among primary school teachers.
2. Distance learning enhanced the cooperation between homeroom teachers to resolve the problems which were caused by their poor skills in IT technologies.
3. Technical difficulties including absence of student own room, which caused confliction against distance learning, was not resolved.
4. Confliction between teachers and parents due to more contacts among in pandemic situation were not resolved.
5. Primary school teachers tried blended-learning to help students conduct experiments instead of online learning.

Science gifted students’ perception of Scientists’ Social Responsibility
JinA Yoon ‫ ڄ‬Woonsuk Cho ‫ ڄ‬Younkyeong Nam††
Pusan National University

Introduction

⃶ⷚ⇚ቪ

ᆾ⛢⛢ⷓ

Responsibility Ethics of Hans Jonas• Responsibility in traditional ethics has been limited to areas directly
affected by human actions, but advances in modern science andtechnology have affected not only human interactions, but also theenvironment and future generations that are the result of actions• In response, Jonas argued that responsibility should be presented
as a future ethic and that the scope of ethical considerations
should be extended to humans, nature and future generations.
• The scientific research process itself was viewed as an object ofmoral judgment because it involves the diverse values ofindividuals and groups. Therefore, it argues that both scientists
and those who use them should be held accountable, proposing
three attributes of responsibility.
• First, the ‘totality’ of responsibility emphasized the need to beenduring and forward-looking with the same responsibilities as
parents. The second is to focus on ‘sustainability’ and to pursue
advances in science and technology within the limits of what thenatural environment can accommodate. The third is ‘permanence’,
which emphasizes the importance of taking preventive measures,
focusing on the negative impacts that scientific and technologicalmeasures can have, with a focus on ex post responsibility rather
than ex-post responsibility(Jonas, 1979) .

MethodRationale
perceptions of scientists• Traditionally, the meaning of a scientist has been perceived as aperson who discovers answers by exploring nature, asking
questions, and exploring scientific knowledge.
• However, today scientist is a person with the qualities for a role asa member of society, and it is presented as an image of a scientist
by considering psychological aspects such as unique thoughts andemotions together (Resnil, 1998).
• Most research on scientist images typically draws stereotyped
images, such as gray hair, lab coats, glasses, and men (Martin et al,
1977; Sim, & Yoon, 2013). In scientists images, cognitive rather thanemotional and ethical aspects predominate, and students tend toperceive them as mechanical, neutral, and insensitive attributes.
• Scientific activity in modern society cannot be properly recognizedwithout an understanding of scientists and their social functions
and roles. Therefore, in the field of science education, it isnecessary to provide education about who scientists are, what they
do, and what responsibilities and obligation they have.

Social Responsibility of Scientists• As the ripple effects and side effects of the development of scienceand technology appeared together, the discussion of the role andsocial responsibility of scientists emerged as a very important
issue.
• Since the 1970s, as the relationship between science, technology,
and society has become more important, interest in science andtechnology ethics is growing. In other words, unlike the generalpublic, scientists are responsible for using their expertise in a
desirable way.
• Nevertheless, in South Korea, the degree of ethics education inscience is very low, and there is insufficient discussion or researchon the qualifications of scientists and social responsibility (Song, 2001).
• Scientists are researchers and professionals, and as members ofsociety, their roles naturally come with duties and responsibilities.
Responsibility stems from the impact of science and technology onsociety.
• As part of their responsibilities, scientists must provide the publicwith accurate information and knowledge about science andtechnology, and have a good understanding of the nature ofscience, its impact on life and society, and society's impact onscience(Saenko et al, 2019).

• Data collection• The main data source of the study was fourty-three elementary
science gifted students’ writing about their opinion on the
responsibility of scientist based on the historical factor of poison gas
development during World Warซ.
• Science Writing Topics• Depending on how a scientist's expertise is used, it can benefit orharm humanity. What responsibility does a scientist who uses his or
her scientific expertise have to society and humanity? Describe andbe specific about the responsibility of a scientist to society andhumanity.
• Participants•Gifted sutdent
Selection
2nd screening• Framework(Jonas, 1979)
The analysis framework was analyzed according to the three aspects of
responsible ethics;
1. Sustainability (promoting technological advancement within thescope of the current natual environment),
2. Permanence (considering prevention against possible risk oftechnological advancement), and3. Totality (perceiving that technological advancement should be helpful
for future generation), suggested by Jonas's theory of responsibility.

