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EASE2022 ProgramBook

This document is the program book for the EASE 2022 International Conference on Broadening the Horizons of Science Education for New Global Challenges and Opportunities. The conference was held online on July 25-26, 2022 and organized by the East-Asian Association for Science Education. The program book provides information on the conference such as the welcome address, participant guidelines, program schedule, keynote speeches, oral and poster presentation sessions.

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EASE2022 ProgramBook

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July 25-26, 2022, Daegu, Korea (ONLINE)

Broadening the Horizons of Science Education

for New Global Challenges and Opportunities

PROGRAM BOOK

Organized by

East-Asian Association for Science Education

The Korean Association for Science Education

The Korean Society of Elementary Science Education

Supported by
Online Conference
July 25-26, 2022

Presentations by Categories at EASE 2022 Conference

KEYNOTE ORAL POSTER TOTAL

4 68 27 99
EASE 2022 International Conference

Broadening the Horizons of Science Education

for New Global Challenges and Opportunities

July 25-26, 2022, Daegu, Korea

Ÿ Program of EASE 2022 International Conference

Conference Official Webpage: https://ease2022.kr

Editorial Committee Members:

Jongseok Park, Kyungpook National University
Sunggi Kwon, Daegu National University of Education
Hyun-Ju Lee, Ewha Womans University
Myeong-Kyeong Shin, Gyeongin National University of Education
Hyoung-Yong Park, Gyeongin National University of Education
Heesoo Ha, Seoul National University
Hyekeoung Lee, Seoul National University
Gyeong-Geon Lee, Seoul National University

Ÿ Supported by
Korea Tourism Organization
Daegu Convention & Visitors Bureau, Daegu Metropolitan City
YBM

Ÿ Organized by

East-Asian Association for Science Education

The Korean Association for Science Education

The Korean Society of Elementary Science Education

INFORMATION
OFFICERS
Myeong-Kyeong Shin; President, Gyeongin National University of Education, Korea
Gaofeng Li; Vice President, Shaanxi Normal University, Mainland China
Hiroki Fuji; Vice President, Okayama University, Japan
Wai Chin Li; Treasurer, The Education University of Hong Kong, Hong Kong
Riandi; Secretary, Universitas Pendidikan Indonesia, Indonesia
Hyoung-Yong Park; Secretary of the Headquarters, Gyeongin National University of Education, Korea

EXECUTIVE BOARD MEMBERS

Gaofeng LI, Shaanxi Normal University, Mainland China
Jianxin YAO, Beijing Normal University, Mainland China
Donging WEI, Beijing Normal University, Mainland China
Yingzhi ZHANG, Capital Normal University, Mainland China
Chun-Ju Huang, National Chung Cheng University, Taiwan
Silvia Wen-Yu Lee, National Taiwan Normal University, Taiwan
Chih-Hsiung Ku, National Dong Hwa University, Taiwan
Chun-Yen Tsai, National Sun Yat-Sen University, Taiwan
Wai Chin Li, The Education University of Hong Kong, Hong Kong
Zhihong Wan, The Education University of Hong Kong, Hong Kong
Kennedy KH Chan, The University of Hong Kong, Hong Kong
Hyunju Lee, Ewha Womans University, Korea
Myeong-Kyeong Shin, Gyeongin National University of Education, Korea
Jongseok Park, Kyungpook National University, Korea
Hae-Ae Seo, Pusan National University, Korea
Toshihide Hirano, Aichi University of Education, Japan
Hiroki Fujii, Okayama University, Japan
Shuichi Yamashita, Chiba University, Japan
Toshinobu Hatanaka, Toho University, Japan
Chanyah Dahsah, Srinakharinwirot University, Thailand
Tussatrin Wannagatesiri, Kasetsart University Khampaengsaen, Thailand
Chokchai Yuenyoung, Khonkaen University, Thailand
Pattamaporn Pimthong, Kasetsart University Bangkhen, Thailand
Anna Permanasari, Universitas Pakuan Indonesia Science Educator Association, Indonesia
Sri Rahayu, Universitas Negeri Malang, Indonesia
Sudarmin, Semarang State University, Indonesia
Riandi, Universitas Pendidikan Indonesia, Indonesia

EASE 2022 ORGANIZING COMMITTEE

Jongseok Park, Chair, Kyungpook National University, President of The Korean Association for Science Education
Sunggi Kwon, Chair, Daegu National University of Education, President of The Korean Society of Elementary Science
Education
Hyun-Ju Lee, Ewha Womans University
Hae-Ae Seo, Pusan National University
Youngjoon Shin, Gyeongin National University of Education
Phil Seok Oh, Gyeongin National University of Education
Hyoung-Yong Park, Gyeongin National University of Education
Heesoo Ha, Seoul National University
Hyekeoung Lee, Seoul National University
Gyeong-Geon Lee, Seoul National University
East-Asian Association for Science Education

EASE 2022 PAPER REVIEWERS

EASE Executive Committee Members, Regional Representatives and Colleagues

Myeong-Kyeong Shin; Gyeongin National University of Education, Korea

Gyeong-pil Kwon; Gyeongin National University of Education, Korea
Gyeong-Geon Lee; Seoul National University, Korea
Irma Rahma Suwarma; Universitas Pendidikan Indonesia, Indonesia
Chun-Yen Tsai; National Sun Yat-sen University, Taiwan
Anna Permanasari; Pakuan University, Indonesia
Hyun-Ju Lee; Ewha Womans University, Korea
Riandi Riandi; Universitas Pendidikan Indonesia, Indonesia
Gaofeng LI; Shaanxi Normal University, Mainland China
Yingzhi Zhang; Capital Normal University, Mainland China
Chun-Ju Huang; National Chung Cheng University, Taiwan
Chih-Hsiung Ku; National Dong Hwa University, Taiwan
Kennedy Kam Ho Chan; The University of Hong Kong, Hong Kong
Toshinobu Hatanaka; Toho University, Japan
Arif Widiyatmoko; Universitas Negeri Semarang, Indonesia
Ryugo Oshima; Chiba University, Japan
Zhihong Peter Wan; The Education University of Hong Kong, Hong Kong
Toshihide Hirano; Aichi University of Education, Japan
Jian-Xin Yao; Beijing Normal University, Mainland China
Shuichi Yamashita; Chiba University, Japan
Tussatrin Wannagatesiri; Kasetsart University Khampaengsaen, Thailand
Sri Rahayu; Universitas Negeri Malang, Indonesia
Ida Kaniawati; Universitas Pendidikan Indonesia, Indonesia
Tomotaka Kuroda; Okayama University of Science, Japan
Jae Hwan Lee; Kyungpook National University, Korea
INFORMATION
East-Asian Association for Science Education

CONTENTS

WELCOME ADDRESS ·················································································································· 1

PARTICIPANTS’ GUIDELINES ········································································································ 2
PROGRAM ···································································································································· 3

KEYNOTE
KEYNOTE SPEECH 1 ·················································································································· 11
KEYNOTE SPEECH 2 ··················································································································
KEYNOTE SPEECH 3 ·················································································································· 32
KEYNOTE SPEECH 4 ·················································································································· 42

RESEARCH PRESENTATION
ORAL PRESENTATION
ORAL PRESENTATION SESSION 1 DAY 1 Jul 25 ································································ 46
ORAL PRESENTATION SESSION 2 DAY 1 Jul 25 ································································ 81
ORAL PRESENTATION SESSION 3 DAY 2 Jul 26 ································································ 127
ORAL PRESENTATION SESSION 4 DAY 2 Jul 26 ································································ 168

POSTER PRESENTATION ·············································································································· 222

East-Asian Association for Science Education

WELCOME ADDRESS

EASE Chair’s Opening Address

Ladies and Gentlemen,

I am extremely honored to declare our continuous works for science education during dramatically shifted
education era caused by the COVID-19 pandemic on behalf of distinguished members of the East-asian
Association for Science Education. The EASE 2022 states ‘Broadening the horizons of science education for new
global challenges and opportunities’. As you certainly can imagine, with most new challenges, one is only partially
aware of what to expect, of the challenges to be faced. We have tremendous respect of the task before us, and
we have given our best to serve the science education, to broaden the horizons of science education, and to
promote the benefit of the East-Asian science education. In the EASE 2022, we report such efforts that we have
done contently and praise each other with supportive compliment and explore tremendous opportunities of
future collaborations.

More than 90 research works are presented during this conference. Of course we only interact with those
presentations virtually. I am pretty confident that we will meet each other and communicate on site of the EASE
2024 conference in Indonesia region.

I am extremely grateful for Executive Members and the Organizing Committee Members as well as for the many
supports and help that I have received during the past year of preparing EASE 2022 conference.

As a guideline to my tenure as president I have tried to stress the importance of being open and inclusive. This for
me also means embracing the challenges brought by social, technological, economical and political change. And
it is working towards unity while respecting and protecting diversity. Through the EASE 2022 conference, I hope
to accomplish my task with you.

Thank you all members and participant researchers!

Dr. Myeong-Kyeong Shin, EASE Chair

Gyeongin National University of Education, Korea

EASE 2022 International Conference Ÿ 1

INFORMATION
PARTICIPANTS’ GUIDELINES
How to Participate in Online EASE 2022 Conference

EASE 2022 provides a conference website to support effective communication during the conference dates.
We encourage you to carefully read the follow guidelines and to actively participate in the virtual EASE 2022
Conference.

∙ Keynote Session

All the videos and PowerPoint slides of the Keynote speakers are posted on the “KEYNOTES” page of the EASE
2022 conference website, https://ease2022.kr . During July 25-26, 2022, EASE 2022 participants are
encouraged to visit “Keynotes” page of the website and to watch the videos and leave questions or comments
on each Keynote speech. Keynote speakers are able to check the questions and comments before the real time
Keynote sessions.

In the Keynote sessions via Zoom, presiders lead Keynote speakers to briefly summarize main ideas of their
presentations and respond to the questions and comments already posted on the website (35-40 minutes).
Then, keynote speakers receive questions in real time from the EASE 2022 participants (10-15 minutes). The
total duration of each keynote session is 50 minutes.

∙ Oral Presentations

On the “ORAL PRESENTATION” page, you can find all the list of the oral presentations by session on the
conference date. If you click the title that you are interested in, you can find its abstract. If you scroll down the
page, you can find a box for questions or comments. Please feel free to use it during the conference to
communicate with the presenters, and meet the presenters on the designated session via Zoom in real time. All
the presenters are encouraged to visit the page of their individual presentations and to check questions and
comments before the real time session.

In the Oral presentation sessions (Zoom), presiders lead presenters to briefly summarize main ideas of their
presentations(15 minutes). Then, the presenters receive questions in real time from the EASE 2022 participants
(5 minutes). The total duration of each oral presentation session is varies slightly from 1 hour to 1 hour and 30 minutes.
Each session includes three to five presenters(i.e., 20 minutes will be provided to each presenter).

∙ Poster Presentations

On the “POSTER PRESENTATION” page, you can find all the list of the poster presentations by strands. If you click
the title that you are interested in, you can find the poster. If you scroll down the page, you can find a box for
questions or comments. Please feel free to use it during the conference to actively communicate with the
presenters. All the presenters are encouraged to visit the page of their individual posters and to reply to the
posted questions and comments.

2 Ÿ EASE 2022 International Conference

PROGRAM
PROGRAM AT GLANCE
Time Day 1 Time Day 2
(in Korea) Monday, July 25 (in Korea) Tuesday, July 26
09:30-10:30 Keynote 3, Q&A
13:30-14:00 Registration 10:30-11:50 Oral Session 3 [S31~S34]
14:00-14:10 Opening Ceremony 11:50-13:00 Lunch Break
14:10-15:10 Keynote 1, Q&A 13:00-14:00 Poster Session
15:15-16:15 Oral Session 1 [S11~S15] 14:10-16:00 Oral Session 4 [S41~S45]
16:15-16:30 Break 16:00-16:15 Break
16:30-17:30 Oral Session 2 [S21~S25] 16:15-17:15 Keynote 4, Q&A
17:30-18:00 Keynote 2, Q&A 17:20-18:00 Closing Ceremony
18:00-18:30 EM meeting

∙ Strand of EASE 2022 Conference

[S1] Science education for young children and related areas
[S2] Science education for elementary school and related areas
[S3] Science education for secondary school and related areas
[S4] Science education for undergraduate or graduate school students
[S5] Science education for informal setting or life-long learning
[S6] Science Teacher Education Program: Pre-service and I-service teacher education
[S7] Science education for policies and others

EASE 2022 International Conference Ÿ 3

PROGRAM
DAY 1 _ Monday, July 25, 2022
13:30-14:00 Registration Via Homepage and Zoom
Presider: Phil Seok Oh; Korea
14:00-14:15 Opening Ceremony: Opening Address, Congratulatory Address
KEYNOTE SESSION Single Zoom
Presider: Myeong-Kyeong Shin; Korea
Keynote 1: VaKE: Combining Values and Knowledge Education for Science Teaching
14:15-15:05
Em.Prof.Jean-Luc Patry, University of Salzburg, Salzburg, Austria
15:05-15:15 Break
15:15-16:15 ORAL PRESENTATION CONCURRENT SESSION 1 Multiple Zooms
SESSION 11: [S2] Science education for elementary school and related areas
Presider: Moonhyun Han, Korea
#173: Toward an Empirically Grounded Framework for Characterizing STEM Integration: Development and Validation
15:15-15:35 of a Scale of Integrative STEM Teaching Practice in Primary Schools
Zhi hong Peter Wan, Hong Kong
#174: An Elementary School Science Teacher’s Two Contrasting Epistemological Messages for Scientific
15:35-15:55 Explanations That Are Influenced by the Achievement Emotion of ‘Joy’ and ‘Irritation’
Moonhyun Han, Korea; Sally B. Gutierez, Philippines

15:55-16:15 #105: Childrens' Percepetions of the Use of Technology and Games in Science Learning
Shingo Uchinokura, Nao Nomura, Japan

SESSION 12: [S7] Science education for policies and others

Presider: Irma Rahma Suwarma, Indonesia

15:15-15:35 #149: How STEM is Integrated: A Methodological Approach

Tomoki Saito, Japan

15:35-15:55 #144: Research Trends of NOS in Japan and Implications from Studies Abroad
Mikiharu Ishitobi, Takuya Matsuura, Japan

15:55-16:15 #158: Interpretating Literacies Movement: Scientific to STEM Literacy Integration on Learning Processes
Riandi Riandi, Irma Rahma Suwarma, Anna Permanasari, Indonesia; Yoshisuke Kumano, Japan
SESSION 13: [S3] Science education for secondary school and related areas
Presider: Ka Lok Cheng, Hong Kong

15:15-15:35 #107: Teacher-Level factors of the Implementation of STEM Curriculum: Two Cases from Hong Kong
Ka Chuen Yu, Ka Lok Cheng, Hong Kong

#187: The Impact of the STEM-Based Obsim Model on Students' Skills in Teaching Science According to the
15:35-15:55 Demands of the 21st Century
Indrawati Indrawati, Sutarto Sutarto, Bevo Wahono, Zain Rosyid Ridhlo, Indonesia

15:55-16:15 #134: Investigating the Present Situation and Feature of Chinese High School Students’ STEM Career Interest
Qianqian Ding, Shuchen Guo, Mainland China

SESSION 14: [S3] Science education for secondary school and related areas
Presider: Yingzhi Zhang, Mainland China

15:15-15:35 #177: Developing an Ecological Civilization Literacy Measurement Instrument for Adolescents
Yan Qi, Yifan Lu, Yingying Quan, Xiaojuan Zhang, Ying Zhang, Yingzhi Zhang, Mainland China

#162: Students’ Impression Toward Plastic Waste Decomposition Experiment by the Caterpillars of the Wax Moths
15:35-15:55 Galleria Mellonella
Balgis Az Zahra, Cladinea Mahfira, Nadia Mubarokah, Riandi Riandi, Rini Solihat, Indonesia

15:55-16:15 #123: Environmental Issues Presented in Middle School Science Textbooks: The Case of South Korea and Brazil
Brenda Braga Pereira, Brazil; Sangwoo Ha, Korea

SESSION 15: [S4] Science education for undergraduate or graduate school students
Presider: Tomotaka Kuroda, Japan
#145: First-Year Experience Program For STEM Human Resources—Next Generation Science Standards, Concepts,
15:15-15:35 And STEM Backgrounds
Tomotaka Kuroda; Japan
#188: Assessing Metacognitive Self-Reports: The Relationship Between MAI and Confidence Accuracy on Reasoning
15:35-15:55 Task
Sarah Meilani Fadillah, Minsu Ha, Korea

15:55-16:15 -

15:15-16:30 Break

4 Ÿ EASE 2022 International Conference

PROGRAM
DAY 1 _ Monday, July 25, 2022
16:30-17:30 ORAL PRESENTATION CONCURRENT SESSION 2 Multiple Zooms
SESSION 21: [S2] Science education for elementary school and related areas
Presider: Myeong-Kyeong Shin, Korea

16:30-16:50 #150: Elementary School Students’ Mental Models on Dissolution at the Particulate Level
Joyce Chen, Jing-Wen Lin, Chih-Ling Chen, Taiwan

#110: Exploring Alignments among International Baccalaureate, Next Generation Science Standards, and the 2015
16:50-17:10 Science Curriculum of Korea ,Focusing on Elementary Science
Myeong-Kyeong Shin, Gyeong-Pil Kwon, Eun-Jeong Kim, Korea

17:10-17:30 #157: An Exemplary Informal STEM Project in Japan

Yoshisuke Kumano, Toshihiko Masuda, Yoshiaki Aoki, Takahiro Yamamoto, Yoshiyuki Gunji, Japan

SESSION 22: [S3] Science education for secondary school and related areas
Presider: Murni Ramli, Indonesia
#118: A Tale of Two Progressions: Students’ Learning Progression of the Particle Nature of Matter and Teachers’
16:30-16:50 Pedagogical Content Knowledge about the Progression
Yi-Xuan Liu, Meng-Qi Yuan, Yi Yang, Jian-Xin Yao, Mainland China
#166: Evolution: The Content and Way of Teaching in Indonesia, Thailand and Taiwan
16:50-17:10 Murni Ramli, Meng Tzu Cheng(Taiwan), Sittichai Wichaidit(Thailand), Baskoro Adi Prayitno, Muzzazinah Muzzazinah, Joko
Ariyanto, Indonesia

17:10-17:30 #122: The Characteristics of Inquiry in Science Education in Japan: Focusing on the Period from the 1960s to 1970s
Yusei Nomura, Kousuke Shimada, Tetsuo Isozaki, Japan

SESSION 23: [S3] Science education for secondary school and related areas
Presider: Meichun Lydia Wen, Taiwan
#115: A Project-Based Learning Approach for Physics Instruction in High School: Measuring the Refractive Index of
16:30-16:50 Seawater
Tianjiao Cai, Ying Luo, Mainland China

16:50-17:10 #142: Design and Implementation of a Place-Based Learning Program

Hui-Shan Lin, Meichun Lydia Wen, Taiwan

#195: Utilization of Hypothetical Learning Progression in Earth Science: Measurement of Students’ Self-Efficacy and
17:10-17:30 Metacognition
Carmina Sabirola Dalida, Philippines
SESSION 24: [S3] Science education for secondary school and related areas
Presider: Manabu Sumida, Japan

16:30-16:50 #168: WORIDEO (Worksheet with Interactive Video) to Overcome Teacher’s Difficulties with the Experiment Method
Ince Raudhiah Zahra, Riandi Riandi, Irma Rahma Suwarma, Didi Teguh Chandra, Ayu Yuana, Indonesia
#160: Gender Roles During a High School Chemistry Laboratory Experiment and Their Effect on the Students’
16:50-17:10 Science Course Selection
Manabu Sumida, Yumi Yamane, Japan
#148: Exploring Secondary School Students’ Behavioral Patterns Indicated Computational Thinking in Science with a
17:10-17:30 Support of Inquiry-Based Data Science Tool, SageModeler
Thanatchaphorn Musika, Niwat Srisawasdi, Thailand
SESSION 25: [S6] Science teacher education program: Pre-service and in-service teacher education,
[S7] Science education for policies and others
Presider: Tetsuo Isozaki, Japan

16:30-16:50 #106: Science Teacher Education in Germany

Melina Doil, Germany

16:50-17:10 #120: Teacher Education in Myanmar and Japan: Focusing on In-Service Science Education
Wai Wai Kyi, Tetsuo Isozaki, Japan

17:10-17:30 #125: Economic Perspective of STEM Education in Japan from the 1890s to 1930s
Tetsuo Isozaki, Takako Isozaki, Japan
17:30-17:40 Break
KEYNOTE SESSION Single Zoom
Presider: Myeong-Kyeong Shin; Korea
17:40-18:30 Keynote 2: EASE President Candidate Speech
Prof. Anna Permanasari, Universitas Pakuan Indonesia, Indonesia
EM MEETING Single Zoom

18:30-18:00 Executive Members Meeting

EASE 2022 International Conference Ÿ 5

PROGRAM
DAY 2 _ Tuesday, July 26, 2022
KEYNOTE SESSION Single Zoom
Presider: Phil Seok Oh, Korea
9:30-10:20 Keynote 3: Emotional Impact and Perceptions of the UBC Nitobe Memorial Garden on International Visiting Students
Shuichi Yamashita, Chiba University, Chiba, Japan
10:20-10:30 Break
10:30-11:50 ORAL PRESENTATION CONCURRENT SESSION 3 Multiple Zooms
SESSION 31: [S1] Student education for young children and related areas,
[S2] Science education for elementary school and related areas
Presider: Anna Permanasari, Indonesia
#170: How Do One-Year-Old Young Children Explore the Shape of Things? An Analysis of the Characteristics of Their
10:30-10:50 Exploration Using the Scientific Toy of "Shape“
Takuya Kotani, Mizuki Taniguchi, Mizuyo Koide, Chieko Yamadad, Japan
#190: STEM-ESD Learning in Practice: Embedding Technology, Engineering and Mathematics into Science Learning
10:50-11:10 for Sustainability Education
Anna Permanasari, Indonesia
#139: Children’s Perception of Insect Feelings: A Survey of Lower Elementary School Children Engaged in Insect
11:10-11:30 Breeding
Karen Onodera, Hiroki Fujii, Japan
11:30-11:50 -
SESSION 32: [S5] Science education for informal setting or life-long learning,
[S7] Science education for policies and others
Presider: Khalifatulloh Fiel'ardh, Japan

10:30-10:50 #146: Local Contexts at the Intersection of Sustainability and Implemented Science Curriculum
Khalifatulloh Fiel'ardh, Japan

10:50-11:10 #192: Affordance in Augmented Reality Exhibits on Dinosaur

Seok-Hyun Ga, Hyun-Jung Cha, Hye-Gyoung Yoon; Taiwan
#104: Could Official STEM Curriculum Documents Function as Enablers of Successful Boundary-Crossing? The Hong
11:10-11:30 Kong Case
Ka Lok Cheng, Hong Kong
#140: Trends and Perspectives of Climate Change Education in the Asia-Pacific: For Consideration in Science
11:30-11:50 Education
Hiroki Fujii, Japan
SESSION 33: [S3] Science education for secondary school and related areas
Presider: Heesoo Ha, Korea

10:30-10:50 #186: Developing Secondary School Students’ Systems Thinking Using Model-Based Inquiry Approach
Miao Miao; FangFang Zhao; Mainland China
#112: Developing a Framework of Instructional Support for Students’ Enactment of Ecological Concepts in
10:50-11:10 Sensemaking of Ecological Phenomena
Heesoo Ha; Yunhee Choi; Korea
#153: Secondary School Students’ Computational Thinking in Synchronized Inquiry-Based Collaborative Learning on
11:10-11:30 Photosynthesis with a Support of Online-Mediated System Modeling Tool
Phatsakorn Saphan, Niwat Srisawasdi, Thailand

11:30-11:50 #117: Analysis of the Level of Inquiry Activities in Japanese High School Biology Textbooks
Naoko Kosaka, Japan
SESSION 34: [S3] Science education for secondary school and related areas
Presider: Hye-Eun Chu, Australia
#172: Research on the Mechanism of Integrating PCK Knowledge Between High School Chemistry Novice Teachers
10:30-10:50 and Experiential Teachers
Yue-Jiong Su; Guo-Feng Zhang; Wen-Hua Zhang; Zu-Hao Wang; Mainland China
#128: Developing and Conducting Online SDGs Workshops in Collaboration with Universities from Taiwan and the
10:50-11:10 Asean Countries
Jun Nomura, José Said Gutiérrez-Ortega, Chisato Maeda, Hina Morishige, Koji Tsuji, Shuji Shimonagata, Beverly Horn,
Japan
#151: An Exploration of Secondary School Students’ Behavioral Patterns of Computational Thinking in Using
11:10-11:30 Inquiry-Based Learning with Online Computational Tool
Watcharawit Wongwan, Niwat Srisawasdi, Thailand

11:30-11:50 #169: Developing an Evaluation Rubric for Planning and Assessing SSI-Based STEAM Programs
Ha My Anna Mang, Hye-Eun Chu, Australia; Sonya Martin, Chan-Jong Kim, Korea

11:50-13:00 Lunch Break

POSTER SESSION Online Posting

13:00-14:00 Online Interaction via Commentary System

6 Ÿ EASE 2022 International Conference

PROGRAM
DAY 2 _ Tuesday, July 26, 2022
14:00-14:10 Registration Via Homepage and Zoom
14:10-15:50 ORAL PRESENTATION CONCURRENT SESSION 4 Multiple Zooms
SESSION 41: [S6] Science teacher education program: Pre-service and in-service teacher education
Presider: Jing-Wen Lin,Taiwan
#116: Using 5E Learning Circle to Enhance Pre-Service Elementary School Teachers' Scientific Inquiry Teaching
14:10-14:30 Practice
Jiing-Yi Liu; Ching-San Lai; Taiwan

14:30-14:50 #135: Indonesian Biology Teachers’ Perceptions About Socio-Scientific Issues-Based Instruction
Faisal; Indonesia; Sonya N Martin; Korea

14:50-15:10 #141: Pre-Service Biology Teachers’ Evaluation Criteria for Their System Models
FangFang Zhao; Mainland China
#156: Preparing Pre-Service Science Teachers Teaching Competencies into Circular Economy Through Citizen
15:10-15:30 Inquiry Approach
Niwat Srisawasdi; Kevin J. Burden; Yuvarat Ngenyen; Charlotte Dean; Sataporn Ruengtham; Thailand
#152: The Influences of Modeling-Based Socioscientific Issues on Preservice Teachers’ Decision Making—A Case of
15:30-15:50 Highway Route Selection
Jing-Wen Lin;Tze-Shang Cheng;Chin-Hung Lin; Taiwan
SESSION 42: [S6] Science teacher education program: Pre-service and in-service teacher education
Presider: Phil Seok Oh, Korea

14:10-14:30 #129: Pre-Service Primary Teachers’ Challenges on Technology Mediated Learning in Science Classrooms
Vinta Angela Tiarani; Ikhlasul Ardi Nugroho; Woro Sri Hastuti; Pratiwi Pujiastuti; Herwin Herwin; Indonesia
#132: The Influence of STEM Teaching Method Course on Preservice Teachers with STEM And Non-STEM
14:30-14:50 Major--Their Perception of STEM Teaching Competencies
Hsiao-Lin Tuan; Chi-Chin Chin; Hsing-Huei Wang; Chien-Ying Chou; Taiwan

14:50-15:10 #164: A Design-Based Learning Online Course For Promoting Science Student Teachers’ Competencies
Kulthida Nugultham; Tussatrin Wannagatesiri; Thailand

#196: Research-Based Teaching: Developing Teaching Materials Based on Academic Papers to Teach Scientific
15:10-15:30 Creativity
Jongwon Park; Insun Lee; Hye-Gyong Yoon; Korea
#183: Research on PCK Development of Pre-Service Chemistry Teachers： Take the Concept of "Ionic Bond" in the
15:30-15:50 Chemical Microteaching Course as an Example
Yaoning Zhang; Wenhua Zhang; Ganlin Chen(UK); Minhao Zhou; Yating Xu; Mainland China
SESSION 43: [S3] Science education for secondary school and related areas
Presider: Gyeong-Geon Lee, Korea
#130: Practices of Natural Disaster Lessons by Context-Based Approach: Case Studies at Public Upper Secondary
14:10-14:30 Schools
Yuya Nakanishi; Tetsuo Isozaki; Takehiro Hayashi; Japan
#124: Innovating Asian Parliamentary Debate Using Socio-Scientific Issues to Improve Student’s Critical Thinking and
14:30-14:50 Decision-Making Skills
Suci Indah Putri; Irma Rahma Suwarma; Riandi Riandi; Balgis Az Zahra; Indonesia

14:50-15:10 #161: #Teachdisasters: Science Education for Disaster Preparedness and Resilience
Wonyong Park; United Kingdom
#126: Designing Science Lessons with Socio-Scientific Issues and Socio-Scientific Inquiry-Based Learning in Japan:
15:10-15:30 A Case Study at Upper Secondary Schools
Keigo Fujinami; Tetsuo Isozaki; Japan
15:30-15:50 -

SESSION 44: [S3] Science education for secondary school and related areas
Presider: Yong Wook Cheong, Korea

14:10-14:30 #189: Wireless Sensor Network Using Micro:Bit and Scientific Inquiry Education
Yong Wook Cheong; Korea
#127: The Changes Of STS Themes In Chinese and Japanese Upper Secondary Schools’ Chemistry Curricula: From
14:30-14:50 the 1980S to 2010S
Junye Gao; Tetsuo Isozaki; Japan
#154: Using Inquiry-Based Learning Approach with a System Modeling Tool to Promote Secondary School Students'
14:50-15:10 Computational Thinking Skills: An Evidence from Behavioral Patterns Analysis
Sahawut Rotrungsathit; Niwat Srisawasdi; Thailand

15:10-15:30 #181: Promoting Argumentative Practices Through Tablet Interaction in Science Education
Pengcheng Shan; Yingzhi Zhang; Mainland China
#138: Investigating the Impact of the Integrating STEM into Science Course on Junior High School Students’ STEM
15:30-15:50 Learning Outcome
Fen-may Chou; Hsiao-lin Tuan; Taiwan

EASE 2022 International Conference Ÿ 7

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DAY 2 _ Tuesday, July 26, 2022
14:10-15:50 ORAL PRESENTATION CONCURRENT SESSION 4 Multiple Zooms
SESSION 45: [S3] Science education for secondary school and related areas
Presider: Wenhua Zhang, Mainland China

14:10-14:30 #136: Why Do We Teach the History of Science in Science Lessons?

Kousuke Shimada; Yusei Nomura; Tetsuo Isozaki; Japan

14:30-14:50 #159: Analysis of High School Chemistry Textbooks Used in China for Representations of Nature of Science
Peixing Lee; Lan Zhang; Huiwen Wu; Xiaoju Liu; Wenhua Zhang; Mainland China

14:50-15:10 #178: Learning Models and Challenges in Scientific Literacy Learning

Fersty Isna Kusumawardani; Indrawati Indrawati; Pramudya Dwi Aristya Putra; Indonesia

15:10-15:30 #175: Enhancing Grade 12 Students' Understanding of Nuclear Reaction using 5E Learning Modules
Voltaire Mistades; Joyce Relativo; Philippines

15:30-15:50 #171: Chemistry Teachers’ Understanding of Integration & Interdependence Among Chemistry and Other Disciplines
Nikmatil hasanah; Sutarto Sutarto; Nuriman Nuriman; Wachju Subchan; Indonesia

15:50-16:10 Break

16:10-17:00 KEYNOTE SESSION Single Zoom

Presider: Phil Seok Oh, Korea

Keynote 4: Educating Global Competence: Emerging Issues of Science Teacher Education Program
16:10-17:00
Hae-Ae Seo, Pusan National University; Korea
17:00-17:10 Break

17:10-17:30 Closing Ceremony

Presider: Phil Seok Oh; Korea

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POSTER PRESENTATIONS Online Posting, Jul 25-26
[S1] Science education for young children and related areas
#131 Basic Study on the Construction of a Questioning System in Science Reading Programs That Encourages the Incipient
Scientific Thinking in Early Childhood Children
Rumi Haraguchi; Asami Ohnuki; Japan
[S2] Science education for elementary school and related areas
#102 Exploring Effects of a Visual Material Driven by Earth-Based Perspectives on the Spatial Representation of 5th
Graders
Hyoung-Jin Kim; Seong-Hwan Jeong; Myeong-Kyeong Shin; Nan-Joo Kwon; Gyu-ho Lee; Korea

#109 Content Analysis of Korean Elementary Science Textbooks by Using Multicultural Environmental Education(MCEE)
Content Analysis Framework
Eunbyul Cho; Juyeon Lee; Jeongmin Noh; Sonya. N. Martin; Korea

#119 Development and Application of a Teacher Professional Development Program and Student Education Program
Focused on Improving Digital Science Text Reading Literacy
Juyeon Lee; Eunbyul Cho; Kieun Eom; Sonya Nichole Martin; Korea
#143 Does Science Learning with storyline design picture books help Improve Science Literacy?
Yu-Hsin Lin; Yu-Ling Lu; Taiwan

#191 The Relationship Between the Perception of Pre-Service Elementary School Teachers’ ‘Science Creativity’ and
‘Scientific Creativity Education’: Focused on ‘Creativity Within a Frame’ and ‘Creativity Between Frames’
Chuiim Choi; Jee-Young Park, Sun-Kyung Lee; Korea
#193 Development and Validation of Teachers' Epistemological Belief Scale Using Model-Fit
Namhoon Kim; Sang-Ihn Yeo; Korea
#194 Epistemological Beliefs of Elementary School Teachers in Science Class According to Gender and Career
Namhoon Kim; Sang-Ihn Yeo; Korea
#198 The Effect of Creative Science Drama in Elementary Science Class
Jisuk Kim; Sunyoung Choi; Nanjoo Kwon; Korea
[S3] Science education for secondary school and related areas
#101 The Impact of STEM Courses Incorporating Critical Thinking on Middle School Students’ Learning Effectiveness
Sheng-Chang Chen; Taiwan

#113 The Comparison of Physics at High School Level Among the International Baccalaureate, Next Generation Science
Standards, and the 2015 Science Curriculum of Korea
Myeong-Kyeong Shin; Gyeong-Pil Kwon; Eun-Jeong Kim; Korea
#133 Safety of Physical Experiments Involving Resistance Heating
Hina Morishige; Tetsuya Kato; Japan
Implementation of CrEaDE PBL V2.0 in Implementing the Engineering Design Process (EDP) for Lower Secondary
#137 Science Classes
Suhanna Zainudin; Ramli Abdullah; Mohd Izwan Othman; Sabiah Ninggal; Malaysia
#163 Innovation of Artificial Intelligence in Biology Teaching -- Taking "The Exploration of the Factors Affecting Enzyme
Activity" as an Example
Xinrui Wang; China

#182 Action Research on Adaptive Teaching in Improving the Computational Thinking Ability of Secondary School
Students in Science and Technology Education
Ya-wen Hsieh; Pei-chen Sun; Taiwan
[S4] Science education for undergraduate or graduate school students
Development and Validation of an Instructional Design Model for University Remote Laboratory Sessions:
#100 Responding to the COVID-19 Pandemic and Planning for the Future
Gyeong-Geon Lee; Hun-Gi Hong; Korea
Science Education at Japanese University Museums on Sericulture and Textile Industries: Prospects for the Future
#108 from the Past to Present
Sayuri Tanabashi; Japan
#111 Using TPB Model to Predict Undergraduates’ Usage Intention and Behavior of IoT
Chun-Yen Tsai; Taiwan
Examining Taiwanese University Students’ Divergent Attitudes Towards Science Before and After Explicit NOS
#176 Instruction
Shu-Chiu Liu; Taiwan
Exploring the Process of Restructuring an Experiment in Science Class Applying the Perspective of Creation of a
#180 Phenomenon
Jinhyeon Choi; Sang-Hak Jeon; Korea

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POSTER PRESENTATIONS Online Posting, Jul 25-26
[S5] Science education for informal setting or life-long learning
#121 Critical Realism as a Philosophical Framework for Place-Based Socio-Scientific Issue Instruction：A Case of Local
Roadkill Educational Program Development for 7th-Grade Students at Cijin Island in Taiwan
Chih-Cheng Lin; Chiung-Fen Yen; Taiwan
Characteristics of Observation Twitter Activities and Implications for Developing Online Platform as Scientific Inquiry
#147 Tool
Jee-young Park; Korea
#179 Science Education Through Films About Epidemics and Collective Trauma
Hsin-yun Ou; Taiwan
[S6] Science teacher education program: Pre-service and in-service teacher education
#167 The Dilemmas and Struggles of a Novice Pre-Service Teacher Educator
Hyekeoung Lee; Hyoung-yong Park; Korea
[S7] Science education for policies and others
#184 Characteristics of Modeling of Data as a Process of Creating Evidence and its Meaning on Science Education
Kwan-Young Kim; Jong-Hyeok Lee; Jinhyeon Choi; Hyekeoung Lee; Sang-Hak Jeon; Sun-Kyung Lee; Korea
#185 Analysis of Trends of Research on AI Education in Korea Relying on the Natural Language Processing
Hunkoog Jho; Jaehyeok Cho; Hyeonah Noh; Jongwon Park; Korea
#199 Directions of Climate Change Education to Cope with Climate Crisis in Korea
Youngjoon Shin; Hae-Ae Seo; Korea

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KEYNOTE
§ Keynote 3 DAY 2 _ 9:30-10:20 (Korean time) / Tuesday, July 26, 2022

Prof. Shuichi YAMASHITA

Chiba University, Chiba, JAPAN
* syama@faculty.chiba-u.jp

Employment History

April 1989 Physics teacher Private high school in Tokyo, JAPAN

April 1995 Assistant Chiba University, JAPAN
May 1996 Assistant Professor Chiba University, JAPAN
Jan. 1998Lecturer Chiba University, JAPAN
Jan. 2001Associate Professor Chiba University, JAPAN
(April 2002- March 2003)(Visiting researcher) (Monash University, Australia)
April 2014-present Professor Chiba University, JAPAN
(April 2018- March 2019)(Visiting Professor) (The University of British Columbia, Canada)

National Academic Associations Contributions

Dr. Hae-Ae Seo is a professor of Biology Education at Pusan National University, Korea. She received Ed.D. in science educa-
tion from Illinois State University in 1993 and, since after, has been in the field of research in science education and extended
into science education for the gifted and talented. She worked as a project associate for Iowa SS&C project at Science
Education Center, University of Iowa for two years. In 1996, when she returned to Korea, she began working at Korean
Educational Development Institute (KEDI) under Ministry of Education and developed KEDI in-service teacher training pro-
grams in gifted education and focused on research of science teachers in gifted education. Once she served as the director
for a Gifted Education Research Center at KEDI in 2006, she took a professor position at Gyeongsang National University in
the same year and moved to Pusan National University in 2008. She has involved in several research projects including sci-
ence education as well as gifted education policy developments at national level. Her areas of research interest include scien-
tific creativity, characteristics of science gifted, science teacher education, science teachers’ professional development pro-
grams and related policy studies. She has served several leadership positions including the president of academic associa-
tions, such as International Organization of Science and Technology Education (2014-2016), National Council for Directors
of Science Gifted Education Center affiliated with University (2016-2018), Korea Science Education Society for the Gifted
(2016-2020), and Korea Association for Biology Education (2021-present). She has been editor of academic journals of
Korea, Journal of Gifted/Talented Education (2010-2011), Journal of the Korea Association for Science Education
(2013-2015), Teacher Education Research (2013-2015), and Asia Pacific Science Education (2017-2018), and is the current
editor of Journal of Science Education for the Gifted (2018-present).

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Educating Global Competence: Emerging Issues of

Science Teacher Education Program

Prof. Hae-Ae Seo, Pusan National University, Pusan, Korea

* haseo@pusan.ac.kr

Abstract

The world today is easily described with a word, globalization. Our world is ever more interconnected and interdependent
with rapidly developing science and technology and drastically changing economy and society. In this global age of flattened
world, to prepare students to adapt current and future living environments, education calls for nurturing their global
competence. Under the Learning Framework of OECD 2030, students are expected to achieve literacy, numeracy, data liter-
acy, health literacy, and digital literacy and are able to take responsibility with action, reconcile tensions and dilemmas with
reflection and create new value with anticipation. OECD emphasizes global competence that makes students to be able to
address issues of sustainable development and to collaborate across cultural differences in their everyday lives. The pre-
sentation attempts to introduce emerging issues and concerns about science teacher education program to prepare science
teachers for teaching global competence. After contextual backgrounds of educating global competence are reviewed, the
elements of science teacher professionalism for teaching global competence are described focusing on science expertise
subject matter content knowledge, pedagogical content knowledge, and educational context knowledge. Discussion will be
extended into pre-service science teachers’ experience of international teaching practicum in relation to global competence.

EASE 2022 / KEYNOTE [4] Ÿ 43

KEYNOTE

44 Ÿ EASE 2022 International Conference

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ORAL
PRESENTATION
ORAL PRESENTATION
§ Concurrent Session 1 DAY 1 _ 15:15-16:15 (Korean time) / Monday, July 25, 2022

SESSION 11: [S2] Student education for elementary school and related areas

#173 Toward an Empirically Grounded Framework for Characterizing STEM Integration: Development and Validation of
a Scale of Integrative STEM Teaching Practice in Primary Schools
Zhi Hong Peter Wan; The Education University of Hong Kong, Hong Kong
wanzh@eduhk.hk

Although cross-disciplinary integration is a key issue in STEM education, there is a scarcity of empirical research to investigate
frameworks for characterizing STEM integration in authentic school contexts. This study developed and validated a scale for
integrative STEM teaching practice that comprises the three dimensions of content infusion (CI), pedagogy expansion (PE),
and subject orchestration (SO). The participants were 278 primary teachers from 36 schools in Hong Kong. The three-di-
mensional structure of integrative STEM teaching practice was supported by multi-group confirmatory factor analyses,
which showed that this structure was consistent across teachers of both genders and differing levels of teaching experience.
Further analysis showed significant correlations between the three dimensions of integrative STEM teaching and values be-
liefs and self-efficacy in STEM education. The empirically validated framework of integrative STEM teaching extends theories
about STEM integration by drawing on in-service STEM teachers’ experiences in their own classrooms. The validated scale
can be used in future research to more structurally explore how different STEM approaches are predicted by internal and ex-
ternal factors and how these approaches further influence the cognitive and affective development of students, which will in
turn inform the design of STEM curriculum and teacher professional development programs.
Keywords: STEM integration, integrative STEM teaching, primary school, value beliefs, self-efficacy

Although cross-disciplinary integration is a key issue in STEM education, there is a scarcity of empirical research to in-
vestigate frameworks for characterizing STEM integration in authentic school contexts. This study developed and validated a
scale for integrative STEM teaching practice that comprises the three dimensions of content infusion (CI), pedagogy ex-
pansion (PE), and subject orchestration (SO). The participants were 278 primary teachers from 36 schools in Hong Kong.
Since the aim of the present research was to investigate teachers’ integrated STEM teaching practices, it deliberately re-
cruited teachers who taught at least one of the STEM-related subjects in Hong Kong (i.e., Mathematics, General Studies, or
Information Technology). The data indicated that 180 teachers taught 1 of the 3 subjects, 72 taught 2, and 26 taught 3.
Information Technology was taught by 204 participants, 127 taught Mathematics, and 71 taught General Studies. All of the
teachers had tried to implement integrative STEM teaching with their students.
As indicated in Figure 1, the results supported the validity of the three-dimensional structure of the scale of in-
tegrative STEM teaching practices (χ2/df = 2.491; p < .001; RMSEA =.073; CFI = .961; PNFI = .613). The ratio of the
chi-square (χ2) statistic was below 3, CFI was above .90, PNFI was above .50, and RMSEA was below .08, indicating that the
three dimensions of the scale were clearly and distinctively identified in the CFA results.
Multigroup confirmatory factor analyses were first performed across male and female teachers, and then across
teachers with no more than 5 and more than 5 years of teaching experience. As suggested by Cheung and Rensvold (2002),
the chi-square difference test may be overly restrictive, and a decrease of .01 in the CFI indicates a lack of invariance in the
multigroup SEM. Given the larger sample size of this study, it focused on the change in CFI as the indicator of the variance in
the models.
The first multigroup CFA was conducted to examine whether the structure of the scale of integrative STEM teaching
practices was consistent across male and female teachers. First, no equality constraints were imposed in the baseline model
(M1). The results showed that M1 had good fit, with the RMSEA value less than .08, the PNFI value greater than .50, and the
CFI value greater than .90 (see Table 2). Equality constraints were then imposed onto all of the factor loadings (M2). The fit
of M2 was also good. The change in CFI between the models was .001, which is much less than .01. Equality constraints
were further imposed on the factor loadings and factor variances (M3), and the change in CFI was .002. Finally, equality con-
straints were imposed on the factor loadings, factor variances, and factor covariances (M4). Fig. 1 indicates that all of the
factor loadings were standardized and were significantly different from zero at p < .001. The change in CFI was .001. In
brief, these results suggest that the structure of the scale of integrative STEM teaching practices across teachers of different
genders was consistent.
The second multigroup CFA was performed across teachers with no more than 5 and more than 5 years of teaching
experience. First, no equality constraints were imposed (M1). This model had a good fit to the data (χ2 = 232.634; df = 102;

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χ2/df= 2.281; p < .001; RMSEA = .069; CFI = .931; PNFI = .580). Equality constraints were then imposed on the factor load-
ings (M2). A slight change of .002 was found in CFI, which was below the .01 threshold. Equality constraints were further
imposed on the factor loadings and factor variances (M3). Again, there was a change of .002 in CFI. Finally, equality con-
straints were imposed on the factor loadings, factor variances, and factor covariances (M4). The change in CFI was -.001, in-
dicating the consistency of the factor loadings across teachers with different years of teaching experience.

Figure 1. Confirmatory factor analysis of 12 items of the CIPESO scale of integrative STEM teaching practices

Note. The inter-factorial correlations and factor loadings indicated are all standardized and are significantly different from
zero at p < .001.