Conclusion and Discussion• As a result of the study, 27 (48.2%) students perceived thepermanence perspective, 17 (30.36%) students perceived
sustainability, and 12 (21%) students perceived responsibility for
totality.
• In conclusion, most of the gifted students have the concept of
permanence whereas the number of the students who perceive
totality as main responsible ethics was lowest.
• This study implies that responsible ethics education should be
systematically conducted so that science-gifted students who isfuture scientist and engineers have comprehensive responsibility forthe the scientific and technological development.
• In addition, responsible ethics needs to be treated as an importantscience literacy not only for future scientists, but also for future
citizens.

2021 International Conference of East-Asian Association for Science Education

Member Group Session
Day3(June20th) 15：00～16：00

EXPLORING SCIENCE TEACHER EDUCATION FOR CLIMATE CHANGE EDUCATION:
CHALLENGES IN ASIAN COUNTRIES【Session Keywords】Science Teacher Education, Climate Change Education, Asia

Hiroki Fujii

Okayama University, Japan

Ari Widodo

Indonesia University of Education, Indonesia

Batchuluun Yembuu

Mongolian National University of Education, Mongolia

Zhou Juan

Asia-Pacific Education for Sustainable
Development Institute, China

Eko Hariyono

Surabaya State University, Indonesia

Uuriintuya Dembereldorj

Mongolian National University of Education, Mongolia= 301 =

EXPLORING SCIENCE TEACHER EDUCATION FOR CLIMATECHANGE EDUCATION: CHALLENGES IN ASIAN COUNTRIES
Hiroki Fujii1, Ari Widodo2, Batchuluun Yembuu3, Uuriintuya Dembereldorj3,
Ayaka Morimoto1, Agus F. C. Wijaya2, Eko Hariyono4 and Dulguun Jalgalsaikhan5
1. Okayama University, Japan
2. Indonesia University of Education, Indonesia
3. Mongolian National University of Education, Mongolia
4. Surabaya State University, Indonesia
5. National University of Mongolia, Mongolia

ABSTRACTIn general, science teacher education for climate change education (CCE) has not progressed muchcompared to school science for CCE. It is limited to the development of courses, and educational strategies
and systematic educational programs have made little progress. Directing science teacher education for
CCE is an urgent and challenging task. In this group session, we will explore the direction of science teacher
education for CCE in Asian countries. The basis for this attempt are research reports on the following
themes:1) Awareness of climate change among Indonesian students in schools; 2) the understanding andattitudes of prospective science teachers in Indonesia, Japan, and Mongolia on climate change and CCE;
and 3) the CCE teacher education curriculum developed in Mongolia. Additionally, we intend to introduce
a new project to tackle this challenge in collaboration with Asian countries. The objectives of this project
are to create a framework for the science teacher education program for CCE in Asia, develop a
dissemination guide for the framework, and promote mainstreaming CCE in teacher education institutions
and schools.
Keywords: Science Teacher Education, Climate Change Education, Asia

INTRODUCTION
Education for Sustainable Development (ESD), stipulated in the Sustainable Development Goals(SDGs) - target 4.7, is a new area of education that pursues and advocates for the sustainability of life andsociety on earth. Climate change rests at the heart of ESD themes and thus, is inextricably linked to almost
all ESD themes, for example, renewable energy, biodiversity, disaster risk reduction, sustainableconsumption and production, poverty, peace, and international understanding. Consequently, UNESCO and
UNFCCC (2016) have urgently called for action regarding climate empowerment, emphasizing that an
appropriate educational process of planning, implementation, and monitoring/evaluation/reporting isessential to encourage people to take concrete actions against climate change. In addition, UNESCO (2017)
has proposed learning objectives for achieving SDGs. Therefore, it is imperative to consider the schoollevel (or the level of a learner’s development) and the subject and learning areas in which we will implement
practices in line with the learning objectives of SDG 13 - “Climate action: Take urgent action to combat
climate change and its impacts.”
Globally, advanced efforts in climate change education (CCE) have been developed by UNESCO
Associated Schools. One of these is a worldwide school network project entitled “Getting Climate-Ready.”This effort introduced whole-school approaches to climate action, with specific school reforms proposed
across four areas: school governance, teaching and learning, facilities and operations, and community
partnership (for example, UNESCO, 2016; Sustainability and Education Policy Network, 2018). The
outcomes of this project involve identifying good practices and accumulating cases throughout each country.
Furthermore, another UNESCO CCE project “Sandwatch: Adapting to climate change and educating forsustainable development” (Cambers & Diamond, 2010) has provided a framework for children, youth, and= 302 =

adults, with the help of teachers and local communities, to work together to critically evaluate the problems
and conflicts facing their beach environments and to develop sustainable approaches to address these issues.
Regarding science education, there are many discussions concerning CCE teaching and learning via
school science (for example, Torkar, 2013). The introduction of CCE learning contents into curricula
standards at the national and state levels is also progressing (for example, NGSS Lead States, 2013).
Furthermore, there is an accumulation of research and practice in science teacher education for CCE (forexample, Hestness et al., 2014). In these efforts, teacher education for CCE is often aimed at thedevelopment of teaching materials and classes. Notably, the development of systematic educational
programs for CCE has made little progress, particularly in Asia.
Directing science teacher education for CCE is an urgent and challenging task. In this group session,
we shall explore the direction of science teacher education for CCE in Asian countries, with reference tocases in Indonesia, Japan, and Mongolia.

INDONESIAN STUDENTS’ UNDERSTANDING OF CLIMATE CHANGE: A
FEEDBACK ON TEACHER EDUCATIONIn the past, the issue of climate change has been addressed in science lessons as a part of the bigger
topic of environmental issues. Lessons on environmental issues usually cover pollution, biodiversity loss,
deforestation, and climate change. In daily life and media, people often relate extreme weather with climatechange. To identify students’ understanding of climate change, a questionnaire survey was conducted withelementary (grades 4-6), junior high (grades 7-9), and senior high school (grades 10-12) students in
Bandung, Indonesia. The survey is still running, but some initial findings are shown here.
First, more than 50% students at all school levels have a good understanding of climate change andthe greenhouse effect. Majority of them believe that carbon dioxide is responsible for climate change issues(75% of elementary, 80% of junior high, and 90% of senior high school students). Second, there are
relatively similar answers on the major impacts of climate change: land drought, field burn, and extreme
hot weather (elementary school students); field burn, land drought, and extreme hot weather (junior highschool students); and biodiversity loss, extreme hot weather, and poor quality of farming products (seniorhigh school students). Third, almost all students at all school levels say that they are worried or very worried
about climate change caused by global warming. Elementary school students worry the most about thecurrent generation of Indonesian people, while junior and senior high school students worry most about thenext generations. Lastly, more than 75% students at all school levels say that urgent action is needed to stop
climate change. Most are willing to participate in efforts to stop climate change. Reducing electricity
consumption and limiting the use of private cars are the two main actions that they think should be practiced.
To further promote students’ understanding and awareness of climate change, there is an initiative
to present climate change as a special topic in the school curriculum. In the draft of the upcoming sciencecurriculum at the national level, climate change is offered as an integrated issue within science subjects. To
ensure that climate change is taught more in schools, it should be officially included in the school
curriculum issued by the government.
Conventionally, climate change is a topic of science lessons because it is considered a natural
phenomenon that requires an understanding of science concepts. Consequently, science teachers must
engage on this topic to their students. However, in science teacher education, climate change is rarely
offered as a course or as a topic within courses, such as environment, ecology, or earth and space science,
which are closely related to the understanding of climate change. Science teacher education should aim at
not only developing teachers’ understanding of climate change but also building their capacity to create
better lessons, and, therefore, a change in teaching orientation in teacher education institutions is required.
Managing such changes can be very challenging for teacher educators because it requires teachers to acquire
both their competencies for CCE and belief in the necessity of climate change action to save the earth.