To examine between-network validity, this study investigated the relationships between the three dimensions of the
scale of integrative STEM teaching practices and teachers’ perceived value of implementing integrated STEM teaching. As in-
dicated in Table 3, all three dimensions were positively and significantly correlated with the two constructs. The Pearson cor-
relation coefficients ranged from .192 to .282. The disattenuated correlation coefficients ranged from .205 to .334.
Comparatively speaking, integrative STEM teaching practices had a stronger relation with self-efficacy in integrative
STEM teaching (average Pearson’s r = .436; average disattenuated r = .507), followed by teachers’ value beliefs regarding in-
tegrative STEM teaching (average Pearson’s r = .233; average disattenuated r = .265). Content infusion had stronger correla-
tions with value beliefs (Pearson’s r = .282; disattenuated r = .334) and self-efficacy (Pearson’s r =.449; disattenuated r =
.546). Subject orchestration had weaker but significant correlations with value beliefs (Pearson’s r = .192; disattenuated r =
.205) and self-efficacy (Pearson’s r = .402; disattenuated r = .440).

EASE 2022 / ORAL PRESENTATION SESSION 1 _ DAY 1, Jul 25 Ÿ 47

ORAL PRESENTATION
The empirically validated framework of integrative STEM teaching extends theories about STEM integration by draw-
ing on in-service STEM teachers’ experiences in their own classrooms. The validated scale can be used in future research to
more structurally explore how different STEM approaches are predicted by internal and external factors and how these ap-
proaches further influence the cognitive and affective development of students, which will in turn inform the design of
STEM curriculum and teacher professional development programs.

Table 3. Correlations between the three dimensions of the scale of integrative STEM teaching practices with teachers’ value
beliefs of and self-efficacy in integrative STEM teaching practices
Value Beliefs Self-Efficacy Mean
Pearson r Disattenuated r Pearson r Disattenuated r Pearson r Disattenuated r
Content Infusion .282** .334** .449** .546** .366 .440
Pedagogy Expansion .225** .257** .456** .534** .341 .395
Subject Orchestration .192** .205** .402** .440** .297 .323
Mean .233 .265** .436 .507 .334 .386

Note. **p < .01

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#174 An Elementary School Science Teacher’s Two Contrasting Epistemological Messages for Scientific
Explanations That Are Influenced by the Achievement Emotion of ‘Joy’ and ‘Irritation’
Moonhyun Han1, Sally B. gutierez2
1
Bucheon Elementary School, Korea
2
Far Eastern University, Philippines
galaxy_pluto@hanmail.net

Recent studies suggest that science teachers’ emotions could be crucial factors that shape their teaching. Using a qualitative
case study design, we purposely selected one female elementary school science teacher, Lily (a pseudonym) and investigated
how her epistemological messages for students’ science explanations are influenced by her achievement emotions. Data
were collected using video recordings, semi-structured and informal interviews, and field notes. These were transcribed ver-
batim and iteratively coded to form themes after expert validation. Using one classroom session with four groups of students
as our illustrative sample, it was revealed that she constructed two contrasting achievement emotions which influenced the
productivity of her epistemological messages. We define productivity when at least one of the four dimensions of good sci-
entific explanations: relevance, conceptual framework, causality, and appropriate level of representation is addressed. When
she constructed the positive achievement emotion of ‘joy’, she conveyed productive epistemological messages for students’
formulation of good scientific explanations. Contrastingly, she conveyed utterances that were not considered epistemo-
logical messages when she constructed the negative achievement emotion of ‘irritation’ Using the control-value theory of
achievement emotions, she constructed ‘joy’ when she appraised that her goals in using epistemological messages were met
as observed by her students’ responses. This can also be attributed to her anticipations of students’ desirable outputs. On the
other hand, she constructed ‘irritation’ due to her appraisal of anticipated failure when the students kept on joking during
their group activity despite her repeated prompts to redirect them to focus.
Keywords: control-value theory, epistemological messages, scientific explanation, teacher achievement emotions

INTRODUCTION
Epistemological messages are messages about what “counts” as knowledge and the appropriate ways students
should participate in an epistemic practice (Russ, 2018). They are tacitly communicated based on how the teacher teaches,
their intentions, and their expectations from their students. Recent studies suggested that for epistemological messages to
be effective, teachers should emphasize their goals with their students as they constantly use them over time (Ke & Schwarz,
2021). In this study, how emotions play a major role in the productivity of a teacher’s epistemological messages for students
to make sense of what counts as good scientific explanations was investigated. We focused our study on the case of Lily (a
pseudonym), an elementary school science teacher, and one of her 6th Grade classes. Using the control-value theory of the
appraisal concept, we will analyze how Lily perceived the control (expectations that persistence in using epistemological
messages will lead to success) and value (importance of success in using epistemological messages for students’ under-
standing of what a good scientific explanation is) of her epistemological messages.

LESSON DESIGN
We used the lesson unit ‘Plant Structures and Functions’ with six lessons (Table 1) to explore the implications of
teacher achievement emotions on her epistemological messages that she conveyed to her students so that they are able to
construct good scientific explanations. All lessons were designed for students to work in small groups.

Table 1. Classroom activities on the lesson unit ‘Plant’s structure and functions’
Lesson Overview of the lesson
1 (80 mins) Ÿ Presentation of the phenomenon on the functions of the roots
Ÿ Driving question: How do plants remain intact on the ground?

2 (40 mins) Ÿ Presentation of the phenomenon on the functions of the stem

Ÿ Driving question: How do plants remain erect?

3 (80 mins) Ÿ Presentation of the phenomenon on photosynthesis and transpiration

Ÿ Driving question: Why are leaves green?; How to plants take in air?
4 (40 mins) Ÿ Driving question: What are the functions of the flower?
5 (40 mins) Ÿ Presentation of the phenomenon of pollination
Ÿ Driving question: How do plants reproduce?
6 (80 mins) Ÿ Driving question: How do plant parts function together for proper growth and development

EASE 2022 / ORAL PRESENTATION SESSION 1 _ DAY 1, Jul 25 Ÿ 49

ORAL PRESENTATION
DATA COLLECTION AND ANALYSIS
Several forms of data were collected to answer the research questions of our study; video data, semi-structured inter-
view data, and field notes. Using the constant comparative method, we came to reveal the teacher Lily's productive epis-
temological messages and unproductive ones. Using these data, we explored what the Lily's achievement emotions con-
stantly influenced her productive epistemological messages and unproductive ones using the control-value theory of ach-
ievement emotion. Data finally revealed she felt the two contrasting emotions: 'joy' which triggered her to convey pro-
ductive messages; and 'irritation' which triggered her to convey unproductive ones, respectively.

FINDINGS
In this study, she used productive epistemological messages that were influenced by the positive emotion of 'joy'.
She used the messages such as, “Science ideas are interrelated” and “Provide only the key aspects of phenomena” under the
emotion of joy. We found out she was very enthusiastic about scaffolding the students. She lowered her head to listen to
each student who was talking, waited for a few more students to share their ideas, and probed them further. Based on the
control-value theory of achievement emotions, Lily appraised the value of her constant use of epistemological messages as
an instructional strategy which resulted in a students' quick understanding of the meaning of her message.
On the contrary, she used unproductive epistemological messages were influenced by the negative emotion of
'irritation'. She used the messages such as “What do we have to do? Draw first!” and “When presenting later, try to read the
whole thing line by line”. Her voice was intense and she stood a bit farther while observing them. We interpreted this body
gesture as 'withdrawal' to avoid the development of her anger. We analyzed her uniform high expectation of serious en-
gagement and eagerness to accomplish the task from all the groups which were not met by one group contributed to her
'irritation'.

DISCUSSION
Although research on epistemological messages for 'doing' science has already been gaining attention, studies that
specifically focus on scientific explanation are still in conception. We, therefore, found this to be novelty of this study in addi-
tion to our focus on teacher achievement emotion, a topic usually explored among students in educational and psycho-
logical research but not on teachers. Using the appraisal theory (control-value), Lily experienced different emotions based on
her subjective control and subjective value of the achievement activities; thus, she used contrasting epistemological mes-
sages (i.e., productive and unproductive ones) during her explicit and persistent teaching of the epistemic consideration of
scientific explanations). Results revealed that when she felt ‘joy,’ she conveyed productive epistemological messages, she im-
mersed herself in the group activities. In return, the students made sense of her messages, and used these to accomplish
their tasks. We anchor this claim from (Russ, 2018) who suggested that epistemological messages have to communicate
what is valued as knowledge. Via these epistemological messages, she also shared the authority to construct and reconstruct
their knowledge.

REFERENCES
Ke, L., & Schwarz, C. V. (2021). Supporting students’ meaningful engagement in scientific modeling through epistemo-
logical messages: A case study of contrasting teaching approaches. Journal of Research in Science Teaching, 58(3),
335-365.
Russ, R. S. (2018). Characterizing teacher attention to student thinking: A role for epistemological messages. Journal of
Research in Science Teaching, 55(1), 94-120.

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#105. Childrens' Percepetions of the Use of Technology and Games in Science Learning
Shingo Uchinokura, Nao Nomura; Kagoshima University, Japan
uchinokura@edu.kagoshima-u.ac.jp

An idea of gamification that frames a set of activities and processes to solve problems by using or applying game elements
would be promising for science education. This study examined primary school students' perceptions of the use of in-
formation communication technology (ICT) and games in science learning. The participants comprised 189 sixth grade stu-
dents, (99 males and 90 females), aged 11-12 years, from two public primary schools in Japan. These schools provided the
students with a digital learning environment where they can use iPads and access the internet during lessons. The ques-
tionnaire survey used included questions regarding different learning tools, the frequencies of using the tools, valuable
game elements, and the analog and digital game experiences. The survey responses showed that the students used the in-
ternet, movies, and computers for education and leisure. However, half of the students who had some learning experience
through the digital games and apps, although they did not use educational games and apps very often, did not see them as
enjoyable and useful. The study reports some game elements that the students valued such as the cooperative and com-
petitive elements that made the games more enjoyable. The findings of this study, hence, allow further study regarding the
gamification of science learning in a digital learning environment.
Keywords: educational games, gamification, information communication technology (ICT), primary school; science

INTRODUCTION
To develop students' scientific competence and learning, we require learning environments and instructional scaf-
foldings that could contribute to the enhancement of students' engagement and individualization. An idea of gamification
that frames a set of activities and processes to solve problems by using or applying game elements would be promising for
science education (Morris et al., 2013; Kim et al., 2018; Kalogiannakis et al., 2021; Wang & Zheng, 2021). Gamification in
education means transforming the learning process into a game-like experience or adding game elements into the lessons in
addition to the use of educational games as learning material. The introduction of game elements into science lessons are
becoming available in digital as well as analog forms. It is essential for children who live in a modern digitalized society to
know the usage of information communication technology (ICT) in science learning adaptively. However, the development
of digital learning environment differs in each country. According to the results of PISA 2018 (OECD, 2021), the duration of
ICT use in science lessons by Japanese high school students was shorter than the OECD average. In addition, there was little
relation between the mean score of science and the Internet use hours among Japanese students. The new education policy
implemented in Japan in 2021 states that all students in the primary and lower secondary school can use a tablet or laptop
for learning. This study examined primary school students' perceptions of using technology and games in science learning.

METHODS
The participants comprised 189 sixth-grade students (99 males and 90 females), aged 11-12 years, from two public
primary schools in Japan. These students were taught according to the 2008 revised Course of Study (CoS) and the 2017 re-
vised CoS. The CoS is the national science curriculum in Japan developed by the Ministry of Education, Culture, Sports,
Science, and Technology. This includes physics, chemistry, biology, and earth and space science at the primary level. The
schools provided the students with a digital learning environment where they can use iPads and access internet in the lesson
whenever the teachers recognized the need for ICT use.
The questionnaire survey implemented was composed of four parts. In the first part, students answered questions re-
garding the enjoyment and usefulness of learning science with different learning tools including ICT. In the second part, stu-
dents shared information about the frequencies of the use of different learning tools in their home. In the third part, stu-
dents were asked about the enjoyable game elements. Finally, they answered the questions related to the analog and digital
game experiences for educational and leisure purposes.

RESULTS AND DISCUSSION

The result showed that about 78% of students perceived the use of the internet, movies, and computer for learning
science as enjoyable and useful; less than half of them responded that the use of science textbooks during science lessons is
enjoyable. However, for the use of game for educational purposes, only half of the students answered that it is enjoyable
and useful. It was assumed that these students' perceptions of the learning tools were related to their usage frequencies.
Figure 1 shows the usage frequencies of the tools for learning purposes, and Figure 2 portrays the frequencies of the tools
used when not learning. The students self-reported these per day usage hours. While 85% of students hardly use educa-
tional games and apps, 52% used them for more than 30 minutes for leisure purposes. Almost 40% allotted more than 60
minutes a day for playing games or watching movies.

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ORAL PRESENTATION
Figure 1. The tools used for learning purposes Figure 2. The tools used when not learning

Altogether, almost all students had the experience of playing popular analog games such as card games, board
games, and puzzle games. About 60% to 80% of students had the experience of digital communication games and puzzle
games, whereas 50% to 60% used typing apps, math apps, and words apps. In case of science related apps, 49% used
stars-and-constellation exploring apps. Overall, half of the students had some learning experience through the digital games
and apps, although they seemed to not use these resources daily. Moreover, these students did not connect them to learn-
ing science at home. The students' responses to the questions regarding the game elements were informative and insightful
for the gamification of science learning. Of all the game elements, the students valued the cooperative and competitive ele-
ments as they made the games more enjoyable and interesting.

CONCLUSIONS
This study examined primary school students' perceptions of the use of technology and games as promising learning
tools. The students used the internet, movies, and computer for both educational and leisure purposes. However, they did
not use educational games and apps very often. This is because they did not perceive them as enjoyable and useful. The
study also reported some game elements valued by the students. Hence, further study on the gamification of science learn-
ing in a digital learning environment will be needed.

ACKNOWLEDGEMENTS
This work was supported by the Japan Society for the Promotion of Science (JSPS) Grant-in-Aid for Scientific Research (Grant
Number JP22H01014).

REFERENCES
Kalogiannakis, M., Papadakis, S., & Zourmpakis, A. I., (2021). Gamification in Science Education. A Systematic Review of the
Literature. Education Sciences, 11(1):22. https://doi.org/10.3390/educsci11010022
Kim, S., Song, K., Lockee, B., & Burton, J., (2018). Gamification in Learning and Education. Advances in Game-Based
Learning. Springer. https://doi.org/10.1007/978-3-319-47283-6
Morris, B. J., Croker, S., Zimmerman, C., Gill, D., & Romig, C., (2013). Gaming science: The “Gamification” of scientific
thinking. Frontiers in Psychology, 4 (607), 1-16. http://10.3389/fpsyg.2013.00607
OECD (2021), 21st-Century Readers: Developing Literacy Skills in a Digital World. OECD Publishing. https://do-
i.org/10.1787/a83d84cb-en.
Wang, M., & Zheng, X (2021). Using Game-Based Learning to Support Learning Science: A Study with Middle School
Students. Asia-Pacific Education Research, 30, 167-176. https://doi.org/10.1007/s40299-020-00523-z

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SESSION 12: [S7] Science education for policies and others

#149 How STEM is Integrated: A Methodological Approach

Tomoki Saito; Juntendo University, Japan
to-saito@juntendo.ac.jp

This study is theoretical argument of the methodology for STEM Integrated Learning Environment (SILE). First, the methods
related problems are discussed with the issues of those approaches for degree of integration. The author proposes the hard
problem is general for emergence of any systems. With the understanding of issues, the next analyzes section provides possi-
ble solutions to make the integrative STEM studies scientific and how it can be connected with the students’ learning and
teachers’ practices.
Keywords: construct, degree of integration, IIT, SILE, systems approach

INTRODUCTION
"'Men all have seven orifices for seeing, hearing, eating, and breathing, while this (poor) Ruler alone has not one. Let us try
and make them for him.' Accordingly, they dug one orifice in him every day; and at the end of seven days, Chaos died"
(Zhuang Zi).
This article discusses how to understand the chaos of integrative STEM approaches. The attempt is inevitable, but
may the trial spoil the benefits of the chaos or death of chaos make us understood?

PROBLEM
Assessment has been an issue of which integrative STEM educators addressed. The teachers in schools need evalua-
tion tools for the activities, although the evaluation spoils the students' motivations, and is not fit the idea of integration.
However, in the era of evidence-based education or policymaking, what can be developed in the participants who join the
activity is called.
Throughout history, educators had discussed what those are. Educators call them "constructs" which are labels for
clusters of covarying behaviors (symptom; Binning & Barrett, 1989).
One of the possible keyword approaches construct of SILE, is Degree of Integration (Vasques, Sneider, and Commer,
2013). The high degree of integration is familiar with the student-centered approach. The more degree gets high, the more
assessment becomes difficult. Therefore, the term integration is not a scientific term for the object (Yager, 2014). In each
type of integrative approach, who integrates STEM and where integration occurs is also different as well as the degree of
integration. It makes it difficult to develop coherent theory and practice.
Who integrates STEM is suggested in the prior studies of integrative approaches. Learners or in the networks of
learners integrate, in the transdisciplinary integration (Fogarty, 1991; Vasques et al. 2013). If so, where integration occurs is
also decided. If a learner integrates STEM, it happens in their cognitive structure, consciousness, or brain. Also, if it happens
in the networks of learners, society is where integration occurs. Popper (1972) called it World III. However, social and in-
dividual (radical) constructivism recognizes the inaccessibility to the individual mind system. We can just refer to the output
of individuals. The distinction between social and individual loses its sense.
A possibility to access the human mind with scientific validation can be learned from the brain and cognitive science.
Φ proposed in Information Integration Theory (IIT; Tononi, 2012) is one of the candidate measures to describe the discrete
dynamical system. The theory describes the degree of integration. Although ideally, the IIT can be applied to any scale of
systems, it has two large issues as we saw as a scientific challenge. First, it needs all the information from the starting point
of the system but we don't have them in any type of system. We can just refer to the information from the observable past.
Second, the validation relies on subject reports. This implies its non-falsifiability (Kleiner & Hoel, 2021). This limitation can
be applied to any attempts of our educational research on a system, as well. This fact just tells us that we are seeing not
what the participants think, but ours.
At this point, we can see a Generalized Hard Problem of Emergence. Hard Problem had been asked in Science of
Consciousness. It argued the irreducibility of consciousness. Consciousness is not explained via neurophysiological states of
the brain. Although IIT still has a chance to survive after the criticism, it has the same problem which Chalmers cast. The
problem statement implies a more general problem on the idea of emergence. When emergence happens, a system gen-
erates an upper layer, which cannot be explained by what happens in the different layers. This problem can be applied in
any type of system and virtually ignored in any domain of science. We need to know a solution that overcomes those issues.

EASE 2022 / ORAL PRESENTATION SESSION 1 _ DAY 1, Jul 25 Ÿ 53

ORAL PRESENTATION
Analyzes (Solution)
To generate a possible solution to the issues, we need to analyze the characteristics of emergence as a result of the
system's function. The emergence does not only mean the generation of something that is more than the sum of the sys-
tem's parts but also the emergence rules the behaviors of its parts. Emergence works in both bottom-up and top-down
directions. This understanding may support the tentative solution of SILE as a society.
The idea is also supported by the Three-Stage Theory of Inquiry which had suggested for science (Takeya, 1942). The
three stages, Phenomenonological Stage-Substantial Stages-Essential Stage, can be a solution to arrange our idea of analy-
ses to understand layered emergent systems and can make coherence between analyses for the different layers.
In the first stage, researchers observe the phenomenon, which can be irreducible. Before we generate codes, the
learners' (learning system) outputs should be differentiated by educators' attention through properties and dimensions
(Glaser Strauss, 1967). Although the Grounded Theory Approach had already embedded the idea of phenomenology, the
properties and dimensions sometimes get reducible state. For example, when using Process Skills (PSs) by students is natural
but not phenomenal. The PSs are some set of behaviors. We need more specific properties and dimensions to be found at
this stage, which can be called "Observation" (PSs) in turn.
In the second stage, educators Integrate STEM from the coded, emerged, categories. Different from prescripted
constructs, those are the result of analyses of SILE. In this stage, the structure of constructs is analyzed. As Bining et al. dis-
cussed the covariance of behavior (phenomena) will be arranged. Still in this stage, the integration is operated by the educa-
tors who are related to the SILE. Also, as SILE, several constructs must be related to each other. We need to apply prior con-
structs when applicable.
Finally, Students integrate STEM with the well-prepared SILE. At this third stage, students recognize what they are
going to integrate. Therefore, the phenomena are directly connected with the set of constructs. After the point of emer-
gence, the theory and practice are generated simultaneously.

CONCLUSIONS
In this article, the author argued the possible pathway to generate SILE theories and how to connect them to the
practices. It also means we can understand how STEM is integrated. The presentation at Daegu will provide the related dis-
cussions more in detail.

REFERENCES
Binning, J. F., & Barrett, G. V. (1989). Validity of personnel decisions: A conceptual analysis of the inferential and evidential
bases. Journal of Applied Psychology, 74(3), 478.
Glaser, B., & Strauss, A. (1967). The discovery of grounded theory. 1967. Weidenfield & Nicolson, London, 1, 19.
Tononi, G. (2012). The integrated information theory of consciousness: an updated account. Archives italiennes de biologie,
150(2/3), 56-90.
Vasquez, J. A., Sneider, C. I., & Comer, M. W. (2013). STEM lesson essentials, grades 3-8: Integrating science, technology,
engineering, and mathematics (pp. 58-76). Portsmouth, NH: Heinemann.

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#144 Research Trends of NOS in Japan and Implications from Studies Abroad
Mikiharu Ishitobi, Takuya Matsuura; Graduate School of Humanities and Social Sciences, Hiroshima University,
Japan
m210832@hiroshima-u.ac.jp

Nature of Science (NOS) is an important aspect of scientific literacy that is believed to contribute to better decision making
and increased interest in science. Therefore, it is essential to understand NOS to promote "transforming science and technol-
ogy education to foster participatory citizens". However, the concept of NOS and its education have not been widely spread
in Japan compared to other countries.
We conducted a systematic review of the literature on NOS in Japan and abroad in order to understand the characteristics of
Japanese research on NOS and to obtain suggestions for future Japanese NOS research from recent trends in abroad. This
review identified three issues in the NOS research in Japan. First, the components of NOS have not been fully examined. It is
necessary to consider components of NOS appropriate to the Japanese context, considering the purpose of education and
the diversifying nature of science. Second, there is little variation in the classroom practices. We need to make good use of
the expanded educational resources available to us and find diverse educational possibilities. Third, there are few studies on
teachers. Teachers who familiar with NOS concepts and developing the teaching method of NOS are essentials for learners
to understand its deeply, and therefore, teacher education must be enhanced.
The results of this study provide some suggestions for forthcoming NOS research in Japan. Further suggestions will be ob-
tained by expanding the scope of the review, and we hope to contribute to the enhancement of NOS research in Japan
based on suggestions from studies abroad.
Keywords: Nature of Science (NOS), research trends, systematic review

INTRODUCTION
Nature of Science (NOS) refers to the epistemology of science, science as a way of knowing, or the values and beliefs
inherent to the development of scientific knowledge (Lederman, 1992). For students, understanding NOS is an important
component of scientific literacy (e.g., Lederman, 2007), and is believed to contribute to understanding scientific concepts
and scientific values, better decision making, and increased interest in science (e.g., Driver et al., 1996). Teaching NOS is
now considered an important aspect of science education in many countries, and current educational reform documents
and science education research emphasize the benefits of ensuring that students are fully aware of the NOS (e.g., NGSS
Lead States, 2013). However, the concept of NOS is not clearly stated in the Japanese curriculum (e.g., Shida, Nozoe, and
Isozaki, 2019), and it has been pointed out that there are not enough opportunities to learn about NOS (e.g., Lederman et
al., 2021).

PURPOSE
As a first step toward enhancing NOS research and spreading NOS education in Japan, this study aims to understand
the characteristics of Japanese research on NOS and to obtain suggestions for forthcoming Japanese NOS research from re-
cent studies abroad.

METHOD
In this study, we conducted a systematic review using an article search platform. For Japanese literature, a search us-
ing "CiNii Articles" with "Nature of Science" as the keyword retrieved 166 studies. Of these, 50 studies were extracted after
excluding studies and conference abstracts in which NOS was not the main theme.
For abroad literature, a search using "Web of Science" with "Nature of Science" or "Nature of scientific inquiry" or
"Nature of scientific knowledge" as the keyword retrieved 1816 studies. Then, after limiting the year of publication (after
2020) and journals (9 major journals) of the papers and excluding studies in which NOS was not the main theme, 83 studies
were extracted.

RESULTS AND DISCUSSION

Table 1 shows the results of categorizing the extracted studies according to the purpose and methodology.

EASE 2022 / ORAL PRESENTATION SESSION 1 _ DAY 1, Jul 25 Ÿ 55

ORAL PRESENTATION
Table 1. Classification results of extracted studies
Japan Abroad
Quantitative 7 17
Method Qualitative 23 5 60 22
Mixed 11 21
Empirical Verification of Teaching Effectiveness 13 28
Research
Investigation for Learners' Concept 12 17
Purpose Relation to Other Elements 23 1 60 12

Consideration of Evaluation and Analysis Methods 0 8

Textbook and Curriculum Analysis 16 10

Theoretical Development and Examination of
Purpose 27 4 23 3
Research Teaching Methods
The Others 7 10

There are three major points that became clear as a result of this review. First, the components of NOS have not been
fully examined in Japan. Earlier studies rarely examine constructs, and more recent studies use the so-called NOS consensus
view (e.g., Lederman, 2007). In abroad, criticism that the consensus view oversimplifies the NOS has led to the popular-
ization of the Family Resemblance Approach (FRA), which characterizes science as a cognitive, epistemic, and social-institu-
tional system (Erduran and Dagher, 2014). We are not going to debate here which framework is superior. However, as the
consensus view is being criticized and new ideas are emerging, it will be necessary to revisit and discuss this construct con-
cept in Japanese studies.
Second, there is little variation in the classroom practices of Japanese studies. Most studies have tested the effective-
ness of instruction that explicitly demonstrates the elements of NOS in one to three classroom practices. In abroad, they have
focused on various forms of learning, including educational practices over several months, online learning, and off-campus
programs. In this age of increasing available educational resources and diversification of education, we believe that it is
worthwhile to experiment with various practices that are not limited to classroom teaching.
Third, there are few studies on teachers in Japan. Most of the subjects of the survey of NOS understanding and class-
room practice are middle and high school students, and the NOS concepts held by teachers and effective instruction for
teacher education have not been clarified. In abroad, research on teachers and pre-service teachers has been conducted ex-
tensively, and knowledge on teacher education has been accumulated. Given the suggestion that science teachers play the
most important role in improving learners' understanding of NOS (e.g., Mesci, 2020), there may be an urgent need to accu-
mulate knowledge on teacher education.

CONCLUSIONS AND FUTURE RESEARCH

NOS research in Japan is still in its initial stages, and we have gained many suggestions from abroad. In the future, we
intend to contribute to NOS research in Japan by broadening the scope of our review and obtaining a more detailed under-
standing of overseas research trends.

REFERENCES
Driver, R., Leach, J., & Millar, R. (1996). Young people's images of science. McGraw-Hill Education.
Erduran, S., & Dagher, Z. R. (2014). Reconceptualizing nature of science for science education. In Reconceptualizing the na-
ture of science for science education (pp. 1-18). Springer.
Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of
Research in Science Teaching, 29(4), 331-359.
Lederman, N. G. (2007). Nature of science: past, present and future. In S. A. Abell & N. G. Lederman (Eds.), Handbook of re-
search on science education (pp. 831-879). Lawrence Erlbaum Associates.
Lederman, J. S., Lederman, N. G., Bartels, S., Jimenez, J., Acosta, K., Akubo, M., ... & Wishart, J. (2021). International collab-
orative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry:
is progress Being made? International Journal of Science Education, 43(7), 991-1016.

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Mesci, G. (2020). The influence of PCK-based NOS teaching on pre-service science teachers’ NOS views. Science &
Education, 29(3), 743-769.
NGSS Lead States. (2013). Next generation science standards: for states, by states. The National Academies Press.
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 in England. Journal of Research in Science Education in
Japan, 60, 133-142. [in Japanese]

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ORAL PRESENTATION
#158 Interpretating Literacies Movement: Scientific to STEM Literacy Integration on Learning Processes
Riandi Riandi1, Irma Rahma Suwarma1, Anna Permanasari2, Yoshisuke Kumano3
1
Universitas Pendidikan Indonesia, Indonesia
2
Universitas Pakuan
3
Shizuoka University
irma.rs@upi.edu

World conditions are changing time by time. Its move positively in technology and science. Technology development is im-
pacting some aspects especially social aspect that it needs literate society in facing the changes. In education, new digital
platforms, including massive open online courses, provide online courses that allow for open access and unlimited partic-
ipation through the Internet. Key potential benefits include the following: lower-cost replication of high-quality teaching,
content and methods; self-paced learning; and data analytics for optimizing learning on the platform. However, integrating
digital learning mechanisms, three-dimensional printers and open platforms into education also require the upgrading of
teachers’ capacities and assessment of the suitability of such technologies regarding existing learning strategies. It seems
that teachers need develop literacies. Therefore this literature research aims to answer questions; “What does teacher need
to have related to the literacy? Do they need only technology literacy? Scientific literacy? Or mathematics literacy?”. Several
research based papers were collected and interpretated to find out the needs movements of literacies in education, espe-
cially in learning processes.
Keywords: Scientific Literacy, STEM Literacy, movements

INTRODUCTION
The National Science Education Standards define scientific literacy as ability to describe, explain, and predict natural
phenomena. Scientific literacy entails being able to read with understanding articles about science in the popular press and
to engage in social conversation about the validity of the conclusions. Scientific literacy implies that a person can identify sci-
entific issues underlying national and local decisions and express positions that are scientifically and technologically
informed. A literate citizen should be able to evaluate the quality of scientific information on the basis of its source and the
methods used to generate it. Scientific literacy also implies the capacity to pose and evaluate arguments based on evidence
and to apply conclusions from such arguments appropriately (National Research Council, 1996, p. 22).
Daniele D (2009) identified teachers’ purposes for teaching science are critical for understanding the status of scien-
tific literacy in any context. For these reasons, the purpose of his study was to use BouJaoude’s (2002) framework for scien-
tific literacy as represented The results tell that all of participant cited that “science is a way of knowing”, but unfortunately
half of them did not translate it into the learning practice. Even though they were professionally prepared participant. It im-
plies that while teacher preparation and professional development may be necessary conditions for the development of pur-
poses for teaching science that are aligned with all aspects of scientific literacy, they are not sufficient. Therefore an im-
plication of this study is that Lebanese teacher preparation should rely on such processes to promote teachers’ functional un-
derstanding of the scientific way of aspects of scientific literacy. Researches on scientific literacy have been conducting for al-
most twenty years. Impey et.al (2011) studied about scientific literacy profile along 20 years. Nearly 10,000 students taking
astronomy as part of a general education requirement answered "a set of questions that overlap "a science literacy instru-
ment administered to the general public by the National Science Foundation. He concluded that Over the interval
1988-2008, there is no detectable improvement in undergraduate scientific literacy. Dragos. V (2015) research the teacher
attitude toward scientific literacy. He wrote that to achieve sustainable improvements in scientific literacy, it is crucial for
teachers to develop their own positive attitude toward science. Impey results support Daniele research toward teachers lack
ability on translating scientific attitude to the learning instruction.
Literacy in and for the 21st century embraces and demands skills in multimodality, digital citizenship, and information
management, within a context of fluidity and change (Cope & Kalantzis, 2000). In facing 21st century demands, some edu-
cation institution such as Partnership 21, wrote the literacy needed. They are financial, economic, business and en-
trepreneurial literacy, civic literacy, environmental literacy, and health literacy. On the other hand, STEM education move-
ments that started in early 21St century also created new terminology of STEM literacy.
STEM literacy is defined as the knowledge and understanding of scientific and mathematical concepts and the proc-
ess required for personal decision-making, participation in civic and cultural affairs, and economic productivity for all
students. STEM literacy should not be viewed as a content area, but as a deictic means composed of skills, abilities, factual
knowledge, procedures, concepts, and metacognitive capacities to gain further learning (Bybee, 2013). Christa Jackson, et
al (2021) collect 115 articles, book chapter, and reports related to “STEM Literacy”, “STEM Integrated Literacy”, and “STEAM
and STEM conceptual framework”. They define integrated STEM as the integration of two or more content areas of STEM
(i.e., science, technology, engineering, or mathematics). More specifically, integrated STEM learning consists of addressing
real-world problems that engage students in disciplinary big ideas and skills in at least two of the four content areas in a stu-
dent centered, collaborative environment (Moore et al., 2020; Roehrig et al., 2021). STEM literacy in grades K-12 is essential

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for each and every student because it promotes and fosters in students innovative thinking, collaboration, creativity, prob-
lem solving and critical thinking, and communication skills (Mohr-Schroeder et al., 2020), which are necessary components
to live a productive life in the 21st century. STEM literacy is not a conglomeration of the four silos that comprise STEM; that
is, it is not a laundry list of components of scientific literacy, technological literacy, engineering literacy, and mathematical or
quantitative literacy. But the literature on the siloed literacies play a pivotal role on how STEM literacy is configured.
Movement of scientific to STEM literacy frameworks were described on Figure 1. It is following the demand of pro-
fessional STEM teacher needed. Teachers perception toward STEM integration into learning processes was got less positive
responds (I.R Suwarma, et.al, 2019). They perceived that STEM integration into science learning is important to build stu-
dents’ skills, but they faced some obstacle in integrating technology and engineering into science learning processes.
Therefore, continuous training was needed to improve teachers pedagogical skills in integrating STEM.

Figure 1. Literacy movement framework

ability to describe, understanding of scientific
explain, and predict S and mathematical concepts
natural phenomena.
and the process required for
Implies the
personal decision-making,
capacity to pose Scientific
literacy
M STEM Literacy T participation in civic and
and evaluate
cultural affairs, and
arguments based
economic productivity for all
on evidence and to
E students
apply conclusions Figure 1. Literacy movement framework
from such
arguments
appropriately
CONCLUSIONS
The changing world of education was impacted by the development of science and technology that pursuing the de-
mand of new literacies frameworks. Scientific literacy that are critical for understanding the status of scientific literacy that
integrated with other literacies in any context to fulfil the demand on 21st century skills. Teachers need to improve their skills
in developing new literacies frameworks into learning instructions. Therefore, they need to understand the integrated STEM
literacy not as a disciplinary but it should be integrated as multidiscipline or interdisciplinary by integrating two or more dis-
cipline to solve the real problem. These STEM literacy movements are the new challenges in education.

ACKNOWLEDGEMENTS
We acknowledge the Graduate School of Universitas Pendidikan Indonesia for the research collaboration grant that support
this research.

REFERENCES
Cope, B., & Kalantzis, M. (2000). Multiliteracies: Literacy learning and the design of social futures. London: Routledge- Taylor
and Francis Group.
Christa J , M. J. Mohr-Schroeder, S. B. Bush, C. Maiorca, T. Roberts, C. Yost , A. Fowler, (2021), Equity-oriented conceptual
framework for k-12 STEM literacy, International Journal of STEM Education, Springer publisher.
D. Danielle, (2009). Scientific literacy and purposes for teaching science: a case study of Lebanese private school teachers,
International Journal of Environmental & Science Education (pp. 289-299).
Dragon. V, Mih. V, (2015). Scientific literacy in school, Procedia Social and Behavioral Science, Retrieved from
www.sciencedirect.com at 21 March 2022, Elisevier publisher.
C. Impey, S. Buxner,J. Antonellis,E. Johnson, CourtneyKing, (2011), A Twenty-Year Survey of Science Literacy Among
College Undergraduates, Journal of College Science Teaching, Vol. 40 no 4.
I.R Suwarma, Y. Kumano (2019), Implementation of STEM Education in Indonesia: Teacjers’ Perception of STEM Integration
into Curriculum, J. Physics Conference Series 1280.052051, IOP Publishing,
doi:10.1088/1742-6596/1280/5/052052.
Mohr-Schroeder, M., Bush, S. B., Maiorca, C., & Nickels, M. (2020). Moving toward an equity- based approach for STEM
literacy. In C. Johnson, M. J. Mohr- Schroeder, T. Moore, & L. English (Eds.), Handbook of research on STEM educa-
tion, (pp. 29-38). Routledge.
Moore, T. J., Johnston, A. C., & Glancy, A. W. (2020). STEM integration: a synthesis of conceptual frameworks and
definitions. In C. C. Johnson, M. J. Mohr- Schroeder, T. J. Moore, & L. D. English (Eds.), Handbook of research on
STEM education, (pp. 3-16). New York: Routledge.
National Research Council (1996). The national science education standards. Washington, DC: National Academy Press.

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Partnership For 21st Century Skills (2009), P21 Definition Framework, Retrieved from https://files.eric.ed.gov/full-
text/ED519462.pdf.
Roehrig, G. H., Dare, E. A., Ring-Whalen, E., & Wieselmann, J. R. (2021). Understanding coherence and integration in in-
tegrated STEM curriculum. International Journal of STEM Education, 8(2). https://do-
i.org/10.1186/s40594-020-00259-8.

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SESSION 13: [S3] Science education for secondary school and related areas

#107 Teacher-Level factors of the Implementation of STEM Curriculum: Two Cases from Hong Kong
Ka Chuen Yu, Ka Lok Cheng; The University of Hong Kong, Hong Kong
chengkla@hku.hk

STEM education is commonly considered a way to prepare students for new global opportunities. The current study aims to
further the scholarly discussion on the teacher-level factors of the implementation of STEM curriculum by exploring the
teachers' beliefs, concepts and perceptions of the values of STEM education. Specifically, two research questions were for-
mulated: (1) What are the teacher's beliefs, conceptions, and perceptions of the value of STEM activities in the case school?
(2) What factors influence the impacts of school-level STEM activities perceived by the teachers? The case study method was
adopted to address these research questions, and two schools in Hong Kong were selected for the study. Around 20 staff
members in each school were invited to participate in the questionnaire survey and the qualitative interviews.
It was found that most teachers endorsed the value of STEM education as an antidote to the territorial over-reliance on serv-
ice sectors. They characterized STEM activities by their hands-on elements and iterative trial-and-error processes. Despite the
perceived values of STEM activities, the participants did not find the STEM activities were effective. They indicated the lack of
allocated teaching hours, the insufficient competence of the teachers in the STEM-related subjects, and the uncertainty of
teachers' roles in integrated STEM education as the key reasons for the effectiveness problem.
While these concerns could be understood as operational and professional development issues, they could also be reframed
in terms of Basil Bernstein's concepts of "classification", "framing", and "region". The challenges could be re-interpreted as
the consequence of the weak classification and framing of the STEM curriculum in the broader curricular context. In order to
resolve the perceived obstacles to a more effective school-level STEM curriculum implementation, it was suggested that the
binary between disciplinary and integrated approaches to knowledge should be deemphasized.
Keywords: Basil Bernstein, Classification, Framing, Integrated STEM Education, Secondary Education

INTRODUCTION
STEM Education is a worldwide trend and is commonly considered a way to prepare students for new global
opportunities. In Hong Kong, the Education Bureau has released the Report on Promotion of STEM Education: Unleashing
Potential in Innovation (Education Bureau, 2016), which outlines the strategies deployed to promote STEM education.
Teachers are the key to the successful implementation of the STEM curriculum. Such awareness initiated the efforts paid for
developing strategies to equip teachers to be competent implementers of STEM curricula (e.g., Chiu, Chai, Williams, & Lin,
2021 as a recent example).
In order to deepen current academic dialogues of enhancing teacher competence in the school-level im-
plementation of STEM curriculum, a further conceptualization of the perspectives and challenges is still needed, which moti-
vates the current research. Two research questions have been thus formulated:
(1) What are the teacher's beliefs, conceptions, and perceptions of the value of STEM activities in the case school?
(2) What factors influence the impacts of school-level STEM activities perceived by the teachers?

METHODS
Both schools are located in Kowloon Penisula of Hong Kong with around 600 and 1,000 students. Students partici-
pated in the STEM programme during their STEM lessons and/or as extra-curricular activities. The key STEM activities include
robot making, Micro:bit projects and other hands-on experiences.
A case study approach was deployed because it could best unveil the complexity and contradiction among the dif-
ferent people (Cohen et al., 2018). To maximize the chance for the subtlety to be unearthed, about 20 teachers from each
school were invited to participate in the study. The research data was collected through questionnaires and semi-structured
interviews. The teacher questionnaire of the Science, Technology, Engineering and Mathematics education practice by
Nisto, Gras-Velazquez, Billon & Mihai (2018) was translated and adapted for use in the current study. In addition, semi-struc-
tured interviews were conducted to elicit participants' responses to the key conceptual aspects stated in the research
questions. The questionnaires were analyzed with the standard statistical procedures, the interview transcripts were iter-
atively coded, and themes were subsequently identified.

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FINDINGS
In response to the first research question, the data revealed that most teachers believed STEM is highly relevant to
real life as the problem-based learning approach was commonly deployed. According to the teachers, STEM activities were
characterized by hands-on elements and iterative trial-and-error processes. The students were expected to investigate the
problems actively. The teacher perceived STEM education as an important antidote to the territorial over-reliance on trade
and financial bodies, which was also voiced by the business sector even a decade ago (The Greater Pearl River Delta Business
Council, 2010).
Despite the perceived values of STEM activities, the participants' opinion about the effectiveness of integrating
STEM into subject learning was quite polarized, particularly given the limited teaching hours available. In addition, the com-
petency of the teachers also functioned as a hindering factor for the implementation of the STEM curriculum, as most teach-
ers considered that no single teacher in STEM subjects had developed a sufficient understanding of all four constituent com-
ponents of STEM. In particular, some teachers in STEM subjects found no role in STEM education. They were unaware of the
possible deployment of their disciplinary knowledge to develop understandings in conjunction with other STEM constituent
disciplines other than the superficial application.

DISCUSSION
While most teacher participants have endorsed the value of STEM education, the study highlighted that the inter-
disciplinary/integrated nature of STEM was the key challenge for the successful implementation of STEM curriculum in
school, which echoed the views expressed by the teachers in Yip and Chan (2019) 's study.
We can reframe these challenges through Basil Bernstein (2000) 's classification and framing of knowledge. The
consistent agreement among the teacher participants that STEM activities should be "hands-on" and "minds-on" innovative
activities showed that the STEM curriculum was considered weakly framed and conferred limited power for teachers to exert
curricular control. The extent of student-centeredness resulted in doubts cast by the teachers regarding the roles and the
needed competence. STEM also functions as an interdisciplinary "region" in Bernstein (2000) 's term. The weak classification
and thus the low status of STEM resulted in the view that STEM was an intruder of the realms (i.e., class time) reserved for
the more well-defined school subjects. Therefore, the teachers declared that there was "no time for STEM" as an expression
of loyalty to the disciplines in which they were trained.

CONCLUSION & IMPLICATIONS

The current case study has found that the teachers in Hong Kong considered STEM education vital to the territory's
prosperity. They defined STEM primarily through the types and characteristics of the learning experiences. However, the
weak classification and framing of STEM as a curriculum component hampers its effective in-school implementation. To re-
solve the problem in a practical sense, Pluim et al. (2020) 's "worldly perspective" that deemphasizes the "binary created be-
tween subject orientations and integrated approaches to knowledge" might be adopted in future teacher professional de-
velopment endeavours.

REFERENCES
Bernstein, B. (2000). Pedagogy, symbolic control and identity: Theory, research, critique (Rev. ed.). Rowman & Littlefield.
Chiu, T., Chai, C., Williams, P., & Lin, T. (2021). Teacher Professional Development on Self-Determination Theory-Based
Design Thinking in STEM Education. Educational Technology & Society, 24(4), 153-165.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Education Bureau. (2016). Report on Promotion of STEM Education: Unleashing Potential in Innovation. Education Bureau,
Hong Kong SAR Government.
Pluim, G., Nazir, J., & Wallace, J. (2020). Curriculum integration and the semicentennial of Basil Bernstein's classification and
framing of educational knowledge. Canadian Journal of Science, Mathematics and Technology Education, 20(4),
715-735.
The Greater Pearl River Delta Business Council. (2010, Sept). Hong Kong's Roles and Positioning in the Economic
Development of the Nation Recommendation Report. Retrieved from: https://www.cmab.gov.hk/doc/re-
port_20100919_en.pdf
Yip, V., & Chan, K. (2019). Teachers' Conceptions About STEM and Their Practical Knowledge for STEM Teaching in Hong
Kong. In Y.-S. Hsu, & Y.-F. Yeh (Eds.), Asia-Pacific STEM Teaching Practices (pp. 67-81). Springer Singapore.

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#187 The Impact of the STEM-Based Obsim Model on Students' Skills in Teaching Science According to the
Demands of the 21st Century
Indrawati Indrawati1, Sutarto Sutarto1, Bevo Wahono1, Zain Rosyid Ridhlo2
1
Science Education Postgraduate Study program, Jember University, Indonesia
2
Science Education Undergraduate Study Program, Jember University, Indonesia
indrawatisutarto.fkip@unej.ac.id

This study aimed to examine the effect of the STEM-based OBSIM model on science teaching skills according to the de-
mands of the 21st-century science teacher candidates. This research is a quasi-experimental research with a Posttest-only
design with nonequivalent groups. The study was applied to two classes of S1 Science Education students taking the Science
Learning Planning course in the odd semester of the 2020-2021 academic year, respectively, as experimental class (N = 34)
and control class (N = 34), both were determined purposively. The teaching skills in this research are the skills to develop les-
son plans and implement them. Examples of learning used in implementing the model are PBL, PjBL, and BBL. Data collec-
tion techniques are documentation and observation. Data were analyzed using a t-test. The results showed that the skills to
develop lesson plans and skills to implement lesson plans for the three lessons had a sig value of 0.000 (p < 0.05), meaning
that there was a significant difference in teaching skills between the experimental class and the control class. The conclusion
is that the STEM-based Obsim model has a significant effect on students' skills in teaching science according to the demands
of the 21st century.
Keywords: Obsim, STEM, teaching science, demands the 21st century

INTRODUCTION
The rapid development of science and technology in the 21st century requires science teachers to be able to teach so
that their students have competence in facing the challenges ahead. These competencies are known as the 4-Cs (Creativity,
Critical Thinking, Collaboration, and Communication) (Trilling & Fadel, 2012). The Obsim model is one of the learning mod-
els that has been proven effective in improving the teaching practice skills of prospective physics teacher students (Indrawati,
2011) and improving students' creative thinking skills (Ridlo et al., 2020). Suppose the Obsim model is combined with the
STEM approach. In that case, it is possible to train students to teach according to the demands of the 21st century because
one of the goals of STEM is to improve students' 21st-century competencies (Breiner J. et al., 2012).
This type of research is a quasi-experimental design with a Posttest-only design with nonequivalent groups. The re-
search was applied to two science lesson planning course classes, each class with 34 students as the experimental and con-
trol classes. The treatment used is the STEM-based Obsim Model. The syntax of the STEM-based ObSim model is a learning
model whose model elements use the Obsim model by including learning models with the STEM approach as examples of
21st-century learning models, such as Problem Based Learning (PBL), Project-Based Learning (PjBL), and BBL (Brain Base
Learning). The syntax of this model consists of four stages, namely: (1) Modeling (simulation of teaching by the lecturer), (2)
Discussion, (3) Enrichment, (4) Teaching Practice (Student Simulation), and (5) Feedback and strengthening. The score
shows students' teaching skills for developing lesson plans which are assessed individually, and the score of skills to imple-
ment lesson plans is assessed by the group. Data collection techniques are documentation and observation. The data analy-
sis technique was a t-test, with a significance level of α = 0.05
Based on the data distribution, skills in developing lesson plans and skills in implementing lesson plans are both nor-
mally distributed so that the t-test can be used. The results of student teaching skills according to the demands of the 21st
century obtained results for the three lessons selected PBL, PjBL, and BBL as the impact of the STEM-based Obsim Model can
be shown in Table 1.