UNDERSTANDING AND ATTITUDES OF PROSPECTIVE SCIENCE TEACHERS
ON CLIMATE CHANGE AND CLIMATE CHANGE EDUCATION: A
COMPARATIVE STUDY OF INDONESIA, JAPAN, AND MONGOLIA= 303 =

This study aims to clarify the understanding and attitudes of prospective science teachers inIndonesia, Japan, and Mongolia on climate change and CCE through a questionnaire survey. The
questionnaire items on climate change comprise 22 items falling in the cognitive, socio-emotional, andbehavioral domains, with reference to the learning objectives of SDG 13 “Climate Action” (UNESCO,2017); 4 items regarding climate change image and interest; and 3 items regarding CCE in school practice.
Answers to multiple-choice questions are aggregated simply, whereas those to open-ended questions are
categorized using the KJ method. Next, answers to the multiple-choice questions falling in the cognitive,
socio-emotional, and behavioral domains are scored and totalized. The questionnaire survey was conductedfrom December 2019 to January 2020, with 146, 158, and 390 valid responses from Indonesia, Japan, andMongolia, respectively.
In the cognitive domain, a high total score and many questions with a significantly higher percentage
of correct answers were observed among Japanese prospective science teachers. This suggest that they havea better understanding of climate change than their Indonesian and Mongolian counterparts. In the socioemotional and behavioral domains, a high total score and many questions with a significantly highpercentage of positive responses was observed among Indonesian prospective science teachers. For
example, for the question “Which is/are closer to your thoughts on approaching climate change due toglobal warming?”, 48.6 % of them answered “Even if I change my lifestyle, I should counteract climatechange due to global warming.” In comparison, only 17.8% and 22.3% of Japanese and Mongolian
respondents answered the same, respectively. Thus, Indonesian prospective science teachers seemingly
consider the problem of climate change as a result of the global warming to be urgent, and argue in favorof appropriate remedial actions.
Regarding climate change image and interest, only 61.1% Japanese prospective science teachers
gave a positive response to the question, “Do you think that it is possible to improve global warming?”,compared with 100% of Indonesian and 96.9% of Mongolian respondents. Therefore, Japanese prospective
science teachers have a pessimistic view of climate change due to global warming. Regarding school
practice for CCE, approximately 98% of prospective science teachers in all three countries gave a positive
response to the question, “Do you think that climate change education is important?”. In addition, 92.1%
of Japanese, 98.6% of Indonesian, and 96.6% of Mongolian prospective science teachers gave a positive
response to the question, “Do you want to conduct school classes on climate change?”. To respond toprospective science teachers’ awareness and motivation, improvements in the curriculum and classes of
CCE in teacher training are urgently required.

TEACHER EDUCATION FOR CLIMATE CHANGEMONGOLIA: INITIATIVES AND CHALLENGESEDUCATIONIN

CCE is an integral element of quality education as well as to the efforts to achieve the SDGs
supported by the integration of ESD. CCE fosters an understanding of the complexities and interconnectionof various challenges posed by climate change. Furthermore, CCE plays a central role in helping the public,
especially the next generation, to understand and relate to the issues, make changes in their lifestyle toreduce greenhouse gas emissions, and adapt to changing local conditions. CCE is needed at all levels,
especially at the general education level. Furthermore, instilling awareness and understanding of climatechange at a young age is ultimately the best way to change their behaviors and attitudes. CCE should be alifelong process that starts at an early age and continues through different stages of education to promote
behavioral change and enhance the resilience of communities.
Therefore, teacher education for CCE is crucial. This is, especially important for a country like
Mongolia, given that it is highly vulnerable to climate change due to its geographic location, sensitive
ecosystems, socio-economic conditions, and other stressors, including land degradation, desertification,and food insecurity. Aridity in the country is not the only relevant factor influencing climate change.
People’s low awareness of climate change adaptation and mitigation is a decisive factor influencing thecombat against climate change in Mongolia.
In this study, we will present the current situation in pre-service teacher education for CCE in
Mongolia based on the results, challenges, and lessons learned, as well as further intentions from theimplementation of the climate change adaptation curriculum developed by the Department of Geography,= 304 =