Table 1. Results of t-test on teaching skills of PBL, PjBl, and PBL

Skills/Learning PBL PjBL BBL
Developing lesson plan Mean Sig Mean Sig Mean Sig
Experiment Class 80.97 0.00* 79.29 0.00* 82.32 0.00*
Control Class 74.00 71.53 75.94
Lesson Plan Implementation Mean Sig Mean Sig Mean Sig
Experiment Class 82.25 0.00* 79.13 0.00* 83.75 0.00*
Control Class 76.13 72.25 73.25
*) significan level α= 0.05CONCLUSIONS

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ORAL PRESENTATION
CONCLUSION
Table 1 shows an average difference in science teaching skills according to the demands of the 21st century between
the experimental class and the control class. The average score of the experimental class is higher than the control class. The
conclusion is that the STEM-based Obsim model significantly impacts science teaching skills according to the 21st-century
demands of science education for undergraduate students.

REFERENCES
Breiner, J., Harkness, S., et al. (2012). What is STEM? A discussion about conceptions of STEM in education and
partnerships. School Science and Mathematics, 112(1), p. 3-11.
Indrawati, I. (2011). Model of observation and simulation (Obsim) to improve the ability of physics education students in
teaching. J. Educ. 17(4). 287-97.
National Education Association. (n.d.). Preparing 21st Century Students for a Global Society: An Educator's Guide to the
"Four Cs." Retrieved 17 October 2020 from http://www.nea.org/assets/docs/AGuide-to-Four-Cs.pdf.
Ridlo, Z R., Sutarto, I K. Mahardika, Indrawati, I. W. A. Terra, E. Wardani. (2020). Student profile multiple representations
skills under the implementation of OBSIM (Observation and Simulation) model of teaching in improving creative
thinking skills. Journal of Physics Conference Series. Doi: 10.1088/1742-6596/1563/1/01/2027.

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#134 Investigating the Present Situation and Feature of Chinese High School Students’ STEM Career Interest
Qianqian Ding, Shuchen Guo; Nanjing Normal University, China
1183530449@qq.com

The rapid development of science and technology has made the cultivation of STEM talents an important way for countries
to maintain competitiveness, and nearly all countries including China are facing with the shortage of STEM workforce. For
Chinese STEM talents training, there is a need to research on the STEM career interest of Chinese teenagers. The purpose of
this study is to investigate the present situation of STEM career interest among Chinese high school students and the differ-
ence according to their demographic variables. STEM Career Interest Scale (STEM-CIS) was adapted and used in the study.
Results showed good reliability and validity in the Chinese version of STEM-CIS. A total of 854 10th and 11th grade students
in two regions in China were surveyed about their STEM career interest as well as demographic variables such as gender,
grade level, region, subject selection, parents’ education level, levels of income and family residence. The collected data
were analyzed using SPSS. The survey found: 1) Chinese high school students’ interests in STEM careers were not high gen-
erally; 2) Boys are more interested in STEM careers than girls; 3) Students with higher parental education level have higher
interest in STEM careers; 4) Urban students are more interested in STEM careers than rural and county students. No differ-
ence was found in students with different grade, region, course selection, and where they live. According to the research re-
sults, relevant suggestions are put forward, in order to improve Chinese high school students' interest in STEM careers.
Keywords: STEM career interest, Chinese high school students, Demographic variables

INTRODUCTION
The rapid development of science and technology has made the cultivation of STEM talents an important way for countries
to maintain competitiveness, and nearly all countries are facing with the shortage of STEM workforce. According to the
2019 Global Talent Competitiveness Index (GTCI), China ranked only 45th in the world. In order to improve national quality,
China has implemented the training plan for innovative talents in the STEM field. Career interest is an effective driving force
to promote the future to engage in a certain career. STEM career interest was found to be one of the important predictors of
future STEM education and career achievement (Wang et al.2013). Thus, understanding the current situation and possible
influential factors of students STEM career choices is important for cultivating future STEM talents. At present, many re-
searchers in countries such as the United States and Turkey have paid attention to STEM career interest, with well-developed
scales and large-scale surveys. However, related research in East Asia is still in lack Therefore, this study aims to explore the
present situation of STEM career interest among Chinese high school students and the difference according to their demo-
graphic variables.

METHOD
The instrument used are adapted from STEM Career Interest Scale (STEM-CIS) (Kier et al.2014). Based on Social
Cognitive Career Theory (SCCT), the instrument consists of four subscales of Science, Mathematics, Technology and
Engineering, each of which has 11 items in form of Likert scale, and, consist of six dimensions: Self-efficacy, Personal Goals,
Outcome expectations, Interest, Contextual support and Personal input. Answers include: 1) strongly disagree 2) disagree 3)
neutral 4) agree 5) strongly agree. The instrument was translated into Chinese and then expert review, student interviews
were done in order to ensure the content validity, with the feedbacks used for revision. Then, we surveyed a total of 854
10th and 11th grade students in two regions in China about their STEM career interest as well as background variables such
as gender, grade level, region (including Nanjing and Bozhou), course selection, parents’ education level, levels of incomes
and where they live (including urban, rural and county). The data were analyzed using SPSS.

RESULTS
The Cronbach alpha coefficients of the STEM-CIS’ each subscale in Chinese are between 0.804 and 0.884, and all in-
dicators of the confirmatory factor analysis model fit are well, as shown in Table 1.
The mean values of high school students' career interest in science, mathematics, technology, and engineering are:
3.47, 2.89, 3.31, and 3.06, indicating that the STEM career interest of high school students in China is not high. Boys' all the
six dimensions of STEM career interest were significantly higher than girls. There were no significant differences in the six di-
mensions of STEM career interest between 10th and 11th grade students. There are significant differences in STEM self-effi-
cacy, personal goals, interests, and personal engagement among students in different regions. Further analysis indicated
that only technical career interest (P=0.042, Cohen's d=0.180) had significant differences among different regions. Only the
STEM self-efficacy, personal goals and personal input of students who chose both physics and chemistry were significantly
lower than those who chose physics but not chose chemistry. All the six dimensions of STEM career interest of students
whose fathers are more educated were higher, but students with more educated mothers only had STEM self-efficacy, per-
sonal goals, contextual support and personal input were higher. Among students with different family monthly incomes, on-

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ORAL PRESENTATION
ly STEM self-efficacy and personal input were significantly different. Urban students' STEM self-efficacy, personal goals, in-
terest, and personal input were significantly higher than rural and county. and urban students' STEM were significantly high-
er than rural students, as shown in Table 2.

Table 1.Summary of confirmatory factor analyses

χ2/df RMSEA CFI TLI
Science 2.886 0.047 0.989 0.978
Mathematics 2.857 0.047 0.991 0.977
Technology 2.955 0.048 0.993 0.984
Engineering 2.825 0.046 0.994 0.987

Table 2. Summary of significance test of difference

Personal Outcome Contextual Personal
Variables Self-efficacy interest
Goals expectations support input
T 7.067*** 4.908*** 5.769*** 7.572*** 6.078*** 2.611***
Gender
Cohen's d 0.488 0.333 0.391 0.520 0.420 0.178
T -1.638 -1.263 1.915* 0.318 -0.902 -1.202
Grade levels
Cohen's d 0.134 0.100 0.155 0.025 0.070 0.089
T 6.378*** 5.278*** 1.14 3.017*** 1.177 5.527***
Region
Cohen's d 0.569 0.469 0.090 0.276 0.099 0.491
Subject T 6.619*** 6.622*** 8.265*** 8.444*** 3.089*** 3.435***
selection
(Physics) Cohen's d 0.583 0.582 0.767 0.779 0.281 0.31

Subject T 4.382* 2.089 0.487 1.546 0.574 2.253**

selection
(chemistry) Cohen's d 0.558 0.269 0.066 0.194 0.075 0.302

Fathers’ F 9.586* 8.505* 4.775* 6.078* 6.343* 5.218*

education
level η2 0.044 0.040 0.023 0.029 0.030 0.025

Mothers’ P 5.609* 4.657* 2.260* 1.641 2.693 4.708*

education
level η2 0.026 0.022 0.011 0.008 0.013 0.022

Levels of P 2.797* 1.449 0.594 1.269 1.205 3.093*

income η2 0.039 0.021 0.008 0.019 0.043 0.039
Place of P 18.209*** 9.885*** 1.664 5.186*** 0.455 13.249***
residence η2 0.041 0.023 0.004 0.012 0.001 0.030

CONCLUSIONS
In conclusion, the Chinese version of STEM-CIS adapted in the study has good reliability and validity. The survey
found: 1) Chinese high school students generally have low interest in STEM careers; 2) Boys are more interested in STEM ca-
reers than girls; 3) Students with higher parental education level have higher interest in STEM careers; 4) Urban students are
more interested in STEM careers than rural and county students. But no difference was found in students with different
grade, region, subject selection, and family income. The results of this study are in consistence with the previous studies that
boys more interested in STEM careers than girls (Christensen, et al. 2015), there is no significant difference in STEM career
interest among students with different family income (Chen, et al.2016). And the results of this study are not in consistence
with the previous studies that students’ STEM career interest has nothing to do with parents’ education level (Unlu, et
al.2020). According to the results, suggestions were made, like eliminate gender stereotypes by reporting more stories of
outstanding female scientists and engineers, increase rural STEM educational quality etc., to improve high school students'
interest in STEM careers.

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REFERENCES
Wang, M. T., & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy-value perspective to un-
derstand individual and gender differences in STEM fields. Developmental review, 33(4), 304-340.
Kier, M. W., Blanchard, M. R., Osborne, J. W., & Albert, J. L. (2014). The development of the STEM career interest survey
(STEM-CIS). Research in Science Education, 44(3), 461-481.
Christensen, R., Knezek, G., & Tyler-Wood, T. (2015). A retrospective analysis of STEM career interest among mathematics
and science academy students. International Journal of Learning, Teaching and Educational Research, 10(1).
Chen, P. D., & Simpson, P. A. (2015). Does personality matter? Applying Holland's Typology to analyze students' self-se-
lection into science, technology, engineering, and mathematics majors. The Journal of Higher Education, 86(5),
725-750.
Koyunlu Unlu, Z., & Dokme, İ. (2020). Multivariate assessment of middle school students’ interest in STEM career: a profile
from Turkey. Research in Science Education, 50(3), 1217-1231.

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SESSION 14: [S3] Science education for secondary school and related areas

#177 Developing an Ecological Civilization Literacy Measurement Instrument for Adolescents

Yan Qi, Yifan Lu, Yingying Quan, Xiaojuan Zhang, Ying Zhang, Yingzhi Zhang; Capital Normal University, China
2137869642@qq.com

There is an international trend to integrate science education with environmental education. This study aims to identify the
concept and components of ecological civilization literacy, and to develop and validate an ecological civilization literacy
measurement instrument applicable to adolescents. This is important for the implementation of ecological civilization edu-
cation, and can also further promote the transformation and enhancement of science education, while guiding students to
become engaged citizens. First, the concept of ecological civilization literacy and its components are explored by combining
the previous research and the policy documents of Chinese government. It is divided into five dimensions: values, knowl-
edge, attitude, skills and action, which contains 19 key points. Second, a measurement framework for ecological civilization
literacy was developed for adolescents by combining the contents of Key Competencies and Curriculum Standards for
Students in China. The assessment instrument was then developed and revised through multiple rounds of expert deliber-
ation and pretesting to ensure its content validity. Finally, test data from 573 adolescents were collected and item analysis
was conducted to ensure high homogeneity of questionnaire question content. Validation factor analysis was taken to fur-
ther explore the factor structure of the questionnaire and to verify its good structural validity. The analysis found that the re-
sults of the factor analysis were generally consistent with the five dimensions formulated in this study, and the model fitted
well with the data, this indicates that the structure of the questionnaire is consistent with the original theoretical concept.
This study provides more comprehensive measurement and statistical evidence for ecological civilization literacy.
Keywords: ecological civilization literacy, adolescents, measurement instrument

RESEARCH TOPIC
Develop an ecological civilization literacy measurement instrument for adolescents.

RESEARCH OBJECTIVES
（1）Defining ecological civilization literacy base on literature review and relevant Chinese government policy documents,
and proposing a conceptual framework for ecological civilization literacy.
（2）Obtaining a framework for assessing ecological civilization literacy applicable to Chinese adolescents by means of ex-
pert consultation and empirical research.

THE RESEARCH BACKGROUND

（1） The importance of ecological civilization literacy.
Current ecological and environmental problems occur frequently, some researchers ( Gough, & Annette,2002) sug-
gest that the fundamental motivation for environmental protection is to improve the public's environmental literacy and
make them actively participate in public life. So, the interaction with environmental education has become an international
trend in the development of science education. Moreover, the current major epidemic of Corona Virus Disease
2019(COVID-19) reflects the outstanding problem of citizens' weak ecological civilization literacy. In order to prevent the re-
currence of the epidemic crisis, it is important to improve citizens' ecological civilization literacy and enhance their value rec-
ognition and action consciousness on the harmonious coexistence between human beings and nature.

（2） China's latest round of curriculum reform focuses on ecological civilization education
In 2016, the Key Competencies research group (2016) held a press conference on the research results of the devel-
opment of Key Competencies of Chinese students which include 18 key points of six qualities in three fields. It states that "
Adolescents should love and respect nature, have a green lifestyle and sustainable development concepts and actions ". In
addition, ecological civilization education has been incorporated into the national education system and has become an im-
portant component of the moral education content in primary and secondary schools

（3） Status of research on ecological civilization literacy in China

In recent years, domestic research on the current situation of ecological civilization literacy has received much atten-
tion, and many researchers have conducted surveys on different groups, although they mostly focus on college students and
college construction, and research on the basic education stage is relatively rare. However, as an important period for stu-

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dents to learn knowledge and master skills, the basic education stage plays a key role in the formation and enhancement of
students' ecological civilization literacy; and as an important force for future social development, adolescents have a funda-
mental and long-term role in the process of ecological civilization construction. Therefore, it is important to investigate the
current situation of ecological civilization literacy among students in basic education. However, there is no well-recognized
conceptual framework and assessment instrument.

METHOD
（1） Participants
A total of 608 questionnaires were distributed through online and offline in this study, and 573 valid questionnaires
were finally collected from 4th-11th grade students in Beijing, with an effective rate of 94.24%. The areas where the stu-
dents' schools are located involve the central city, the sub-city and the suburban eco-zone. There were 286 female students
and 287 male students among the participating students. The ratio of male to female students was almost equal.

（2） Procedures
First, this study clarifies the concept and connotation of ecological civilization literacy through literature research
(NAAEE,2012;Rachel Szczytko, Kathryn Stevenson, M. Nils Peterson, John Nietfeld & Renee L. Strnad ,2019; Chinese gov-
ernment,2017), and develops assessment questionnaire questions to form a pool of items. Then 13 experts involved in the
fields of thinking, environment and education were invited to comment on the questions in order to improve the validity of
the questionnaire content. Twenty-seven adolescents were invited to pre-fill the questionnaire, and a conceptual framework
containing 19 key points in 5 dimensions and an initial questionnaire with 67 items was determined. Finally, this ques-
tionnaire was used to collect data to validate the assessment framework and to obtain a good reliability and validity of the
ecological civilization literacy assessment tool.

（3） Data analysis

The data analysis in this study consisted of two main parts. One part was item analysis using SPSS24.0 to ensure high
homogeneity of questionnaire question content, which included independent sample t-test, correlation analysis, and ex-
ploratory factor analysis. The other part was validation factor analysis using AMOS24.0 to explore the factor structure of the
questionnaire and analyze the reliability of the revised questionnaire to determine the final questionnaire.

RESULTS
（1） the measurement framework for ecological civilization literacy

Table1 the Conceptual framework of ecological civilization literacy

Dimensions Key points

values correct value of history, scientific ecological value, green development value, national action value

knowledge resource country situation, ecological environment, ecological safety, ecological culture
obtain identification information, analysis of environmental issues, specific response measures,
skills
problem solving strategies
attitude environmental perception, ecological concern, self-efficacy, personal willingness
action ecological protection, green consumption, persuasion advocacy

（2） The performance of Chinese youths' ecological civilization literacy

Adolescents have a good overall level of ecological civilization literacy, excellent ecological civilization values and atti-
tudes, good ecological civilization knowledge, ecological civilization skills and behavioral habits.

（3） Reliability and validity of ecological civilization literacy assessment instrument

The factor analysis were generally consistent with the five dimensions formulated in this study, and the model fitted
well with the data (χ2/df=1.803, RMSEA=.037, CFI=.909, TLI=.929), this indicates that the structure of the questionnaire is
consistent with the original theoretical concept.

CONCLUSIONS

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ORAL PRESENTATION
This study provides more comprehensive measurement and statistical evidence for ecological civilization literacy.

REFERENCES
Gough, & Annette. (2002). Mutualism: a different agenda for environmental and science education. International Journal of
Science Education, 24(11), 1201-1215.
The Key Competencies research group.(2016). The development of Key Competencies of Chinese students. Journal of the
Chinese Society of Education (10),1-3.
NAAEE. Development Team (2012). Developing a Framework for Assessing Environmental Literacy: Executive Summary.
From http://www.naaee.net/framework.Developing a Framework for Assessing Environmental Literacy (naaee.org)
Rachel Szczytko, Kathryn Stevenson, M. Nils Peterson, John Nietfeld & Renee L. Strnad (2019) Development and validation
of the environmental literacy instrument for adolescents, Environmental Education Research, 25:2, 193-210.

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#162 Students’ Impression Toward Plastic Waste Decomposition Experiment by the Caterpillars of the Wax
Moths Galleria Mellonella
Balgis Az Zahra1, Cladinea Mahfira1, Nadia Mubarokah1, Riandi Riandi2, Rini Solihat2
1
Science Education, Universitas Pendidikan Indonesia, Indonesia
2
Biology Education, Universitas Pendidikan Indonesia, Indonesia
balgis.az.zahra@student.upi.edu

Production of plastic waste in Indonesia reaches over 2 million tons/year. However, only 12% of the district does recycling
and waste management. Therefore, there is a big gap between the quantity of managed and unmanaged waste. (Bombelli
et al., 2017) experimented with plastic waste degradation by the caterpillars of the wax moth Galleria mellonella. The result
showed that it can degrade plastic waste by 13% higher compared to the control. The aforementioned experiment is possi-
ble to be implemented in the school setting and also aligned with the effort of achieving SDG 12 Responsible Consumption
and Production. This study aimed to investigate students’ impression toward innovated school science experiment on plastic
waste degradation by the caterpillars of wax moth G. mellonella. The participants were 9th junior high school students from
nature school . Their impressions were gathered through likert-scale questionnaire ranging from 1 to 5, represent strongly
disagree to strongly agree. There are three learning dimensions surveyed in this research, which are cognitive, social-emo-
tional and behaviour dimension. Based on the result, majority of students agreed that learning design facilitate them to de-
velop their cognitive and social-emotional dimension. Meanwhile, they strongly agreed for behaviour dimension in learning
goals of SDG 12. Nevertheless, the action of recycling, reusing, and reduction (3R) is also important to reinforce the lifestyle
of less plastic waste.
Keywords: Education for Sustainable Development, Environmental Education, Plastic waste, SDG 12, Wax moth

INTRODUCTION
Indonesia was the second-largest contributor of plastic waste on the global scale. By 2021, there were approximately
2,509,862.6 tons of plastic waste generated (SIPSN - Sistem Informasi Pengelolaan Sampah Nasional, n.d.). Meanwhile,
46.45% of waste is still unmanaged. Education attempts to facilitates knowledge, skills, values, and attitudes for individuals
so they might contribute to SDGs.
Multiple recent reports showed accelerated biodegradation of polyethylene by employing macro-organisms (Galleria
mellonella), which seemingly chew and digest the plastic. Enzymes in the intestine of G. mellonella are responsible for the
efficient biodegradation of PS (Wang et al., 2022). Enterobacter sp. bacteria and intestinal microbiome in the genus
Acinetobacter which are isolated from the guts of wax moths are intricately associated with polyethylene biodegradation in
vivo. However, from a techno-economic point of view, plasctic biodegradation by G. mellonella has little value related to the
development of dedicated plastic waste management strategies. Raising the larvae is too slow and too costly, especially con-
cerning the little potential value that is created (Billen et al., 2020)
Accordingly, for this biodegradation innovation to be successful in reducing the amount of plastic waste in the world,
it needs to be incorporated by 3R action. This study aimed to investigate students’ impression toward innovated school sci-
ence experiment on plastic waste degradation by the caterpillars of wax moth G. mellonella. This is aligned with the learning
objectives of ESD for Goal 12 (Responsible Production and Consumption) and science basic competence for secondary
schools 3.8 and 4.8 (Environmental Pollution). In this research, the authors only focus on presenting students’ impressions of
the learning design.

METHOD
The data was analysed quantitatively using descriptive statistic. Participants of this research were 9th graders of one
Junior High School in Bandung. They conducted school science experiment that followed the guided discovery learning
stages (Widodo, 2021). The learning design is presented in Table 1. After implementation, students were given a likert-scale
questionnaire to obtain their impressions toward school science experiment covering cognitive, social-emotional and behav-
iour dimensions. Each dimension had four, six, and four statements respectively. Jamieson (2004) suggested that likert scale
is an ordinal data, so it has to employ the median or mode as the measure of central tendency.

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Table 1. Innovated School Science Experiment
Meet Stages Students’ Activity
Ÿ Presented current condition of waste problem in Indonesia through picture and video.
Orientation Ÿ Presented current research: bio-degradation of plastic waste by caterpillar of the wax
moths G. mellonella.
Ÿ Questioned and responded phenomenon given.
1
Data Collection Ÿ Instructed to keep plastic waste they generated after the class until next meeting.
Ÿ Conducted experiment of plastic waste bio-degradation by the caterpillar of wax moth G.
mellonella in small group. The experiment is laid in a day. The change happened during
experiment is captured by the time-lapse video.

Data Analysis Ÿ Analysed the change that happens during the experiment.
Ÿ Compared the weight of degraded plastic waste before and after experiment.
Ÿ Compared the weight of plastic waste they generated in a day and mass loss of plastic
waste.
2
Ÿ Analysed and discussed the result of their experiment.
Generalization Ÿ Shared information, concept and conclusion they have obtained.
Ÿ Concluded under the teacher’s supervision.

RESULT AND DISCUSSION

Found that majority of students agreed that learning design facilitate development of cognitive and social-emotional
dimension. Meanwhile, they strongly agreed for behaviour dimension in learning goals of SDG 12. School science experi-
ment gained good impression in overall dimensions as presented in table 2. Some students also note this as a special experi-
ence for them. The special experience is exciting and engages students' motivation in learning.

Table 2. Students' Impression Toward Innovated School Science Experiment

No Dimension Mode Interpretation
1. Cognitive 4 Agree
2. Social-Emotional 4 Agree
3. Behaviour 5 Strongly Agree

Integrating sustainable development values in education influences student outcomes (Paasi et al., 2019). It builds
cooperation, co-create solutions, and learn to deal with the reality of change. Social-emotional abilities (i.e., specific skills),
are defined as the set of cognitive abilities, emotion-based knowledge, and behavioural competencies (i.e., skill levels) that
facilitate adaptively employing prosocial processes and behaviours (i.e., “actions”), such as emotional regulation, sym-
pathetic and empathetic response behaviours. Those are contemporarily modelled and measured as emotional intelligence
(Harris et al., 2022). Therefore, the school science experiment can foster the development of ESD learning dimensions. It can
also provide the link between dimensions, thus forming the additional ability, which is social-emotional abilities that stu-
dents may acquire.

CONCLUSIONS
This finding shows that learning activity It is concluded that the learning activity themed: plastic waste decomposition
by the caterpillars of the wax moths G. mellonella promotes the integration of three learning objective dimensions of ESD for
Goal 12. Students also realized that the action of recycling, reusing, and reducing are important to compensate for the gen-
eration of waste.

REFERENCES
Billen, P., Khalifa, L., van Gerven, F., Tavernier, S., & Spatari, S. (2020). Technological application potential of polyethylene
and polystyrene biodegradation by macro-organisms such as mealworms and wax moth larvae. Science of The Total
Environment, 735, 139521. https://doi.org/10.1016/J.SCITOTENV.2020.139521
Bombelli, P., Howe, C. J., & Bertocchini, F. (2017). Current Biology Polyethylene bio-degradation by caterpillars of the wax

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moth Galleria mellonella. R292 Current Biology, 27, 283-293. https://doi.org/10.1016/j
Harris, V. W., Anderson, J., & Visconti, B. (2022). Social emotional ability development (SEAD): An integrated model of prac-
tical emotion-based competencies. Motivation and Emotion, 46(2), 226-253. https://do-
i.org/10.1007/S11031-021-09922-1/FIGURES/2
Jamieson, S. (2004). Likert scales: how to (ab)use them. Medical Education, 38(12), 1217-1218. https://do-
i.org/10.1111/J.1365-2929.2004.02012.X
Paasi, J., Salmela, H., Smallwood, J., Wu, J., Yu, Z., & Hong, G. (2019). The Effectiveness of the Methods and Approaches of
ESD for 2030 Sustainable Development Goals; From Analysis of the Questionnaire Survey to the School Teachers.
Journal of Physics: Conference Series, 1417(1), 012072. https://doi.org/10.1088/1742-6596/1417/1/012072
SIPSN - Sistem Informasi Pengelolaan Sampah Nasional. (n.d.). Retrieved June 4, 2022, from
https://sipsn.menlhk.go.id/sipsn/public/data/timbulan
Widodo, A. (2021). PEMBELAJARAN ILMU PENGETAHUAN ALAM Dasar-Dasar untuk Praktik (M. Iriany, Ed.). UPI Press.

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ORAL PRESENTATION
#123 Environmental issues presented in middle school science textbooks: the case of South Korea and Brazil
Brenda Braga Pereira, Sangwoo Ha; Kyungpook National University, Korea
brendabragapereira@gmail.com

Our world faces a serious environmental crisis that needs to be solved rapidly. On the fields on environmental education and
science education, there are also efforts to solve the problems we face. This work aims to analyze which environmental is-
sues are presented in South Korean and Brazilian middle school science textbooks. We selected one collection of textbooks
for both countries following recent curriculum. For the analysis, all the mentions of environmental issues were tabulated and
a content analysis, according to Klippendorff (2004), was used. The results show that there are more mentions of environ-
mental issues in the Brazilian textbooks. The two topics most mentioned in the textbooks are preservation and ethics, pollu-
tion and hygiene for both countries. The differences in the presented mentions of environmental issues can highlight some
societal aspects in each country, such as no mention of population growth in Korean textbooks and few mentions of in-
dustrialization and urbanization in Brazilian materials. Also, more activities in the Korean textbooks and more discussions
during the chapter in Brazilian ones can emphasize the curriculum approach and some educational policies in each country.
From these results, we can point out that the countries can learn from each other's different views on environmental educa-
tion, such as considering the neglected topics and the different approaches.
Keywords: Environmental Education, Environmental issues, Science Education, Korean textbooks, Brazilian textbooks.

INTRODUCTION
Education has an important role for the understanding of environmental issues, but this raises the question of how
and where this education has been done. From the beginning of its establishment, environmental education had been asso-
ciated with science education (Gough, 1997). South Korea and Brazil have different histories with environmental education.
Also, both countries have different environments, facing different issues. Based on these considerations, this work aims to
analyze which environmental issues are presented on Brazilian and Korean middle school science textbooks.

METHODOLOGICAL DESIGN
This work is qualitative. Also, this analysis can be understood as a documentary study. For the data, we looked at one
collection of Korean and Brazilian middle school science textbooks, specifically searching for mentions of environmental
issues. The method used for analysis was the qualitative content analysis by Klippendorff (2004). We used the framework on
environmental education contents from Park (2014) for the environmental issues categorization.

RESULT
The results of the environmental issues found in those textbooks can be seen in Table 1 and Table 2.

Table 1. Topics of Environmental issues

Textbooks Korea Brazil
Preservation and Ethics 20 29
Pollution and Hygiene 17 36
Natural Environment 15 13
Resource and Energy 6 9
Industrialization and Urbanization 6 1
Ecosystem destruction 1 13
Population 0 3
Total 65 104

From Table 1, we can see that ‘preservation and ethics’ and ‘pollution and hygiene’ are the most mentioned environ-
mental issues in both countries. But in South Korea, issues related to preservation and ethics appears the most, and in Brazil,
pollution and hygiene arise more. Pollution is a problem that directly affects people's daily life, so it seems to be an essential
issue in both countries. If you look at the content specifically, there are mentions related to different kinds of pollution,
waste, basic sanitation, and use of pesticides.
When it comes to ethics and preservation, once there is the recognition of environmental issues, thinking about how
to preserve the environment is a natural process. It is also part of one of the goals of environmental education. In that sense,
this category mentions related to preservation and conservation of the environment, use of animals, animal trafficking, en-

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dangered species.
Some interesting results, such as no mention of population growth in South Korea, can indicate how a social issue
such as the low birth rate in the country is incorporated into the material. Also, few mentions of ecosystem destruction com-
pared to preservation and ethics could be seen, indicating the focus of environmental education in the country. Only one
mention of industrialization and urbanization in the Brazilian material indicates the difference between the countries. Brazil
has not faced a rapid industrialization rate. On the other hand, pollution and ecosystem destruction are problems for the
country, and preservation is a need to mitigate it, also showing the environmental education focus for the country.

Table 2. Format of environmental issues

Textbooks Korea Brazil
Activities 24 29
During chapter 16 42
Extra (infographics, boxes, notes) 15 33
End of chapter 7 0
Introduction of chapter 3 0
Total 65 104

From Table 2, we can see that the environmental issues in the textbooks are presented in different parts of the books.
In the Korean textbooks, there are more mentions of environmental issues in the activities. Which can show a more practical
way of approaching those issues. In the Brazilian textbooks, most mentions are discussed during the chapter, which can in-
dicate that it is articulated with the content. The number of comments of environmental issues is lower in Korean textbooks.
According to the Brazilian regulations, environmental education must be taught integrated into all subjects and in all grades,
which reinforces its higher appearance in the material. Also, when comparing South Korea and Brazil, the countries have dif-
ferent environments, facing different issues. Both countries have different ecosystems, histories, and development, leading
to different ways of conceiving their education and regulations.

CONCLUSIONS
Researching environmental education in two countries with ecological, economic, political, and cultural differences
is interesting to see how these differences are integrated into the curriculum, material, and professional practices. It can also
help to bring different perspectives on the field for both countries. The two countries can learn a lot from each other's differ-
ent views on environmental education.
First, both countries can consider the relatively neglected environmental topics. For example, ecosystem destruction
and population are topics that need more mentions in the Korean textbooks, and for the case of Brazil, discussions about in-
dustrialization and urbanization can be more considered. Second, Korean textbooks need more explanation of the environ-
ment during the chapter to emphasize the importance of the issues. Brazilian textbooks could have more activities to match
the discussions that appear during the chapter and give students a place to express the topics learned.

REFERENCES
Gough, N. (1997). Curriculum Development in the Postmodern Era Transformative Curriculum Leadership. Curriculum
Perspectives, 17, 80-81.
Krippendorff, K. (2004). Content analysis: An introduction to its methodology. 2nd Edition. Sage publications.
Park, H. (2014). Comparison of Environmental Education Contents in Science Textbook between Korea and Illinois State in
USA-Focused on Environmental Education Contents of 3 rd~ 6 th Grades. Journal of Korean Elementary Science
Education, 33(3), 453-463.

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ORAL PRESENTATION
SESSION 15: [S4] Science education for undergraduate or graduate school students

#145 First-Year Experience Program For STEM Human Resources—Next Generation Science Standards,
Concepts, And STEM Backgrounds
Tomotaka Kuroda; Okayama University of Science, Japan; Tama University, Japan; Shizuoka University, Japan
tomotaka@kuro-mori.jp

Japan is undergoing a transformation in higher education policies and education system. This paradigm shift fosters a “zest
for life” and “three elements of academic proficiency.” In addition to knowledge and skills in specialized fields, exceptionally
high social skills are required to develop human resources (HR) for science, technology, engineering, and mathematics
(STEM) due to such changes in policies. To expand the first-year experience program for STEM HR, this study examined
whether social skills can be enhanced by including a design that focuses on the learning background of STEM HR in course
content. A survey was conducted among first-year students in Japan, focusing on social skills and recognizing Next
Generation Science Standards (NGSS) practices. The t-test revealed a significant difference in ten out of 11 items, concern-
ing growth in social skills, and four out of eight items, concerning shortened class schedules, at the 10% level. The findings
suggested that effective learning can occur within a short period with flexibility. Further data and research are required to
elucidate students’ learning views and backgrounds.
Keywords: Curriculum, Higher education, STEM education, Human Resources

INTRODUCTION
Japan’s higher education policies and education system have been undergoing large-scale transformation, fostering
a “zest for life” and “three elements of academic abilities.” Thus, Japanese models of competencies and abilities should be
maintained in higher education for continuity with primary and secondary education (Central Council for Education, 2014).
In response to such changes, the development of science, technology, engineering, and mathematics (STEM) human
resources (HR) currently involves exceptionally high levels of social skills in addition to knowledge and skills in specialized
fields. Thus, a solid education is required from the first year (e.g., PCAST, 2012). The United States, for example, sets stand-
ards (Next Generation Science Standards; NGSS) at the K-12 level. NGSS has a substantial impact not only on K-12 but also
on higher education.
To expand the first-year experience program for STEM HR, the study examines whether social skills can be enhanced
by including a design that focuses on the learning background of STEM HR in course content. The study poses the following
research questions:
RQ1: What is the effect of the program on social skills development?
RQ2: Can class schedules be shortened by focusing on the characteristics of learners?

OVERVIEW
Ehime University is a national university in Japan. In 2019, the faculty of science was reorganized, and Freshman
Seminar A was extensively renewed and designed to provide the basic skills necessary for students not only to survive in uni-
versity life but also to avoid accidents and difficulties. Therefore, the following aspects were designed: (1) acquiring “basic”
academic skills, (2) strengthening the role of first-year education with a “short-term” start schedule, which involves cost re-
duction by reducing the number of teachers and shortening the start period, (3) increasing opportunities for learners to
speak and strengthening active learning within small groups, and (4) utilizing senior students. In addition, based on the
“science and engineering practices” of NGSS, the study examined and created class objectives, goals, and contents.

METHOD
The analysis was performed based on students’ self-evaluation of the degree of achievement in terms of NGSS practi-
ces and peer evaluation of growth in social skills before and after the course. For peer evaluation, the students answered a
summative evaluation of the group work members and poster-making sessions during the program. Self-evaluation refers to
the perceived degree of accomplishment of eight practices. The items were rated using a five-point Likert scale (5 = very
much; 4 = much; 3 = some; 2 = not much; and 1 = not at all). In terms of growth in social skills, the study adopted the 11
items in Kuroda and Kumano (2018), based on “Fundamental Competencies for Working Persons” (METI, 2006). The items
were rated using a four-point Likert scale (4 = very much; 3 = much; 2 = not much; and 1 = not at all). Averages were calcu-
lated for both sets. In 2018, the number of respondents was 228. In 2019, the numbers reached 236, 232, and 231 before,
during (13th class out of 15), and after the program, respectively.

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RESULTS AND DISCUSSION
Table 1 summarizes growth in social skills. The t-test revealed that ten items displayed a significant difference at the
10% level. The program was designed to focus on the basic skills required among college students based on the STEM HR
background. The study infers that the ability to apply rules and regulations did not exhibit a significant difference, possibly
due to the lack of sufficient opportunities to implement the rules for practice inside and outside the classroom.
Table 2 focuses on class schedules. The t-test indicated that four items showed a significant difference at the 10%
level. Course content related to research activities was less for 2019 than in 2018 due to the increased focus on the basic
skills of STEM HR, which may have resulted in the abovementioned values for 2019.

Table 1. Growth of social skills in the program (t-test)

Before (Self) Mid (Peer)
t df
Mean (SD) Mean (SD)
1 Ability to influence *** 2.98(0.655) < 3.44(0.594) -7.872 459
2 Flexibility *** 2.96(0.603) < 3.40(0.589) -7.921 461
3 Ability to control stress *** 3.12(0.639) < 3.38(0.636) -4.307 460
4 Planning skill / Execution skill *** 2.76(0.658) < 3.37(0.584) -10.524 457
5 Ability to apply rules and regulations 3.44(0.584) 3.45(0.596) -0.316 461
6 Initiative / Creativity *** 2.92(0.718) < 3.33(0.633) -6.416 458
7 Ability to deliver messages *** 2.63(0.663) < 3.40(0.620) -12.981 460
8 Ability to listen closely and carefully *** 3.24(0.600) < 3.48(0.605) -4.335 460
9 Flexibility * 3.25(0.627) < 3.40(0.566) -2.637 461
10 Ability to detect issues *** 2.94(0.562) < 3.37(0.591) -7.865 456
11 Ability to grasp situations *** 2.98(0.622) < 3.42(0.607) -7.772 461

※ * : p <.1 : p <.005 *: p <.001

2018 2019
t df
Mean (SD) Mean (SD)
1 Asking questions (for science) and defining problems (for engineering) 3.82(0.844) 3.84(0.775) 0.289 454
2 Developing and using models 3.64(0.845) 3.68(0.864) 0.402 455
3 Planning and carrying out investigations 3.79(0.867) 3.73(0.870) -0.715 453
4 Analyzing and interpreting data 3.88(0.857) 3.84(0.785) -0.448 455
5 Using mathematics and computational thinking ** 3.28(1.03) < 3.62(0.941) 3.77 455
6 Constructing explanations (for science) and designing solutions (for engineering) ** 3.64(0.867) < 3.86(0.817) 2.79 453
7 Engaging in argument from evidence * 3.71(0.826) < 3.85(0.830) 1.82 455
8 Obtaining, evaluating, and communicating information * 3.89(0.876) < 4.03(0.821) 1.710 455

※ * : p <.1 : p <.005 *: p <.001

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REFERENCES
Central Council for Education. (2014). Universal reform of high school education, university education and university en-
trance 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]. MEXT.
Kuroda, T. & Kumano, Y. (2018). A study of social skills training program designs for STEM students in global society: fo-
cuses on evaluation and curriculum design. Journal of Science Education in Japan, 42, 82 - 99.
Kuroda, T. (2020). Action researches of First Year Experience of the STEM human resource community in Higher Education:
An Approach to ensure the capacity building of Key Competencies in the STEM human resource community
[Unpublished doctoral dissertation (13801-1162)]. Graduate School of Science and Technology, Shizuoka University.
Ministry of Economy, Trade and Industry. (2006). Study group on fundamental competencies for working persons - [Interim
Report]. METI.
President’s Council of Advisors on Science and Technology. (2012). Engage to excel: Producing one million additional col-
lege graduates with degrees in science, technology, engineering, and mathematics. PCAST.

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#188 Assessing Metacognitive Self-Reports: The Relationship Between MAI and Confidence Accuracy on
Reasoning Task
Sarah Meilani Fadillah, Minsu Ha; Kangwon National University, Korea
sarahmf@kangwon.ac.kr

During learning activities, students can utilize metacognitive skills to acquire, retain, and transfer new knowledge.
Metacognitive skills, moreover, are essential in more general settings. It helps people in decision making, grasping problems,
and solving these problems in everyday situations. However, in order to effectively identify the optimal method for solving an
issue, one must be able to think reasonably because metacognitive is a high degree of competence. Self-report evaluation is
commonly employed to gather information regarding metacognition; nevertheless, investigations have revealed a mismatch
between actual ability and metacognitive outcomes obtained by self-report assessment. This study is concerned with the reli-
ability of the metacognitive measurement findings acquired from the self-report assessment, thus, we attempt to explore
whether the self-report metacognitive instrument are correlated with confidence judgment on reasoning tasks. Nineteen
items of Metacognitive Awareness Inventory (MAI) together with 20-items of scientific formal reasoning test (FORT) which
are also equipped with a confidence rating were administered to 572 undergraduate students in Indonesia. Metacognitive
data from the source together with calibration between reasoning score and confidence rating were further analyzed with
correlation analysis. The findings revealed that MAI results are not significantly related to confidence judgment on reasoning
abilities. Accordingly, the calibration of reasoning outcome and confidence ratings that come with the metacognitive self-re-
port instrument offer new and meaningful insights on interpreting metacognitive measurement.
Keywords: confidence accuracy, Dunning-Kruger effect, metacognitive, overconfidence bias; scientific reasoning

INTRODUCTION
Researchers have conducted various strategies in order to measure metacognitive ability including self-report ques-
tionnaires, however, metacognitive is not an easy thing to observe (Craig, et al., 2020). Individuals in the bottom quartile of
logical reasoning tend to evaluate their accuracy to be just above average, but those in the top quartile tend to under-
estimate their performance (Kruger & Dunning, 1999). Since people have a tendency to exaggerate their level of perform-
ance, self-report measures of thinking disposition may be inaccurate (Critcher & Dunning, 2009). A propensity for misalign-
ment in one's own capacity is inevitable, whether someone is a high or low performer. According to this issue, this study has
focused on providing more inclusive findings to accompany metacognitive self-report instrument. In one study about meta-
cognitive inventory, Harrison and Vallin (2017) had implied that other measures should accompany self-report meta-
cognitive in order to create an accurate metacognitive self-monitoring. Thus, this study attempts to examine the correlation
between metacognitive self-monitoring and confidence accuracy on reasoning task.

RESEARCH METHOD
The participants were 572 undergraduate students from two universities in Indonesia who were actively enrolled in
science education related majors. The self-monitoring metacognitive instrument in this study consists of 19 items of MAI
(Harrison & Vallin, 2017) with a 5-Likert scale ranging from strongly disagree to strongly agree. The reasoning measurement
consists of 20 items from FORT (Kalinowski & Willoughby, 2019) with confidence rating scale in each reasoning item with a
5-Likert scale ranging from strongly not confident to strongly confident. Instrument validity that was examined using Rasch’s
model indicated that MAI and FORT had high and medium reliabilities respectively. The confidence accuracy on reasoning
test was done as follows: (1) Reasoning items that were correctly responded with one to two in confidence scale are cali-
brated as correct and low confidence and this calibration will be further called high confidence low knowledge (HCLK). (2)
The correct reasoning answers with three to five in confidence scale were calibrated as high confidence and high knowledge
(HCHK). (3) The incorrect reasoning answer with low confidence was called low confidence low knowledge (LCLK). (4) The
incorrect reasoning answer with high confidence was calibrated as low confidence high knowledge (LCHK). Pearson’s corre-
lation was run to examine the association between the variables.

RESULT AND DISCUSSION

Table 1. indicates that college students in this study sample scored relatively low in the reasoning task (M=.34,
SD=.149) and moderately high for metacognitive (M= 3.75, SD=.495) and confidence levels (M= 3.64, SD=.504). In terms
of correlation analysis, metacognitive was significantly found to have positive correlation with confidence but negative cor-
relation with the reasoning (r=.383 , p<.001 and r= -.101, p=.019, respectively). Additionally, students who correctly an-
swers reasoning question with high confidence was found to be not significantly negative to either knowledge (r=-.025 ,
p=.56) or regulation factor (r=-.049, p=.25). Further, students who incorrectly answer reasoning questions with high con-
fidence level were the only positive and significant to both metacognitive factors (r=.237 , p<.001; r=.212, p<.001, knowl-
edge and regulation respectively). The findings show that the metacognitive score obtained by MAI might not always reflect

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ORAL PRESENTATION
the students' actual metacognitive level. Those who are less analytical are not only less proficient at monitoring the con-
fidence accuracy on reasoning task, but they also might be less reliable in self-reporting their metacognitive level. Some con-
cerns need to be thoughtfully reviewed when interpreting metacognition that was measured by self-report instruments like
MAI. For instance, previous research suggested that Indonesian pupils possessed a relatively high level of overconfidence
(Rachmatullah & Ha, 2019). However, this finding does not preclude the use of the MAI, as MAI has been shown to provide
a broad overview to distinguish knowledge and regulation of metacognitive (Craig et al, 2020). Based on the results of this
study, we recommend integrating confidence accuracy in cognitive task such as reasoning to MAI.

Table I. Overview of metacognitive, reasoning, and confidence bivariate correlation

Mean (SD) (1) (2) (3) (4) (5) (6) (7) (8) (9)

Reasoning(1) .34(.15) 1

Confidence(2) 3.65(.50) .185‡ 1

HCHK(3) .32(.15) .950‡ .352‡ 1

LCHK(4) .02(.05) .085† -.540‡ -.229‡ 1

HCLK(5) .57(.17) -.764‡ .327‡ -.621‡ -.397‡ 1

LCLK(6) .09(.11) -.179‡ -.749‡ -.330‡ .488‡ -.497‡ 1

MAI(7) 3.75(.50) -.101† .383‡ -.043 -.183‡ .243‡ -.232‡ 1

Knowledge(8) 3.80(.55) -.087† .398‡ -.025 -.195‡ .237‡ -.242‡ .884‡ 1

Regulation(9) 3.72(.54) -.096† .314‡ -.049 -.146‡ .212‡ -.190‡ .937‡ .665‡ 1

Note: ‡ p<0.01, † p<0.05, ‘no mark’ refers to ‘non-significant’

CONCLUSIONS
Student with strong metacognitive abilities would be able to solve the problem with a well-thought-out strategy.
Consequently, metacognitive ability might serve as a fundamental key in preparing students for the next global challenge.
Hence, a credible method for measuring metacognitive should be developed. The widely used self-report questionnaires
that assess metacognition can be inclined to suspect for a variety of reasons, including students' propensity for over-
confidence, and thus, interpreting the MAI results should be done with utmost judgment.

REFERENCES
Craig, K., Hale, D., Grainger, C., & Stewart, M. E. (2020). Evaluating metacognitive self-reports: systematic reviews of the
value of self-report in metacognitive research. Metacognition and Learning, 15(2), 155-213.
Critcher, C. R., & Dunning, D. (2009). How chronic self-views influence (and mislead) self-assessments of task performance:
Self-views shape bottom-up experiences with the task. Journal of Personality and Social Psychology, 97(6), 931.
Harrison, G. M., & Vallin, L. M. (2018). Evaluating the metacognitive awareness inventory using empirical factor-structure
evidence. Metacognition and Learning, 13(1), 15-38.
Kalinowski, S. T., & Willoughby, S. (2019). Development and validation of a scientific (formal) reasoning test for college
students. Journal of Research in Science Teaching, 56(9), 1269-1284.
Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: how difficulties in recognizing one's own incompetence lead
to inflated self-assessments. Journal of personality and social psychology, 77(6), 1121.
Rachmatullah, A., & Ha, M. (2019). Examining high-school students’ overconfidence bias in biology exam: a focus on the ef-
fects of country and gender. International Journal of Science Education, 41(5), 652-673.

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§ Concurrent Session 2 DAY 1 _ 16:30-17:30 (Korean time) / Monday, July 25, 2022

SESSION 21: [S2] Science education for elementary school and related areas

#150 Elementary School Students’ Mental Models on Dissolution at the Particulate Level
Joyce Chen1, Jing-Wen Lin1, Chih-Ling Chen1,2
1
Department of Science Education, National Taipei University of Education
2
Graduate Institute of Science Education, National Dong Hwa University
jwlin@mail.ntue.edu.tw

This study aims to understand the type and the distribution of elementary school students’ mental models on dissolution at
the particulate level. The researchers surveyed 55 fourth graders through the questionnaire and selected six individuals with
specific mental models for interviews. Students’ responses were categorized into macroscopic, submicroscopic, microscopic,
three types, and nine mental models,. The percentages of each type are as follows: 1. Macroscopic type:
“Disappearance-matter model,” “Unchanged-matter model,” and “Changed-matter model,” a total of three mental models,
accounting for 47.27%; 2. Submicroscopic type: “Material-particle mixture model” and “Visible particle model,” a total of
two mental models, accounting for 34.55%; 3. Microscopic type: “Single neatly particle model,” “Single scattered particle
model,” “Multiple neatly particles model,” and “Multiple scattered particles model,” a total of four mental models, accounting
for 18.19%. The results showed that most of the students belonged to the "changed-matter model"(27.27%), while the
"multiple particles model"(3.64%), the scientific curriculum model, was the least. According to the results of this study, most
of the students have the concept of matter conservation, and more than half of them can view matter as particles. However,
only a few of them have the scientific particulate nature of matter. The implications for science teaching are discussed in the
end.
Keywords: Dissolution, Elementary school students; Mental model; Particulate nature of matter

INTRODUCTION
In the field of natural science in elementary schools, many units involve the concept of microscopic particles, such as
dissolution phenomena and the three states of matter. Samarapungavan, Bryan, & Wills (2017) highlight the importance of
supporting students' thinking about a comprehensive array of macroscopic material phenomena with simple particle
models. This study aims to investigate the types of mental models on dissolution at the particulate level in pre-teaching ele-
mentary school children and to understand the distribution of micro-dissolution mental models in pre-teaching elementary
school children.

METHODOLOGY
Fifty-five fourth-grade students participated in this research. A questionnaire used in related studies (e.g., Hsu & Liu,
2004; Nakhleh & Samarapungavan, 1999) was validated by two professors in chemistry and science education and two sci-
ence teachers in elementary school, was adopted in this research. Six participants with specific mental models were inter-
viewed to understand their mental models. Two authors analyzed questionnaires and transcribed interviews, and the reli-
ability was 83%.

RESULT AND DISCUSSION

The researcher analyzed and organized the data based on the questionnaire result and summarized three types and
nine kinds of mental models on dissolution at the particulate level, as shown in table 1.

Table 1. Microscopic Dissolved Mental Models Summary Table

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ORAL PRESENTATION
Types model Figure Feature description
When dissolving, the substance disappears from
the cup and does not have the concept of
1. conservation of matter.
Disappearance-matter
model

When dissolving, the two substances are intact

in the cup, with the concept of material
2. Unchanged-matter conservation.
Macroscopic
model

When dissolving, the material change process

can be observed by naked eyes, such as shape
3. Changed-matter change, color change, volume change, etc.
model

The solute is not completely dissolved in water,

and small particles are produced in the process.
4. Matter-particle
mixing model

Submicroscopic
The solute is not completely dissolved in water,
and dotted or lumpy particles are produced in
5. Visible particle the process.
model

After dissolving, the cup has one kind of

microscopic particle of solute or solvent, and it is
6. Single neatly particle evenly and neatly arranged in the cup.
model

After dissolving, the cup has one kind of

microscopic particle of the solute or solvent in it,
7. Single scattered and it is dispersed evenly in the cup.
particle model

Microscopic
After dissolving, there are two kinds of
microscopic particles, respectively the solute
8. Multiple neatly and the solvent, in the cup, and both of them
particles model are evenly and neatly arranged in the cup.

After dissolving, there are two kinds of

microscopic particles, respectively the solute
9. Multiple scattered and the solvent, in the cup, and both of them
particles model are evenly scattered throughout the cup.

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Based on the above categories, the results of the questionnaire were categorized for 55 students and the distribution
of mental models on dissolution at the particulate level was obtained as table 2.

Table 2. The distribution of mental models on dissolution at the particulate level

Types Number Percentage(%)
1. Disappearance-matter model 7 12.73
Macroscopic 2. Unchanged-matter model 4 7.27 47.27
3. Changed-matter model 15 27.27
4. Matter-particle mixing model 13 23.63
Submicroscopic 34.55
5. Visible particle model 6 10.91
6. Single neatly particle model 2 3.64
7. Single scattered particle model 6 10.91
Microscopic 18.18
8. Multiple neatly particles model 1 1.82
9. Multiple scattered particles model 1 1.82
Total 55 100.00

CONCLUSION AND RECOMMENDATIONS

The following are the recommendation of the research:
Most students have the concept of conservation.
12.73% of the students thought that the solute would disappear when dissolution occurred and did not have the
concept of substance conservation. 34.54% of the students understood that the solute would not disappear when dis-
solution occurred and had the concept of substance conservation.
For students without the concept of conservation, we can use easily observable phenomena to guide them during
instruction. For example, whether there is a smell in the solution, whether the color has become darker or lighter, and then
ask them to consider why these phenomena occur when the solute is not present.
Most students have the concept of conservation but belong to the macroscopic type.
Students in the "unchanged-matter model" and "changed-matter model" only understand that matter exists in the
cup but cannot to microscopically explain why the solute is invisible in solution when dissolution occurs.
Over half of the students had the concept of particles. However, only a few of them mentioned microparticles.
The students mentioned the concept of particles, including 34.55% for submicroscopic type and 18.19% for micro-
scopic type.
For those submicroscopic type students, we could guide them to think about whether particles can be directly ob-
served, and ask whether smaller particles can be observed if they are enlarged. For the microscopic type students, since they
have a preliminary concept of micro-particles, they can be guided to think about more in-depth questions, such as the ar-
rangement and motion of particles, to facilitate the development of microscopic concepts closer to the scientific model.

REFERENCES
Hsu, L. R., & Liu, C. H. (2004). A study of conceptual formation and development for dissolving in elementary and secondary
school. Chinese Journal of Science Education, 12(3), 265-287. doi:10.6173/CJSE.2004.1203.01
Nakhleh, M. B., & Samarapungavan, A. (1999). Elementary school children's beliefs about matter. Journal of Research in
Science Teaching, 36, 777-805. doi:10.1002/(SICI)1098-2736(199909)36:7<777::AID-TEA4>3.0.CO;2-Z
Samarapungavan, A., Bryan, L., & Wills, J. (2017). Second graders’ emerging particle models of matter in the context of
learning through model-based inquiry. Journal of Research in Science Teaching, 54(8), 988-1023.
doi:10.1002/tea.21394

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ORAL PRESENTATION
#110 Exploring Alignments among International Baccalaureate, Next Generation Science Standards, and the
2015 Science Curriculum of Korea ,Focusing on Elementary Science
Myeong-Kyeong Shin, Gyeong-Pil Kwon, Eun-Jeong Kim; Gyeongin National University of Education, Korea
ejkim508@gmail.com

This study aimed to explore alignments among three curricula based on the contents of the university level curriculum. The
2015 revised curriculum, International Baccalaureate (IB), and Next Generation Science Standards(NGSS) were selected for
this study, and a college textbook was analyzed to compare the curricula. As the age groups studying the curricular were dif-
ferent, we reorganized them according to school ages prior to conducting the study. The results of the analysis were: first,
the contents of the 2015 revised curriculum did not sufficiently elaborate on the natural hazards related to humans, unlike
the university level, IB PYP, and NGSS curricula. Third, there are different ways of introducing scientific vocabulary curricula,
meaning that the number of scientific vocabularies in the 2015 revised curriculum was less than that in the IB, PYP, and
NGSS.
Keywords: 2015 Revised Curriculum, Alignment, Elementary Science, IB, NGSS

INTRODUCTION
The OECD has a significant role in today's international education reform program released in the mid-2000s was a
prototype of competency-based curriculum. Under the circumstance, it would be the opportunity to reflect on 2015 revised
curriculum by reviewing NGSS and the International Baccalaureate Primary Years Program (IB PYP). The purpose of this study
was at the elementary level, the alignment among the 2015 revised curriculum, the IB, and NGSS with the contents of uni-
versity level. In this study, university-level textbooks, the 2015 revised curriculum, the IB PYP, and NGSS were selected as do-
mestic and foreign related literature, and a method was used to analyze them.

RESULTS
Curriculum alignment mapping
Tables 1 and 2 show the results of analyzing how much university-level science content is being dealt with in the ele-
mentary-level 2015 revised curriculum. According to Table 1, in the 3rd and 4th grade levels of the 2015 revised curriculum,
the IB PYP and NGSS mentioned all the details of the Earth that can be seen around our lives but there was no information
about The Oceans, The Atmosphere, Astronomy. Based on analyzing the level of the 5th and 6th grades of the 2015 revised
curriculum, both the 2015 revised curriculum and the IB PYP focus on a few categories (Table 2).

The View of Natural Hazard

Many chapters dealt with natural disasters in relation to humans at the university level. Five categories except ‘Earth
Materials and Time’ and ‘Astronomy ’dealt with natural disasters. On the other hand, the frequency of these contents appear-
ing in the 2015 revised curriculum was low. However, the IB PYP did not use the term natural hazard directly but dealt with
the human impact on the earth system in the trans-disciplinary theme. In addition, the NGSS dealt with natural disasters and
human impacts on the earth system.

The Usage of Scientific Vocabulary

In the 2015 revised curriculum, scientific vocabularies were not clearly presented even though it was the content the
students were learning. In addition, we can find out that NGSS stressed ‘4-ESS2-1. Make observations and/or measurements
to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation’.

DISCUSSION
This study was a comparative analysis of university-level science content appearing in the elementary-level
curriculum. Accordingly, suggestions for the further discussions are as follows.
First, the analysis was conducted according to the school years in the curriculum rather than the typical age. Second,
as a result of analyzing the three, there are differences between the curricula. However, it can be said that this is not a view
of curriculum evaluation, but rather a suggestion for the future direction of our science education. Third, different view-
points on the use of scientific vocabularies appeared between the curricula although there was no significant difference in
the content.

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Table 1. Curriculum Alignment in Grade 3-4 of 2015 Revised Curriculum

The IB Primary
College Textbook 2015 Revised
Years Program NGSS
(Thomson∙Turk, 2012) Curriculum
(PYP)

Earth Systems △ ◎
Minerals
Earth Materials Rocks
and Time Geologic Time: A Story in the Rocks ◎ ◎
Geologic Resources
The Active Earth: Plate Tectonics ◎ ◎

Internal Earthquakes and the Earth’s Structure ◎

Processes Volcanoes and Plutons ◎
Mountains
Weathering, Soil, and Erosion ◎ ◎ ◎
Fresh Water: Streams, Lakes, Ground
○ ○
Surface Water, and Wetlands
Processes Water Resources
Glaciers and Ice Ages
Deserts and Wind
Ocean Basins
The Oceans
Oceans and Coastlines
The Atmosphere: Evolution and
Composition
Energy Balance in the Atmosphere
The
Atmosphere Moisture, Clouds, and Weather
Climate
Climate Change
Motions in the Heavens
Astronomy Planets and Their Moons
Stars, Space, and Galaxies

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ORAL PRESENTATION
Table 2. Curriculum Alignment in Grade 5-6 of 2015 Revised Curriculum

The IB Primary
College Textbook 2015 Revised
Years Program NGSS
(Thomson∙Turk, 2012) Curriculum
(PYP)

Earth Systems
Minerals

Earth Materials Rocks

and Time Geologic Time: A Story in the Rocks ○
Geologic Resources
The Active Earth: Plate Tectonics

Internal Earthquakes and the Earth’s Structure

Processes
Volcanoes and Plutons
Mountains
Weathering, Soil, and Erosion

Fresh Water: Streams, Lakes, Ground

◎
Surface Water, and Wetlands
Processes
Water Resources
Glaciers and Ice Ages
Deserts and Wind
Ocean Basins
The Oceans
Oceans and Coastlines
The Atmosphere: Evolution and
△
Composition
Energy Balance in the Atmosphere ○
The
Atmosphere Moisture, Clouds, and Weather ◎ ◎
Climate
Climate Change

Motions in the Heavens ○ ◎

Astronomy Planets and Their Moons ◎ ◎

Stars, Space, and Galaxies ○

REFERENCES
International Baccalaureate Organization, 2008, Science scope and sequence. Wales, UK: International Baccalaureate.
National Research Council, 2012, A Framework for K-12 Science Education: Practices, crosscutting Concepts, and Core
Ideas. Committee on a Conceptual Framework for New K-12 Science education Standards, Washington, DC:
National Academy Press.
Ministry of Education, 2015, 2015 Revised Science National Curriculum. Ministry of Education. (in Korean)
Thompson, G. R., & Turk, J., 2012, Earth Systems Science 1 (Korean Edition). Seoul, Korea: Bookshill.
Thompson, G. R., & Turk, J., 2012, Earth Systems Science 2 (Korean Edition). Seoul, Korea: Bookshill.

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#157 An Exemplary Informal STEM Project in Japan
Yoshisuke Kumano1,2, Toshihiko Masuda1,2, Yoshiaki Aoki1,2, Takahiro Yamamoto1,2, Yoshiyuki Gunji1,2
1
STEAM Education Institute, Shizuoka University, Japan
2
Shizuoka STEM Academy, JST Fostering Junior Doctor Scientists Project
kumano.yoshisuke@shizuoka.ac.jp

This short paper focuses on the contexts of STEM/STEAM learning in Japan. Many changes and developments have recently
occurred in STEM/STEAM learning, especially since 2016. These changes are described with reference to several drivers, in-
cluding the drive to promote 21st-century skills or competencies. The Japanese prefectural governments and independent
city governments have engaged in local actions connected to STEM/STEAM learning. In this paper, the Shizuoka STEM
Academy which adopts action research is described. This Shizuoka STEM Academy has been conducting for four years in the
informal setting with the governmental funding. For four years, many challenges have been conducted. In order to keep par-
ticipating students into their own research, mentoring are the keys to encourage their motivation. The chapter concludes
with a prediction that there will be country-wide development of systemic reform in Japan. However, communication of
leaders and team members at each school, institutions, universities, and companies, as well as local and national policy-
makers, will be essential to this development. In addition, systemic funding reform is needed to move toward a ‘Society 5.0’,
defined by the Cabinet Office of Japan (2021) as ‘A human-centred society that balances economic advancement with the
resolution of social problems by a system that highly integrates cyberspace and physical space’.
Keywords: STEM/STEAM learning, informal STEM/STEAM education, mentoring system, FD, systemic reform

INTRODUCTION
Many changes and developments have recently occurred in STEM/STEAM learning, especially since 2016. The pro-
motion of 21st-century skills or competencies were carefully embedded into the National Curriculum Standards of Japan in
2015. The changes at the governmental level, including the Ministry of Economy, Trade and Industry (METI) and the Ministry
of Education, Culture, Sports, Science and Technology (MEXT) were conducted after 2016 as the results of “Science,
Technology Basic Law” towards to the Society of 5.0. In this short paper, the exemplary STEM/STEAM learning model with
central and local actions are explained supported by the MEXT. Furthermore, approaches for supporting high-quality
STEM/STEAM learning are discussed.

AN EXEMPLARY STEM PROJECT: SHIZUOKA STEM ACADEMY

The year 2021 represents the fourth year that Shizuoka STEM Academy has been operating. It was established when
JST started a competitive funding system, named the Fostering Next-Generation Scientists Program, which included the
Fostering Junior Doctor Scientists project and the Shizuoka STEM Academy.

Structure of the Shizuoka STEM Academy

The Shizuoka STEM Academy is a one-year program that is open to the public. It is advertised by sending a two-page
announcement flyer to students in grades 5 to 9 at elementary and middle school in Shizuoka Prefecture (Figure 1). We also
included the flyer on the homepage of the Kumano Laboratory at Shizuoka University. Each year, we receive supporting per-
mission for the Shizuoka STEM Academy Program from the Boards of Education of Shizuoka Prefecture, Shizuoka City,
Hamamatsu City, Omaezaki City, Makinohara City, Fujieda City, Yaizu City, Mishima City, and Numazu City.
For the application, students need to write a 400-word essay on their own research conducted in the past years and
their future research interests in the area of STEAM. The Shizuoka STEM Academy consists of three stages: Stage 1.0, Stage
1.5, and Stage 2.0. Stage 1.0 includes two activities— STEM learning model activities in the morning and advising lessons for
individual or group STEM area research in the afternoon. STEM learning was developed through communication and inves-
tigation of the STEM lesson model related to the NGSS. In addition, Prof. Gillian Roehrig and her team from the Minnesota
STEM Education Center have been invited periodically to Shizuoka University for STEM lesson training for our staff. In addi-
tion, the team of Shizuoka STEM Academy visited the Minnesota STEM Education Center and their affiliated STEM schools
in order to understand the management of STEM Academy and conducting researches supported by JSPS (Kumano,
2020-22).

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ORAL PRESENTATION
Figure 1. Two-Page Announcement Flyer Targeting Students in Shizuoka Prefecture

Minimum Elements of STEM Lessons

Our team at the Shizuoka STEM Academy agreed that STEM lessons should at least include a number of elements
(minimum elements) in the context of Japan, namely the intrinsic learning model, conducting practices or inquiries, collect-
ing data, interpretations using scientific, engineering, and mathematical processes, finding solutions or results, presenting
their own findings to others, or engaging in communication outside. Also, in order to extend the motivation, it is found that
mentoring for each student is highly needed by the team of teachers who were trained by the mentor Appointed Professors.

CONCLUSIONS & SHORT DISCUSSION

We have more than 30 universities or research institutions conducting similar informal STEM learning in all of the
country of Japan. All of the organization are finding that systemic reform is the key for each area of Japan. Not only the edu-
cational institutions but also the parts of each community should be connected with the guarantee of funding. It has been
finding that mentoring and communication with real researchers and the family supports are the keys to developing unique
STEM learning. There are steps for success in our Shizuoka STEM Academy. First of all, we have been having human re-
sources who agreed to work together for the goals. This team has many connections with many human relations in our com-
munities at Shizuoka Prefecture and many local city governments. Also, the Appointed Professors were the Lead Researchers
in the special field and then connected with many professors at the Ph.D. Program at Shizuoka University. Those positive hu-
man connections did work for the development of helping students’ researches. Among the 78 participants of 2021, 40
competitive awards were honored from different sources from all Japan competitions and local governmental prizes.

REFERENCES
Kumano, Y. (2021). Reiwa Ninendo Nenndo Junia Doctor Ikuseijyuku Houkokusho [2020 Shizuoka STEM Academy annual
report, junior doctor fostering Juku, fostering next-generation scientists program]. Japan Science and Technology
Agency (in Japanese). http://hdl.handle.net/10297/00028222
Kumano.Y. (2020-2022) The Empirical Research on Theories and Practices Concerning to the STEM Education Innovation
for the Society 5.0, 20H01743, Grant-in-Aid for Scientific Research(B), JSPS.
Yoshisuke Kumano, Status of STEM/STEAM Learning in Japan, published in Concepts and Practices of STEM Education in
Asia - Teachers, Teaching and Student Learning, edited by M.H.M. Cheng, A. Jones, & C. Buntting, 2022, The
Springer Nature Singapore Pte Ltd. [ in print]
Cabinet Office of Japan. (2021). Kagakugijyutsu Innovation Kihon Keikaku [Science, technology, and innovation basic plan].
Government of Japan. https://www8.cao.go.jp/cstp/kihonkeikaku/6gaiyo.pdf

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SESSION 22: [S3] Science education for secondary school and related areas

#118 A Tale of Two Progressions: Students’ Learning Progression of the Particle Nature of Matter and
Teachers’ Pedagogical Content Knowledge about the Progression
Yi-Xuan Liu, Meng-Qi Yuan, Yi Yang, Jian-Xin Yao; Department of Physics, Beijing Normal University, China
202121140002@mail.bnu.edu.cn

Learning progressions (LPs) provide researchers with a robust framework to describe the process of students’ cognitive de-
velopment in science and provide teachers with an effective reference to help students’ competences develop. In science ed-
ucation, the understanding of the particle nature of matter (PNM) is important, as it affects students’ conceptualization of
matter and, over the long term, the entire view of science. Developing a systematic understanding of the PNM is not easy
and requires an effective instructional design. Teachers’ instructional design is heavily influenced by their pedagogical con-
tent knowledge (PCK). Therefore, this study first tested and refined students’ LPs of PNM. Then, with the lens of LPs, we in-
vestigated teachers’ PCK in PNM. The results show that students’ LPs of PNM in teachers’ minds are partly different from stu-
dents’ actual situations, as most teachers have not been sufficiently informed of students’ conceptual understanding of PNM
and especially lack the knowledge of students’ understanding in PNM at the lower level. When designing instruction, some
teachers did not have an awareness of LP-based instructional design and sometimes neglected students’ conceptual devel-
opment, even though they sometimes could design some instruction linking the microlevel and macrolevel views of matter.
This study ends with some suggestions for supporting teachers’ professional development and developing educative teach-
ing materials.
Keywords: Learning progression, Middle school physics, Particle nature of matter, Pedagogical content knowledge

INTRODUCTION
Background
Promoting the development of students’ core competencies is the major concern of today’s education reform, which
has received widespread attention from various countries (e.g., European Commission, 2012; Ministry of Education [MOE],
P. R. China, 2014; OECD, 2005). The importance of learning progressions in promoting students' core competencies is in-
creasingly recognised by researchers (e.g., Authors, 2014, 2018; Duschl, Maeng, & Sezen, 2011; Jin et al., 2019; Krajcik,
2012), while teachers' understanding and use of LPs can also influence LPs to fulfil their potential (Jin et al., 2019).
Matter is a big idea in science, the particle nature of matter (PNM), which is the core content affecting students’ con-
ceptualization of matter, is the key to developing a deep understanding of science (Feynman, 1995; Tsaparlis & Sevian,
2013). How teachers understand students’ LPs of PNM, which is part of their PCK, can influence their instructional design.
Therefore, our research conducted two successive studies on students’ LPs of PNM (Study 1) and teachers’ pedagogical con-
tent knowledge about the progression (Study 2).

Study 1: Students’ LPs of PNM

Theoretical Framework and Methods
Study 1 followed a data-driven research paradigm, as shown in Figure 1, of which the hypothetical framework syn-
thesized the K-9 part of previous studies on LPs of PNM (e.g., Hadenfeldt et al., 2016; Merritt, & Krajcik, 2013; Smith et al.,
2006), primary school science standards (MOE, 2017) and junior middle school science standards (MOE, 2011) into a
four-level framework (Figure 2).

EASE 2022 / ORAL PRESENTATION SESSION 2 _ DAY 1, Jul 25 Ÿ 89

ORAL PRESENTATION
Figure 1. The research circle in the assessment-based approach for LP development

Constructing a
Hypothetical LPs

Rev n test Core

s
oo l
m e p in g
Idea
Figure 2. Hypothetical learning progressions of the PNM
o
isin

nt t
Ass evelo
g L esults
Ps
r

e ss
D
Bas
ed

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Then we developed a paper-and-pencil test to validate the hypothesis and to describe the progression states of the
sample students, the test was administered to N=452 grade 8-9 students from a city in northern China, and later combined
with Rasch analysis (Winsteps) and other statistical tests (spss) to examine the reliability and validity of the test.

Result and Discussion

The results showed that most students were distributed in Level 2 - Level 4 (Table 2). The largest number of students,
58.8% of the total sample, were at Level 3, the Association level.

Table 1. The distribution of the sample students at each level of the LP.
Level Range of ability value Percentage Sample mean ability value
Level 4 > 1.105 23.0% 2.34
Level 3 -1.535 —1.105 58.8% -0.34
Level 2 -2.88 — -1.535 17.3% -1.88
Level 1 < -2.88 0.9% -3.13

Then, we generated the Figure 3 to present the distribution of students by grade.

Figure 3. The distribution of sample students by grade at each level.

Study2: Teachers’ PCK of PNM

Theoretical Framework and Methods
Based on the results of Study 1, Study 2 used questionnaires and interviews to investigate teachers’ PCK of PNM, with
a specific focus on how teachers perceive their students’ LPs of PNM. The set of questionnaires is composed of two parts: (1)
teachers’ views of students’ understanding of PNM and (2) teachers’ PCK for improving students’ PNM understanding. And
we conducted a semi-structured interview with teachers on the key points of the questionnaire. Sixty-eight secondary school
physics teachers participated in the questionnaire, six of whom were involved in follow-up interviews.

Results and Discussion

1. teachers’ perception at the upper level of LPs is more consistent with students’ actual LPs of PNM, while their
knowledge about students’ lower-level performance is fragmented and insufficient. Additionally, teachers’ knowledge of
student post-teaching performance was more systematic than their knowledge of students’ pre-teaching performance.
2. All interviewed teachers (6/6) derived their knowledge about student performance primarily from their own expe-
rience, accumulated through daily questioning, practice, and testing of students.
3. Teachers' teaching sequence choices were generally consistent with the LPs of the PNM. Also, a detailed analysis
of the teaching sequences of teachers of different teaching ages revealed a greater diversity of sequence choices with in-
creasing teaching age.
CONCLUSIONS

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ORAL PRESENTATION
This study contains two parts, one on students’ LPs and one on teachers’ perceptions of students’ progression. In the
first part, the assessment results indicated that the performance of the sample junior high school students from China gen-
erally matched the LPs for PNM developed by previous research in Germany and the USA (e.g., Hadenfeldt et al., 2016;
Merritt, & Krajcik, 2013). It confirms that there are no significant cross-cultural differences in the LPs of core scientific ideas.
LP-based assessment and learning analysis have the potential to provide a robust framework for more systematic interna-
tional comparisons of science education and assessment of educational progress. The results of Study 2 show that the sam-
ple teachers’ perceptions of students’ progressions were inadequately comprehensive and differed from the actual situation
of students, and they did not pay enough attention to students’ preconceptions. The sample teachers did not know how to
design and adjust their teaching according to the progression of students’ understanding to achieve the teaching objectives
more efficiently, they need the help of LPs in facilitating students’ progressions.

REFERENCES
Authors (2014). Journal of Educational Studies
Authors (2018). Journal of Research in Science Teaching
Duschl, R., Maeng, S., & Sezen, A. (2011). Learning progressions and teaching sequences: A review and analysis. Studies in
Science Education, 47(2), 123-182. https://doi.org/10.1080/03057267.2011.604476
Feynman, R. P. (1995). Six easy pieces: Essentials of physics, explained by its most brilliant teacher. Helix Books.
Hadenfeldt, J. C., Neumann, K., Bernholt, S., Liu, X. -F., & Parchmann, I. (2016). Students’ progression in understanding the
matter concept. Journal of Research in Science Teaching, 53(5), 683-708. https://doi.org/10.1002/tea.21312
Merritt, J., & Krajcik, J. (2013). Learning Progression Developed to Support Students in Building a Particle Model of Matter.
In Tsaparlis, G., & Sevian, H. (eds), Concepts of Matter in Science Education (pp.11-45). Springer.
Smith, C. L., Wiser, M., Anderson, C. W., & Krajcik, J. S. (2006). Implications of Research on Children’s Learning for
Standards and Assessment: A Proposed Learning Progression for Matter and the Atomic-Molecular Theory.
Measurement Interdisciplinary Research & Perspectives, 4(1-2), 1-98. https://do-
i.org/10.1080/15366367.2006.9678570

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#166 Evolution: The Content and Way of Teaching in Indonesia, Thailand and Taiwan
Murni Ramli1, Meng Tzu Cheng2, Sittichai Wichaidit3, Baskoro Adi Prayitno1, Muzzazinah Muzzazinah1, Joko
Ariyanto1
1
Universitas Sebelas Maret, Indonesia
2
National Changhua University of Education, Taiwan
3
Thammasat University, Thailand
mramlim@staff.uns.ac.id

To teach or not to teach about Evolution becomes a debate among educators, especially in a country where religion has a
strong influence. The contradictive issue is about human evolution and creationism. This study aims to compare the evolu-
tion curriculum in Indonesia, Taiwan, and Thailand, and the teaching strategies. The study was started from the analysis of
the curriculums: the 2013 Curriculum of Indonesia, the Basic Science Curriculum of Thailand, and the 12-years Basic Science
Curriculum of Taiwan to identify the scope and sequence of the Evolution concepts. Then, the method of teaching was map-
ped through the online focus group discussion, which involved two high school teachers from Thailand, four junior high
school teachers from Taiwan, and three high school teachers from Indonesia. According to the curriculum analysis, the topic
of evolution in three countries has two strands, i.e., earth evolution and organism evolution. Earth evolution is introduced in
different grades and subjects. Indonesian students learn the topic in the 10th Grade the Geography, Thai students in the
10th to 12th Grade in science, and Taiwanese students do it in the 7th to 9th Grade. While the organism evolution is taught
in the 12th Grade in Indonesia, and the 10th to 12th Grade in Thailand and Taiwan. The concepts taught in organism evolu-
tion are relatively similar, while the way of teaching is diverse. It covers theories of evolution, fossils, natural selection, pop-
ulation genetics, specification, the pattern of evolution, evolution mechanism, and human evolution. Gaming is the media
used by Taiwanese teachers, and a simulation to learn natural selection and fossils investigation. Meanwhile, Thai teachers
used experiments for teaching genetics and fossils. While Indonesian teachers prefer discussions, a simulation, and visiting
the Sangiran Site-world heritage of fossils man- to learn hands-on activities on searching and handling the fossils.
Creationism is discussed in Indonesia in the religious course, but teachers tend to avoid debating the issue in biology class.
Keywords: Evolution, high school, biology, teaching, fossils

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ORAL PRESENTATION
#122 The Characteristics of Inquiry in Science Education in Japan: Focusing on the Period from the 1960s to 1970s
Yusei Nomura1, Kousuke Shimada1, Tetsuo Isozaki2
1
Graduate School of Humanities and Social Sciences, Master Program, Hiroshima University, Japan
2
Graduate School of Humanities and Social, Hiroshima University, Japan
m214259@hiroshima-u.ac.jp

Inquiry-based learning (IBL) has been emphasized in science education since the 1960s. In Japan, inquiry was deemed to be
well implemented by the Third International Mathematics and Science Study (TIMSS) 1999 Video Study, and it was in-
troduced from the West through a strong influence in the 1960s. The term “inquiry” has different meanings across different
contexts and times. This study analyzes how Japanese researchers interpreted the Western term “inquiry” and why the proc-
ess of inquiry was important for learning science in there two periods. To achieve this, we analyzed the Course of Study and
literature on IBL.
We found that the process of inquiry as a scientific method, which can be identified as “inquiry as a pedagogical technique”,
has been emphasized since the 1960s. In particular, “the process of inquiry” as a scientific method intended to help students
develop basic scientific concepts.
Keywords: inquiry, process of inquiry, scientific method

INTRODUCTION
The latest revised Course of Study for science (Rika) in secondary schools in Japan emphasizes inquiry-based learning
(IBL). In 2006, the National Center for Education Statistics (NCES) analyzed TIMSS 1999 Video Study of Eight-Grade Science
Teaching. According to the NCES (2006) survey, Japanese students had more opportunities for practical activities in science
lessons than other countries. Moreover, NCES (2006) noted that Japanese science lessons typically focused on developing a
few ideas by making connections between ideas and evidence through an inquiry-oriented, inductive approach in which da-
ta were collected and interpreted to build up to scientific concepts. Thus, Japan is assessed as a country in which inquiry is
well implemented.
In Japan, IBL was firstly introduced from the West as a strong influence on curriculum reform after the launch of the
SputnikⅠin 1957. Ogawa (1992) noted that the origins of inquiry in Japan can be traced to the revision of the Course of
Study for lower secondary science in 1968. Therefore, this study aims to clarify the characteristics of inquiry in the 1960s and
1970s and the origins of inquiry in Japan, and to gain insight into inquiry, which is also emphasized in the latest Course of
Study.

RESEARCH QUESTIONS AND METHOD

We set up the following research questions: How did Japanese researchers interpret the Western term “inquiry”?; and
why was the process of inquiry important for learning science in these two periods? To solve these research questions, we
analyzed the Course of Study and literature on IBL.

RESULTS
Inquiry in science education: international perspectives
Although inquiry has many meanings in the context of science education, Rutherford (1964) and Adb-El-Khalick et
al. (2004; 2015) suggested two concepts of inquiry in Western science education: “inquiry as a pedagogical technique (as
means)” and “inquiry as content (as ends).” The former refers to inquiry as an instructional approach intended to help stu-
dents develop understanding of science content using the method of scientific inquiry. The latter refers to inquiry as an in-
structional outcome: students learn to conduct inquiry in the context of science content and develop an epistemological un-
derstanding of the nature of science and the scientific knowledge, as well as relevant inquiry skills. In other words, there are
two ways of viewing the inquiry: as means focusing on the scientific method and as ends for the development of knowledge,
skills, and attitude.

Interpretation of inquiry in Japan

The Course of Study for lower secondary science in 1968 clearly stated its aims to have students understand basic sci-
entific concepts and acquire a scientific method through the process of inquiry. The two policies of the revision of the Course
of Study were: to select the contents carefully and emphasize basic scientific concepts; and to emphasize the process of in-
quiry and a scientific method (Monbusho, 1970).
Kobayashi (1978), who was a member of the Ministry of Education at that time, defined inquiry as a learning that
aims to have students fully explore natural things and phenomena on their own by acquiring a scientific method through the

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process of inquiry, and to form knowledge that is organized according to basic scientific concepts. Furihata (1974: 17-18),
who was a professor of science education, noted that “Inquiry” emphasizes the process of inquiry as the basis of a scientific
method. Consequently, it can be interpreted that the process of inquiry was important for learning science to form knowl-
edge based on basic scientific concepts and to acquire scientific concepts.

CONCLUSIONS
Because of the influence of Western science education, a scientific method which can be identified as “inquiry as a
pedagogical technique”, has been emphasized in the Course of Study for lower secondary school science since the 1960s. In
particular, “the process of inquiry” as a scientific method intended to help students develop basic scientific concepts.

REFERENCES
Adb-El-Khalick, F., BouJaoude, S., Duschl, R. A., Hofstein, A., Lederman, N. G., Mamlok, R., Niaz, M., Treagust, D., & Tuan,
H. (2004). Inquiry in science education: international perspectives. Science Education, 88(3), 397-419.
Adb-El-Khalick, F., Lederman, N. G., & Schwartz, R. (2015). Inquiry, as a curriculum strand. In Gunstone, R. (Ed.).
Encyclopedia of Science Education. Dordrecht: Springer, 510-514.
Furihata, K. (1974). Tankyu gakusyu no rironn to houhou, Meijitosho shuppan. [in Japanese]
Kobayashi, M. (1978). Dai 3 syou tankyuu gakusyu, Kaitei atarasii rikasidouhou no souzou: kihonnruikei to jissennrei, Igami,
T., Kobayashi, M., Morikawa, H. (Eds.), gakusyuukennkyuusya, 106-119. [in Japanease]
Monbusho (Ministry of Education, Science and Culture). (1970). Chugakkou gakusyu shidousyo rika hen (Course of study
for upper secondary school science: Guideline). Dainippon Tosho. [in Japanease]
National Center for Education Statistics. (2006). Highlights from the TIMSS 1999 video study of eighth-grade science
teaching. Retrieved from https://nces.ed.gov/pubs2006/2006017.pdf (accessed 2022. 4. 13.).
Ogawa, M. (1992). Tannkyu gakusyuronn, Rika kyoiku kouza 5: rika no gakusyuuronn (ge): Society of Japan Science
Teaching (Ed), 1-104. [in Japanease]
Rutherford, F. J. (1964). The role of inquiry in science teaching. Journal of Research in Science Teaching, (2), 80-84.

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ORAL PRESENTATION
SESSION 23: [S3] Science education for secondary school and related areas

#115 A Project-Based Learning Approach for Physics Instruction in High School: Measuring the Refractive
Index of Seawater
Tianjiao Cai, Ying Luo; Department of Physics, Beijing Normal University, China
caitj@mail.bnu.edu.cn

In this research, we apply project-based learning (PBL) in the practice of geometrical optics instruction in high school. The
driven question of the practice is how to measure the refractive index of seawater and develop a measurement plan. This
practice was implemented through three instructional stages: project splitting, problem-solving, and achievement displaying.
The students proposed six different measurement plans at the end of the instructional period, demonstrating strong creativity
and potential, which is difficult to be observed and cultivated in the traditional teaching approach. This work displays the val-
uable advantages of applying PBL in physics instruction in high school. Teaching physics by project method is helpful to devel-
op students' comprehensive core science literacy and cultivate social citizens with problem-solving abilities.
Keywords: Project-based Learning, High School Physics Instruction, Refractive Index of Seawater

INTRODUCTION
Geometric optics is one of the most important parts of physics instruction in high school, which is the basic content
of optics and one of the important branches of physics. It's important to help high school students build geometric optical
knowledge systems facilitating students' scientific thinking and physical modeling ability.
In recent years, although physics teachers have paid much attention to the experimental exploration of the refraction
and total reflection of light in the instructional design of high school physics optics teaching, students are completely under
the guidance of teachers and learn only one experimental scheme in traditional teaching approach. Moreover, the evalua-
tion methods are generally summative assessments such as paper-pencil testing and lack of process assessments.
It has become an international consensus in science education that PBL can effectively promote the development of
core literacy and is beneficial to the interest development, knowledge learning, and ability enhancement of students. After
continuous exploration and practical research, we creatively proposed a novel model of high school physics instruction based
on projects and applied it to high school physics instruction.

METHODS
Context
In this research, a PBL approach was applied to the course of measuring the refractive index of seawater which is a
part of high school physics instruction to develop students' scientific thinking and scientific inquiry core literacy. In this prac-
tice, we focus on four points: (1) geometrical optics unit instructional design around the model of reflection and refraction
of light at an interface; (2) problem-driven instruction throughout the project; (3) a combination of in-class and out-of-class
methods to prompt students' initiative and autonomy; (4) a combination of group self-assessment, mutual assessment of
other groups and teacher assessment.

Participants
The students in Qingdao No. 39 middle schools in the second year of senior high school were selected for the
instruction. /This school has also been known as the Attached Middle School of China Ocean University, whose students live
by the sea and possess much interest in the sea. /The selected students do not have a clear understanding of optics. It is not
clear what role this knowledge had in life and production for students. Moreover, the knowledge in students' minds did not
form a system. Considering gender and physics learning ability, at the beginning of the class, students were divided into six
small groups with five students in each group.

Procedure
In the project interpretation splitting stage, the teacher introduced in detail the tasks required to complete in this
project and clarified the markers for project completion in detail. Each group should design a scientific and reasonable meas-
ure plan, measure the refractive index of seawater according to this plan, analyze the data to achieve the measurement val-
ues of the refractive index of seawater, and evaluate the error between measurement values and actual values. The project
was split into three tasks; task 1: Understand the meaning of the refractive index? Task 2: Think what method can be used to

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measure the refractive index of seawater; Task 3: Design an experimental plan for measuring the refractive index of sea-
water and apply it in practice.
The problem-solving stage was consisted of two experimental inquiry sessions and one practical application session
to complete each of the three tasks mentioned above in the assignment. The stage of displaying achievements gave students
the opportunity to show their project plan in a five-minute classroom presentation in small groups.

RESULTS AND DISCUSSIONS

All six groups designed and implemented their plans, resulting in six characteristic project designs. As shown in Table
1, six measurement plans are the results of PBL. The program achievement of each group can be divided into two categories
according to experimental principles. Plans I, II, and III use the law of refraction and plans IV, V, and VI use the principle of to-
tal reflection.
Some of these plans are based on textbooks, such as plan 1, some are adapted from textbook experiments, such as
plan 4 and plan 5, and some are developed by students outside of class, such as plan 6. These plans vary in difficulty, allow-
ing students of all levels to develop their abilities.

CONCLUSIONS
The results of the project fully demonstrate students' creativity and potential. The instructional effects are better than
traditional physics instruction which proved that PBL is an effective way to promote the development of physics core literacy
in students and provided strong evidence for the introduction of PBL into the general high school physics classroom.

Table 1. Principles of the six-group design plan

Plan I: Pinning method Plan II: Scale method Plan III: Glass block seawater
refraction method

Air

Seawater

Plan IV: Circular piece total Plan V: Water surface total Plan VI: Abbe refractometer
reflection method reflection method method

REFERENCES
Miller EC, Severance S, Krajcik J (2021). Motivating Teaching, Sustaining Change in Practice: Design Principles for Teacher
Learning in Project-based Learning Contexts[J]. Journal of Science Teacher Education, 32(7): 757-779.
Schneider, R. M., Krajcik, J., Marx, R. W., & Soloway, E. (2002). Performance of students in project-based science class-
rooms on a national measure of science achievement. Journal of Research in Science Teaching, 39(5), 410-422.
Hasni, A., Bousadra, F., Belletete, V., Benabdallah, A., Nicole, M.,... Dumais, N. (2016). Trends in research on project-based
science and technology teaching and learning at K-12 levels: a systematic review. Studies in Science Education,

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ORAL PRESENTATION
52(2), 199-231.
Luo Ying, Xie Xiaoyu, Han Sisi, Guo Yuying (2021). New Physics Teaching Model in Middle School: Project-based Instruction.
Curriculum, Teaching Material and Method, 41(6): 103-109.

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#142 Design and Implementation of a Place-Based Learning Program
Hui-Shan Lin1,2, Meichun Lydia Wen2
1
Nantou Chung Hsing Junior High School, Taiwan
2
National Changhua University of Education, Taiwan
marchings@gmail.com

The real-world problems are not solved by only one single discipline knowledge, but by interdisciplinary knowledge and skills.
To improve students’ problem-solving abilities in daily life, teachers need to design situations for students to apply the knowl-
edge and skills they learned in different classes in school. Place-based outdoor learning programs provide opportunities for
students to observe their living environment, to use and apply interdisciplinary knowledge and skills to solve the problems in
real life. Accordingly, this study involved a 3-hour place-based learning program designed by a teacher community of prac-
tice of a junior-high school in central Taiwan. During this program, students were given a map to find the place where puz-
zles were hided, and to use interdisciplinary knowledge and skills to solve the puzzles. After the program, the researchers
gathered students’ perception of the knowledge and skills they used as single-discipline or interdisciplinary in the activities,
which were then compared with the goal of the program. The result showed that the students could sense they should apply
knowledge from different subjects in the puzzle-solving activities, but they were not able to realize their use of interdiscipli-
nary knowledge. The results were discussed to provide suggestions for interdisciplinary instructional design.
Keywords: community of practice, interdisciplinary curriculum, place-based learning

INTRODUCTION
In daily life, students encounter many problems. But the real-life problems are not categorized by any single
discipline. In order to help students to improve the problem-solving abilities, teachers should try to design the learning envi-
ronment that relates to the real world, which provides opportunities for students to apply what they have learned in class-
room to solve the problems.
Place-based education was posed by Smith (2002), and he thought this is the way to overcome the disjunsture be-
tween school and students’ lives. When we set the learning scene in our schoolyard, students need to observe the eviron-
ment carefully, work with their classmates, and try to use interdisciplinary knowledge and skills to solving the problems.
Because the real-world problems are multidisciplinary or interdisciplinary in nature, teachers are suggested to join a
professional-development team, which focuses on teaching practice, to exchange ideas, to learn something they don’t know
before, and to improve their teaching abilities. This is the effect of the community of practice (Lave & Wenger, 1991).
Students’ perceptions of a lesson or an activity are important, and can provide important insight to teaching practices, espe-
cially instructional design.
Therefore, the purpose of this study is to form an interdisciplinary community of practice, to design and implement
an interdisciplinary place-based learning program, and to investigate students’ perceptions.

METHODOLOGICAL FRAMEWORK
We adopted case study method to investigate the community of practice, the designed program, and the implement
processes of this program. We were interested to know if students could use problem-solving skills and knowledge of differ-
ent discipline, and if they could realize their use of interdisciplinary knowledge.
The community of practice in this study included a geography teacher worked in School A, a scouting teacher served
in School B, and the first author who is a biology teacher in School A. The members in the community of practice shared the
same goal to develop a program for students to explore their campus deeply, to utilize the school knowledge to real world
flexiblly, and to enjoy the problem-solving process happily. The members prepared the program for 3 weeks. At the begin-
ning, they explored the campus evironment together, and posed some puzzles according the sorroundings. And then they
discussed the program design for an hour once a week until the program day.
The program was implemented in a junior-high school in central Taiwan, and there were 25 seventh-grade students
and 15 eighth-grade students joining this program. The activities in the program were designed as a “real escape game”.
There were 40 puzzles hiding in the campus, and the detail of the puzzles were related to the sorroundings. When the pro-
gram began, students needed to find out the correct place by a map given by the teachers, then to read the puzzles, to ob-
serve and explore the environment, to find clues, and to utilize what they had learned in class to solve the puzzles.
After the program ended, a questionnaire was used to collect the students’ feedbacks and perceptions of the program, in-
cluding their perceptions about whether they used single disciplinary or interdisciplinary knowledge.