Mongolian National University of Education. The curriculum aims to enhance pre-service teachers’
knowledge, skills, and attitudes toward climate change, and the values necessary to shape a sustainable
future. Its teaching and learning methodology focuses on learner-centered, problem-oriented, and inquirybased approaches to develop the teachers independence and creativity as CCE practitioners.

CLOSING
In general, science teacher education for CCE has not progressed much compared to school science
for CCE; it is limited to the development of courses. Educational strategies and systematic educational
programs have made little progress.
There are several obstacles that need to be addressed. The following points noted in teacher
education for ESD (Wolff et al, 2017; Stevenson et al, 2015) also apply to teacher education for CCE. First,
because the universities operate autonomously, a standard set of guidelines and recommendations on ESD
does not exist. Second, teacher education mainly constitutes mandatory attendance courses; the practicalissue of calibrating courses from other degrees with the teacher education schedule is unresolved. Third,
ESD often depends on teacher educators’ interests and therefore, is frequently uneven. Fourth, typically,
there are only a limited number of compulsory courses on ESD, with marginally more electives.
We argue that directing science teacher education for CCE is an urgent and challenging task. Basedon our experiences in teacher education for ESD, we have launched a new project to tackle this challenge
in collaboration with Asian countries. This project focuses on cross-country exchanges of expertise andcollaboration between teacher education institutions and schools. The fruitful results of these endeavors
will create a framework for the science teacher education program for CCE in Asia, develop a dissemination
guide for the framework, and promote mainstreaming CCE in teacher education institutions and schools.

REFERENCES
Cambers, G., & Diamond, P. (2010). Sandwatch: Adapting to Climate Change and Education for
Sustainable Development. Paris: UNESCO.
Hestness, E., McDonald, R. C., Breslyn, W., McGinnis, J. R., & Mouza, C. (2014). Science teacher
professional development in climate change education informed by the next generation science
standards. Journal of Geoscience Education, 62(3), 319-329.
NGSS Lead States (2013). Next Generation Science Standards: For states, by states. Washington, DC: The
National Academies Press.
Stevenson, R. B., Ferreira, J., Evans, N., & Davis, J. (2015). Beyond science education: Embedding
sustainability in teacher education systems. In S. K. Stratton, R. Hagevik, A. Feldman & M. Bloom(Eds.), Educating Science Teachers for Sustainability. Cham: Springer International Publishing.
Sustainability and Education Policy Network (2018). Ten Canadian Schools’ Stories of Climate Action:
Promising Practices from the ‘Getting Climate-Ready’ Project. Saskatoon: Sustainability and
Education Policy Network.
Torkar, G. (2013). Live what you teach & teach what you live: Student views on the acceptability of teachers’
value-related statements about sustainability and climate change. CEPS Journal, 3(1), 45-58.
UNESCO (2016). Getting Climate-Ready: A Guide for Schools on Climate Action. Paris: UNESCO.
UNESCO (2017). Education for Sustainable Development Goals: Learning Objectives. Paris: UNESCO.
UNESCO, & UNFCCC (2016). Action for Climate Empowerment: Guideline for Accelerating Solutions
through Education, Training and Public Awareness. Paris: UNESCO, & Bonn: UNFCCC.
Wolff, L., Sjöblom, P., Hofman-Bergholm, M., & Palmberg, I. (2017). High performance education fails insustainability? The case of Finnish teacher education. Education Sciences, 7(32), 1-23.