RESULTS

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The results revealed that the students were aware that the program was comprised of several puzzles which need to
use different subjects knowledge to solve, but they were less able to notice that they actually used interdisciplinary
knowledge.
For example, When designing the puzzles, the teachers within the community of practice discussed the contents of
the puzzles. There were 40 puzzles totally, and half of the puzzles need to use interdisciplinary knowledge to solve. For ex-
ample, there was a puzzle “please find the spiral-leaved croton, and take a picture with it.” The students needed to use only
biological knowledge to determine which plant is spiral-leaved croton, so they could solve this puzzle easily with one-single
subject/discipline knowledge. But for the puzzle “please find the Norfolk Island Pine, and calculate how tall the tree is,” the
students not only had to use biological knowledge to identify the correct tree, but also had to use formula of similar triangles
for calculating the height of the tree. To solve this puzzle, students needed to use interdisciplinary knowledge and skills. As
showed in Table 1, according to the questionnaire, there were 41 times when students felt they need to use science knowl-
edge to solve the puzzles, but there were only 13 times mentioned about that they applied interdisciplinary knowledge in-
cluding science and other discipline knowledge to solve the problem. The result showed in table 1.

Table 1. The counts of students’ responses regarding their use of discplinary knowledge during the outdoor program
Language Art Mathematics Science Social Study Everyday Technology
Single-disciplinary 55 32 41 44 38
Interdisciplinary 5 8 13 4 12

CONCLUSIONS
When designing a place-based outdoor program, teachers aim to help students apply the interdisciplinary knowl-
edge and skills to solving the real-life problems. The students’ perceptions showed they noticed the whole program con-
sisted several single-disciplinary knowledge they learned in classroom, but they were less aware that they needed to use in-
terdisciplinary knowledge to solve all puzzles. For the future research, we will design a more complicated and extended
problem rather than the small puzzles, so that students may sense that the interdisciplinary knowledge and skills are im-
portant to the real-life problems.

REFERENCES
Smith, G. A. (2002). Place-based education. Phi Delta Kappan, 83, 584-594.
Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University
Press.

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#195 Utilization of Hypothetical Learning Progression in Earth Science: Measurement of Students’ Self-Efficacy
and Metacognition
Carmina Sabirola Dalida; Philippine Science High School-Main, Philippines
carminas.dalida@gmail.com

The utilization of hypothetical learning progressions in learning Science is a developmental approach that can help students
to create a more sophisticated understanding of the natural world. This approach consists of hypothetical paths in which
students are guided on their ways of reasoning in a progressive manner over a period of time. In this study, the hypothetical
learning progression is used in conjunction with instructional simulations in Earth Science. There are many scientific concepts
that are not observable physically; hence the use of simulations in doing Science is useful since it allows students to engage
in a world that is characterized by the teacher, in accordance to learning goals and objectives.
This study utilized quantitative research approach in which numeric data such as final grades, and students’ self-efficacy and
metacognition were analyzed through linear regression and Pearson product-moment correlation coefficient. Results re-
vealed high levels of self-efficacy and metacognition among students. Therefore, the integration of hypothetical learning
progression and instructional simulations have significant positive impact in students’ academic performance.
Keywords: hypothetical learning progression, self-efficacy, metacognition, Science

Introduction
The dynamic nature of the 21st century curricula puts an emphasis on meaningful learning experiences, in which
higher order thinking skills are developed and innovative minds are honed; enabling the 21st century learners to deal with a
wide-range of issues from multidisciplinary and transdisciplinary perspectives, with the aid of technology (Vidergor, 2018).
The design of current frameworks allow students’ active engagement in the learning process. The early works of Kauffman
(1976), Slaughter (1993), Dator (2002), and Gidley (2005) have helped in the understanding of the future learners, who are
now the 21st century learners, by foreseeing that educational philosophy and epistemology approach must be given an em-
phasis (Yeoman & McMahon-Beatte, 2018). The diverse pedagogical approaches in the 21st century learning focus on the
development of essential skills called as the “7 Cs”, which are: (1) critical thinking and problem solving; (2) communication;
(3) collaboration); (4) computing and ICT; (5) career; (6) cross-cultural understanding; and (7) creativity and innovation
(Trilling & Fadel, 2009; Vidergor, 2018). Envisioning of what teaching and learning looks like allows transformation of the
learning process to meet the demands of 21st century (Trilling & Fadel, 2009).
Learning progression envisions the learning process in Science education by describing the learning goals, a devel-
opmental path for the thinking and learning process of learners at different levels, and a set of learning activities appropriate
for each level of thinking in which learners can actively engage to reach the goals. The term learning progression is also syn-
onymous to hypothetical learning progression which is defined as the “a route for students to move from more naive con-
ceptions to a level of understanding closer to that of an expert”, which is primarily based on the logic of the discipline
(Simon, 1995; Stevens et al., 2009; Anderson et al., 2012). In Mathematics education, the word trajectory is commonly used
than progression (Sztajn & Wilson, 2019).
The Science education in the Philippines aims to enable the learners to perform scientific processes and skills, by
demonstrating their understanding of scientific knowledge (Dalida, 2018; Department of Education, 2012). Demonstrating
one’s scientific knowledge is one of the fundamental goals of science education, and this can be done by enhancing stu-
dents’ competence in constructing explanations scientifically (Kultusministerkonferenz 2004; Ministry of Education, P. R.
China 2011; NGSS Leading States 2013). Scientific explanation refers to explicit applications of theoretical concepts, which
shows the causal relationship or model the mechanism of a scientific phenomenon (Braaten and Windschitl 2011; National
Research Council 2012). To do Science means to use active ways of exploring the natural world. Hence, it is a continuous
process of asking questions and searching for more possible answers, rather than “a static body of dictated knowledge”
(Barber et al., 2022; AAAS, 1993; Bransford et al., 2000; Flavel, 1992; Flavell; Metz, 1995, 2000; NRC, 1996).
Earth Science as one of the branches of Science, deals with exploration of planet Earth and understanding its
dynamics. It covers every essential component of life on Earth; the atmosphere, the hydrosphere, the lithosphere, the cryo-
sphere, and the biosphere, where energy and food resources are harnessed. The 21st century Science learning utilizes an in-
terdisciplinary and multidisciplinary perspectives, and systems approach in dealing with a broad spectrum of the Earth and
everything beyond it (Orion, 2019). In the Science framework for Philippine Basic Education, it includes Earth and Space as
one of the subject areas, in which the following core contents are covered: (1) Our Surroundings; (2) Soil; (3) Water; (4) Air;
(5) Weather; (6) Natural Hazards; (7) The Dynamic Earth; and (8) Astronomy (SEI-DOST & UP NISMED, 2011). The frame-
work is structured around three interrelated components such as: (1) inquiry skills; (2) scientific attitudes; and (3) content
and connections. The interrelated components support the development of a well-rounded scientifically literate learners.
Science educators support the development of students’ scientific literacy through the use of wide variety of teaching
approaches, which include instructional simulations. Simulations refer to instructional set-ups where the learner experiences

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a “world” that represents reality within which students interact. Such “world” is characterized by the teacher in accordance to
learning goals and objectives. Moreover, simulation is a form of experiential learning, which is anchored on the principles of
student-centered and constructivist classroom (Geelan, 2013; UNSW 2018). The use of simulations offer viable means to
supplement an educator’s ‘toolkit’ (Geelan, 2013). In Science teaching, simulations provide interactive, authentic, and mean-
ingful learning. Through this, learners can observe, investigate, recreate, and collect immediate response about physical ob-
jects, Scientific phenomena and processes that would otherwise be too complicated, time-consuming, or dangerous (Bell &
Smetana, 2008).

OBJECTIVES OF THE STUDY AND STATEMENT OF THE PROBLEM

While explanations are commonly part of teaching and learning process in Science classrooms, there are instances
where students, even after many years of studying Science, many still have difficulty in composing a proper scientific ex-
planation (McCubbin, 1984; McNeil et al., 2006). This difficulty is rooted from poor understanding of core scientific con-
cepts and principles, in addition to the fact that the knowledge foundation itself cannot guarantee the ability to make a
proper scientific explanation. It is suggested that intricate scientific practice like stating proper scientific explanation should
deliberately be taught in a Science classroom (Solomon 1986; McNeill et al., 2006). This explicit approach in teaching scien-
tific explanation will need a framework for scaffolding students’ progression towards achieving competency in making scien-
tific explanations.
The following are a few important reasons explaining the limitations of text-only approach and first-
hand-experience-only approach in Science education: (1) the exclusive use of firsthand-experience only approach does not
provide the learners with sufficient opportunities to reflect and discourse, which are essential in making meaningful learn-
ing, and in enabling the learners to relate new knowledge to what they already know (Flavell, 1992; Brown & Campione,
1994; Kouba & Champagne, 1998; Metz, 2000; Flavell et al., 2001); (2) not all Science concepts that learners need to learn
are observable physically. Some objects are huge, minute, hazardous, costly, or distant for learners to engage with directly.
In this case, text-only approach can allow learners to access such concepts and phenomena (Palincsar & Magnusson, 2001;
Donovan & Smolkin, 2002; Duke & Bennett-Armistead, 2003); (3) Science has its own language and unique structures of
logical reasoning and organization, that are represented in a variety of ways scientists communicate their findings (Toulmin,
1958; Lemke, 1990; Kuhn, 1992; Duschl & Osborne, 2002; Yore et al., 2003); lastly (4) Science and scientists refer to what
other scientists have learned in the field, which are secondhand sources of knowledge, in order to enrich their own inves-
tigations, then they communicate their findings through both written and oral means (Haury, 1993; Hapgood et al., 2004;
Osborne, 2004).
This study is a three-phase mixed method research, which primarily aims to explore the integration of hypothetical
learning progression with simulations in teaching Earth Science, to help students develop and/or enhance their ability to
make scientific explanations. The first phase is focused on the design and development of learning plans, in accordance to
hypothetical learning progression design (Figure 1).
The second phase is focused on the implementation of the learning plans in a creative responsibility based learning
(CRBL) mode, since it is one of the primary means of delivery of instruction being utilized currently due to the COVID-19
situation. Lastly, the third phase dealt on the measurement of students’ self-efficacy and metacognition after the im-
plementation of integrated hypothetical learning progression and instructional simulation. In this study, the researcher aims
to answer the following questions:
1. Do students’ self-efficacy significantly predict their final grade in Earth Science?
2. Is there a significant correlation among the five dimensions of Self-Efficacy and Metacognition Learning Inventory
in Science (SEMLIS), and students’ final grade in Earth Science?

HYPOTHESES
For research question #1:
Ho : The students’ self-efficacy does not significantly predict their final grade in Earth Science
H1 : The students’ self-efficacy significantly predicts their final grade in Earth Science

For research question #2:

Ho : There is no significant correlation among the five dimensions of Self-Efficacy and Metacognition Learning Inventory in
Science (SEMLIS), and students’ final grade in Earth Science
H1 : There is a significant correlation among the five dimensions of Self-Efficacy and Metacognition Learning Inventory in
Science (SEMLIS), and students’ final grade in Earth Science

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SCOPE AND DELIMITATION

This study is limited to the measurement of students’ self-efficacy and metacognition in Earth Science, with the use of
integrated hypothetical learning progression and instructional simulations. The coverage of the core content in Earth Science
are the topics in fourth quarter for school year 2021-2022 such as: (1) The Earth-Moon-Sun System; and (2) Stars.

SIGNIFICANCE OF THE STUDY

The COVID-19 pandemic has forced teachers, administrators, students and parents to adapt to a new educational
context. This is an opportune time to maximize available online resources like instructional simulations, as well as common
household materials, to enrich students’ scientific skills and logical reasoning. Through integrating hypothetical learning pro-
gression and instructional simulations, students can continuously engage with the subject and enjoy the learning process at
the comforts of their homes.

REVIEW OF RELATED LITERATURE

Hypothetical Learning Progression in Science Education
In an interview, physicist Richard Feynman (2010) stated that it is instinctive for learners to ask “why” questions.
Educators play significant roles in transcending the learners’ natural instinct into a competency of scientific explanation
(Kultusministerkonferenz, 2004; Ministry of Education, P. R. China, 2011; NGSS Leading States, 2013). Competency evalua-
tions like the OECD’s Programme for International Student Assessment (PISA) puts emphasis to scientific explanations
(OECD, 2013). The ability to provide explanatory accounts of natural phenomena is one of the three science-specific com-
petencies that define scientific literacy in PISA 2018. This competency allows learners to engage in critical discussion about
scientific issues (OECD, 2019).
Yao et al., (2016), devised an initial framework for explicit explanation instruction. This initial framework is called
Claim-Evidence-Reasoning (CER framework), which aims to guide students’ competence in constructing scientific
explanations. This framework envisions students to construct an argumentation, which consists a claim, supporting evi-
dences, and reasoning to link the connection between evidences and claim, and eventually to explain phenomena. Based on
the CER framework, Songer et al., (2009; 2012; 2013), applied learning progression in elementary Biology, wherein stu-

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dents show progress in creating scientific explanations, beginning from scaffolded simple levels to un-scaffolded complex
levels. Further, this was a cyclic process wherein students make a claim, support it with appropriate and sufficient evidences,
and give reasoning to bind the two together. Based on this, it shows that the CER framework and learning progression are
the first systematic attempt to enhance students’ competency in creating scientific explanations (Yao et al., 2016).
Moreover, evidence supports that CER framework and learning progression is effective in guiding students in constructing
scientific explanations at entry points; proven by the significant gains among students’ conceptual understanding and rea-
soning ability in a well-scaffolded learning environment (McNeill et al., 2006; Songer et al., 2009).
Another framework by Yao et al., (2016) is the phenomenon, theories, data, reasoning or simply PTDR framework.
In K-12 education, when students create scientific explanations, they identify the phenomenon to be explained, then look
for theories and data that can be used to support the explanation and highlight the linkage between the materials used in
explanation and the phenomenon needing explanation through reasoning. Through the PTDR framework, the hypothetical
learning progression can be used to develop assessments, design instructional tools, and scaffold learning process (Fortus et
al., 2013).

Metacognition and Self-Efficacy

There are three constructs that have been recently identified in helping students organize their own learning: met-
acognition, self-efficacy and self-regulation (Cera et al., 2013). Metacognition concerns the awareness of one’s own knowl-
edge, which involves the control on acquisition, processing and storage of information in one’s mind. In a metacognitive ap-
proach, Cavanaugh and Perlmutter (1982) proposed that there is a difference between knowing the cognitive functioning
and controlling its mechanisms, which involves evaluating and monitoring of the learning process. This means that meta-
cognition is not only about the knowledge of mental processes, but also it involves processes on the control and adjustment
of the mechanisms during knowledge acquisition.
Metacognitive control consists of the following components: (1) self-instruction; (2) self-interrogation and; (3)
self-monitoring. Self-instruction involves strategical means (i.e. how, why, when) in acquiring knowledge. Self- inter-
rogation is when the strategies used in knowledge acquisition are validated and lastly, self-monitoring is the timely control of
the correct use of strategies implemented to perform the tasks (Brown, 1975; Cornoldi, 1990). Self-monitoring is essential in
the metacognitive process because it plays a role in developing awareness on the progress and gaps of one’s learning proc-
ess (Serra, 2009).
On self-efficacy, psychologist Albert Bandura was the first to study and define this concept. He described self-effi-
cacy as the “belief that a person has in his/her ability to increase motivation, to mobilize cognitive resources and to perform
the actions necessary to exercise control over the task” (Bandura, 1977; 1990). Further, he identified sources from which
one’s self-efficacy emanates: “past experience, vicarious experience, imaginative ability, verbal persuasion, physiological and
emotional conditions” (Cervone, 1989; Williams, 1995).

Several studies shows a close relationship between metacognition and some concepts associated to self-efficacy,
such as academic anxiety, the use of correct learning strategies, the challenge brought by completing a task, interest, and
identification of learning objectives (Legg & Locker, 2009; Aydin, et al., 2011; Coutinho, 2008; Tella et al., 2009; Age, 2011).
The relationships between awareness of one’s own knowledge and self-efficacy are based on the belief that students facing
difficulties in learning the concepts and in knowledge processing may have insufficient self-efficacy beliefs. Good self-effi-
cacy beliefs, therefore, are predictors of high academic performance. On the contrary, students’ poor performance may be
due to the absence of necessary skills or inability to use such skills correctly. Therefore, the effective use of one’s skills and the
ability to regulate one’s own learning is a basis of good cognitive performance (Bouffard-Bouchard et al., 1991)

RESEARCH INSTRUMENTS
a. Learning Plans
Teacher-made learning plans were framed in accordance to hypothetical learning progression design (Figure 1). The
learning plans were prepared by teachers in the Philippine Science High School System who are experts in the field of Earth
Science. Learning plans have already been reviewed and evaluated by cohorts in the field.

b. Self-Efficacy and Metacognition Learning Inventory in Science (SEMLIS)

To supplement the qualitative data on students’ self-efficacy and metacognition, the Self-Efficacy and Metacognition
Learning Inventory in Science (SEMLIS) by Thomas et al. (2007) was used to quantitatively measure students’ self-efficacy
and metacognition in learning Earth Science.

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RESEARCH DESIGN AND STATISTICAL TOOLS
This study utilized quantitative research approach, wherein both descriptive and inferential statistics were used in the
analysis of the numeric data. Descriptive statistics such as mean and standard deviation were used to analyze the responses
of the students on SEMLIS questionnaire. Moreover, the factor analysis was used to verify the reliability of the SEMLIS ques-
tionnaire since some of the items were modified. Inferential statistics such as Linear Regression and Pearson
Product-Moment Coefficient of Correlation were also used to determine if there is a significant correlation between the stu-
dents’ self-efficacy and final grade in Earth Science. The SPSS v26 software was used in all quantitative data analysis.

Research Participants
The research participants are Grade 8 students from Science High School, who are currently enrolled in Earth
Science. Two sections with thirty (30) students each were asked to participate in the study.

Ethical Considerations
a. Anonymity
This study only deals with the collection of quantitative data such as students’ responses on SEMLIS and final grade in
Earth Science. All data were de-identified hence no students’ personal information such as name, class number and section,
age, and gender were revealed.

b. Potential Risks
This only involves instructional practices commonly done in accepted educational settings. Since the main goal of in-
tegrating hypothetical learning progression with instructional simulations in teaching Earth Science is to develop and/or en-
rich the students’ ability to create logical scientific explanations, this study does not have a negative impact to the students.

c. Role of the Researcher

The researcher ensures that only data that are aligned with the research questions were collected, analyzed, and
reported. The data procurement was processed responsibly, and final report is to be submitted to the agency upon
completion.

RESULTS AND DISCUSSION

I. Reliability Test of Self-Efficacy and Metacognition Learning Inventory in Science (SEMLIS) Instrument
This section discusses the quantitative analysis of students’ responses on Self-efficacy and Metacognition Learning
Inventory in Science (SEMLIS), which was adapted from the work of Thomas et al. (2007). The SEMLIS instrument has five
(5) dimensions: (1) Constructivist Connectivity (CC); (2) Monitoring, Evaluation and Planning (MEP); (3) Self-Efficacy (SE);
(4) Learning Risks Awareness (AW); and (5) Control of Concentration (CO). The Constructivist Connectivity dimension con-
tains items that analyze students’ ability to build connections between information and what they know across various sci-
ence learning locations. The Monitoring, Evaluation and Planning dimension contains items that may be related to
metacognition. Such items reflect one’s strategies to learn science, which may also be relevant to the learning of other sub-
ject areas. The Self-Efficacy dimension intend to analyze students’ perceptions on their own ability to organize and make ac-
tions necessary to achieve science learning goals. Lastly, the Control of Concentration dimension can be related to students’
monitoring and evaluation of their own learning.

Table 1. Scale Statistics and Cronbach’s Alpha Coefficient of the Self-Efficacy and Metacognition Learning Inventory in
Science (SEMLIS) Instrument
Std. Cronbach’s Alpha based on
Mean Variance N of Items Cronbach’s Alpha
Deviation Standardized Items

112.080 540.493 23.249 30 .957 .956

The internal consistency of the SEMLIS instrument was analyzed through Cronbach’s alpha and standard deviations
as shown in Table 1. The Cronbach’s alpha value is .957, which shows an excellent internal consistency. Therefore, it sug-
gests that there is an acceptable level of internal consistency among the items in the SEMLIS instrument.

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Table 2. Factor Loadings of the Items in the Modified Version of Self-Efficacy and Metacognition Learning Inventory in
Science (SEMLIS)

Table 2 shows the results of the factor loadings/ correlation coefficients as result of the factor analysis conducted to
refine the instrument that was used in the study. Items such as “I try to understand clearly the aim of a task before I begin it”
(MEP5); “I believe I will receive an excellent grade in Earth Science” (SE2); “I’m confident I can do a good job on the assign-
ments and tests in Earth Science (SE4); “I’m confident of understanding the basic concepts taught in this course” (SE6) yield
correlation coefficients lower than 0.5. In structural equation modelling (SEM), a correlation coefficient of 0.5 or higher is
considerably acceptable range for factor loading (Bryant & Yarnold, 1995; Gorsuch,1983; Kim & Mueller, 1978a; Kim &
Mueller, 1978b). This means that the items that have factor loadings lower than 0.5 should be deleted from the instrument.

II. Linear Regression Analysis of Students’ Self-Efficacy and Final Grade in Earth Science
At 95% confidence level, Table 3a shows that the regression model does not statistically significantly predicts the
relationship between students’ self-efficacy and final grades in Earth Science, based on the p value .120.

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Table 3a. ANOVAa
Model Sum of Squares df Mean Square F Sig.
Regression 636.168 1 636.168 2.571 .120b
1 Residual 7175.097 29 247.417
Total 7811.266 30
a. Dependent Variable: Final_Grade
b. Predictors: (Constant), Self_Efficacy

In addition, the model summary Table 3b shows a low positive degree of correlation (R), which has a value of .285.
Moreover, there are 8.1% (extremely low) of total variations in the students’ final grade in Earth Science that can be ex-
plained by self-efficacy scores. This means that the regression model is not a good fit for the data, and it shows that there is
no correlation between the students’ self-efficacy and final grades in Earth Science.

Table 3b. Model Summary

Std. Error of the
Model R R Square Adjusted R Square
Estimate
1 .285a .081 .050 15.72950
a. Predictors: (Constant), Self_Efficacy

Based from the table of coefficients (Table 3c), Earth Science grade can be predicted by using the generalized equation:

Table 3c. Coefficientsa

Standardized
Unstandardized Coefficients
Model Coefficients t Sig.
B Std. Error Beta
(Constant) 66.951 15.023 4.456 .000
1
Self_Efficacy 1.098 .685 .285 1.604 .120
a. Dependent Variable: Final_Grade

C. Correlation Analysis of Association among the Five SEMLIS Dimensions and Students’ Final Grade in Earth Science
Pearson product-moment correlation coefficient was used to analyze if there is any association between the stu-
dents’ final grade in Earth Science and each of the dimension in SEMLIS. As shown in Table 4, the resulting p-values between
final grade and each dimension shows no statistically significant correlation. Interestingly, the following variables show stat-
istically significant correlations: CC and MEP (r = .761); CC and SE (r = .514); CC and CO (r = .676); MEP and SE (.582); MEP
and AW (r = .007); MEP and CO (r = .806).
There exists a high positive correlation between Constructivist Connectivity and Monitoring, Evaluation &
Planning, which shows that students are able to make connections between information and scientific knowledge, while
they strategize how to learn scientific concepts. Moreover, the positive correlation between Constructivist Connectivity and
Self-Efficacy further shows the students’ ability to organize and execute plan of actions in attaining science learning goals.
This idea is also supported by the high correlation that exists between Monitoring, Evaluation & Planning and Self-Efficacy.
This means that if a student perceives himself/herself as someone who has the capacity to perform specific tasks and make
necessary plans, he/she can eventually learn how to do science.
For a student to have a successful and meaningful learning experience, Monitoring, Evaluation & Planning plays a
significant role to have a strong Control of Concentration. As previously mentioned, students struggle in maintaining their
focus in learning. Strategizing how to learn may help them enhance their concentration while learning. Having the ability to
identify factors that may be detrimental to one’s learning can also facilitate a good control of concentration.

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Table 4. Pearson Product-Moment Correlation Coefficient

CONCLUSIONS AND RECOMMENDATIONS

Based on the findings, the integration of hypothetical learning progression and simulations in teaching Earth Science
results to a high positive correlation between Constructivist Connectivity and Monitoring, Evaluation & Planning, which
means that students can make connections between information and scientific knowledge, while they strategize how to
learn scientific concepts. Moreover, the positive correlation between Constructivist Connectivity and Self-Efficacy further
strengthens the assumption that hypothetical learning progression can help students to organize and perform actions to
achieve scientific learning goals. This idea is also supported by the high correlation that exists between Monitoring,
Evaluation & Planning and Self-Efficacy. This means that if a student perceives himself/herself as someone who has the ca-
pacity to perform specific tasks and make necessary plans, he/she can eventually learn how to do science.
For future researchers, it is recommended to apply the integration of hypothetical learning progression and simu-
lations in other Science areas. Moreover, comparison of students’ performance during face-to-face classes and online classes
can also be analyzed.

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Tourism Futures, Vol. 4 No. 2, pp. 163-167. https://doi.org/10.1108/JTF-12-2016-0054
Yore, L.D., Bisanz, G.L. & Hand, B.M. (2003). Examining the Literacy Component of Science Literacy: 25 years of Language
and Science Research. International Journal of Science Education, 25, 689-725.

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SESSION 24: [S3] Science education for secondary school and related areas

#168 WORIDEO (Worksheet with Interactive Video) to Overcome Teacher’s Difficulties with the Experiment
Method
Ince Raudhiah Zahra1, Riandi Riandi2, Irma Rahma Suwarma3, Didi Teguh Chandra3, Ayu Yuana1
1
Science Education, Indonesia University of Education, Indonesia
2
Biology Education, Indonesia University of Education, Indonesia
3
Physics Education, Indonesia University of Education, Indonesia
raudhiahzahra@upi.edu

Hands-on activity which is learning through experience is essential in learning science. Experimenting as a hands-on activity
provides a realistic picture of learning content and increases students' enthusiasm. Besides giving a higher impact on lesson
retention, the experimental method is useful in developing science process skills that are essential to help students build
knowledge and solve problems towards science and technology. Using the descriptive exploratory method, this study aims
to explain the obstacles faced by teachers in implementing experimental activities in science class and provide ideas as
solutions. Data from questionnaires are obtained from 20 science teachers from several regions of Indonesia. The result
shows that limited learning duration is the main obstacle. Besides requiring a long time of preparation, students’ difficulties
in using experiment equipment and doing experiment procedures demand extra time and effort to conduct the method. For
this reason, it is deemed necessary to use a worksheet that is embedded with interactive video (WORIDEO) to help teachers
while assisting experimental activities.
Keywords: Experiment Method, Teacher’s Obstacles, Interactive Video, Science Learning

INTRODUCTION
The experimental method provides opportunities for students to validate concepts through psychomotor activities.
According to Dale's Cone of Experience (1969), learning through direct interaction will increase the memories by up to
90%. By experimenting, students have the opportunity to practice their scientific process skills, which help them to solve
problems, think critically, make decisions, draw conclusions, and satisfy their hesitation (Ergul et al., 2011). Together with
scientific literacy, scientific process skills can cultivate 21st-century capabilities (Turiman et al., 2012). Therefore, the ex-
perimental method is imperative to be implemented in science class so that students can explore science and technology in
responding to future challenges. Seeing the importance of this, this research aims to know obstacles that are faced by teach-
ers in implementing the experimental method in the classroom and try to provide ideas as solutions to the problems.

METHOD
This descriptive exploratory research focuses on 20 Science Teachers in Indonesia spread across East Borneo, South
Borneo, Jambi, South Sumatra, and West Java. The research instrument consists of three open-ended questions and eight
close-ended questions. Data collection, analysis, and conclusions are carried out after the instrument had been developed.

RESULT AND DISCUSSION

Teachers’ perspectives and difficulties in preparing experiment method
Based on the answers to the questionnaire, all of the teachers agree that the experimental method is imperative to
do in science class. However, there are 15.8% of science teachers have never used experimental methods in their classes.
The main constraints are the duration needed either for the preparation or implementation of the method. They strongly
agree that the absence of lab assistants at school makes it difficult for them to prepare and carry out the method themselves.
Another reason is the large amount of science material that must be conveyed to the students, which makes them prioritize
the learning duration to deliver the lesson directly than conducting experiment method.

Teachers’ difficulties in implementing experiment method

84,2% of teachers had been experienced to implement experiment methods in their science classes. Based on their
experience, 50% of teachers agree that it takes a long time to make students understand how to properly use the experi-
ment tools such as measuring devices. Students’ difficulties following experiment procedures also become one of the prob-
lems teachers face, which stands for 50%. Another obstacle comes from inadequate laboratory facilities and infrastructure
in schools for 38%.

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WORIDEO to help teacher when conducting experiment method
Video is believed can stimulate students to carry out practical activities (Astra et al., 2021). Along with the rapid de-
velopment of technology, an interactive video emerged as an innovation. Interactive video is a digitally enriched form of a
regular video sequence, which allows viewers to create engaging and powerful interactivity and navigational possibilities
(Hammoud, 2005). Based on the problem faced by teachers stated above, the researchers initiated an innovation called
WORIDEO (Worksheet with Interactive Video) which is an interactive video explaining the use of experimental tools, ex-
perimental procedures, and how to fill in the experiment worksheet embedded in a worksheet through a QR Code. By scan-
ning the QR code, students will be directed to the interactive video link and watch it through their smart devices. The inter-
active video allows students to choose video content that suits their difficulties when they are doing the experiments and is
possible to be played repeatedly. This innovation is expected to make the experimental method run steadily, controlled, and
efficiently in terms of implementation time even though it is only guided by one teacher. In addition, this innovation will ease
the teachers to reach all students and focus on observing them during experimental activities.

Figure 1. Teachers’ Obstacles in Implementing Experiment Method

CONCLUSIONS
The difficulties that are faced by science teachers when implementing the experimental method are the need for
more time and effort in explaining the use of experimental tools, experimental procedures, and how to fill in the worksheet.
Therefore, the researchers initiated WORIDEO which hopefully will help the teacher to save time guiding the students in ex-
perimental activities.

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REFERENCES
Astra, I. M., Nurjannah, I., & Bakri, F. (2021). Hots and the 21st-century learning skills: Formed with practicum-based physics
learning worksheets. AIP Conference Proceedings, 2320(March). https://doi.org/10.1063/5.0037608
Dale, E. (1969). Audiovisual methods in teaching (3rd Edition). Dryden Press.
Ergül, R., Şımşeklı, Y., Çaliş, S., Özdılek, Z., Göçmençelebı, S., & Şanli, M. (2011). The Effects Of Inquiry-Based Science
Teaching On Elementary School Students’ Science Process Skills And Science Attitudes. Bulgarian Journal of Science
and Education Policy (BJSEP), 5(1), 48-69.
Hammoud, R. I. (2005). Interactive Video. In Electronic Noise and Interfering Signals. Springer. https://do-
i.org/10.1007/3-540-27489-8
Turiman, P., Omar, J., Daud, A. M., & Osman, K. (2012). Fostering the 21st Century Skills through Scientific Literacy and
Science Process Skills. Procedia - Social and Behavioral Sciences, 59, 110-116. https://do-
i.org/10.1016/j.sbspro.2012.09.253

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#160 Gender Roles During a High School Chemistry Laboratory Experiment and Their Effect on the Students’
Science Course Selection
Manabu Sumida1, Yumi Yamane2
1
Ehime University, Japan
2
Hiroshima Prefectural Mitsugi High School, Japan
sumida.manabu.mm@ehime-u.ac.jp

In recent years, the number of female students choosing the science stream in Japan has been increasing. However, this
number is far below the average of OECD countries. In this study, a neutralization titration experiment was conducted with
two classes of 80 students (40 boys and 40 girls) in the first year at a public high school in an urban setting in Japan. This
study aimed to clarify the actual situation of unconscious gender-based roles during the experiment, which was conducted
with a mixed-gender group, and to reveal its effect on the students’ science course selection by following their course se-
lection at the second year at the school. The results showed that male students tended to play a central role in the experi-
ment and female students took on a more active role during the middle of the experiment. From the follow-up survey, the
tendency was found that male students who first took a part in the first half of experiment got higher achievements in
chemistry. Students who chose a science course at the second year were more active in the first half of the experiment than
those who chose a liberal arts course, and male students were more active in the experiment than female students even
within the student group who chose a science course. These results of longitudinal study suggest the need for more inclusive
science experiments and lesson designs that go beyond the implicit and solid division of gender-roles and participation in
experiments.
Keywords: gender roles, high school chemistry experiment, science course selection

INTRODUCTION
In recent years, the number of female students choosing to pursue science has increased in Japan. However, accord-
ing to OECD 2017, this rate is still far below the international average, and there is concern that the number of women
choosing to pursue science education in Japan is low. Shinohara and Fujimoto (2016) show that women are less likely than
men to persist in engineering, even after controlling other effective factors such as family status and work-life balance, and
state the need to find other factors for women’s engagement in engineering in Japan. Further, Adachi (2012) investigated
the relationships between self-efficacy for realistic and investigative activities and childhood experiences and found that in-
dividuals who frequently experienced daily activities, and activities related to nature, animals and plants in their childhood
had high self-efficacy, which positively affected their interest in science and engineering careers. It is possible that an uncon-
scious gender bias affects the environment of science learning in classrooms, even in the context of practical work.
In this study, we focused on the division of students’ roles in the first experiment conducted in a high school chem-
istry course, and aimed to clarify the roles of female students. Sadler, Sonnert, Hazari, and Thai (2012) noted that the key
factor predicting a student’s career interest in STEM by the end of high school was interest at the beginning of the high
school term. The follow-up, a two-year longitudinal survey, was conducted to examine the relationship between the stu-
dents’ roles in the initial chemistry experiments, their achievement thereafter, and, ultimately, the selection of a science
course.

METHODS
This survey was conducted with 80 students (40 males and 40 females) in two first year classes at a public high
school located in an urban setting in Japan. Both classes consisted of 20 male and 20 female students.
A neutralization titration experiment was conducted as part of the teaching unit “Acids, Bases, and Neutralization” in
basic chemistry class. The classes were divided into ten groups per class, with each group having four students, two males
and two females. The purpose of the experiment was to determine the concentration of acetic acid in vinegar. The ex-
perimental operations can be divided into six main operational tasks. They were (1) dilution of vinegar, (2) co-washing the
apparatus, (3) titration of aqueous sodium hydroxide (1st time), (4) titration of aqueous sodium hydroxide (2nd time), (5) ti-
tration of aqueous sodium hydroxide (3rd time), and (6) recording the results. Students’ roles and division of tasks in the ex-
periment were examined and analyzed using a worksheet originally developed for this study.
At the end of their first year of school, students chose either a science or liberal arts course. A follow-up study was
conducted to examine students’ science course selection and to analyze the relationship between their roles in the experi-
ment and their selecting a science course.

RESULTS
Figure 1 shows an analysis of the gender of students who were mainly involved in particular operational tasks [(1) to

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(6)] in the experiment. For each operational task, a χ-square test was conducted to determine whether there was a differ-
ence in the number of males or females in charge of said task. From the results of the analysis, male students participated
about twice as much as females in the tasks (1) dilution of vinegar and (3) titration of aqueous sodium hydroxide (1st time).
In addition, male students participated more in (2) co-washing the apparatus. On the other hand, about three times as many
female students than male students participated in (4) titration of aqueous sodium hydroxide (2nd time).

Figure. 1: Role assignments for the neutralization titration experiments

Following the above results, we analyzed the relationship between the role students played in the neutralization ti-
tration experiment and their first year basic chemistry grades. Students with a grading of 5 had the highest percentage of
students who performed the first dilution of vinegar.
We also analyzed the relationship between students’ roles in the experiment and their selected course. The result
shows that students who chose a science course tended to be responsible for tasks (1) dilution of vinegar, (3) the first drop
of sodium hydroxide, and (6) recording. This tendency was common in both male and female students, but was particularly
noticeable in the male students.

CONCLUSIONS
The results of the experiment showed that the female students tended to work on the experiment after observing
male students. This suggests that female students in the classes may unconsciously be more reluctant to perform experi-
ments than male students. Even though this was the first experiment conducted by the students in the first year of high
school, the students’ roles herein may have a continuing effect on their achievement in chemistry and, eventually, their sci-
ence course selection. The students’ neutralization titration experiment in this study was conducted with a mixed group of
men and women. In future research, it will be necessary to reconsider the group composition based on the content and
number of experiments. It is also important to examine students’ roles in experiments at a lower grade level, such as in ele-
mentary schools. In future studies, in order to encourage the engagement of female students in science subjects, researchers
and policymakers also need to understand the characteristics of male and LGBTQ students, which affect their aptitude for
science subjects; accordingly high school science classes should be developed that will have a positive synergistic effect in di-
verse settings.

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REFERENCES
Adachi, T. (2012). Self-efficacy and the gender gap as determinants of interest in a science and technology career. The Japan
Journal of Psychology, 83 (5), 479-488.
Sadler, P. M., Sonnert, G., Hazari, Z., & Tai, R. (2012). Stability and volatility of STEM career interest in high school: A gender
study. Science Education, 96 (3), 411-427.
Shinohara, S. K., & Fujimoto, T. (2016). Gender differences in career persistence among research and development (R&D)
engineers in Japan. International Journal of Gender, Science, and Technology, 8 (3), 319-337.

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#148 Exploring Secondary School Students’ Behavioral Patterns Indicated Computational Thinking in Science
with a Support of Inquiry-Based Data Science Tool, SageModeler
Thanatchaphorn Musika, Niwat Srisawasdi; Faculty of Education, Khon Kaen University, Thailand
m.thanatchaphorn@kkumail.com

Understanding and thinking about scientific phenomena from a systems perspective is critical in science education, a cogni-
tive process skill involved in formulating and solving scientific and/or engineering problems called computational thinking is
an emerging area for educators, researchers, and developers worldwide. As such, design of learning activities or peda-
gogical approach focused on computational thinking skills is a calling for producing effective learning in science in the 21st
Century. This study investigated tenth graders’ behavioral patterns of interacting with computational inquiry-based learning
tools, named SageModeler, in biological science learning unit of Kingdom Plantae. 31 tenth graders were divided into two
groups, 20 students in a control group learned through inquiry-based learning without SageModeler, and another 11 stu-
dents in an experimental group learned through inquiry-based learning integrated SageModeler. Both groups participated
in 250-minutes online class session and individual group online interaction were recorded to analyze their behavioral pat-
terns of computational thinking. using GSEQ software. The innovative studies found meaningful behavioral patterns when
both secondary school student groups learned by interacting with the inquiry-based learning with SageModeler developed
and proposed in the study. In conclusion, the students in the experimental group who learned through inquiry-based learn-
ing with SageModeler were more inclined to arisen computational thinking behavior and convoluted computational think-
ing behavioral patterns than the students in the control group who learned through inquiry-based learning without CODAP
and Sage Modeler.
Keywords: System thinking, Inquiry-based learning, SageModeler, CODAP, behavioral pattern

Understanding and thinking about scientific phenomena from a systems perspective is critical in science education,
and computational thinking (CT) is a fundamental skill and an analytical ability that children in the twenty-first century
should develop to learn science meaningfully. CT is a cognitive process skill involved in formulating and solving scientific
and/or engineering problems and it is an emerging area for educators, researchers, and developers worldwide in order to
educate students who understand how to make use of computational tools and methodologies to achieve scientific goals.
Indeed, CT competency extend beyond programming to include a larger set of skills broadly captured by the concept of com-
putational thinking (Wing, 2006). As such, design of learning activities or pedagogical approach focused on computational
thinking skills is a worldwide calling for producing effective learning in science in the 21st Century.
Modeling is key to understand how scientists approach understanding complex phenomena and how scientific
and engineering problems are addressed, and it is essential to the pursuit of CT competency in all science disciplines. Prior re-
search has shown that interacting with a web-based system modelling tool called SageModeler can promote students’ bet-
ter learning quality and they are also perceived positive views towards the nature of scientific models and their learning ex-
periences (Bielik, Damelin, and Krajcik, 2019). SageModeler is a free, web-based open-source and diagram-oriented com-
putational tool that scaffolds computational and system through designing, building, and revising models. To investigate a
possibility how to cultivate students’ CT in context of science learning with computational tool and understand in deep how
they interact with the tool to cultivate their CT, this study examined 31 tenth graders’ behavioral patterns of interacting with
SageModeler, in biological science learning unit of kingdom plantae.
In this study, the participated students were divided into two groups, 20 students in a control group learned through
conventional inquiry-based learning approach without SageModeler, and another 11 students in an experimental group
learned through technology-transformed inquiry-based learning approach, proposed by Srisawasdi and Panjaburee (2019)
integrated SageModeler, to compare both groups there were differences in terms of computational thinking behavior
patterns. Both groups participated in 250-minutes online class session and individual group online interactions were re-
corded to analyze their behavioral patterns of computational thinking. The researchers defined behavioral codes based on
the computational thinking in mathematics and science taxonomy framework from the research of Weintrop et al. (2016)
and used The Generalized Sequential Querier (GSEQ) software to analyze the sequence of behavior transition. Behavioral
patterns analysis has been used in previous studies on mobile computer-supported collaborative learning Zheng et al.
(2016).
The results of this study showed that the computational thinking behavior paths between the students in the control
and experimental group are different, in the control group seemed behavior in the category: Data Practices (Ca, MN, and
AN), Modeling & Simulation Practices (DS). The experimental group seemed behavior in the category: Data Practices (CL,
CA, MN, and AN), Modeling & Simulation Practices (UC and DS), Computational Problem-Solving Practices (CE), and
Systems Thinking Practices (UR). In conclusion, the students in the experimental group who learned through inquiry-based
learning with SageModeler were more inclined to arisen computational thinking behavior and convoluted computational
thinking behavioral patterns than the students in the control group who learned through inquiry-based learning without the
SageModeler. These findings support the idea that students can understand concepts in biology and develop better compu-

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tational thinking through science tools, especially when combined with a process-based, inquiry-based learning approach
together with the computational tool named SageModeler.

REFERENCES
Bielik, T., Stephens, L., Damelin, D., & Krajcik, J. S. (2019). Designing Technology Environments to
Support System Modeling Competence. In Towards a Competence-Based View on Models
and Modeling in Science Education (pp. 275-290). Springer, Cham.
Srisawasdi, N., & Panjaburee, P. (2019) Implementation of Game-transformed Inquiry-based Learning to Promote the
Understanding of and Motivation to Learn Chemistry. Journal of Science Education and Technology, 28(2), 152-164.
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking
for mathematics and science classrooms. Journal of science education and technology, 25(1), 127-147.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.
Zheng, L., & Yu, J. (2016). Exploring the behavioral patterns of co-regulation in mobile computer-
supported collaborative learning. Smart Learning Environments, 3(1), 1-20.

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SESSION 25: [S6] Science teacher education program: Pre-service teacher and in-service
teacher education, [S7] Science education for policies and others

#106 Science Teacher Education in Germany

Melina Doil; Carl von Ossietzky Universität Oldenburg, Germany
melina.doil@uni-oldenburg.de

The first rounds of PISA (Reiss et al. 2019), as well as TIMSS (Schwippert et al. 2020), have shown that the performance of
German students in the scientific domain did not meet expectations. Notwithstanding the extensive educational reforms,
Germany was not able to catch up with the results of the leading countries in the respective surveys, neither in PISA 2018,
nor in TIMSS 2019 (Reiss et al. 2019; Schwippert et al. 2020). Moreover, the weakly positive development that emerged be-
tween the 2004 and 2015 surveys has stagnated (Schwippert et al. 2020). This raises the question of whether science teach-
er education also need reform.
The first objective is to conduct a structural analysis of science teacher education in Germany by a systematic review (Liberati
et al. 2009). In doing so, the subject-specific, subject-didactic, and practical qualifications of (prospective) science teachers,
both at primary and secondary level, are considered. To realize the chosen method, a total of five subject areas are consid-
ered in the individual sections of German teacher education. Based on the results, German science teacher education will be
critically examined and compared with teacher education in Japan, Singapore, Canada, and Finland.
Keywords: German teacher education, structural analysis, systematic review

INTRODUCTION
The fact that German students' performance in the science domain does not meet expectations was first demon-
strated in the first survey rounds of PISA (Reiss et al. 2019), as well as TIMSS (Schwippert et al. 2020). Since teacher educa-
tion is organized differently in the top-ranked countries, the question arises as to whether the design of the study program,
any preparatory service that may be available, and in-service teacher training are related to the educational success of the
students.
To be able to answer this question in depth, the first aim is to carry out a structural analysis of (science) teacher edu-
cation within Germany. Building on this, a systematic review (Liberati et al. 2009) will be carried out to verify whether the
competences required by PISA are taught in (science) teacher education.
Based on these initial findings, the German teacher education system will be critically examined and compared to
the teacher education systems in the top-ranked countries.

Research Questions
The overarching questions that are pursued are:

· How is (science) teacher education structured in Germany?

· Are the competencies required by PISA part of the study program for science teachers?

These questions are to be addressed with the help of a systematic review according to the PRISMA statement
(Liberati et al. 2009). Following the evaluation of German teacher education, a similar procedure is planned for the other
countries to answer the following questions:

· What differences exist in the structure of the different phases of teacher education?
· Are adaptations from other countries possible in teacher education?

Based on the findings it might be possible to identify relevant aspects of teacher education that correlate with the re-
sults of the PISA and TIMSS studies.

METHOD
A Systematic Review (Butler et al. 2016; Tawfik et al. 2019) is used as the method for addressing the questions for
teacher education in Germany. To ensure methodological comparability, the PRISMA statement will be used (Liberati et al.
2009). In view of the thematic focus, an intermediate step must be taken in which the centerpieces of German teacher edu-
cation are presented based on Grey Literature. This step is necessary because of the promotional educational system in

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Germany. Each German federal land is in charge to organize education independently.
The relevant parts of teacher education in Germany are the following:
· Study program at university
· Practical phases during the study program
· Trainee teacher after master’s degree, finishing with a state exam
· In-service teacher training
· Lateral entry: Persons without a teacher study program can entry the traineeship or can even start directly teaching at
school.

Building on this structure, the systematic review then examines teacher education in five key subject areas. To estab-
lish a reference to the PISA survey, the competences analyzed are mainly oriented towards those examined in the science
domain. Subsequently, an extensive literature search with defined search criteria was carried out. In Total 630 publications
were included in the selection process. Experts from science didactics are involved in the review process of the compiled
literature. The publications are assigned randomly. For this process, the reviewers are provided with a list of selection or ex-
clusion criteria. The publications selected in this way are then analyzed using SPSS 27 (quantitative studies) or MAXQDA
(qualitative studies).

CONCLUSIONS
First results
In a direct comparison of the individual federal countries, differences can be noted in the first two phases of teacher
training. Above all, the quantity of practical phases and their duration varies greatly within the federal system in Germany.
The same applies to the duration of the preparatory service that prospective teachers must complete. Particularly in the com-
petence areas of scientific literacy and nature of science, a field of tension is emerging between the study program and the
practice as a teacher. In the field of digital media, recent years have shown a move towards “continuous and quality-assured
further development of university teacher training” (van Ackeren et al., 2019).

Perspective
As soon as the Systematic Review for German (science) teacher education has been completed, the criteria pre-
sented will be reviewed within the leading countries in PISA and TIMSS (Japan, Singapore, Canada, Finland) and, if neces-
sary, the list of criteria will be extended to finally work out possible adaptations for German teacher education.

REFERENCES
Butler, A., Hall, H., & Copnell, B. (2016). A Guide to Writing a Qualitative Systematic Review Protocol to Enhance
Evidence-Based Practice in Nursing and Health Care. Worldviews on Evidence-Based Nursing, 13(3), 241-249.
KMK. (2009). Gemeinsame Leitlinien der Lander zur Deckung des Lehrkraftebedarfs. (Beschluss der Kultusministerkonferenz
vom 18.06.2009).
KMK. (2013). Empfehlungen zur Eignungsabklarung in der ersten Phase der Lehrerausbildung (Beschluss der
Kultusministerkonferenz vom 07.03.2013).
KMK. (2019). Standards fur die Lehrerbildung: Bildungswissenschaften (Beschluss der Kultusministerkonferenz vom
16.12.2004 i. d. F. vom 16.05.2019).
KMK. (2020). Landergemeinsame Eckpunkte zur Fortbildung von Lehrkraften als ein Bestandteil ihrer Professionalisierung in
der dritten Phase der Lehrerbildung (Beschluss der Kultusministerkonferenz vom 12.03.2020).
Liberati, A., Altman, D. G., Tetzlaff, J., Mulrow, C., Gøtzsche, P. C., Ioannidis, J. P. A., et al. (2009). The PRISMA Statement
for Reporting Systematic Reviews and Meta-Analyses of Studies That Evaluate Health Care Interventions: Explanation
and Elaboration. PLoS Medicine, 6(7), e1000100.
Reiss, K., Weis, M., Klieme, E., & Koller, O. (Eds.). (2019). PISA 2018: Grundbildung im internationalen Vergleich. Munster
New York: Waxmann.
Schwippert, K., Kasper, D., Koller, O., McElvany, N., Selter, C., Steffensky, M., & Wendt, H. (Eds.). (2020). TIMSS 2019:
mathematische und naturwissenschaftliche Kompetenzen von Grundschulkindern in Deutschland im internationalen
Vergleich. Munster New York: Waxmann.
Tawfik, G. M., Dila, K. A. S., Mohamed, M. Y. F., Tam, D. N. H., Kien, N. D., Ahmed, A. M., & Huy, N. T. (2019). A step by
step guide for conducting a systematic review and meta-analysis with simulation data. Tropical Medicine and Health,

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47(1), 46.
van Ackeren, I. Aufenanger, S., Eickelmann, B., Friedrich, S., Kammerl, R., Knopf, J., Mayrberger, K.,. Scheika, H., Scheiter,
K., & Schiefner-Rohs, M. (2019). Digitalisierung in der Lehrerbildung. Herausforderungen, Entwicklungsfelder und
Forderung von Gesamtkonzepten. DDS- Die Deutsche Schule, 111(1), 103-119.

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#120 Teacher Education in Myanmar and Japan: Focusing on In-service Science Education
Wai Wai Kyi, Tetsuo Isozaki; Hiroshima University, Japan
d203664@hiroshima-u.ac.jp

As improving the quality of education mainly depends on equity in accessing qualified teachers, continuous support in
in-service as well as pre-service teacher education is important. This study analyzes and compares in-service teacher educa-
tion for science teachers in Myanmar and Japan. In-service teacher education provided nationwide for the introduction of
new curriculum 2016-2020 in Myanmar is discussed. In Japan, in-service teacher education at Hiroshima city and Hiroshima
prefectural education centers is discussed. This study employed a case study research design with two major data collection
methods: document analysis and semi-structured interviews. The results revealed that in-service teacher education in
Myanmar is mainly one-shot through a 4-layer cascade approach, with each phase lasting 14 days. There was no specific
training for science because the training was aimed at introducing all subjects. Therefore, the training for science subjects
lasted about two days and mainly focused on introducing the new science curriculum. In Japan, in-service teacher education
in Hiroshima prefectural education center for first-, second-, and mid-career science teachers included mandatory training
based on the science in the latest Courses of Study for elementary and lower secondary schools. In-service teacher education
in Hiroshima city for science aimed at advancing teachers knowledge and skills as a professional to practice classroom in-
struction with certainty. The in-service teacher education in Japan is well-organized, contextualized, continuous and suppor-
tive for professional development of science teachers. The authors suggest that more continuous, systematic, mandatory
and subject related in-service teacher education will be provided in Myanmar for the continuous professional development
for teachers, thereby enhancing the quality of science teachers. This research has the implications for science teacher educa-
tion in developing countries such as Myanmar to effectively determine how in-service teacher education should be provided
for the improvement of teacher education considering the local needs and national level requirements.
Keywords: in-service, professional development, science teachers, teacher education

INTRODUCTION
According to Sachs (2005), approaches to teachers’ professional standards can be categorized into developmental
approaches focusing on lifelong learning, and regulatory approaches focusing on accountability, monitoring performance,
and compliance. In Myanmar, the Teacher Competency Standard Framework (TCSF) was established in 2015 as the standard
for quality teachers to deliver the new curriculum as a guidance document for policy makers and curriculum developers re-
sponsible for pre- and in-service teacher education and basic education (Dabrowski, & Spink, 2020). In Japan, according to
the revision of the Special Law for Educational Public Employees in 2017, it is mandated that the boards of education create
a “teacher training indicator” as the criteria for what teachers aim for and how to learn (Kihara, 2021). This study analyzed
and compared how in-service teacher education for science teachers is being provided in accordance with TCSF in Myanmar
and indicators set by local boards of education in Japan. The Organisation for Economic and Cooperative Development
(OECD) argued that much can be learned from high performing countries regarding offering a quality education for their
students (Schleicher, 2011). Owing to its reputation of quality education along with quality teacher (OECD, 2011), this study
selects Japan to compare with Myanmar.

RESEARCH QUESTIONS
(1) What kinds of in-service teacher education programs are offered for science teachers in Myanmar and Japan?
(2) What can Myanmar learn from Japan for improving science teacher education?

MATERIALS AND METHOD

This study employed a case study research design because the researchers have clearly identifiable cases. This ap-
proach provides an in-depth understanding of the case and a comparison of several cases (Creswell & Poth, 2018). Analysis
of policy documents and semi-structured interviews were conducted. The major themes of the interview guide were clearly
and purposefully defined by the researchers based on the focus of the research.

RESULTS
Comparison of in-service teacher education for science teachers
In Myanmar, in-service teacher education for new curriculum (KG +12) is administered in a 4-layer-cascade ap-
proach: central training, state/region level training, district/township level training, and school family level training, with
each training lasting for 14 days. There is no specific training for science subjects; any training for science subjects lasted
about two days and mainly introduced the new science curriculum. Myanmar in-service teacher education was found to be
one-shot, less effective and limited. Teachers received training for one grade only once at the introduction of the new curric-

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ORAL PRESENTATION
ulum, and there was no sub-sequent training for that grade. In addition, there was no mandatory experienced-based train-
ing such as training for 1st, 2nd, and 3rd years of teaching experiences. The training for science subjects was found to be
limited in terms of both teaching contents and pedagogy.
In Japan, in-service teacher education provided for science included mandatory training for first-, second-, and mid-
teachers. The training is based on the Courses of Study for elementary and lower secondary schools (announced in 2017),
and it included practical work in the "process of inquiry,” basic observation and experimentation skills (especially for begin-
ning trainees), evaluation of learning, and creating a lesson plan. In-service teacher education in Hiroshima city for science
(Rika) aimed at advancing teachers’ knowledge and skills as a professional to practice with certainty for classroom
instruction. In-service teacher education at both centers provide the systematic and comprehensive training for science
teachers as well as those of other subjects to support and guide to teach according to the Courses of Study.

What can Myanmar learn from Japan for improving teacher education?
The findings indicated that Myanmar has yet to implement and support teachers in accordance with the domains in
TCSF to meet the expectations of teachers’ professional knowledge, understandings, skills, values, practices and
development. In-service teacher education provided at education centers in Japan is well aligned with the indicators set by
the boards of education. They are both developmental for lifelong learning, and regulatory for accountability and monitor-
ing performance. It is suggested that the future in-service teacher education in Myanmar will focus on teaching contents and
pedagogy of teaching specific subjects to support to the teachers.
In Myanmar, giving the same training across the country regardless of the different local requirements and needs
seems to be ineffective. In-service teacher education in Japan is more decentralized and the training programs provided are
locally based yet followed the requirements of the national level. For example, the provision of training according to the local
uniqueness such as peace education and the Hiroshima Curriculum. Therefore, it is suggested that Myanmar in-service
teacher education should be provided by taking the local needs, uniqueness, and national requirements into consideration.

CONCLUSIONS
The systematic arrangement of in-service teacher education in Japan can be seen in the way how they set the in-
dicators, implement the mandatory and endorsement training, directly link the training with the Courses of Study and in-
dividual subject, and evaluate the trainings. Therefore, the authors suggest that, in Myanmar, support for science teachers
will be provided through systematic, continuous, and comprehensive training for specific subjects to help teachers improve
their professional and pedagogical knowledge.

ACKNOWLEDGEMENTS
We wish to thank teachers of Hiroshima city and Hiroshima prefectural education centers for kindly accepting our request for
interview and giving valuable information on in-service teacher education at the education centers.

REFERENCES
Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles:
SAGE.
Dabrowski, A., & Spink, J. (2020). Validation of the Myanmar Teacher Competency Standards Framework (TCSF) Final
Report. Australian Council for Educational Research. https://research.acer.edu.au/teacher_education/21
Kihara, T. (2021). The light and shadow brought to teacher education by digitizing the educational evironment: The case of
Japan. Education Sciences, 11(8), 399. https://doi.org/10.3390/educsci11080399
Organisation for Economic and Cooperative Development (OECD). (2011), "Japan: A Story of Sustained Excellence", in
Lessons from PISA for the United States, OECD Publishing, Paris. https://doi.org/10.1787/9789264096660-7-en.
Sachs, J. (2005). Teacher professional standards: A policy strategy to control, regulate or enhance the teaching profession?.
In: Bascia, N., Cumming, A., Datnow, A., Leithwood, K., Livingstone, D. (eds) International handbook of educational
policy. Springer International Handbooks of Education, vol. 13. (pp. 579-592). Dordrecht: Springer. https://do-
i.org/10.1007/1-4020-3201-3_29
Schleicher, A. (2011), Building a High-Quality Teaching Profession: Lessons from around the World, International Summit on
the Teaching Profession, OECD Publishing, Paris. https://doi.org/10.1787/9789264113046-en.

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#125 Economic Perspective of STEM Education in Japan from the 1890s to 1930s
Tetsuo Isozaki1, Takako Isozaki2
1
Hiroshima University, Japan
2
The University of Toyama, Japan
isozaki@hiroshima-u.ac.jp

Japan’s experience exemplifies how education can significantly contributeto building a modern nation. Science, technology,
engineering and mathematics (STEM) education can contribute to a nation’s human resource development, especially in the
form of economic growth, and the creation of scientists and engineers. Based on economic theories, the authors inves-
tigated STEM education from the 1890s to the 1930s. The western-influenced upsurge in innovations, wars, and democracy
and educational movements during this period caused Kondrative’s second wave and the shift from the second to third
stage of Rostow’s economic growth. Industrial development increased the demand for a scientific and engineering work-
force, thereby expanding secondary and higher education. Even when the social conditions changed, mathematics and sci-
ence (rikain Japanese), continued to be essential elements of school curriculum from primary to secondary education. In
comparison to mathematics, science in secondary education, especially physics and chemistry, was strongly influenced by
World War I. Engineering education was organized in Japan at the higher and tertiary education levels, which was earlier
than in the West, such as the UK, with the establishment of the Imperial College of Engineering. Technical education during
this period was imparted as secondary-level vocational education by law. However, the connection between engineering
and technical education was tenuous, because of differences of purposes in training of a workforce, such as engineers and
skilled workers. Despite this, both shared the basic elements of mathematics and science. However, there was no collabo-
ration between STEM subjects from primary to higher education in this period.
Keywords: economic theories, Japan, STEM education, STEM literacy

INTRODUCTION
The United Kingdom, which pioneered the first industrial revolution, never recognized that schooling was closely re-
lated to economic advancement (Fägerlind and Saha, 1983). However, when Japan was being built as a modern state in the
mid-19th century, its leaders recognized schooling as being essential for economic and industrial growth (Shipman, 1971;
Isozaki, 2014). According to economists like Kondratieff (1935) and Rostow (1956, 1960), the 17th century onwards saw
several economic waves.
The authors of this study employ economic theories to analyze science, technology, engineering and mathematics
(STEM) education at the secondary, tertiary, and higher levels, from the 1890s to 1930s. It was during this period that Japan
truly achieved the “take-off,” awaiting its “maturity” (Rostow, 1956, 1960). During this period, a new industrial revolution oc-
curred in the field of heavy industry and due to the wars; for example, World War I caused social and educational changes.

BACKGROUND OF THE PERIOD FROM THE 1890S TO THE 1930S

In the late 19th to the early 20th centuries, Japan was a typical case of Rostow’s argument (1956) that “Education
broadens and changes to suit the needs of modern economic activity” (p. 27). During this period, the government estab-
lished the Imperial University, including the Faculties of Science and Engineering, in 1886. This was followed by the establish-
ment of six other Imperial Universities, with an emphasis on the science faculties, such as science and engineering.
Consequently, Nakayama (1991) notes that Japan started the technocratic structure earlier than the Western nations.
While the impact of the new industrial revolution and wars accelerated the demand for engineers, and skilled work-
ers in Japan, social changes and Taisho democracy expanded overall opportunities for education. Consequently, the govern-
ment organized vocational education involving technology at the secondary level and extended engineering education to
the tertiary and higher levels.

MATHEMATICS AND SCIENCE EDUCATION

Since the initial establishment of the Westernized education system, mathematics and science (rikain Japanese) were
essential elements in the school curriculum till secondary education. The objectives, contents, and methods of teaching at el-
ementary and secondary schools were specified by the Ministry of Education. Although both subjects were influenced by
trends in Western education, they were recontextualised (Isozaki, 2014) in Japan’s educational, cultural, and social contexts.
Compared to mathematics, science education was more strongly influenced by external and internal factors in this
period. The science curricula of secondary school for boys changed drastically. For example, the Ministry order in 1918 for
greater emphasis on practical work, and science subjects, such as physics and natural history were integrated into one sub-
ject called “rika” in 1931. However, no collaborative curriculum was designed to integrate mathematics and science.

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ORAL PRESENTATION
ENGINEERING AND TECHNOLOGY/TECHNICAL EDUCATION
Although it is difficult to make a clear distinction between engineering and technology, especially in tertiary level, en-
gineering and technical education followed two directions engineering education was imparted at the tertiary and higher
levels and technical education at the secondary vocational level. The Imperial College of Engineering was established in 1877
by the initiative of British professors. The method of combining theory and practice for training engineers at the college was
called the “sandwich” (Dyer, 1904, p. 427) system. A British principal of the college, Dyer (1879), recognized the importance
of foreign language and Japanese literature alongside scientific education for being an engineer.
The vocational school order for secondary school education was promulgated in 1899, and “technical school” was
categorized as one of the five types of vocational schools. The curriculum of technical schools generally included mathe-
matics, physics, chemistry, and other subjects for enhancing technical specialties with emphasis on their actual practice
(Ministry of Education, 1980).
Consequently, the connection between engineering and technical education became tenuous because of their dif-
ferences of purposes in training a workforce, such as engineers and skilled workers. However, mathematics and science
were positioned as basic to both engineering and technical education.

DISCUSSION AND CONCLUSION

Economic theorists such as Kondratieff (1935) and Rostow (1956, 1960) highlighted the relationship between eco-
nomic and industrial growth, and education, primarily STEM education. Japan’s governments have traditionally regarded ed-
ucation as the vehicle for economic and industrial growth, as well as state-building. STEM education was seen as particularly
contributing to scientific human resource development. From a historical perspective, as Stephens (1991) argued, this
means that education was provided “for the benefit of the state, not primarily for the fulfilment of the individual” (p. 70).
This is important, not only for this period but also for the future when considering STEM literacy (Bybee, 2010) for all.
Each of the STEM subjects was positioned in education. However, there was no integration of the STEM subjects in
this period. Attempts at an integrated curriculum in primary and secondary education, which could be considered one of the
first original forms of STEM education in Japan, emerged only in the 1940s.

REFERENCES
Bybee, R. W. (2010). Advancing STEM education: A 2020 vision, Technology and Engineering Teacher,70, 3035.
Dyer, H. (1879). The education of engineers. Tokyo: Imperial College of Engineering.
Dyer, H. (1904). Dai Nippon The Britain of the East: A study in national evolution. Glasgow: Blackie & Son.
Fägerlind, I., & Saha, L. J. (Eds.) (1983). Education and national development: A comparative perspective. London:
Pergamon Press.
Isozaki, T. (2014). The organisation and the recontextualization of rika(school science) education in the second half of the
nineteenth century in Japan.Science & Education, 23, 11531168.
Kondratieff, N. D., & Stolper, W. F. (translated) (1935). The long waves in economic life, The Review of Economic Statistics,
17, 105115.
Ministry of Education, Science and Culture (1980). Japan’s modern educational system: A history of the first hundred years.
Tokyo: Ministry of Finance.
Nakayama, S. (1991). Science, technology and society in postwar Japan. London: Kegan Paul International.
Rostow, W. W. (1956). The take-off into self-sustained growth, The Economic Journal, 66, 2548.
Rostow, W. W. (1960). The stage of economic growth: A non-communist manifest. London: Cambridge University Press.
Shipman, M. D. (1971). Education and modernization. London: Faber & Faber.
Stephens, M. D. (1991). Japan and education. London: Macmillan.

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§ Concurrent Session 3 DAY 2 _ 10:30-11:50 (Korean time) / Tuesday, July 26, 2022

SESSION 31: [S1] Student education for young children and related areas,
[S2] Science education for elementary school and related areas

#170 How Do One-Year-Old Young Children Explore the Shape of Things? An Analysis of the Characteristics
of Their Exploration Using the Scientific Toy of "Shape“
Takuya Kotani1, Mizuki Taniguchi2, Mizuyo Koide2, Chieko Yamadad3
1
Osaka Ohtani university, Japan
2
Sakuranbo nursery school, Japan
3
Miyuki kindergarten, Japan
kotanit@osaka-ohtani.ac.jp

The purpose of our study is (1) to extract the characteristics of one-year-old child's exploration from their behavior during
the scientific activity of shape of things, (2) to make some hypotheses about the characteristics of one-year-old child’s ex-
ploratory behavior in this activity.
Six one-year-old children were chosen as test subjects by homeroom teachers. Three of them are girls and the others are
boys. A child was allowed to play freely with this toy for about ten minutes. The child's behavior and words were recorded by
using two digital video cameras. We analyzed six documents obtained from digital data quantitatively and qualitatively.
We derived the following hypotheses from the above-mentioned exploratory characteristics. The main conclusions of this
study are as follows.
(1) In this study, five of six children did not find the regularity between the shape of the window and that of the solid. But
many of them repeatedly tend to do that trial once they experience success in putting the solid into the same shape of the
window as its cross-sectional surface.
(2) All children tended to put one solid which they chose into three kinds of windows with keeping its kind of the solid. That
behavior means that they examine what shape of the window a solid went through with keeping the type of the solid.
We will develop more appropriate teaching materials that even one-year-old children can use by themselves without a
teacher's instruction or help in early childhood science education. We think that analyzing children's characteristics of ex-
ploratory behaviors plays a key role in this case.
Keywords: the characteristics of exploration, scientific toys of “shape”, one-year-old child

INTRODUCTION
We have no formal scientific education curriculum for one- to eight-year-old children in Japan. Japanese Children
grow vegetables or raise insects as scientific experiences in nursery school and kindergarten days. In lower elementary
school they take a subject of "Life Environment Studies" instead of science. In this subject, lower elementary students are giv-
en opportunities to get many findings through experiences in their everyday life and utilize them to solve problems. But they
can't have scientific experience in physics, chemistry, and math in it because this subject is not science. This means one- to
eight-year-old children lack scientific experience, especially in physics and chemistry (e.g., Japanese Ministry of
Education,2020). Kotani (2020) has been developing the scientific activity "Kagaku" which means "science" in Japanese. The
aim of "Kagaku" is (1) to acquire science process skills such as observation, classification, communication, and so on and (2)
to make their original thought through scientific experiences related to physics, chemistry, and math. Kotani et al have made
more than 30 activities for young children aged 0 to 5 and more than 21 for lower elementary students. They have re-
searched the characteristics of their exploration during these activities (e.g., Kotani, T et al,2018; Kotani, T and Tuji, H,2019).
Especially, about the scientific activities in the math region, Kotani (2017) developed the scientific Activity of “Rolling
Various-Shaped Wheels” for children aged 6 or 7 and clarified what scientific abilities 4 children as a test subject had. But
there are few studies of how one-year-old children explore the shape of things, using a scientific toy.
The purpose of our study is (1) to extract the characteristics of one-year-old child's exploration from their behavior
during the scientific activity of shape of things, (2) to make some hypotheses about the characteristics of one-year-old child’s
exploratory behavior in this activity.

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ORAL PRESENTATION
METHODS
Fig1 A scientific toy of a shape of things
A pyramid A sphere A cube

A window of
triangle
A window
of circle A window of
square

A transparent pipe

The scientific toy used in this activity was made by co-researcher Ms. Taniguchi. This toy has three transparent plastic
pipes on the side (see Figure 1). Each pipe has three types of windows such as circle, square, and triangle on its top surface.
The child can freely choose any of three types of three-dimensional shapes: sphere, cube, and triangular pyramid, and put
them into one of three windows. The solid can go through the pipe only if its shape is the same as that of a window. Six
one-year-old children were chosen as test subjects by homeroom teachers. Three of them are girls and the others are boys.
They have already become one year old. The range of age is from one year and six to eleven months. A teacher took a child
into a small room for the experiment. A child was allowed to play freely with this toy for about ten minutes. The child's be-
havior and words were recorded by using two digital video cameras. Digital data were converted into text data by annota-
tion software "ELAN ver6.3".

RESEARCH FINDINGS
We analyzed six text data obtained from digital data quantitatively and qualitatively. We extracted the main char-
acteristics of each child's exploration from them (see table 1).
Table 1 (The sign in the table represents G: girl; B: boy;y:year;m,month; Stn: script time)
G1(1y6m) G2(1y6m) G3(1y9m) B1(1y9m) B2(1y10m) B3(1y11m)
* G1 tried to do *G2 repeatedly * G3 did not find *B1 tried to do *B2 repeatedly *B3 noticed the
that again and put a sphere into the regularity that that again and tried to make sure regularity of the
again once she the window of a a solid goes again once she it goes well with relation between
experienced circle (x2(2)= through the same experienced the same shape the shape of the
success in putting 36.065, p<.01). shape of the success in putting of the window window and that
a sphere into the * G2 tried to put window as its a sphere into the and of the solid.
window of a one type of the cross-sectional window of a solid(Stn:4:27;5:0
circle (ex. Stn solid into each of surface. circle. 0;5:17;6:10;6:14;
from 02:58 to three kinds of a 6:32;6:37).
05:10:4). window.

DISCUSSION AND CONCLUSIONS

We derived the following hypotheses from the above-mentioned children’s exploratory characteristics. The main con-
clusions of this study are as follows.
(1) In this study, five of six children did not find the regularity between the shape of the window and that of the solid. But

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many of them repeatedly tended to do that trial once they experience success in putting the solid into the same shape of the
window as its cross-sectional surface.
(2) All children tended to put one solid which they chose into three kinds of windows with keeping its kind of the solid. That
behavior means that they exam what shape of the window a solid went through with keeping the type of the solid.
We will develop more appropriate teaching materials that even one-year-old children can use by themselves without
a teacher's instruction or help in early childhood science education. We think that analyzing children's characteristics of ex-
ploratory behaviors plays a key role in this case. Our future work is to do the same research for much more than one-year-old
children.

ACKNOWLEDGEMENTS
This research was supported by Japan Society for the Promotion of Science, Grant-in-Aid for Scientific Research Number
21K02934. Thanks to Ms. Mizuki TANIGUCHI’s assistance about making the scientific toy of shape.

REFERENCES
Kotani, T. (2020). How Do We Create Scientific Activities Applicable to Exploration Both in Early Elementary School Years
and Preschool: A Novel Theoretical Approach to Science Education in Early Childhood. Osaka Ohtani University
Teacher Training Support Center Bulletin, 11, 1-21.
Kotani, T. TUJI, H. (2019). Cognitive and Developmental Changes in 1-Year-Old Young Child’s Exploration during Scientific
Activities, “Kagaku”: Evidence from the Scientific Activity of “Making Sound”. The20th PECERA Annual Conference in
Taipei, Taiwan, Proceeding,227.
Kotani, T. (2017). An Analysis of 6- and 7-Year-Old Children’s Scientific Abilities Extracted from Exploration during the
Scientific Activity of Rolling Various-Shaped Wheels. International Conference on Mathematics Education Between
Japan and China, Proceeding,69-72.

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ORAL PRESENTATION
#190 STEM-ESD Learning in Practice: Embedding Technology, Engineering and Mathematics into Science
Learning for Sustainability Education
Anna Permanasari; Pakuan University, Indonesia
anna.permanasari@unpak.ac.id

STEM is an integrative approach that can be applied in the context of science learning. Teaching science with the STEM ap-
proach certainly has its own peculiarities, and the learning design will be different if the STEM approach is applied in learning
mathematics or engineering. Achieving the Sustainability Development Goals (SDGs), the embedded ESD framework is one
of the suitable strategy for applying the STEM Approach in learning science. The research has done to learn how far the
STEM learning with ESD framework contributes to the science learning achievement. The theme used was science separa-
tion for secondary school. The method used was qualitative-quantitative on using paper test, questionnaires sheet as well as
interview list as instruments. Science learning with embedded STEM-ESD learning packaged has been proven to make a very
significant contribution to increase STEM literacy, critical thinking skills, and creative thinking skills. However, STEM learning
in most cases has not contributed much to the choice of a STEM career.
Keywords: STEM-ESD learning, Teacher perception on STEM-ESD, STEM Career

INTRODUCTION
Science education is currently faced with various challenges, mainly because in addition to providing knowledge
about science. Science education must also contribute to efforts to maintain the environmental conditions of the universe
and support the achievement of world goals, known as the Sustainable Development Goals (SDGs). Education for
Sustainability Development (ESD) is an educational framework to achieve the SDGs that accommodates the acceleration of
the achievement of the SDGs, which includes improving the environment, social and health conditions, as well as commun-
ity welfare. With the ESD framework, science education is directed towards this goal through efforts to build 21st century
skills which include critical thinking, creative, communication and collaboration skills (Sterling, 2010). The STEM Learning
approach which is currently being popularized in many countries has accelerated the hope of realizing peace, order and
world welfare with the application of the ESD framework (Kelley, 2016; Burke et al., 2014; Moore and Smith, 2014;
Zollman, 2012; Sanders, M., 2009). With STEM-ESD Learning, our students not only learn about how science and mathe-
matics are used to produce technology, but can further build awareness and skills and expertise of students how to build
technology without neglecting the environment, without neglecting the joints of social life, and prioritizing efforts to im-
prove public health and welfare. This effort must be started by first awakening the science teachers (Fakhrudin, et.al., 2021).
The role of teacher as educator in school and influencer in society can contribute toward the better change. Sustainability lit-
eracy can be achieved when a teacher delivered the subject through cross-disciplinary and experiential learning approach
(Dogaru, 2021; Parkin,2004).
Research has been conducted to study how science teachers understanding and implementing STEM-ESD learning.
The research was conducted using descriptive qualitative method with survey technique, involving 100 science teacher re-
spondents from various qualifications determined through random sampling technique.

Table1. Qualification of Science Teacher’s respondents in survey

Respondents (n = 100) Percentage
Male 32
Gender
Female 68
Bachelor degree 40
Teacher Professional Education Program 13
Education
Master degree 43
Doctoral Degree 4
< 3 Years 78
Teaching experience 3-6 Years 19
> 6 Years 3

The results of descriptive research show that generally science teachers still do not have the same perception of
STEM and STEM-ESD learning. The results of the study also revealed that the education strata greatly contributed to the un-
derstanding science teachers to STEM-ESD.

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Table 2. Teacher’s Perception towards STEM ESD
Educ. Level Teacher’s perception towards STEM-ESD
An approach that uses science, technology, engineering, and mathematics in constructing concepts to be
S1 taught.
The approach of learning that emphasizes the elements of science, technology, engineering, mathematics.
An approach that integrates science, technology, engineering, and mathematics in learning.
PPG
Education focused on Science, Technology, Engineering and Mathematics.
The STEM approach is an approach that integrates science, technology, engineering and mathematics. It
can be combined with several models such as PjBl, PBL, inquiry, and discovery learning models that can be
S2 applied to science subjects. STEM is expected to increase students' interest in science.
Applying STEM approach, will train 4 skills: communication, collaboration, creative and critical thinking
skills, which are the must-have skills for the students.
An approach in learning that integrates science, technology, engineering, mathematics in learning
S3
experience on using environment contexts

Teachers with the S3 back ground can explain the STEM-ESD learning as integrated learning on using environment
contexts using the linking science with math, engineering and technology. Although not 100% correct, but they are able to
connect the concept of environment with STEM. The teachers who come from S1 level mostly didn’t understand about
STEM-ESD. By the interviewed, they stated that they only knew STEM-learning, because most of them have already got the
training on STEM. By deep interview it revealed that the understanding towards STEM is also still poor.

Table 3. Problems and Challenges in STEM-ESD Learning

No Problems Challenge
1 Require longer time than usual Making science learning more fun
2 Lack of facilities and Students will get understanding on science from various perspectives
infrastructure
3 Students still not be familiar Students can associate the knowledge they have with the problems around
with learning using STEM-ESD them, so that the knowledge obtained is more meaningful
approach.
4 Not all of Teachers are familiar Student can make/understand a/the linkage among science, technology,
with STEM-ESD. engineering and mathematics and ESD Framework

Although there are still various problems in the implementation of STEM-ESD, however, several challenges will cre-
ate opportunities for the various benefits that will be obtained when students study with STEM-ESD. Learning becomes
more interesting, more challenging, builds HOTs and brings closer science and its role in technological developments, as well
as getting closer to the green life.

CONCLUSIONS
Education is the key to success in achieving the SDGs. Today's relevant education must be oriented towards multi-lit-
eracy, lifelong learning, HOTs, and problem-solving skills. STEM learning is a multidisciplinary learning approach and builds
multi-literacy. The ESD framework complements science learning with a STEM approach, which can be taught through
“green projects” to support the principle of “green life” as one of the goals of the SDGs.

REFERENCES
Burke,L.,Francis,K.,& Shanahan, M. (2014).A horizon of possibilities : a definition of STEM education. McIntyre: Vancouver.
Dogaru. L. (2021). “Green Economy and Green Growth—Opportunities for Sustainable Development,” Multidisciplinary
Digital Publishing Institute Proceedings, vol. 63, no. 1, p. 70, Jan. 2021, doi: 10.3390/proceedings2020063070
Fakhrudin, E. J., Wicaksana, A. R. Nastiti, E. Saljadziba, and N. Y. Indriyanti (2021). “Pre-Service Teachers’ Perspectives: STEM
as a Solution to Promote Education for Sustainable Development,” in Journal of Physics: Conference Series, Mar.
2021, vol. 1842, no. 1. doi: 10.1088/1742-6596/1842/1/012082
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of

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ORAL PRESENTATION
STEM Education, 3(1), 1-11.
Parkin, S., Johnson, A., Buckland, H., & White, E. (2004). Learning and skills for sustainable development: Developing a sus-
tainability literate society. Higher Education Partnership for Sustainability (HEPS), London
Moore, T. J., & Smith, K. A. (2014). Advancing the state of the art of STEM integration. Journal of STEM Education :
Innovations and Research, 15(1), 5-10.
Sanders, M. (2009). STEM, STEM education, STEM mania. The Technology Teacher, 68(4), 20-26.
Sterling, S. (Ed.). (2010). Sustainability education: Perspectives and practice across higher education. Taylor & Francis.
Zollman, A. (2012). Learning for STEM literacy: STEM literacy for learning. School Science and Mathematics. 112(1), 12-19.

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#139 Children’s Perception of Insect Feelings: A Survey of Lower Elementary School Children Engaged in
Insect Breeding
Karen Onodera1, Hiroki Fujii2
1
Kyoto Koka Women's University, Japan
2
Graduate School of Humanities and Social Sciences, Okayama University
k-onodera@mail.koka.ac.jp

One of the objectives of breeding activities in elementary school life science courses is to inculcate thinking from the stand-
point of animals and plants. In order to be able to expand their perspective from a self-centered focus to encompass life,
ecosystems, and nature, students are required to imagine the feelings of living things with an eye to their original growing
environment, and to have their own thinking align with that of these creatures. In the second grade of elementary school,
students engage in breeding insects (praying mantis and cricket, which are the most familiar creatures to them); we con-
ducted a questionnaire survey to determine the extent to which students were able to think from the perspective of insects.
The survey comprised two questions, one that asked about the feelings of the insects in the breeding case, and the other
that asked about the participants’ own feelings about the insects in the breeding case. The results of the survey revealed that
about 80% of the responses were self-centered, with participants putting their own feelings at the forefront, such as
"Insects are interesting creatures and I want to observe them more.” About 20% of the children believed that insects should
be in the natural world. Since insect-centered thinking is the starting point for respecting life and thinking about coexistence
with nature, its cultivation from the early grades is recommended.
Keywords: breeding activities, ecology education, human-nature coexistence, insect-centered thinking, life science

INTRODUCTION
Starting point for the coexistence of nature and humans
In life science education for lower elementary school students, the aim is to encourage students to "think from the
standpoint of animals and plants" rather than being self-centered, to make them aware of the connection between them-
selves and living things, and respect life (Elementary School Courses of Study Explanation Life Edition, 2017). In the ani-
mal-breeding activities in life science, children focus on thinking about what the animals want, and satisfying their needs
through activities such as creating appropriate places for them. This entails thinking and acting from the perspective of an-
other entity, which is of great significance in fostering compassion, empathy, and an attitude of respect for life (e.g.,
Matsumoto et al., 2009). Thus, as children are expected to develop their own thinking to include the feelings and per-
spectives of animals, this sequence of events leads to a shift from thinking centered on humans to thinking centered on life,
ecosystems, and nature, leading to a view of coexistence between nature and humans (Oba, 2008).
In this study, the animals to be bred were insects. They are not only familiar creatures to children, but are also im-
portant learning materials for life science education. It is expected that through insect breeding, children will develop an atti-
tude of respect for insects, including learning to relate to insects, and a perspective of coexistence, by learning to think from
the standpoint of insects.

Purpose of study
In order to think about the coexistence between nature and humans, we must be able to think from the standpoint
of insects (represented nature, in this study). The aim of this research was to clarify the degree to which children in the lower
grades recognize the concept of thinking from the standpoint of insects. Previous studies have only dealt with this in a frag-
mentary manner in reports of practice (e.g., Kubota, 2018). Therefore, we approached this topic through a questionnaire
survey of second-grade elementary school students who have bred insects.

PROCEDURE
In October 2021, a questionnaire survey was administered to 104 second-grade students of S Elementary School in
Okayama Prefecture. Most of the participants were enthusiastic about insect breeding, and bred insects like praying mantis,
grasshoppers, and crickets, caught on their way to and from school and during recess in their classrooms, from June to
October. It can be said that they were exposed to the morphology and ecology of insects, including their body structure and
food. The questionnaire contained two questions, which aimed to investigate if the students were able to think from the
standpoint of insects, with the praying mantis and the cricket used as specific insect examples. Question 1 asked, "How does
the praying mantis or cricket in a breeding case feel?" to examine if the participant could consider the feelings of the target
insects that have been removed from their original habitat. Question 2 asked, "How do you feel when you see a praying
mantis or a cricket in a breeding case?" in order to examine the participants’ feelings about the target insects.

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ORAL PRESENTATION
RESULT AND DISCUSSION
The criterion for analysis was whether the participants’ thinking touched on the life of insects (thinking about life) or
their natural habitat (thinking about ecosystems). Thinking that touched on these aspects was classified as insect-centered
thinking, while thinking that did not was classified as self-centered thinking.

Questionnaire survey responses

Table 1 shows the results of the responses to Question 1, "How does the praying mantis or cricket in a breeding case
feel?" and Table 2 shows those for Question 2, "How do you feel when you see a praying mantis or a cricket in a breeding
case?” Both tables show that for both types of insects, significantly more children had self-centered thinking than in-
sect-centered thinking. In addition, there was no significant difference between the responses for the praying mantis and
those for the cricket.
In response to Question 1, most of the children with self-centered thinking observed the insects’ behavior and con-
ditions, and responded by replacing the insects’ intentions with their own. Many of the children with insect-centered think-
ing responded by comparing the original growing environment of praying mantis and crickets with that of their breeding
cases, and demonstrated the thinking that insects are creatures that should be in nature and that they have no friends or
family members in the breeding case.

Table 1. Classification results for Question 1

Target insect Self-centered thinking Insect-centered thinking
Praying mantis 61.5% 38.5%
Cricket 78.8% 21.2%

In response to Question 2, many of the children with self-centered thinking referred to the behavior and appearance
of the praying mantis and cricket. Many of the children with insect-centered thinking responded that they wanted to be
close to the praying mantis and crickets in their breeding cases, and to return them to their natural habitat.

Table 2. Classification results for Question 2

Target insect Self-centered thinking Insect-centered thinking
Praying mantis 76.9% 23.1%
Cricket 83.7% 17.3%

CONCLUSIONS
The results of the survey of 104 second-grade elementary school students could be divided into two groups. About
80% of the responses could be classified as self-centered, putting the participants’ own feelings at the forefront, such as,
“Insects are interesting creatures and I want to observe them more.” The remaining 20%, classified as insect-centered, re-
flected the belief that insects should be in the natural world. Based on this, it is suggested that students’ feelings and
thoughts about insects become more closely aligned with those of insects.
Thinking from the standpoint of insects is expected to nurture children who can empathize with insects by first con-
sidering the feelings of insects in terms of their growing environment and other factors. It is important to cultivate in-
sect-centered thinking in the early grades because it is the starting point for respecting life and thinking about coexistence
with nature.

REFERENCES
Kubota, A. (2018). Training children to think from the standpoint of animals: Practice of "rabbit breeding activity" based on
discussion. Journal of Educational Practice, 28, 91-96.

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SESSION 32: [S5] Science education for informal setting of life-long learning, [S7] Science
education for policies and others

#146 Local Contexts at the Intersection of Sustainability and Implemented Science Curriculum
Khalifatulloh Fiel'ardh; Okayama University, Japan
Aldi@okayama-u.ac.jp

This multiple-case study based on semi-structured interviews with 21 in-service Indonesian science teachers. Most re-
spondents were unfamiliar with the term sustainability or sustainable development. They did, however, express optimism for
their integration into their science lessons after receiving an explanation of those concepts. Examining respondents' ap-
proaches for implementing sustainability into science lessons revealed three approaches. (1) waste management activities
are apparent in excerpts about coconut fiber for water filtration. (2) nature study, is demonstrated in response about bio-
diversity survey in the schoolyard. Third approach, culture study is introduced in the excerpt about forest burning for palm
plantation. The interview also exemplified how school garden is potential to extend sustainability beyond science lessons, in
a whole-school activity. As the conclusion it also discussed, how the local context can be used to bridge sustainability into
science lesson.
Keywords: Local Context, Sustainability, Science Lesson, Indonesia

INTRODUCTION
The Education for Sustainable Development (ESD) roadmap for 2030 (UNESCO, 2020) emphasizes the importance
of increasing teacher capacity to accelerate action at the local level. Because, while global agenda-setting for sustainable de-
velopment will continue, the local community will remain the overarching foundation. This paper presents case studies
based on interviews aimed to answer this following research questions:1) How respondents perceive position of sustain-
ability content in science curriculum?2) How respondents implement sustainability within and beyond science curriculum?3)
How local context can be used to implement sustainability in science curriculum?

METHODS
Respondents are chosen based on the following criteria: (1) teaching science in a public or private middle school in
2021-2022; (2) consenting to participate in a recorded interview; and (3) having graduated from or currently enrolled in
graduate school in education. The respondents are chosen to ensure a balance of gender, age, and place of residence (rural,
suburban, urban within and outside Java Island). With a sample size of 21 in-service science teachers, data saturation is
achieved. Transcript of the interview was translated from Indonesian into English for analysis.

RESULTS
Awareness and Views of Sustainability Content in Science Curriculum
As shown in Table 1-2, only half of respondents knew what sustainability was, and that it is covered in the science
curriculum. After the interviewer explained the concept, all respondents answered that they have implemented it variably.
Respondents expressed a unanimous support for the inclusion of sustainability in science education and even willing to pri-
oritize them over other content. Finally, Table 3 showed how respondents perceive ideal ratio of sustainability and other sci-
entific content in the curricula, and how it compared with their current practice.

Table 1. Awareness of sustainability content in science curriculum

No Questions Yes No
1a Can you define the term sustainability/sustainable development? 8 13
2b Have you ever applied sustainability themes in your class? 21 0
3c Have you ever read about sustainability-related content in science textbook? 3 18
4d Have you ever read about sustainability-related content in science curriculum? 2 19

Table 2. View about sustainability content in science curriculum

No Questions Yes No
2a Do you agree on introducing sustainability content into science class? 21 0
2b Do you think that sustainability content is more important than other content? 21 0

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ORAL PRESENTATION
Table 3. Comparison of sustainability-related contents in implemented science curriculum (n=21)
<50% 50% >50% Avg Min Max
2c Current 9 4 8 49% 20% 80%
2d Ideal 1 6 14 63% 40% 80%

Approaches to Implement Local Sustainability Context

Answers to a question asking respondents to exemplify approaches used to implement sustainability content can be
classified into three thematic patterns. (1) waste management activities (Table 4) such as using coconut fiber as water filter
(2) nature study1 includes in the utilization of social media in biodiversity survey (Table 5). (3) culture study2 is apparent in
the excerpt about forest fire (Table 6). Beyond science lesson, respondent cited kitchen garden as a whole-school activity
that implement local sustainability context (Table 7).

Table 4. Translated Excerpts about Waste Management Activities in Science Lesson

Theme Excerpts
“In a class about chemical separation, I gave student project to make a simple water filtration kit, I
Coconut Fiber
asked them to utilize readily available materials like PET bottle and coconut fiber. This activity
for Water
increases my students’ awareness on how polluted the nearby river was. I want to do more of such
Filtration
activity in the future”

Table 5. Translated Excerpts about Nature Study in Science Lesson

Theme Excerpts
“it takes 30 minutes by car to get into the lake, I usually allocate three hours for the field trip, I let them
Field Trip to
observe color, smell and other characteristics of water pollution. My students express their
Nearby Lake
enthusiasm during this activity”.
Footnote: (1) cultural studies: supporting students to investigate local cultural or historical occurrences that are personal to
them or their families, (2) nature studies: instead of observation of experiment of distant or abstract phenomenon as dic-
tated by national curriculum, student investigate surrounding local nature events (Smith, 2002)

Table 6. Translated Excerpts about Culture Study in Science Lesson

Theme Excerpts
“I remember my student noticed me how they found forest around them went ablaze during their bus
ride to school. In addition to affecting their physical health in form of acute respiratory infection it
Forest Fire must also affect their mental health. It was a public secret that foreign company started the forest fire
as their plantation never caught on fire. However, the event motivated local government to practice
countermeasures against forest fire. They, even ban intentional burn that locals used to practice”

Table 7. Translated Excerpts about Culture Study in Science Lesson

Theme Excerpts
“In our school we have a permaculture program called school kitchen garden. Students not only helped
School
planting the animal, they are also involved in selling the produce to local communities. Our school also
Kitchen Garden
utilized bioethanol as a source for electricity and process wastewater so it is usable again”

DISCUSSIONS
Transforming Local Context into Sustainability Discourse in Science Curriculum The interview suggests that teachers
hold a frame of mind that aligns with the principle of plac-e-based education that emphasize on local sustainability as the
driving force of local curricula based on local need. Table 8 exemplified three local contexts gathered from the interview: for-
est fire, animal sacrifice and school garden, and how they can be transformed into sustainability discourse to be used in sci-
ence lesson.

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Table 8. Transforming Local Contexts into Sustainability Discourse
Local Context Environment Economy Social
Climate change intensify Forest burning is an easy and
Indigenous communities had
drought that increase risk of relatively cheap way to clear
Forest fire been practicing small scale,
forest fire, which itself land into a palm oil plantation
controlled forest burning as a
releases CO2, a major that gives 5% of the country’s
part of their culture.
greenhouse gas. GDP.
Cows raised as a livestock Farming is an important part of Traditional ceremonies that
Animal sacrifice released methane, which also the local economy, as well involves animal sacrifice can
contribute to the global providing input to the leather maintain a sense of
warming industry community.
Vegetables requires less Students can either sell or
Managing a garden can provide
School garden resources than raising donate the vegetable that
students with experience like
livestock, while giving a they have raised to the local
managing their own business.
comparable yield. community.