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2021 International Conference of East-Asian Association for Science Education

Book Review
SCIENCE EDUCATION RESEARCH
AND PRACTICE FROM JAPANTetsuo ISOZAKI
Hiroshima University, Japan

Manabu SUMIDA
Ehime University, Japan= 306 =

SCIENCE EDUCATION RESEARCH AND PRACTICE FROM JAPANBook Information
Editors: Isozaki, T., & Sumida, M. (Eds.)
ISBN: 978-981-16-2745-3
Publisher: Springer
Year of publication: 2021

Tetsuo Isozaki1, Manabu Sumida 2
1. Hiroshima University, Japan
2. Ehime University, Japan

ABSTRACT of Book
This book is a collection of full-fledged research papers, predominantly written by Japanese scienceeducation researchers. It is expected to be valuable not only for Japanese readers, but also younger
researchers interested in science (rika) education in Japan. This book addresses research topics related totemporary issues across the world, such as socio-cultural issues and teacher education programmes. It is
unique in that its authors include Professor Masakata Ogawa (The 1st President of East-Asian Associationfor Science Education)’s disciples and others who have a fruitful research connection with him. We are
publishing this book for his retirement Memorial. We believe that numerous prominent science education
researchers will benefit from reading this book in Asia, as well as in Europe, America, and Africa. The
authors have attempted to use various methods to solve their research questions, such as historical,
empirical, theoretical, and narrative methods. This book helps researchers, particularly younger scienceeducation researchers, understand how to design and implement authentic research. For policymakers andcurriculum developers, this book will serve in designing science curricula that refer to the philosophy andideas of rika.
Keywords: science (Rika) education, Japanese science education researchers

TRANSFORMING SCIENCE EDUCATION FROM JAPANA unique aspect of Japanese history is the period of state-mandated national isolation that has
extended for over 200 years. The long-reaching effects of this isolation have become particularly evident
in the Japanese education settings (Sumida, Saruta, Inada, & Lin, 2016). For example, it is very difficult to
encounter non-Japanese teachers even in English classes, apart from Assistant Language Teachers. Despite
the decades-long leading performance of Japanese students in the Programme for International Student
Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS), Japanesescholars are not very active in international societies and conferences of science education research. It is apity that the country’s success in science education has not received much attention from the international
academic community, mainly due to lack of English publications and paucity of non-Japanese scienceeducation researchers. This book attempts to connect Japan to the rest of the world and offers valuable
insights on cross-cultural research and practices in science education.
The key concept of rika in Japanese science education (Ogawa, 2015) was re-contextualised in thelate nineteenth century (Isozaki, 2014), resulting in its distinctive and unique characteristics that differ
markedly from science education in the West. For readers interested in this topic, such as curriculum= 307 =

developers, policy makers, and researchers and practitioners, this book will provide historical backgroundand discuss the practical settings essential to Japanese science education. It will explain why Japanesescience education is unique and why studying it can enrich and expand global science education research.
The chapter titles and the authors are as follows:
Foreword: Academic Life in Retrospect: Being Marginal/ Masakata Ogawa
Introduction: Testuo Isozaki & Manabu Sumida
Chapter 1: Why Research the History of Science Education/Teaching (Rika) in Japan?/ Tetsuo
Isozaki/
Chapter 2: The Pursuit of the Understanding of Science Classroom Culture in Korea and East Asia/
Jinwoong Song (Invited contributor)
Chapter 3: Addressing the Challenges and Scaffolding of Inquiry-Based Teaching on Secondary
School Students’ Efficacy in Conducting Scientific Inquiry/Aris C. Larroder
Chapter 4: Science and Nature: Science Teachers’ Views at the International Collaborative Project
between Japan and South Africa/ Miku Yoshida
Chapter 5: Amateur Scientists: Unique Characteristics and Possible Factors Supporting JapaneseAmateur Scientists’ Continuous Scientific Practices/ Yuuri Kimura
Chapter 6: Lessons of a Veteran Teacher’s Ordinary Instruction in Elementary School Science:
Implications to Using an Analysis of Fujio Hiramatsu’s Practice/Hisashi Otsuji
Chapter 7: An Alternative Interpretation of Preservice Science Teachers’ Views of Science/
Kazumasa Takahashi
Chapter 8: Towards the Identification of ESD Competencies Required for Pre-Service Science
Teachers/Hiroki Fujii
Chapter 9: Science Education as Gifted Education: Can We Conduct Gifted Education with NonGifted Students?/ Manabu Sumida
Epilogue: Communicating Innovative Research/Glen Aikenhead.
The target readership of this book includes science educators, curriculum developers, scienceteachers, and masters as well as doctoral students. It can also be used as reference material in courses atvarious levels (e.g., master’s course, EdD, and PhD course) and in academic research such as teachers’
action research. This book addresses the challenges science education researchers face in disseminating
research findings and encourages maintaining the strength of science education in Japan. It also presents a
unique opportunity to initiate change and/or develop science education research from Japan. This is one of
the reasons why we highlight ‘Japan’, ‘Japanese’ and ‘Japanised’ in this book.
‘The festschrift’s authors have articulated research methods and results, from which readers
can gleam subtle essential truths about Japanese Rika research’.
(from ‘Epilogue’ by Glen Aikenhead, Professor Emeritus, University of Saskatchewan)