REFERENCE
Smith, G. A. (2002). Place-based education: Learning to be where we are. Phi Delta Kappan, 83(8), 584-594.
UNESCO. (2020). UNESCO Roadmap for Implementing the Global Action Programme on Education for Sustainable
Development. Retrieved from: https://unesdoc.unesco.org/ark:/48223/pf0000230514

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ORAL PRESENTATION
#192 Affordance in Augmented Reality Exhibits on Dinosaur
Seok-Hyun Ga1, Hyun-Jung Cha2, Hye-Gyoung Yoon2
1
National Taiwan Normal University, Taiwan
2
Chuncheon National University of Education, Korea
shga@ntnu.edu.tw

As augmented reality (AR) becomes more prevalent, various exhibits using AR are being installed in science museums, but
research on whether these exhibits are effectively functioning is lacking. In this study, the researcher interviewed a science
museum expert to discover the intended affordances of the 'dinosaur augmented reality exhibition' installed at the
Gwacheon National Science Museum and clarified those affordances through repeated discussion among researchers. We
also investigated the responses of 5th and 6th-grade elementary school students to the intended affordances that appeared
in the process of attending the 'dinosaur augmented reality exhibition'. As a result, we discovered several limitations in the
way the visitors' experience evolved into in-depth scientific understanding or reasoning about dinosaur exhibitions. The ex-
hibits attracted the visitors and made them feel interesting. However, the visitors did not notice the exhibition's main pur-
pose in terms of scientific reasoning and some visitors attempted unintended interactions that were not related to intended
affordances. This study is valuable in that it conducted a qualitative evaluation of the augmented reality exhibits, and the lim-
itations found in this study provide some implications for improving the AR exhibits.
Keywords: augmented reality, affordance, dinosaur exhibit, science museum

1. INTRODUCTION
With the development of technology, science education contents are also evolving in various forms. As Mixed Reality
(MR) technology represented by Virtual Reality (VR) and Augmented Reality (AR) emerged as a key technology of the Fourth
Industrial Revolution, various science education contents using MR are being created. MR is one of the promising technology
in the edtech due to its immersive nature, ability to share information in new and engaging ways, and potential to offer vir-
tual experiences that can ease barriers from cost or distance (Dick, 2021).
However, like other innovative technologies, the educational value of MR technology is not realized simply by using
it. How to design, implement, and integrate MR technologies within formal or informal educational environments is critical
to achieving the educational value of MR technologies. (Wu et al., 2013).
In this study, the following research questions were raised to find out the educational value of AR exhibits on the di-
nosaur AR exhibits installed at the Gwacheon National Science Museum.
1) What is the intended affordance of the dinosaur AR exhibit?
2) How does the visitor experience about the intended affordance of the dinosaur AR exhibit?

2. Method
We recruited 8 fifth and sixth-grade elementary school students living in Seoul and Gyeonggi-do. Two of each stu-
dent experienced dinosaur AR exhibits and related exhibits installed at the Gwacheon National Science Museum together.
Students' viewing was recorded, and about 20 minutes of interviews were recorded after the experience.
The exhibition hall displays Edmontosaurus fossils with a tail wound as its main exhibit. It is expected for students to
infer why the tail wound occurred. The dinosaur AR exhibit features a carnivorous dinosaur biting the tail of an
Edmontosaurus dinosaur, which provides clues for students' scientific reasoning.
The intended affordances of the dinosaur AR exhibits were discovered through interviews with a natural history mu-
seum specialist and analysis and discussion among researchers. The students' responses were classified as perceptible af-
fordance, hidden affordance, and false affordance, according to Gaver's (1991) classification. The initial analysis was con-
ducted by one researcher, and based on this result, the final analysis result was derived through three times discussions with
two researchers.

3. Results
A total of five affordances were found as intended affordances for dinosaur exhibits. Affordance 1 is intended to
show which fossils each dinosaur in the video corresponds to by overlapping virtual dinosaur images on the dinosaur bone
fossil exhibits. Most students only briefly guessed what kind of dinosaur the video showed, but did not try to identify it in the
end. Affordance 2 is intended to attract visitors and stimulate their interests through the lively appearance of the actual
dinosaur. Most students were interested in moving dinosaurs and felt like they were with dinosaurs in the same space.
However, some students tried to interact by waving at the dinosaur, but in fact, the exhibit does not have an interactive
function. Affordance 3 is intended for students to stand on a footprint sign. This is related to the last scene of AR in which di-

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nosaurs threaten the visitors. Most students looked at the footprint position because they thought the video would only be-
gin when they stand at that position. Students' response is different from intended affordance of the exhibition. Affordance
4 tried to provide a scaffold for students to infer the cause of wound marks in Edmontosaurus fossils through footage of one
dinosaur biting the tail of another. However, many students missed the scene. Only a few students saw it, but they didn't
think it was a meaningful scene. Affordance 5 intended to tell students what they should focus on in the video by writing
sentences under the AR screen. However, most students did not notice the existence of the sentences before watching the
video. Therefore, it did not affect students viewing of the video.

4. Conclusions
The dinosaur AR exhibit was successful in stimulating the interest of visitors and attracting visitors. However, we have
found several limitations in leading to in-depth scientific understanding or reasoning. The students guessed what kind of di-
nosaur it was in the video, but they did not try to identify it in the end. Although the main goal of the exhibition was to find
the cause of the wound in the dinosaur's tail, visitors were not fully aware of the goal. Some visitors attempted to interact
with the AR exhibit, but the exhibit did not include features related to the interaction. The intended affordances of the ex-
hibits worked partially but were insufficient to achieve the educational goals of the exhibits.
The results of this study suggest that for the intended affordances of dinosaur AR exhibits to lead to actual mean-
ingful scientific inference activities, affordances must be more elaborately and organically designed.

ACKNOWLEDGEMENTS
This research was supported by Basic Science Research Program through the National Research Foundation of Korea(NRF)
funded by the Ministry of Education(2021R1I1A3040733).

REFERENCES
Dick, E. (2021). The Promise of Immersive Learning: Augmented and Virtual Reality’s Potential in Education. Information
Technology and Innovation Foundation. https://itif.org/publications/2021/08/30/promise-immersive-learn-
ing-augmented-and-virtual-reality-potential
Gaver, W. W. (1991). Technology affordances. Proceedings of the SIGCHI Conference on Human Factors in Computing
Systems Reaching through Technology - CHI ’91, 79-84. https://doi.org/10.1145/108844.108856
Wu, H.-K., Lee, S. W.-Y., Chang, H.-Y., & Liang, J.-C. (2013). Current status, opportunities and challenges of augmented re-
ality in education. Computers & Education, 62, 41-49. https://doi.org/10.1016/j.compedu.2012.10.024

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ORAL PRESENTATION
#104 Could Official STEM Curriculum Documents Function as Enablers of Successful Boundary-Crossing? The
Hong Kong Case
Ka Lok Cheng; The University of Hong Kong, Hong Kong
chengkla@hku.hk

The ability to bridge between perspectives is essential for handling new and complex global challenges. This study aims to
consider how far the official STEM curriculum documents in Hong Kong facilitate interdisciplinary dialogues. The official
STEM-related curriculum documents were examined as the boundary objects that bridge between constituent disciplines.
Three research questions were formulated regarding how the STEM curriculum documents in Hong Kong fostered (i) the le-
gitimation of the use of multiple disciplinary perspectives, (ii) the translation of different disciplinary perspectives, and (iii)
the routinisation of frequent and smooth boundary-crossing. Directed content analysis was performed with the coding
scheme constituting the following six aspects: (i) Othering, (ii) Legitimating coexistence, (iii) Communicative connection, (iv)
Efforts of translation, (v) Increasing boundary permeability, and (vi) Routinisation.
We could conclude from the analysis that the STEM curriculum documents in Hong Kong could facilitate interdisciplinary
dialogues to a somewhat limited extent. On the positive side, the coexistence of different disciplinary perspectives was offi-
cially legitimated. Moreover, the student-centred project-based approach advocated by the documents permitted students
and projects to serve as communication connections between teachers of different subjects. Examples could also be found
in the documents regarding how the various project elements could be temporally arranged to mandate boundary-crossing.
On the flip side, however, there is minimal discussion of the contribution of various disciplines. Students might find it chal-
lenging to distinguish and relate the different disciplines. There is no specification about how teachers of different subjects
should communicate and how knowledge translation should occur. There is also a lack of support for developing routines
for interdisciplinary knowledge integration and application.
It is hoped that this work could stimulate the further use of the concepts of "boundary-crossing" in the analysis of integrated
STEM-related curricula. Such research could support continuous STEM curriculum development that advances interdiscipli-
nary dialogues.
Keywords: Boundary objects, Dialogicality, Integrated STEM Education, STEM curriculum

INTRODUCTION
The constituent disciplines of STEM come with their respective sociocultural parameters. The discontinuity between
these different sociocultural worlds results in a boundary, which paradoxically relates these worlds, and continuity thus
emerges (Akkerman and Bakker, 2011) — Integrated STEM education functions as such a boundary object (Shanahan,
Carol-Ann Burke, & Francis, 2016), which allow the four disciplines to be bridged. Thus, STEM learning activities serve as op-
portunities to develop students' boundary-crossing capability, essential for handling new and complex global challenges.
Policy documents encompassing multiple perspectives also serve as boundary objects that bridge between views and
between "what is" and "what might be" (Hunter, 2008). As such, the STEM curriculum documents could be understood as
boundary objects in pluralistic senses. Such an understanding could help us focus on how the curriculum could gain further
acceptance (Hulten, 2013).
Four mechanisms have been identified by Akkerman and Bakker (2011) for the dialogues at the boundary, namely,
identification, coordination, reflection and transformation, which have been used to understand STEM projects and curricu-
lum designs (Kapon & Erduran, 2021). Recently in Hong Kong, efforts have also been made to interpret the boundary-cross-
ing STEM curricular experiences (Leung, 2020). The primary purpose of this work is thus to extend the scholarly discussion to
the curriculum artefacts. The current study focuses on the first two dialogic mechanisms for a more focused discussion.

RESEARCH QUESTIONS AND METHOD

This study aims to consider to what extent the official STEM curriculum documents in Hong Kong facilitate inter-
disciplinary dialogues. Three research questions were formulated regarding how the STEM curriculum documents in Hong
Kong foster (i) the legitimation of the use of multiple disciplinary perspectives, (ii) the translation of different disciplinary per-
spectives, and (iii) the routinisation of frequent and smooth boundary-crossing.
The official STEM-related curriculum documents, including the Report on STEM Education - Unleashing Potential in
Innovation (EDB, 2016) and the curriculum guides of relevant Key Learning Areas, were examined in the current study.
Qualitative content analysis, specifically directed content analysis, was performed. The coding scheme was derived from
Akkerman and Bakker (2011). It includes the following six aspects: (i) Othering, (ii) Legitimating coexistence, (iii)
Communicative connection, (iv) Efforts of translation, (v) Increasing boundary permeability, and (vi) Routinisation.
The analysis was carried out using the eleven-step procedure Cohen et al. (2018) proposed. After defining, under-
standing and unitising the sample documents (steps 1-5), codes and categories were developed and applied (steps 6-8). The

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coded data were then read again for patterns and associations, which served as the basis of subsequent summarising and in-
ferencing (steps 9-11).

FINDINGS AND DISCUSSION

In terms of the legitimation of the use of multiple disciplinary perspectives, one could find that curriculum documents
at both cross-disciplinary and disciplinary levels endorsed integrative efforts. However, there are merely implicit messages of
the contribution of the respective subject disciplines except in the Science Education Key Learning Area, in which the Nature
of Science is highlighted. The students may thus find it challenging to identify how the disciplinary perspectives could be dis-
tinguished and related. Such absence calls for a discussion of the nature and characteristics of different kinds of knowledge
in both discipline-based and interdisciplinary settings.
Regarding the second research question, it was observed that the curriculum documents advocated using the stu-
dent-centred project-based approach. Both students and projects serve as communication connections between teachers of
different school subjects. Moreover, students are expected to make substantial efforts to translate the ideas from various
disciplines into immediately helpful knowledge for their projects. However, there is no specification about how the teachers
from different disciplines should communicate with/through the students and the projects. It is also uncertain how knowl-
edge translation should occur on the student side.
The curriculum documents include sample projects that illustrate how the teachers might temporally organise the in-
puts from different school subjects, and some of the samples require frequent boundary-crossing. There are, however, no
suggestions for how the boundary-crossing could be routinised. The sample projects are neither designed as protocols for
regular application nor are there explicit efforts to help students develop systematic knowledge translation and integration
strategies. The curriculums should provide more guidance on supporting students' strategic interdisciplinary sense-making
and knowledge translation.

CONCLUDING REMARKS
We can conclude from the analysis that the STEM curriculum documents in Hong Kong facilitate interdisciplinary dia-
logues to a limited extent. The interdisciplinary dialogues are officially legitimated, the project approach adopted fore-
grounds the communicative connections between subject teachers, and the curriculum documents provide examples of
how boundary-crossing can be facilitated. However, there is minimal discussion of the respective contribution of various dis-
ciplinary perspectives, insufficient specifications on how the knowledge translation should take place, and a lack of support
for the development of routines for interdisciplinary knowledge integration and application.
This work purposes stimulating further application of the concepts of "boundary-crossing" to analyse science curricu-
lum materials, particularly the ones for integrated STEM learning. A subsequent publication will report the analysis of curric-
ulum artefacts through the lens of the reflection and transformation processes.

REFERENCES
Akkerman, S., & Bakker, A. (2011). Boundary Crossing and Boundary Objects. Review of Educational Research, 81(2),
132-169.
Cohen, L., Manion, L., & Morrison, K. (2018). Research methods in education (8th ed.). Routledge.
Education Bureau [EDB]. (2016). Report on Promotion of STEM Education: Unleashing Potential in Innovation. Hong Kong:
EDB.
Hulten, M. (2013). Boundary objects and curriculum change. Journal of Curriculum Studies, 45(6), 790-813.
Hunter, S. (2008). Living documents: A feminist psychosocial approach to the relational politics of policy documentation.
Critical Social Policy, 28(4), 506-528.
Kapon, S., & Erduran, S. (2021). Crossing Boundaries - Examining and Problematising Interdisciplinarity in Science
Education. In O. Levrini, G. Tasquier, T. G. Amin, L. Branchetti, & M. Levin (Eds.). Engaging with Contemporary
Challenges through Science Education Research (pp. 265-276). Cham: Springer.
Leung, A. (2020). Boundary crossing pedagogy in STEM education. International Journal of STEM Education, 7, Article 15.
https://doi.org/10.1186/s40594-020-00212-9
Shanahan, M., Carol-Ann Burke, L., & Francis, K. (2016). Using a Boundary Object Perspective to Reconsider the Meaning of
STEM in a Canadian Context. Canadian Journal of Science, Mathematics and Technology Education, 16(2), 129-139.

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ORAL PRESENTATION
#140 Trends and Perspectives of Climate Change Education in the Asia-Pacific: For Consideration in
Science Education
Hiroki Fujii; Okayama University, Japan
fujii-hi@okayama-u.ac.jp

Incorporating climate change education (CCE) into school education and teacher training is an urgent and challenging task.
This study presents the trends and perspectives of school education and teacher education with regard to CCE, especially in
countries of East Asia, Southeast Asia, and the Pacific islands. The basis for this attempt are discussions under the followings:
1) global calls to accelerate CCE; 2) development of CCE in schools leading projects and educational policies, curricula, and
pedagogy; and 3) implementation of CCE in teacher education educational programs and courses and an innovative project
through collaboration in the Asia-Pacific. In conclusion, in order to mainstream CCE in schools and teacher education in-
stitutions, the first requirement is to develop a school education policy and guidelines on CCE and to promote the in-
corporation of CCE into the curricula not only in science and social science subjects but also in the humanities. Additionally,
new curricula should be flexible enough to be adaptable to local contexts. Second, pedagogical approaches that encourage
behavioral changes in learners, such as learner-centered, inquiry-based, experiential, participative and collaborative, and in-
ter- and transdisciplinary approaches, should be further disseminated. They must take into account the characteristics of cli-
mate change including its inevitable unknowns and uncertainties, scientific complexity, and the difficulty in being recognizing
it from personal experience. Finally, despite various obstacles to integrate CCE into existing teacher training, teacher educa-
tion institutions should implement CCE strategies and develop educational programs and courses that would allow teachers
to gain competencies as sustainability citizens as well as professional competencies for CCE. These requirements will be cru-
cial in considering CCE in science education.
Keywords: Climate Change Education, Education for Sustainable Development, School Education, Teacher Education

INTRODUCTION
Climate change education (CCE) has its origins in Article 6 of the United Nations Framework Convention on Climate
Change (UNFCCC) of 1992. The article listed education and training as a priority action area. However, full-scale efforts in
CCE finally started in the 2010s. The Doha Work Program, adopted at the 18th Conference of the Parties (COP 18) in 2012,
required that climate change should be included in school education and teacher training. Thereafter, various reports writ-
ten by and conferences organized by UNFCCC and the United Nations Educational, Scientific and Cultural Organization
(UNESCO) have stated the importance and urgency of CCE and have made suggestions for concrete educational activities
for the same. For example, UNESCO (2017) has proposed learning objectives for achieving the SDGs, including the SDG 13
- “Climate action: Take urgent action to combat climate change and its impacts.”
However, among the national curriculum frameworks of 100 countries reviewed for the UNESCO report “Getting ev-
ery school climate-ready” (2021), only about half contained any reference to climate change. Additionally, the report men-
tions that fewer than 40 per cent of teachers were confident in teaching climate change and only 55 per cent of them had
received pre- or in-service training on climate change and sustainable lifestyles. These results suggest that school education
and teacher education are negatively reinforcing in this respect.
In terms of CCE in regions and countries around the world, some countries actively develop CCE and integrate it into
their national education policies, whereas in others it remains marginal. Countries in regions like sub-Saharan Africa and
Oceania, which are most vulnerable to climate change, are more likely to include climate change content in their national
curriculum framework for schools, as opposed to those in Asia, Europe, and North America, which are largely responsible for
the emissions causing climate change (UNESCO, 2021).
The question that arises from these general reports is indeed how CCE is evolving in school and teacher education in
the Asia-Pacific region, especially in the rapidly industrializing and developing East Asian and Southeast Asian countries,
which are seeing a significant increase in emissions exacerbating climate change, and in the Pacific island countries most
sensitive and vulnerable to climate change impacts. This question leads to further questions regarding the differences and
similarities in CCE in amongst these countries, and about the challenges to CCE to be overcome in the future. This study will
seek answers to these questions by reviewing the relevant studies in each country.

SCHOOL EDUCATIONAL POLICY AND CURRICULA FOR CLIMATE CHANGE EDUCATION

School education and teacher education for CCE in East Asian, Southeast Asian, and the Pacific island countries are
gradually and steadily progressing in conjunction with ESD. To summarize the findings of this study, three things will be re-
quired to mainstream CCE in schools and teacher education institutions.
First, CCE should be more firmly positioned in school education policy and curricula. This means that, as Læssøe and
Mochizuki (2015) mention, there is a need for “norm supporting structure” that raises the educational stakeholders’ aware-
ness of CCE. Subsequently, CCE should be understood as a cross-cutting curriculum element and widely integrated not only

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in science subjects such as science and social science subjects but also in the humanities. In this way, the curriculum can
teach climate change science to students and also foster their citizenship that can cope with climate change. Additionally,
new curricula should be flexible enough to be adaptable to local contexts. Climate change impacts vary locally, and sustain-
able lifestyles for mitigating climate change also differ according to local traditions and cultures. As in the Pacific Islands, the
impact of disaster risk emphasizes education for adaptation to rather than mitigation of climate change.

PADAGOGY OF CLIMATE CHANGE EDUCATION IN SCHOOLS

Second, the discussion of the pedagogical approach should begin by clarifying learners’ competencies for
sustainability. These competencies have been presented in various ways (e.g., Bianch, G., Pisiotis, U., & Cabrera, 2022), and
emphasize critical thinking, problem-solving, anticipatory competency, etc. Pedagogical approaches that encourage behav-
ioral changes in learners, such as learner-centered, inquiry-based, experiential, participative and collaborative, and inter- and
transdisciplinary approaches, should be further disseminated, taking into account the characteristics of climate change, with
its inevitable unknowns and uncertainties, scientific complexity, and difficulty in being recognizing from personal
experience. Furthermore, teachers who should practice such pedagogy must experience it themselves; therefore, programs
and courses offered by teacher education institutions are required to prepare for this opportunity.

IMPLEMENTING CLIMATE CHANGE EDUCATION IN TEACHER EDUCATION

Third, the transformation of school education always requires a transformation of teacher education. Although there
are various obstacles to integrate CCE into existing teacher training, teacher education institutions should implement CCE
strategies and develop educational programs and courses that would allow teachers to gain competencies as sustainability
citizens as well as professional competencies for CCE. Of course, newly developed programs and courses may be mod-
ifications of existing ones. The key to achieving this is for teacher education institutions to engage in CCE with the whole-in-
stitution approach, referring to productive ESD initiatives within a faculty framework (e.g., Hopkins & Kohl, 2019). A collab-
orative CCE project between teacher education institutions currently underway in Asia, in which the author and other sci-
ence educators are involved, will be an exemplar for this effort.

REFERENCES
Bianch, G., Pisiotis, U., & Cabrera, M. (2022). GreenComp The European sustainability competence framework.
Luxembourg: Publications Office of the European Union.
Hopkins, C., & Kohl, K. (2019). Teacher education around the world: ESD at the heart of education - Responsibilities and op-
portunities towards a sustainable future for all. In D. D. Karrow, and M. DiGiuseppe (Eds.), Environmental and sus-
tainability education in teacher education: Canadian perspectives (pp.21-35). Cham: Springer.
Læssøe, J., & Mochizuki, Y. (2015). Recent trends in national policy on education for sustainable development and climate
change education. Journal of Education for Sustainable Development, 9(1), 27-43.
UNESCO (2017). Education for Sustainable Development Goals: Learning objectives. Paris: UNESCO.
UNESCO (2021). Getting every school climate-ready: How countries are integrating climate change issues in education.
Paris: UNESCO.

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ORAL PRESENTATION
SESSION 33: [S3] Science education for secondary school and related areas

#186 Developing Secondary School Students’ Systems Thinking Using Model-Based Inquiry Approach
Miao Miao, FangFang Zhao; Nanjing Normal University, China
violet_fangi@163.com

Model-based inquiry has been used to engage students in science learning. In this study, a model-based inquiry approach
was used to develop students’ systems thinking on the topic of digestive system(DS). Participants are Chinese secondary
school students(n=45) in Grade 7. Students’ drawings of DS and responses to open-ended questionnaire were analyzed be-
fore and after instruction. Interviews and classroom instruction was recorded and analyzed to reveal how model-based in-
quiry affects students’ systems thinking. Results show that students have low level of system thinking before instruction, and
the results after instruction will be collected on June 6th. The analysis will be finished by late June. It is expected that stu-
dents’ system thinking will increase and the explanation for the mechanism will be presented during the conference
Keywords: model-based inquiry, systems thinking, digestive system

INTRODUCTION
Next Generation Science Standards (NGSS lead states, 2013) advocates engaging learners in inquiry-based activities.
Inquiry learning is a constructivist practice that develop curiosity and creative thinking skills (Osborne, 2014), and it is a more
effective teaching strategy than direct instruction (Blanchard et al., 2010). Similarly, scientific inquiry is conceived as one sig-
nificant element in developing students’ scientific literacy in science education of scientific literacy (Ministry of Education of
PRC. 2017.) Literature shows that models-centered approach can be effective in inquiry (Schwarz & White, 2005).
Model-based inquiry (MBI) is an instructional strategy enable learners to explore phenomena and construct and reconstruct
models which engages students in authentic scientific inquiry (Gray & Rogan-Klyve, 2018) and improves students’ interest in
science (Haugwitz & Sandmann, 2010).Physical models as one form used to demonstration or communication in complex
systems learning in biology. The inquiry based on physical models enhances learners’ abstract process and scientific mecha-
nism understanding, developing system thinking (Monroe & Richard, 2015).
Complex systems mean entities consisting of structures at different organizational level and processes occurring in
chains or simultaneously in the system, for example, the digestive system (DS). Students have many non-scientific ideas
about DS (Granklint Enochson et al., 2015). Thus, it is necessary to investigate if model-based inquiry approach can improve
students’ systems thinking. And if yes, how model-based inquiry develops middle school students’ system thinking in the
context of digestive system.

THEORETICAL FRAMEWORK
The Components-Mechanisms-Phenomena (CMP) conceptual representation in combination with modeling practice
provides a perspective to understand complex system (Hmelo-Silver et al., 2017). It is intended to support learners in framing
systems thinking around a particular phenomenon or ecological pattern (P); encouraging learners to generate or recall plau-
sible mechanisms (M) that may result in the P; and explore the parts or components (C) that interact to result in M and P.

METHODOLOGY
Case study was adopted in this study, as the phenomenon in this study has clear boundaries and the research goal is
to understand how model-based inquiry affected students’ systems thinking (Merriam & Tisdell, 2015). The case was defined
as the whole class of 45 middle school students who just learned through model-based inquiry.

Study context
Participants are 45 students in7th grade in a public school in eastern China. The model-based inquiry curriculum was
adapted from Biological Sciences Curriculum Study (BSCS), titled Metabolic Reactions. The lesson was taught by a college in-
structor with a PhD degree in STEM education.

Data collection
Before the model-based inquiry activities, students were asked to draw a picture about digestive system and to an-
swer four questions (see Table 2) on the processes of digestion and absorption individually. Students will be asked to finish
the same drawing and questions after the instruction and the classroom instruction has been videotaped (the last class will
be on June 6th). Interviews will be performed after the instruction.

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Data analysis
In this study CMP framework was used to assess participants’ systems thinking by analyzing students’ drawings, an-
swers to open-ended questions before and after model-based inquiry instruction, and their self-generated models after
instruction. The coding book was developed for digestive system (Table 1). Three researchers evaluated data from drawings
and questionnaires independently, and disagreements in coding were discussed until agreement.

Table 1: Established levels for CMP framework aspects for the digestive system

C1: C2: C3: M: P:

Microscopic Macroscopic Features of Mechanisms Phenomena
components components components related
to mechanism(s)
Level 0 Lack of enzyme No representation of No description of Lack of processes Lack of outcome of
internal structure components (digestion of food, the operating
related efficient food absorption of mechanisms
digestion nutrients, etc.)
Level 1 Presence of One or more internal Description of surface Presence of one One presence of
enzyme organs placed at area related efficient process outcome of the
random food digestion operating
mechanisms
Level 2 One or more internal Description of surface Presence of two Two presence of
organs not connected area to volume ratio processes in right outcome of the
related efficient food order operating
digestion mechanisms
Level 3 More than 3 internal Presence of three Three presence of
organs but one or processes in right outcome of the
more wrong order operating
connection mechanisms

Level 4 More than 3 internal Presence of three Three or more

organs in appropriate or more processes presence of
positions and in right order outcome of the
relationships operating
mechanisms

Table 2: Questions analyzed and rubrics based on CMP framework

CMP Aspects Questions Scientific responses

C1:Microscopic 1 What helps the digestion of Enzyme, hormone. ‘digestive juice’, ‘saliva’, ‘acid’
components food in digestive organs?
C2:Macroscopic 2 Where inside your body does Mouth.
components the digestion of foods first Mastication. ‘Chewing’, ‘Grinding’, ‘Particulate consistency’
begin? What happens to the and similar
food there? Starch decomposition. and similar
3 Where inside your body does Large intestine. Anus.
the digestion of foods finished? Defecation.
What happens to the food Formation of feces. ‘Water absorption’, ‘electrolytes
there? absorption’, ’dry’ and similar
M:Mechanisms 4 What does it mean to digest Ingestion. ’To ingest’, ’To swallow’, and similar
the food in digestive system? Digestion. ’To digest’, ‘To break’, ‘enzymatic activity’, and
Describe with your own words. similar.
Nutrient absorption.
Disposal of unused residue. ’Disposal’, ‘Feces formation’
and similar.

EASE 2022 / ORAL PRESENTATION SESSION 3 _ DAY 2, Jul 26 Ÿ 145

ORAL PRESENTATION
RESULTS: CURRENT AND EXPECTED
Current results
Before instruction, none of students presented microscopic components or mechenisms in their drawing (Table 3).
But when explicitly asked about the processes, students were able to provide description of processes/mechanisms (Table 4).
Many students held non-scientific ideas about the components of DS and the processes in DS (Table 4). They think small in-
testine can produce urine. A few students think stomach is the beginning of DS.

Table 3: Levels of system thinking reflected by students’ drawing before the instruction (N=45)
C1 C2 C3 M P
Level 0 45 15 45 44 44
Level 1 0 17 0 1 1
Level 2 0 4 0 0 0
Level 3 0 8 0 0 0

Table 4: correct ratio of system thinking reflected by students’ questionnaires before the instruction (N=45)
C1(Q1) C2(Q2) C2(Q3) M(Q4)
Incorrect 8(18%) 7(16%) 15(33%) 6(13%)
Partially correct 35(77%) 31(68%) 26(58%) 34 (76%)
Correct 2(5%) 7(16%) 4(9%) 5(11%)

Expected results
With the analysis of students’ drawings and answers after model-based inquiry activities, it is expected that students’
system thinking will increase, which will be reflected by the frequency of M, P in students’ drawings and responses. Whether
or not student’s systems thinking increases, analysis of interviews will provide clues on how the model-base inquiry affect
their understanding of DS and their systems thinking.

CONCLUSIONS
Secondary school students tend to have low level of systems thinking, and it is expected that model-based inquiry
teaching will increase students’ systems thinking. This study aims to provide explanation on how model-based inquiry ap-
proach affect students’ learning, and what to be considered when implementing model-based inquiry.

REFERENCES
Blanchard, M. R., Southerland, S. A., Osborne, J. W., Sampson, V. D., Annetta, L. A., & Granger, E. M. (2010). Is inquiry pos-
sible in light of accountability?: A quantitative comparison of the relative effectiveness of guided inquiry and ver-
ification laboratory instruction. Science Education, 94(4), 577-616. https://doi.org/https://do-
i.org/10.1002/sce.20390
Cakici, Y. (2005). Exploring Turkish upper primary level pupils’ understanding of digestion. International Journal of Science
Education, 27(1), 79-100. https://doi.org/10.1080/0950069032000052036
Granklint Enochson, P., Redfors, A., Dempster, E. R., & Tibell, L. A. E. (2015). Ideas about the human body among secondary
students in South Africa. African Journal of Research in Mathematics, Science and Technology Education, 19(2),
199-211.
Gray, R., & Rogan-Klyve, A. (2018). Talking modelling: Examining secondary science teachers’ modelling-related talk during
a model-based inquiry unit. International Journal of Science Education, 40(11), 1345-1366.
Hall, J. E., & Hall, M. E. (2020). Guyton and Hall textbook of medical physiology e-Book. Philadelphia:Elsevier Health
Sciences,
Haugwitz, M., & Sandmann, A. (2010). Collaborative modelling of the vascular system-designing and evaluating a new
learning method for secondary students. Journal of Biological Education, 44(3), 136-140.
Hmelo-Silver, C. E., Jordan, R., Eberbach, C., & Sinha, S. (2017). Systems learning with a conceptual representation: a qua-
si-experimental study. Instructional Science, 45(1), 53-72. https://doi.org/10.1007/s11251-016-9392-y

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Merriam, S. B., & Tisdell, E. J. (2015). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Ministry of Education of PRC. 2017. High School Biology Curriculum Standard (revised in 2020). Beijing, PRC: People
Education Press. (In Chinese.)
Monroe, M. C., & Richard, R. (2015). Plate, and Lara Colley. 2015.“. Assessing an Introduction to Systems Thinking.” Natural
Sciences Education, 44(1), 11.
NGSS lead states. (2013). Next generation science standards: For states, by states. Washington, DC: The National Academies
Press.
Osborne, J. (2014). Teaching Scientific Practices: Meeting the Challenge of Change. Journal of Science Teacher Education,
25(2), 177-196.
Reiss, M. J., & Tunnicliffe, S. D. (2001). Students’ Understandings of Human Organs and Organ Systems. Research in Science
Education, 31(3), 383-399. https://doi.org/10.1023/A:1013116228261
Roth, W.-M., & Lee, S. (2002). Scientific literacy as collective praxis. Public Understanding of Science, 11(1), 33.
Schwarz, C. V, & White, B. Y. (2005). Metamodeling Knowledge: Developing Students’ Understanding of Scientific
Modeling. Cognition and Instruction, 23(2), 165-205. https://doi.org/10.1207/s1532690xci2302_1
Snapir, Z., Eberbach, C., Ben-Zvi-Assaraf, O., Hmelo-Silver, C., & Tripto, J. (2017). Characterising the development of the un-
derstanding of human body systems in high-school biology students - a longitudinal study. International Journal of
Science Education, 39(15), 2092-2127. https://doi.org/10.1080/09500693.2017.1364445
Uskola, A., Zamalloa, T., & Achurra, A. (2022). Using multiple strategies in deepening the understanding of the digestive
system. Journal of Biological Education, 1-19. https://doi.org/10.1080/00219266.2022.2064896
Yazan, B. (2015). Three approaches to case study methods in education: Yin, Merriam, and Stake. The Qualitative Report,
20(2), 134-152.

EASE 2022 / ORAL PRESENTATION SESSION 3 _ DAY 2, Jul 26 Ÿ 147

ORAL PRESENTATION
#112 Developing a Framework of Instructional Support for Students’ Enactment of Ecological Concepts in
Sensemaking of Ecological Phenomena
Heesoo Ha1, Yunhee Choi2
1
Center for Educational Research, Seoul National University, Korea
2
Ewha Womans University, Korea
snudunoy717@snu.ac.kr

Scientific knowledge is a primary tool that scientists use to shape their sensemaking activities, and supporting students’
adaptation of scientific knowledge could thus also enhance their ability to make sense of the natural world. This research
aims to examine how ecological concepts are enacted in students’ sensemaking of ecological phenomena and to identify
teaching strategies to support the enactment of ecological concepts during such sensemaking. This study adapted the cate-
gorization of ecological concepts as natural, functional, or integrative concepts according to how their use in ecological
research. With this foundation, a sensemaking activity was implemented in a middle school science club which had the goal
of making sense of ecological phenomena in a way that was meaningful to the students while also being scientifically valid.
Video recordings and transcriptions of the activities, which were the main data source, were analyzed, showing how differ-
ent types of ecological concepts are enacted in sensemaking and illustrating teaching strategies to support that enactment.
The current study can contribute to the development of instructional strategies to support students’ sensemaking of eco-
logical phenomena in the science classroom.
Keywords: sensemaking, ecological concepts, ecological phenomena

INTRODUCTION AND BACKGROUND

There is a consensus in science education that a transition from teacher-centered lectures to student-centered sense-
making of the natural world is needed. The goal of sensemaking is for students to construct explanations of the natural
world, rather than accept predetermined scientific knowledge from authoritative sources (Odden & Russ, 2019). In science
education, students’ existing knowledge and experiences are considered as resources for constructing explanations of natu-
ral phenomena, rather than misconceptions to be corrected (Hammer et al., 2004). While this resource-based view supports
students becoming agents capable of using their own ideas to make sense of the natural world, teacher supports are still
needed to refine those resources.
The current study focuses on conceptual supports for students’ sensemaking of ecological phenomena. Ecology is
the field that is addressed in significance in biology education (Ministry of Education, 2015). Because of the diversity of eco-
logical phenomena, making sense of them is a scientific endeavor distinct from other fields that put greater emphasis on
constructing universal explanatory models (Green, 2015). Although general models are also valued, ecological phenomena
vary widely, and explaining them individually is an important goal. This epistemic difference highlights the distinctiveness of
the conceptual research framework.
With the aim of developing a framework to support students’ sensemaking of ecological phenomena, the current
study focused on the scientific knowledge of ecological phenomena that the research community has developed. Ford
(2004) suggested the categorization of types of scientific concepts used in ecological research based on criteria for observ-
ing and using them in the sensemaking of ecological phenomena-natural concepts, considered “measurable or observable
entities or events in the ecological world” (p. 281); functional concepts, considered “properties of natural concepts or ex-
press relationships between two or more natural concepts” (p. 281); and integrative concepts, considered “theoretical con-
structions about the organization or properties of ecological systems” (p. 283). Based on this categorization, this study aimed
to identify how those concepts are used as conceptual resources in students’ sensemaking and in suitable instructional
strategies. We believe that a framework of teaching strategies could be a useful tool for teachers to interpret how students’
ideas can be valid resources and to determine additional resources needed for students to engage in sensemaking activities.
The specific research questions are as follows:
1. How are different types of ecological concepts enacted in students’ sensemaking of ecological phenomena?
2. How can teachers support students’ enactment of ecological concepts?

METHODS
This study uses a qualitative multiple case study method (Merriam, 1998). We examined a sensemaking activity im-
plemented in a middle school science club, whose goal was to make sense of ecological phenomena in a way that was both
meaningful to the students and scientifically valid. The second author was the teacher in charge of the club, and the first au-
thor participated as a co-teacher in the activity. Twenty-nine students participated, divided into six groups. Based on previous
studies on designing sensemaking curricula and scientific modeling through investigation (Manz et al., 2020), we designed
an activity that included two cycles of knowledge construction: exploring and describing the phenomena and constructing
mechanistic explanations for them.

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Video recordings and transcripts of the classroom discourse were the main data sources, and the qualitative analy-
sis was conducted in three phases. First, we iteratively read the transcripts and summarized the flow of sensemaking.
Second, we conducted a micro-level analysis of group activities, identifying the ecological concepts enacted in sensemaking
and coding them by concept type. Third, we identified the knowledge and practices through which the concepts were
enacted and examined the teacher supports provided for enacting different types of ecological concepts in sensemaking.

FINDINGS
The findings are summarized into the Table 1.

Table 1. A framework of instructional supports for students’ enactment of ecological concepts in sensemaking
Enactment of ecological concepts Support for concept enactment
Understanding and applying concepts in a formal Providing materials regarding the structural
and substantial way features of species
Natural Attending to living and nonliving factors of the Supporting students in matching species
concepts investigated ecosystems structures to actual organisms
Observing and measuring the factors to which Introducing methods to measure or observe
students attend entities and events in the field
Applying methods to measure the properties of Supporting clarification of the meaning of the
Functional the natural entities to which concepts correspond functional concepts to which students attend
concepts Constructing hypothetical explanations for Providing devices and methods to measure
ecological phenomena functional concepts
In abstract concepts itself Providing guidance on refining existing
Integrative
Developing investigation designs that reflect the investigation designs by considering integrative
concepts
properties of ecological phenomena concepts

CONCLUSIONS AND CONTRIBUTION TO THE CONFERENCE

This study explored students’ sensemaking of ecological phenomena and developed a framework of supports for cor-
responding activities. Scientific knowledge—especially domain-specific knowledge—expands the ability to explore and make
sense of the natural world, but in many cases, teachers find it difficult to evaluate how students’ ideas can be used as re-
sources and what kinds of teaching supports they can provide. The current study addresses these issues, contributing to the
development of instructional strategies to support students’ sensemaking of ecological phenomena in the science
classroom.

REFERENCES
Ford, E. D. (2004). Scientific method for ecological research. Cambridge University Press.
Green, S. (2015). Revisiting generality in biology: Systems biology and the quest for design principles. Biology & Philosophy,
30, 629-652.
Hammer, D., Goldberg, F., & Fargason, S. (2012). Responsive teaching and the beginnings of energy in a third grade
classroom. Review of science, mathematics and ICT education, 6(1), 51-72.
Manz, E., Lehrer, R., & Schauble, L. (2020). Rethinking the classroom science investigation. Journal of Research in Science
Teaching, 57, 1148-1174.
Merriam, S. B. (1998). Qualitative research and case study applications in education: Revised and expanded from case study
research in education. Jossey-Bass.
Ministry of Education (2015). Science Curriculum. MOE Notification No. 2015-74 [Supplement 9]. Ministry of Education.
Odden, T. O. B., & Russ, R. S. (2019). Defining sensemaking: Bringing clarity to a fragmented theoretical construct. Science
Education, 103, 187-205.

EASE 2022 / ORAL PRESENTATION SESSION 3 _ DAY 2, Jul 26 Ÿ 149

ORAL PRESENTATION
#153 Secondary School Students’ Computational Thinking in Synchronized Inquiry-Based Collaborative
Learning on Photosynthesis with a Support of Online-Mediated System Modeling Tool
Phatsakorn Saphan, Niwat Srisawasdi; Faculty of Education, Khon Kaen University, Thailand
phatsakorn.sap@kkumail.com

Computational thinking (CT) is important to contemporary science, technology, engineering, and mathematics
(STEM)-discipline learning in 21st century education. According to the integration of CT into science and mathematics class-
room, a conceptual taxonomy of CT practices was classified into four main categories, including data practices, modeling
and simulation practices, computational problem—solving practices, and systems thinking practices. This study utilized the
taxonomy to create a series of collaborative and synchronized inquiry-based learning experience with a support of on-
line-mediated system modeling tool, called SageModeler, to facilitate eleventh-grade students’ biology learning on plant
photosynthesis during a limited class circumstance of COVID-19 epidemic. Web-based applications have created a situation
in which these technologies have become readily available for usage in classrooms or at home supporting the learning in the
epidemic situations. The researchers involved 70 of eleventh-grade students, to explore their computational thinking practi-
ces through a method of behavioral patterns analysis from an online biology lesson of photosynthesis laboratory. They were
classified into three groups: students who received with conventional inquiry class without CT tool; students who received a
technology-transformed inquiry learning approach with spreadsheet; students who received a technology-transformed in-
quiry learning approach with SageModeler. For all three groups, they participated in the study for three weeks, and their col-
laborative learning interactions in small groups were recorded via zoom online meeting application, and all learning behavior
protocols were analyzed. Based on obtained protocol, 319 CT behavioral codes for approximately 250 minutes were ana-
lyzed as a result using the GSEQ software, in order to understand sequences of behaviors by lag sequencing analysis. The re-
sult represents that those three groups expressed different connections and patterns of CT practical behaviors clearly and
significantly.
Keywords: Behavioral patterns, Computational thinking, Inquiry-based learning, SageModeler, System modeling tool

Computational thinking (CT) is currently regarded as a core of scientific and engineering practices that is important
to contemporary science, technology, engineering, and mathematics (STEM)-discipline learning in 21st century education.
Conventionally, CT has been recognized as a problem-solving programming method in computer science courses only. To
date, researchers, educators, and developers are investigating opportunities and chances to integrate CT into STEM-related
subjects in order to facilitate effective computational practices and concepts for problem-solving solution and meaningful
learning in school STEM education for everyday life improvement. According to the integration of CT into science and math-
ematics classroom, Weintrop et. al. (2016) proposed a conceptual taxonomy of CT practices which classified into four main
categories, including data practices, modeling and simulation practices, computational problem—solving practices, and sys-
tems thinking practices. This study utilized the taxonomy to create a series of collaborative and synchronized inquiry-based
learning experience with a support of online-mediated system modeling tool, called SageModeler, to facilitate elev-
enth-grade students’ biology learning on plant photosynthesis during a limited class circumstance of the COVID-19
epidemic.
SageModeler is a web-based dynamic modeling tool for secondary school students to create dynamic models, which
allows them to create models, dynamics, and run real experiment or simulations to answer inquiry questions (Bielik, Damelin
& Krajcik, 2018). To date, web-based applications have created a situation in which these technologies have become readily
available for usage in classrooms or at home supporting the learning in the epidemic situations. In addition, this kind of tech-
nology presents opportunity with its modeling functions and features to help learners become computational thinkers who
can harness the power of computing to innovate and solve problems. In the present study, the researchers involved 70 of
eleventh-grade students, 23 males (33%) and 47 females (67%), to explore their computational thinking practices through
a method of behavioral patterns analysis from an online biology lesson of photosynthesis laboratory. They were classified in-
to three groups: 28 students as a control group who received with conventional inquiry class without CT tool; 29 students as
an experimental group 1 who received a technology-transformed inquiry learning approach, proposed by Srisawasdi and
Panjaburee (2019) with spreadsheet; 13 students as an experimental group 2 who received a technology-transformed in-
quiry learning approach with SageModeler. For all three groups, they participated in the study for three weeks and their col-
laborative learning interactions in small groups were recorded via zoom online meeting application. All learning behavior
protocols were analyzed in consistent with CT framework proposed by Weintrop et al. (2016), that 12 CT practical behaviors
has been selected in the study as follows: collecting data (CL), creating data (CA), manipulating data (MN), analyzing data
(AN) and visualizing data (VS), using computational models to understand a concept (UC), using computational models to
find and test solutions (FT), assessing computational models (AS), designing computational models (DS) and constructing
computational models (CS), choosing effective computational tools (CE), and understanding the relationships within a sys-
tem (UR). Based on obtained protocol, 319 CT behavioral codes for approximately 250 minutes were analyzed as a result us-
ing the GSEQ software, in order to understand sequences of behaviors by lag sequencing analysis (Bakeman & Gottman
1997; Zheng & Yu, 2016). The result represents that those three groups expressed different connections and patterns of CT

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practical behaviors clearly and significantly.

REFERENCES
Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis. Cambridge university
press.
Bielik, T., Damelin, D., & Krajcik, J. S. (2018). Shifting the balance: Engaging students in using a modeling tool to learn
about ocean acidification. EURASIA Journal of Mathematics, Science and Technology Education, 15(1), em1652.
Srisawasdi, N., & Panjaburee, P. (2019). Implementation of game-transformed inquiry-based learning to promote the under-
standing of and motivation to learn chemistry. Journal of Science Education and Technology, 28(2), 152-164.
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking
for mathematics and science classrooms. Journal of science education and technology, 25(1), 127-147.
Zheng, L., & Yu, J. (2016). Exploring the behavioral patterns of co-regulation in mobile computer- supported collaborative
learning. Smart Learning Environments, 3(1), 1-20.