REFERENCES
Isozaki, T. (2014). The organization and the recontextualization of Rika (school science) education in thesecond half of the nineteenth century in Japan. Science & Education, 23(5), 1153-1168.
Ogawa, M. (2015). Rika. In R. Gunstone (Ed.), Encyclopedia of science education, (p. 840). Dordrecht:
Springer Reference.
Sumida, M., Saruta, Y., Inada, Y., and Lin, S-F. (2016). Diversity dilemmas of science education in East
Asia. In H-S, Lin, J. K., Gilbert, & C-J, Lien. (Eds.), Science education research and practice in East
Asia: Trends and perspectives (pp. 191-215). Taipei: Higher Education Publishing.

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2021 International Conference of East-Asian Association for Science Education

Junior Session
Day3(June20th)

Takanori KOIZUMI

09：30～10：20

FUZOKU SHIZUOKA Junior High School

What is repelling the water?
Haruki UNNOFUZOKU SHIZUOKA Junior High School

Water Rocket
Yuta MORIKAWAKITAUE Junior High School

Development of hydroelectric generators with minimal impact on thenatural environment
Akito OGAIHIKUMA Junior High School

Familiar Birds ～Around My House～
Yunon KANAIFUZOKU SHIZUOKA Junior High School

Which Parts of Body Sensers do Active Towards Sunlight?
-The case of T. GRANULATUS=
Rei

SHIOZAWASHIZUOKA SEIKO GAKUIN Junior High School

Use Raspberry Pi to make life easier= 309 =

2021 International Conference of East-Asian Association for Science Education

Organizing Committee＝Conference President＝Shizuoka University,

Prof. Dr. Yoshihide KUMANOSTEAM Education Institute

Assoc. Prof. Dr. Yoshiyuki GUNJI

Shizuoka University

Assistant Prof. Takahiro YAMAMOTO

Shizuoka University

Mr. Yoshiaki AOKI

Shizuoka University
Shizuoka University,

Ms. Yuka YOSHIMURASTEAM Education InstituteShizuoka University,

Dr. Tomotaka KURODA

STEAM Education InstituteDr. Jin-ichi OKUMURA

Shimizu Sakuragaoka High School

Mr. Shintaro FUJITA

Maisaka Junior High School

Mr. Hiroki HAKAMADA

Shimizu Takabe Higashi elementary school

Executive Board Members in Japan
Shizuoka University,

Prof. Dr. Yoshisuke KUMANOSTEAM Education InstituteProf. Dr. Tetsuo ISOZAKI

Hiroshima University

Prof. Dr. Shuichi YAMASHITA

Chiba University

Prof. Dr. Toshinobu HATANAKA

Toho University= 310 =

2021 International Conference of East-Asian Association for Science Education

Student Supporters
Dr. Tomohiro TAKEBAYASHI

Nagoya University

Mr. Ippei MINETA

Tsukuba University

Mr. Takanori KAKUTANI

Shizuoka University

Mr. Go TANAKA

Shizuoka University

Mr. Hideki TSUJIMURA

Shizuoka University

Ms. Maika MORINO

Shizuoka University= 311 =