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ORAL PRESENTATION
#117 Analysis of the Level of Inquiry Activities in Japanese High School Biology Textbooks
Naoko Kosaka; Japan Society for the Promotion of Science, National Institute for Educational Policy Research, Japan
kosaka.naoko.16@shizuoka.ac.jp

In recent years, to improve students’ motivation to learn and foster wise citizens, inquiry activities have been incorporated in-
to science classes. However, the 2015 Programme for International Student Assessment international survey indicated that
inquiry activities are carried out infrequently in Japanese high school science classes. Therefore, the level of inquiry activities
in the high school biology textbooks of five Japanese publishing companies were analyzed. Using Banchi and Bell’s four-level
inquiry index, it was investigated whether the three elements of a question, procedure, and solution were given for each in-
quiry activity and determined which of the four levels of inquiry the activity corresponded to. It was found that most of the
inquiry activities in the Japanese biology textbooks were at the lowest level of inquiry: confirmation inquiry. Even when the
inquiry activities included developmental questions, there were no third-or fourth-level inquiry activities. Project-based learn-
ing, which encourages students to improve their learning motivation, is the fourth level of inquiry activity; therefore, text-
books should include higher-level inquiry activities to cultivate participatory citizens.
Keywords: inquiry activity, Japanese high school biology textbook, level of inquiry

INTRODUCTION
Numerous studies have shown that inquiry activities, especially project-based learning, are effective for learning
(Thomas, 2000). In documents outlining Japanese school course curricula: the Course of Study, inquiry has been emphasized
for a long time (National Institute for Educational Policy Research, 2006). However, the 2015 Programme for International
Student Assessment (PISA) international survey found that, of the 70 participating countries, the frequency of inquiry activ-
ities in high school classes was lowest in Japan (Mostafa et al., 2018). Reasons why inquiry activities are not conducted in
high school science classes include teacher-led knowledge transfer-type lessons only being effective for university entrance
exams and teachers being too busy to conduct inquiry activities during classes (Kosaka, in press). Therefore, improving the
quality of inquiry activities in Japanese curricula is currently a pressing issue in Japan. In the United States, Banchi and Bell
(2008) proposed the concept of dividing inquiry activities into four levels based on the type of information the teacher pro-
vides for their students. The fourth and highest level of inquiry is considered the most difficult, and teachers are required to
gradually increase the level of inquiry up to the fourth level. The current study aimed to investigate which of these levels of
inquiry the inquiry activities in Japanese high school biology textbooks correspond to.

METHOD
Ten textbooks published by five companies (i.e., Tokyo Shoseki, Keirinkan, Jikkyo Shuppan, Suken Shuppan, and
Daiichi Gakushusha) were analyzed. All the companies publish two types of textbooks, Basic Biology and Biology, and both
types are compliant with the 2009 proposed Course of Study(Ministry of Education, Culture, Sports, Science and
Technology(MEXT), 2020). In each textbook, the content of activities indicated as inquiry activities was examined, and the
levels of inquiry were identified based on the type of information given to the students. The inquiry activities were classified
according to Banchi and Bell (2008) as follows. Inquiry activities that included a question, procedure, and solution were clas-
sified as the first level (i.e., confirmation Inquiry). Inquiry activities that included a question and a procedure were designated
as the second level (i.e., structured inquiry). Inquiry activities that only provided a question were designated as the third level
(i.e., guided inquiry), and inquiry activities that did not provide any question, procedure, or solution were designated as the
fourth level, the highest level of inquiry activity.

RESULTS
As shown in Figure 1, most of the inquiry activities were first-level inquiry activities, which provide students with
questions, procedures, and solutions; the students confirm the results using a prescribed procedure. Some inquiry activities
showed several lines of developmental activities in addition to the main activities, and the results of the analysis, including
these, are shown in Figure 2. There were no third-or fourth-level inquiry activities, including developmental activities.

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Figure 1. Percentage of inquiry activities corresponding to each level of inquiry identified for each Japanese textbook publish-
ing company J1 to J5.

Figure 2. Percentage of inquiry activities corresponding to each level of inquiry identified for each Japanese textbook publish-
ing company J1 to J5 including developmental activities.

DISCUSSION
It was revealed that inquiry activities in Japanese high school biology textbooks mostly included procedures and the
results of the activities. This may reduce the chances for students to think about the process of inquiry and the results.
Moreover, the students may simply be reading the activities because the teachers are not letting the students carry them out.
This is also related to the lack of inquiry activity evidenced by the 2015 PISA survey. Since various studies have shown that in-
quiry activities lead to increased student motivation (Mostafa et al., 2018), it is possible that increasing these activities may
improve the attitude of Japanese students toward science.

CONCLUSIONS
The inquiry activities surveyed in Japanese high school biology textbooks did not include high-level inquiry activities,
which make students ask questions or think about procedures and solutions. It is suggested that Japanese textbooks should
show a greater variety of inquiry activity levels, including inquiry activities that do not include procedures and results, so that
both teachers and students will want to work on them.

ACKNOWLEDGEMENTS
This work was supported by JSPS KAKENHI Grant Number JP22J40186. Any opinions, findings, conclusions, or recom-
mendations expressed in this material are those of the author and do not necessarily reflect the views of the author’s organ-
izations, JSPS and MEXT.

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REFERENCES
Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26-29.
Kosaka, N. (in Press). Research on Improving the Quality of Inquiry Activities in High School Biology Classes in Japan－
Through an Analysis of the US Science Education Practices Based on the Next Generation Science Standards (NGSS)
－, Shizuoka University REpository.
MEXT.(2020). Catalog of high school textbooks, 25-26. https://www.mext.go.jp/con-
tent/20200430_mxt_kouhou02_.mext_00001_03.pdf
Mostafa, T., Echazarra, A., & Guillou, H. (2018). The science of teaching science: An exploration of science teaching practi-
ces in PISA 2015, OECD Education Working Papers, No. 188. OECD Publishing. https://do-
i.org/10.1787/f5bd9e57-en
National Institute for Educational Policy Research. (2006). List of curriculum guidelines. https://erid.nier.go.jp/guideline.html
Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation.

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SESSION 34: [S3] Science education for secondary school and related areas

#172 Research on the Mechanism of Integrating PCK Knowledge Between High School Chemistry Novice
Teachers and Experiential Teachers
Yue-jiong Su Su1, Guo-feng Zhang Zhang2, Wen-hua Zhang Zhang3, Zu-hao Wang Wang4
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
4
School of Teacher Education, East China Normal University
1281145435@qq.com

Subject pedagogical knowledge (PCK) is a kind of knowledge that can represent the development and construction of
teachers in long-term practice to transform subject content and pedagogy into a form that students 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 not common 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; The evaluation method of scientific learning of experi-
ence-based teachers is simple; The formation mechanism of the teaching strategy knowledge of the two teachers is differ-
ent, 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 to provide 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-struc-
tured 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 teaching segments, divided in
each teaching section when PCK points of the components as far as possible to 1, and then USES the PCK five components
of their unique combination of letters and Arabic numerals in the classroom 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
of individual subjectivity of the researcher, in the process of coding, in addition to the author's own coding, this study also in-
vited two other pre-service teachers who were also conducting PCK analysis to participate in the coding. Finally, the points af-
ter the three people's coding were respectively summarized to take the average 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 model, the PCK map, as the ana-
lytical device, which represents the connecting components between the components of PCK. PCK maps are drawn for each
teaching segment according to the coding table, and each teaching segment must have at least one identified connection be-
tween any two components in a special way. For example, if OTS, KSC, and KAS are present in a particular PCK fragment,
then a connection is recorded between any two of the three connections shown in Figure 1. For the sake of analysis, we as-
sume that each connection has a strength of 1.

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ORAL PRESENTATION
Figure 1. Draw a sample PCK map

OTS

KSU KISR
1 1

KSC KAs
1

Then, the PCK map of all teaching segments was summarized, and the connection strength between each compo-
nent was added up, and finally the connection strength between each component and other components was added up to
obtain the PCK map of two teachers under a specific topic, as shown in Table 1.

Table 1. PCK maps for teacher H and teacher L

L Teacher's PCK map under the project "Study of Inorganic
H Teacher 's PCK map under the topic "Iron and its
Properties with Valence 2-D Digraphs Using Ferric and
compounds"
Ferric Salts as Examples"

25 27
1-4 1-4
OTS OTS
5-9 5-9
7 7 6 8
10-14 10-14

7 29 7 28
24 KSU KISR 22 KSU KISR
7 4 7 6
3 10 4 7

7 5 5 6

28 KSC KAs 16 25 KSC 6 KAs 22

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.

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#128 Developing and Conducting Online SDGs Workshops in Collaboration with Universities from Taiwan
and the Asean Countries
Jun Nomura1, José Said Gutiérrez-Ortega1,2, Chisato Maeda1, Hina Morishige1, Koji Tsuji1, Shuji Shimonagata1,
Beverly Horn1
1
Faculty of Education, Chiba University
2
RIKEN Interdisciplinary Theoretical and Mathematical Sciences Program
junn@faculty.chiba-u.jp

These recent years, online education exchange has become common as an alternative to on-site events due to the measure-
ments against the COVID-19 pandemic. Taking this change as an opportunity, we developed and conducted online work-
shops on the Sustainable Development Goals (SDGs), which are important issues that everyone should address. The creation
of these workshops was as follows: 1) Preparation of a two-day meeting. On the first day: 2) Self-introduction of participants
using the online whiteboard Miro; 3) Presentation of local issues related to the selected SDGs topic in ZOOM; 4) Group dis-
cussion on the topic; 5) Homework using a provided worksheet. On the second day: 6) Presentation based on their home-
work; 7) Preparation of a poster for the final presentation; 8) Presentation of the poster result in ZOOM. Despite that the ac-
tivity was occasionally interrupted due to internet problems, the participants were satisfied with the activity and hoped to in-
vite more students worldwide to future events.
Keywords: SDGs, online, workshop, East & South East Asia

INTRODUCTION
“SDGs” is a commonly used abbreviation of “Sustainable Development Goals.” They were proposed and agreed upon
at the 2015 United Nations Summit as goals to be achieved by the year 2030 to achieve a sustainable society (United
Nations, 2015). The SDGs are an effort to solve global social issues, and achieving them will require the local communities to
solve their specific issues related to these social challenges. Therefore, achieving the SDGs requires a mutual understanding
of local issues and circumstances and a global perspective to facilitate cooperative frameworks.
For this reason, we have developed and implemented SDGs workshops for Japanese high school students since
2016, with the support of faculty and graduate students from our partner universities in Taiwan and the ASEAN countries
(Kudo & Nomura, 2017).
The COVID-19 pandemic that began in 2019 added measurements that restricted on-site activities. Restrictions were
also placed on international traveling, making it difficult to enter the countries as a prevention against the virus influx from
abroad. This has made it impossible to freely accept international students for educational activities at Chiba University.
On the other hand, this change promoted online educational exchanges. By reversing this situation and taking ad-
vantage of the online nature of the program, it was possible to attract a significantly higher number of participants from
abroad. In particular, while it is usually difficult to attract high school students from overseas due to institutional restrictions
on scholarships, online participation has made it possible for anyone with an Internet environment to participate without the
burden of airfare, accommodation, and other expenses.
To this end, a new online SDGs workshop activity was developed and implemented with participants from 55 high
schools in Japan, Thailand, Indonesia, Vietnam, Republic of the Philippines, and Taiwan.

TARGETS AND METHODS

The SDGs workshop targeted students who belonged to high schools affiliated with the TWINCLE Consortium part-
ner universities. After a workshop in the summer of 2021, 52 high school students answered an online questionnaire. Their
opinions and their impressions of this workshop were surveyed through the text mining analysis method using Text Mining
Studio (NTT DATA, Japan).

RESULTS
Development and conduction of the SDGs Workshop
SDGs workshops were developed and conducted as explained below. The activities were composed of four main
parts. The first one was the preparation of the activities. The second was to share the facts identified by participants as rele-
vant to the workshop's main topic. Together, the students identified an SDG topic common among the group members. The
third is homework preparation to understand the common topic agreed upon in the previous activity and then find solutions
to the issue. The fourth is proposing a solution and presenting the ideas to other teams. Zoom Meetings and the online
whiteboard Miro were used for those online activities.

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ORAL PRESENTATION
Figure 1. Online SDGs Workshop, (A) discussion by Miro, (B) example of the students’ poster

Below is a detailed description of how the workshops were conducted. Applicants were separated into working
Units. Teams were composed of four or five students, two facilitators, and one supervisor. Each team consisted of students
from different countries. Even if two students from the same country were in the same team, we ensured that at least they
belonged to different high schools. Two facilitators participated in each unit. One was a graduate student specializing in sci-
ence, and one was a graduate student specializing in education. The supervisor was a faculty member of TWINCLE con-
sortium Universities. A total of 15 teams participated in the 2021 workshop.

Preparation
1) Preparation of the meeting: Before starting the workshop, participating high school students researched local is-
sues related to the selected SDGs workshop theme. They prepared drawings as presentation materials to explain the
problems.

1st meeting:
2) Self-introduction in the online whiteboard Miro: Participants were separated into teams of four to five members.
Self-introductions were made to familiarize team members using the functions in the Miro online whiteboard. 3)
Presentation of local issues of the selected SDGs topic in Zoom Meetings: Using the Zoom screen-sharing function, each stu-
dent explained the SDGs issues in their residence that they had researched and drawn in advance. 4) Discussion and focus on
the topic: The team found common issues regarding the SDGs issues through discussions (fig. 1A). 5) Homework using the
worksheet: Each participant researched and studied solutions to the SDGs identified as common problems by the
participants.

2nd meeting
5) Presentation based on their homework: Students presented their SDGs solution initiatives. 6) Preparation of a
poster for a final presentation (fig. 1B). 7) Presentation of the workshop result in Zoom Meetings.

Impression of the activity

The result showed that 94% of the participants were satisfied with this workshop (Fig. 2). The text mining analysis
showed that the words [country], [lot], [have], [share] , [event] and [people] were frequently used in the high school stu-
dents' comments (Fig. 3). When focused on [country], the word was connected to [many] [interesting][thing]and
[different][workshop]. On the other hand, [have] was connected to[amazing] [make] [new] [friend] and [get] [important].
Some examples of how these words were connected can be found in phrases such as “I had a lot of fun and made new inter-
national friends” and ”I also feel this event made my critical thinking skills improved.” Therefore, these connections of words
revealed that students experienced finding friends and getting new knowledge and thinking skills about SDGs.
Many of them also described “the facilitators are really nice.” It showed that the participants were satisfied with the
operation of the workshop.

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Fig. 2. Satisfaction of the workshop participants

Fig. 3. Word network of High school students’ impression

CONCLUSIONS

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ORAL PRESENTATION
The newly developed online SDGs workshop effectively connected overseas students and improved their ideas on
SDGs and thinking skills. Moreover, even though the activity was interrupted at times by Internet communication problems,
the participants were satisfied with the activity and hoped to invite more students worldwide to future events.

ACKNOWLEDGEMENTS
This work was supported by Chiba University, the ASCENT program (supported by JST Global Science Campus), and JSPS
KAKENHI Grant Number JP20K20812. We would like to thank the faculty members of the TWINCLE consortium for their co-
operation in organizing this workshop.

REFERENCES
United Nations. (2015). Transforming our world: the 2030 Agenda for Sustainable Development, General Assembly.
https://www.mofa.go.jp/mofaj/files/000101401.pdf (browsing April 15th,2022).
Kudo, K. Nomura, J., (2017). Report of International Research session. Annual Report of Acceleration Program for University
Education Rebuilding, 34-26.

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#151 An Exploration of Secondary School Students’ Behavioral Patterns of Computational Thinking in Using
Inquiry-Based Learning with Online Computational Tool
Watcharawit Wongwan, Niwat Srisawasdi; Faculty of Education, Khon Kean University, Thailand
watcharawit_wongwan@kkumail.com

Modern scientific exploration relies heavily on computational modeling and analysis. Teaching computational thinking (CT)
not only presents students with a more authentic image of science as it is practiced today but also increases access to power-
ful modes of thinking and attitude for many careers related to science and technology. The purpose of this study is to inves-
tigate computational thinking behavioral patterns utilizing inquiry-based learning with computational tools. The participants
in this study were 50 twelve graders from a university-based public school in Khon Kaen, Thailand, who were split into two
groups: 21 students in a control group learned through inquiry-based learning without SageModeler and 29 students in an
experimental group learned through inquiry-based learning integrated SageModeler computational tool support during the
COVID-19 epidemic, both groups interacted in a physics lecture on fluid pressure throughout a 250-minute via Zoom appli-
cation to examine their computational thinking and behavioral processes using GSEQ software. The results indicated that
the behavioral patterns obtained from all four learning activities showed several positions of different characteristics in com-
paring the control group and the experimental group. In addition, the control group has behavioral transition levels from da-
ta practices to modeling, simulation practices, and computational problem-solving practices, while the experimental group
has a more complex transition than the control group from data practices to modeling, simulation practices, and computa-
tional problem-solving practices, and systems thinking practices. In conclusion, we found that SageModeler tends to encour-
age students to make better models of the phenomenon. Moreover, using computational tools tends to produce a better
progression of computational thinking.
Keywords: Behavioral pattern, Computational thinking, Computational tools, Inquiry-based learning,
SageModeler

Lecture-based learning cannot encourage students to gain a deeper understanding of basic scientific concepts and
theories. Many countries around the world, including Thailand, have realized that traditional learning mode did not reflect
contemporary learning standards for the next generation science that focuses currently on computational thinking (CT)
competency, and the importance of CT as a goal of science education is increasingly acknowledged. To date, modern scien-
tific exploration relies heavily on computational modeling and analysis, which requires that students use CT to understand
phenomena. Currently, CT is recognized as the thought processes needed to support problem solving, which involves de-
composing a problem, creating modifiable artifacts (e.g., computational models) based on data generation, and revising
those artifacts through testing and debugging and iterative refinements (Damelin, Stephens, & Shin, 2019). In a specific
context of science or STEM learning, teaching CT not only presents students with a more authentic image of science as it is
practiced today, but it also increases access to powerful modes of thinking and essential skills and attitude for many careers
related science and technology.
The challenge in this study is two folds; proposing a technology-enhanced pedagogical approach to promote secon-
dary school students’ CT and an assessment of computational thinking skills that does not have a tool that is clearly used to
measure computational thinking behavior. Based on Weintrop et al. (2016)’s taxonomy of CT in science and mathematics
class, they proposed that CT for mathematics and science consists of four main categories: data practices, modeling and sim-
ulation practices, computational problem-solving practices, and systems thinking practices. According to the conceptual
idea, this study introduces an innovative inquiry-based learning approach with the support of a web-based computational
tool, named SageModeler, to facilitate students’ CT development. To assess and monitor what happened in a specific learn-
ing context, previous study (Zheng & Yu, 2016) used the analysis of behavioral patterns of co-regulation supported in-
tegrated collaborative learning context via online environment. As such, it could be a concept applied to the exploration of
computational thinking behavior in the proposed learning activity. The present study aims to examine behavioral patterns of
computational thinking by using inquiry-based learning with the SageModeler.
This study involved 50 twelve graders in a university-based public school located in northeastern region of Thailand,
and they were divided into two groups, 21 students as a control group, and 29 students as an experimental group. The con-
trol group received technology-transformed inquiry-based learning approach, proposed by Srisawasdi and Panjaburee
(2019) with spreadsheet support, and the experimental group received the learning approach with the SageModeler com-
putational tool support, and both groups interacted with a physics lesson of fluid pressure in 250-minutes session in total via
Zoom application, during COVID-19 pandemic.
The results indicated that the behavioral patterns obtained from all four learning activities showed several positions
of different characteristics in comparing between the control group and the experimental group. In addition, the control
group has behavioral transition levels from data practices to modeling, simulation practices, and computational prob-
lem-solving practices, while the experimental group has a more complex transition than the control group from data practi-
ces to modeling, simulation practices, and computational problem-solving practices, and systems thinking practices. Finally,

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ORAL PRESENTATION
through analyzing all these results we found that one of the factors impacting CT process of students was the different com-
putational tools, SageModeler encourages students to make better models of the phenomenon. Moreover, based on the
analysis of all these results we found that one of the factors impacting the CT process of students was the different computa-
tional tools tend to make the expression of behavior patterns differently complex. These findings support the students in the
experimental group who learned through inquiry-based learning with SageModeler had a more complex CT sequence of be-
haviors than the control group who learned through inquiry-based learning without SageModeler in each activity. The com-
putational tools are very important to express CT behavior that may be caused by the behavior of the function or process of
the computational tool working process. In addition, this study may also be useful for researchers to study relationships be-
tween CT behavioral patterns and learning outcomes in the future.

REFERENCES
Damelin, D., Krajcik, J. S., Mcintyre, C., & Bielik, T. (2017). Students making systems models. Science Scope, 40(5), 78-83.
Damelin, D., Stephens, L., & Shin, N. (2019). Engaging in computational thinking through system modeling. @Concord,
24(2), 4-6.
Srisawasdi, N., & Panjaburee, P. (2019) Implementation of Game-transformed Inquiry-based Learning to Promote the
Understanding of and Motivation to Learn Chemistry. Journal of Science Education and Technology, 28(2), 152-164.
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking
for mathematics and science classrooms. Journal of science education and technology, 25(1), 127-147.
Zheng, L., & Yu, J. (2016). Exploring the behavioral patterns of co-regulation in mobile computer-supported collaborative
learning. Smart Learning Environments, 3(1), 1-20.

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#169 Developing an Evaluation Rubric for Planning and Assessing SSI-Based STEAM Programs
Ha My Anna Mang1, Hye-Eun Chu1, Sonya Martin2, Chan-Jong Kim2
1
Macquarie University, Australia
2
Seoul National University
hye-eun.chu@mq.edu.au

Integrating socio-scientific issues (SSI) into the science, technology, engineering, arts and mathematics (STEAM) education
approach has been suggested as a way to meaningfully connect science learning with students’ daily lives and the real-world
contexts (such as climate change and genetically modified foods). However, curriculum developers and teachers are not fa-
miliar with planning, implementing or delivering classes in this way, particularly as there are limited program tools available
to support them. This multi-phased study fills the gaps in this growing research by developing an SSI-based STEAM program
evaluation rubric. The rubric consists of 37 items that align to the 6E inquiry process and are organised into seven evaluation
categories; learning outcomes, engage, explore, explain, elaborate, evaluate, and enact. To demonstrate the effectiveness
and universal application of the evaluation rubric, this study applied the tool to our newly developed SSI-based STEAM pro-
gram on climate change, and to five other existing climate change programs. The results showed that our climate change
program and other programs developed by university researchers had the strongest capacity to reflect the approach. This
was followed by a program developed by the marine park authorities and another program developed by STEM course
providers. The program developed by schoolteachers scored the most poorly of all the programs, thus indicating that teach-
ers are struggling to understand how to plan for and reflect SSI-based STEAM learning. The implications of these results are
that teachers need further support, instructional guidelines and programming tools to help them plan and implement
SSI-based STEAM programs. This also helps teachers to infer evidence about the impact that their programs and existing
programs have on their students’ learning. Further studies will explore how the rubric is used by teachers, to gain deeper un-
derstanding of the tool’s practicality and of the factors that impact their use of the SSI-based approach.
Keywords: STEAM, SSIs, Evaluation Rubric

INTRODUCTION
SSI-based STEAM learning is an educational approach that has been gaining increasing attention for integrating SSI
contexts into STEAM practices as a means to connect science learning to real-world contexts and students’ daily lives.
Through these contexts and the use of social, constructivist, situated and inquiry-based learning, science learning is made
more socially, culturally and emotionally meaningful and relevant to students to help promote their motivation for social ac-
tion (Chen & Liu, 2020). Some instructional studies such as Choi et al. (2021) have designed and implemented SSI-based
STEAM programs to demonstrate their positive impact on students’ conceptual knowledge of, attitudes to, and interest in
learning science. However, Won et al. (2021) highlight that teachers struggle to implement this type of approach due to
their lack of understanding and experience. To help science researchers and educators to plan and implement this type of
program, the SSI-based STEAM approach (see Figure 1) was proposed and four key principles (Mang, et al, 2021) were de-
fined: ‘Enacted values and practices’, ‘Affective learning’, ‘Authentic contexts and tasks’, and ‘Interdisciplinary thinking and
integrated practices’.
Additionally, this approach also follows the 6E inquiry model which is intended to extend the inquiry processes to in-
clude concrete learning opportunities for students to practise socio-culturally based decision-making and to translate their
decisions into action (Figure 2).
However, there are only limited studies that focus on evaluating the quality and scope of these SSI-based STEAM
programs. To fill this gap, this study developed a program evaluation rubric to assess SSI-based STEAM programs and ex-
plore how well other existing programs meet the criteria of the rubric. This rubric is significant because not only will it sup-
port and guide teachers in the planning, designing and implementation of SSI-based STEAM learning, but it will also im-
prove their understanding about the strengths and weaknesses of designed programs and show them how to make judg-
ments on the programs’ impact on students’ short-and long-term learning (Cornman et al., 2013). Existing Climate Change
programs are used as main SSI context and target of assessment by the rubric, since climate change is a current and immedi-
ate global SSI problem that has social and cultural relevance to students’ everyday lives, is informed by multiple disciplines,
and requires social action.

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ORAL PRESENTATION
Figure 1. The SSI-based STEAM Approach

Figure 2. The Cyclic Process of the 6E Inquiry Model.

METHODS
The study used a multi-phase process to develop a program evaluation rubric that aligned with the SSI-based STEAM
framework and 6E inquiry model. The drafted rubric consisted of Likert-type statements on a four-point scale: ‘Not Evident’
(0), ‘Very little’ (1) ‘Somewhat’ (2), and ‘Great extent’ (3) to define the outcomes for the program. These statements were or-

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ganised into seven evaluation categories: ‘Learning outcomes’, ‘Engage’, These statements were organised into seven evalu-
ation categories: ‘Learning outcomes’, ‘Engage’, ‘Explore’, ‘Explain’, ‘Elaborate’, ‘Evaluate’ and ‘Enact’. This rubric was then
presented to an expert panel through an online survey to rank the degree to which the items were aligned to the framework,
and to establish content validity. Three rounds of face-to-face discussions with the experts were conducted to obtain more
detailed feedback and establish face validation. Any items that did not meet the validation process were either removed or
revised and returned to the experts to be re-validated.
The final evaluation rubric consisted of 37 items, which reflected one or more of the key principles of the framework
(refer to Table 1 for a sample of the rubric).
To demonstrate the effectiveness and universal application of the evaluation rubric, the tool was then used by three
science educators to evaluate a newly developed STEAM program linked with the SSI Climate Change and to five other exist-
ing climate change-based programs. The existing programs were developed by Cura, the Great Barrier Reef Marine Park
Authority (Australia), Stile Education, the Western Washington University and lastly, by schoolteachers.

RESEARCH AIMS AND QUESTIONS

The aim of this study was to create a program evaluation rubric that would help teachers design, and evaluate pro-
grams that use SSI contexts in STEAM programs to connect to students’ everyday lives and encourage them to engage in de-
cisions and practices leading to their social action. This study was guided by the following questions:
RQ1. To what extent does the newly developed program reflect the SSI-based STEAM approach?
RQ2. How do other existing Climate Change programs reflect the principles of the framework?

FINDINGS
The results showed that the study authors’ climate change program, and programs developed by other university re-
searchers, mostly strongly reflect the SSI-based STEAM approach. On the other hand, the climate change program devel-
oped by school-teachers scored the most poorly with low ratings observed across all the evaluation categories. This suggest
that the school teachers have difficulty understanding and using SSI contexts to enhance STEAM-based learning and practi-
ces, as well as adequately planning for inquiry-based learning. Across four out the six climate change programs evaluated, it
was observed that there were limited learning opportunities for ‘enacting values and practices’ and thus these four programs
scored the poorest in the ‘Enact’ category.

CONCLUSION
The findings indicate that teachers are struggling to understand how to plan for and incorporate SSI-based STEAM
learning. The ability of the rubric to provide consistent scores between similar programs demonstrates that it can universally
applied to wider contexts. Access to this type of program tool will provide much needed support and guidance for curricu-
lum developers and teachers wanting to plan and implement the SSI-based STEAM approach and programs. Further re-
search is recommended to explore how school-teachers and curriculum developers implement the evaluation tool during
their own program development or assessment of existing programs. This would provide valuable insights into the true prac-
ticality of the rubric for teachers and curriculum developers and would further reveal factor that impacts on how they plan
and implement SSI-based STEAM, as well as investigate their understanding of SSI in STEAM-based programs.

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Table 1. Sample of the Evaluation Rubric and SSI-based STEAM Principles.

REFERENCES
Chen, S. Y., & Liu, S. Y. (2020). Developing students’ action Competence for a sustainable future: A review of educational
research. Sustainability, 12(4), 1374. DOI: 10.3390/su12041374
Choi, S. Y., Won, A. R., Chu, H. E., Cha, H. J., Shin, H., & Kim, C. H. (2021). The impacts of a climate change SSI-STEAM pro-
gram on junior high school students’ climate literacy. Asia-Pacific Science Education, 7(1), 96-133. DOI:
10.1163/23641177-bja10019.
Cornman, S., Holliday, G., & Tersoff, G. (2013). Developing an evaluation rubric for hands-on science education activities.
Retrieved from https://web.wpi.edu/Pubs/Eproject/Available/Eproject042913225613/unre-
stricted/CSIRO_D13_Developing_an_Educational_Evaluation_Rubric.pdf
Mang, H. M. A., Chu, H. E., Martin, S. N., & Kim, C. (2021). An SSI-Based STEAM Approach to Developing Science

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Programs. Asia-Pacific Science Education, 7 (2), 549-585. DOI: 10.1163/23641177-bja10036
Won, A. R., Choi, S. Y., Chu, H. E., Cha, H. J., Shin, H., & Kim, C. J. (2021). A teacher’s practical knowledge in an
SSI-STEAM program dealing with climate change. Asia-Pacific Science Education, 7(1), 134-172. DOI:
10.1163/23641177-bja10023

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ORAL PRESENTATION
§ Concurrent Session 4 DAY 2 _ 14:10-15:50 (Korean time) / Tuesday, July 26, 2022

SESSION 41: [S6] Science teacher education program: Pre-service and in-service teacher
education

#116 Using 5E Learning Circle to Enhance Pre-Service Elementary School Teachers' Scientific Inquiry Teaching
Practice
Liu, jiing-yi, Jiing-Yi Liu, Ching-San Lai; National Taipei University of Education, Taiwan
kellysyes@mail2.hdps.tp.edu.tw

The major purpose of this study was to understand the pre-service elementary school teachers' scientific inquiry teaching
practice. Research methods used in this study include qualitative and quantitative research methods. There were 35
pre-service elementary school teachers participated in this study. Instructional strategies used in this study were the 5E learn-
ing cycle in order to increase pre-service elementary school teachers' practice of science teaching. Research instruments used
in this study include Scientific Inquiry Beliefs Scale, Chinese version Test of Integrated Science Process Skills, and Performance
of Scientific Inquiry Teaching Demonstration. The results were obtained by t-test analysis and correlation procedure. The re-
sults of this study were (1) the Scientific Inquiry Beliefs Scale showed pre-service teachers in the post-test achieved higher
scores than in the pre-test (t = 9.83, p < .001); (2) The correlation between the performance of pre-service teachers in in-
quiry teaching and the Chinese version Test of Integrated Science Process Skills were significantly correlated (p< .05) ; and (3)
the outcomes of the Performance of Scientific Inquiry Teaching Demonstration showed pre-service teachers scientific inquiry
belief had improved. Therefore, it can be concluded the 5E learning cycle and scientific inquiry strategies were effective for
pre-service elementary school teachers on scientific inquiry teaching in this study.
Keywords: 5E Learning Circle, Pre-service Science Teacher Education, Science Teaching, Scientific Inquiry Beliefs

INTRODUCTION
Background and purpose of the study
The United Nations Educational, Scientific and Cultural Organization (UNESCO) recognizes teachers as professionals,
and since the 1990s, teacher quality has become a major focus of educational reform (1966). From the 1950s to the 1960s,
science education academics in the United Kingdom and the United States gradually emphasized the importance of in-
quiry-based teaching, stating that scientific inquiry is a way for students to understand scientific knowledge and processes
through activities (Liu, 2016). In Taiwan's science education scene, scientific inquiry is also a key learning emphasis in the
field of nature, providing students with opportunities for inquiry learning, problem solving, and the development of scientific
inquiry skills. According to a study, teachers' teaching beliefs affect their teaching behaviors, and the Pedagogical Content
Knowledge also has a certain degree of influence on the guidance of learners.
This study aims to collect quantitative data on preservice teachers' beliefs and abilities in scientific inquiry through the
5E learning circle of inquiry teaching experience, in the hope of contributing to the curriculum arrangement of teacher edu-
cation and the development of pre-service teachers' abilities.

Literature Research
"Scientific inquiry" refers to the activity of scientists who explore the natural world and develop explanations based
on evidence from their research, and learners can develop an understanding of scientific concepts by learning about the nat-
ural world in the same way that scientists do. Learners use inquiry to learn science, meaning that learners are engaged in ac-
tivities and thought processes similar to those of scientists. (NRC, 1996, p. 23).Schwab advocates inquiry within the inquiry,
encouraging teachers to conduct open-ended experimental research lessons that allow students to ask questions, observe,
record, translate data, and develop a tentative conclusion， which is an approach to learning by doing in science learning.
Trowbridge & Bybee (1990) proposed the 5E model of inquiry teaching, which is engagement, exploration, exploration,
elaboration, and evaluation, which emphasizes the active construction of knowledge, arouses interest in learning through
instructional design, provides exploration experiences, and allows students to explain and justify the scientific topic of
inquiry. The teacher plays the role of a facilitator, guiding students to discuss and express their thought, and providing an op-
portunity for learning transfer.

RESEARCH METHODOLOGY

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This study was conducted with 35 pre-service teachers who took the "Experimental Research in Natural Sciences"
course. The research tools are briefly described as follows.

(1) 5E Learning Circle

In the "Experimental Research in Natural Science" course, a three-week 5E learning circle inquiry teaching for
pre-service teachers to experience inquiry. style and to understand the key points of each 5E step and the possible situations
they may encounter in the teaching field.

(2) Scientific Inquiry Beliefs Scale

Designed by the researcher, the Likert five-point scale was used and the scale had a Cronbach's alpha coefficient of
.91, with good reliability. The scale was administered before and after the 5E learning circle inquiry teaching activity. Pre- and
post-test results a comparative analysis was conducted through pairwise sample testing to understand their beliefs about sci-
entific inquiry.

(3) Chinese version Test of Integrated Science Process Skills

Using Ye, Jiang, & Wu (2018), Chinese version of the Integrated Science Process Skills Test was used. There were
19 questions and the test itself had an internal consistency of 0.87 with high reliability. It was used to understand pre-service
teachers' performance in scientific inquiry skills.

(4) Scientific inquiry teaching demonstration

The pre-service teachers conducted an inquiry teaching demonstration on the topic of water, and the scores were
rated by two experienced natural area teachers.The scores were first tested by kappa to ensure that both teachers were credi-
ble in their assessment of each pre-service teacher's performance.

RESULTS
1.The Scientific Inquiry Beliefs Scale showed pre-service teachers in the post-test achieved higher scores than in the
pre-test (t = 9.83, p < .001), indicating that the 5E Learning Circle Inquiry Teaching intervention did increase preservice
teachers' beliefs about scientific inquiry; 2. The inquiry skills test contains the logic of experimental inquiry, and if we have a
clear understanding of this part, we will have a concept of the design of inquiry teaching, and we will have a better grasp of
the teaching context, which is really helpful for inquiry teaching.3.Through experience, the practical experience of inquiry
teaching can increase teachers' belief in scientific inquiry. it can be concluded the 5E learning cycle and scientific inquiry
strategies were effective for pre-service elementary school teachers on scientific inquiry teaching in this study. The im-
portance and trend of teacher training are shown in the standard setting and management mechanism of each country
(Huang, Chen, Wang, & Hung, 2020). In Taiwan, the professionalism of teachers is controlled by the teacher preparation
method. The author believes that the arrangement of teacher training courses should include more practical teaching cours-
es in addition to theoretical ones. The experience will strengthen teachers' beliefs and will be more beneficial to pre-service
teachers.

REFERENCES
Huang, C., Chen, X. C., Wang, J. B., & Hong, R. J. (2020). The construction and application of professionalism and curricu-
lum benchmarks for pre-service teacher education. Journal of Educational Science Research, 65(2), 1-35.
Chang, H. H. (2020). Concept-based scientific inquiry teaching practice: The first mile for a Junior high school teacher to
move towards competency-based teaching. Journal of Education Research, (310), 80-101.
National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
Yang, Y., Liu, X., & Gardella Jr, J. A. (2020). Effects of a professional development program on science teacher knowledge
and practice, and student understanding of interdisciplinary science concepts. Journal of Research in Science
Teaching, 57(7), 1028-1057.

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ORAL PRESENTATION
#135 Indonesian Biology Teachers’ Perceptions About Socio-scientific Issues-Based Instruction
Faisal .1, Sonya N Martin2
1
State University of Makassar, Indonesia, Indonesia
2
Seoul National University, Korea
faisalsudrajat84@gmail.com

Socio-scientific issues (SSIs)-based instruction is considered a potentially useful pedagogical approach for helping teachers to
address the scientific literacy competencies outlined in the national curriculum. However, its effective implementation in the
classroom requires teachers to have adequate pedagogical knowledge and skills. In this study, we engaged 45 pre- and
in-service biology teachers in an 8-week SSIs teaching- oriented course. The course was designed to provide teachers with
theoretical knowledge and practical SSIs teaching experience. Using data collected from the SSIs-based instruction ques-
tionnaire, interviews, and course assignments, we explored teachers’ perceptions about SSIs-based instruction. The results of
quantitative and qualitative analysis indicated that teachers had a high awareness of some core aspects of SSIs-based in-
struction and perceived themselves as having sufficient knowledge about SSIs pedagogical aspects. However, teachers still
recognized the challenges of the SSIs teaching implementation for biology teachers in Indonesian school contexts. Teachers
considered factors such as curriculum requirements, teachers’ competency, and students’ characteristics as the SSIs teaching
challenges. In addition, teachers expressed concerns about their capacity in managing the SSIs discussion activities.
Keywords: biology teacher, perceptions, socio-scientific issues-based instruction

INTRODUCTION
In Indonesia, scientific literacy has been a major goal of the school science curriculum (MOEC, 2016). To achieve this
goal, however, teachers need appropriate teaching resources. Previous studies in science education have documented that
instruction based on socio-scientific issues (SSIs) is a pedagogical approach that has the potential to improve students’ scien-
tific literacy competencies. Already, a few SSIs-based instruction models have been advanced, presenting key elements and
frameworks to integrate SSIs into science learning (Presley et al., 2013; Sadler et al., 2017). In this study, we designed and im-
plemented a science methods course to address SSIs-based instruction to be implemented in a science teacher education pro-
gram for biology teachers in Indonesia. This study aimed to better understand Indonesian biology teachers’ perceptions about
SSIs-based instruction as they engaged in an SSIs teaching-oriented course. The research question framing this study was:
How do biology teachers engaged in an SSIs teaching-oriented course perceive SSIs-based instruction?

RESEARCH METHODS
Participants and Context
Forty-five teachers (31 pre-service; 14 in-service biology teachers) enrolled in this course and were divided into two
classes (Classes A and B). The science methods course in this study was specifically designed to introduce teachers to content
related to scientific literacy, SSIs, and scientific argumentation. The course consisted of two sections: four weeks of classroom
lecture sessions and three weeks of SSIs practice teaching sessions.

Data Collection and Analysis

The data collection process employed a mixed-methods design, which combined quantitative and qualitative meth-
ods (Greene, 2008). To collect the quantitative data, we developed socio-scientific issues (SSIs)-based instruction (BI) ques-
tionnaire (Total 16 items). To collect the qualitative data, teachers were asked to complete course assignments and participate
in semi-structured interviews (12 teachers) at the end of the course (See Figure 1). Data from the SSIs-BI questionnaire were
analysed using SPSS software to calculate the mean score of each questionnaire item. The interview data analysis followed
the two main stages of the coding process explained by Miles et al (2013).

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Figure 1. Data collection process

RESULTS AND DISCUSSION

Perceptions of the Core Aspects of SSIs-Based Instruction
Examining teachers’ responses of the six items of this scale suggest that teachers had a high awareness of some SSIs
teaching aspects after participating in the course. Teachers’ awareness was also reflected in the interview and their comments
in the course assignments. Teachers explained the role of an SSIs as a starting point for students to learn the science concepts
and suggested debate and role-play methods for the SSI classroom. Introducing an SSI in the classroom that is personally or
socially relevant to students is useful in contextualizing science topics (Zeidler & Nichols, 2009). Teachers also recognized the
necessity to prepare or identify various learning resources for SSIs-based instruction. In terms of student learning experiences,
teachers identified most of the teaching and learning activities that were needed to promote SSIs argumentation. Teachers
identified several attributes and roles to effectively implement SSIs-based instruction.

Perceptions of the Challenges in SSIs-Based Instruction

The questionnaire results (six items) show that most teachers recognized the challenges of the SSIs teaching im-
plementation for biology teachers in school. In the interview, teachers identified three major challenges such as curriculum re-
quirements, teacher competency, and student characteristics. Teachers acknowledged that there is a great deal of biology
content and competency in the national curriculum could be an obstacle to implementing SSI teaching. The participating
teachers also recognized that teachers in schools may not be familiar with the student-centered approaches for SSI teaching.
In addition, teachers acknowledged that high school students might lack the motivation and biological content knowledge to
discuss the science and social dimensions of the SSI. Teachers in other studies have also been concerned that students may
find it difficult to discuss controversial science topics (Borgerding & Dagistan, 2018).

Perceptions of the Pedagogical Knowledge Needed for SSIs-Based Instruction

Examining the mean values of the four items of this scale indicate that teachers perceived themselves as having suffi-
cient knowledge of some SSI pedagogical aspects. However, the qualitative findings from the course assignments and inter-
views suggest that the controversial nature of SSI and the need to actively engage students in critical thinking activities seem
the most challenging aspects. Since the term “SSI” is not explicitly described in the science curriculum (MOEC, 2016), teachers
need to carefully consider what SSI topics are well suited to the biology content and competencies in the national curriculum.
In addition, previous studies have also revealed teachers’ concerns about handling discussions of value-laden issues in SSI
classes (Sadler et al., 2006).

IMPLICATIONS
This study has several implications, particularly for science teacher education and professional development (PD) in
terms of better supporting teachers to expand knowledge and develop skills not only for teaching SSIs, but also for other
pedagogical approaches to promoting scientific literacy.

REFERENCES
Borgerding, L. A., & Dagistan, M. (2018). Preservice science teachers’ concerns and approaches for teaching socioscientific
and controversial issues. Journal of Science Teacher Education. 29(4), 283-306.
Greene, J. C. (2008). Is mixed methods social inquiry a distinctive methodology? Journal of Mixed Methods Research, 2(1),
7-22.
Miles, M. B., Huberman, A. M., & Saldana, J. (2013). Qualitative data analysis: A methods source book. Thousand Oaks, CA:

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ORAL PRESENTATION
Sage.
MOEC. (2016). Act Ministry of Education and Culture no. 20 of 2016 about competency standards for elementary and sec-
ondary education. Jakarta: MOEC.
Presley, M. L., Sickel, A. J., Muslu, N., Merle-Johnson, D., Witzig, S. B., Izci, K., & Sadler, T. D. (2013). A framework for so-
cio-scientific issues-based education. Science Educator, 22(1), 26-32.
Sadler, T. D., Amirshokoohi, A., Kazempour, M., & Allspaw, K. M. (2006). Socioscience and ethics in science classrooms:
teacher perspectives and strategies. Journal of Research in Science Teaching. 43(4).
Sadler, T. D., J. A. Foulk, & P. J. Friedrichsen. (2017). Evolution of a model for socioscientific issue teaching and learning.
International Journal of Education in Mathematics, Science and Technology. 5(2).
Zeidler, D. L., & Nichols, B. H. (2009). Socioscientific issues: Theory and practice. Journal of Elementary Science Education,
21(2), 49-58.

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#141 Pre-Service Biology Teachers’ Evaluation Criteria for Their System Models
FangFang Zhao; Nanjing Normal University, China
violet_fangi@163.com

Scientific modeling has been advocated as an effective approach to achieve quality science education. Physical models as
one form of representations of scientific systems or phenomena are often used in biology classrooms for demonstration or
engaging students in hands-on activities. As teachers play a vital role during the design and implementation of modeling ac-
tivity in classroom, this study aims to investigated pre-service biology teachers’ (PBTs) evaluation criteria for models they built
models during their teaching training course from system and system model theories. Video recordings of twenty-five PBTs’
self-evaluation were analyzed under a case study methodology. Results show that these PBTs tend to focus more on the ele-
ments of the physical model than the interactions among elements in the system. Also they have a naive understanding of
modeling activity in classrooms, treating models as a tool to evaluate students’ memorization of scientific facts. We suggest
that future teacher preparation program should focus PBTs’ attention on the sophisticated features of system model and
aims to develop their system thinking.
Keywords: evaluation criteria, physical model, pre-service biology teachers

INTRODUCTION
Scientific modeling is an effective approach to achieving these learning goals in science classroom (Rivet & Kastens,
2012). Scientific models, as representations in various forms of a natural system or scientific phenomenon (Nelson & Davis,
2012) can be used to highlight selected key features of the target to achieve specified purposes. In biology education, since
many biology entities or systems are too small or too complex for students to gain direct understanding, physical models of
these entities or systems have been widely used in biology classroom.
Evaluation creteria of models reflected what were percieved by teachers or teacher candidates as important in the
teaching and learning of the model (Nelson & Davis, 2012; Pluta, Chinn, & Duncan, 2011). Physical models of cells are com-
monly used in Chinese biology classrooms, therefore, it is necessary to investigate how the current Pre-Service Biology
Teachers (PBTs) perceive the use of cell models. Therefore, this study aims to answer,
What aspects of system models do Chinese PBTs’ focus on during their evaluation of their physical models of cells?
How do PBTs perceive the purpose of using cell models in teaching?

THEORETICAL FRAMEWORK
System and system models
A system is composed of elements and interactions, and complex systems mean entities consisting of structures at dif-
ferent organizational level and processes occurring in chains or simultaneously in the system (Vattam et al., 2011). The com-
ponents and processes in a system lead to its function(s) (Goel, Rugaber, & Vattam, 2009), while a more sophiscated under-
standing of system models focuses on the interactions among elements occurring on a time scale either simultaneously or se-
quentially in the system. Therefore, the synthesis of literature produces four levels of knowledge of system models: 1) ele-
ments in the system; 2) functions of elements in the system; 3) the static features of a system; 4) the dynamics in a system.

METHODOLOGY
Case study was adopted in this study, as the phenomenon in this study has clear boundaries and the research goal is
to understand how students perceive their modeling activity (Merriam & Tisdell, 2016). The case was defined as the whole
class of 25 students in the teacher training program who just received the traditional instruction on modeling.

METHODS
Study context
This study was carried out in a comprehensive university in China that features teacher preparation. Participants are
students on the high school biology teacher preparation track in their third year during the four-year bachelor program.

Data collection
At the beginning of this class, the instructor asked all students to present and evaluate their model at the front in
the lab, with the instruction posted on the screen “Self-evaluation: present your model to the whole class (the strength and
the weakness)”. Twenty-five students’ evaluation of their own cell models were videotaped. Six students were randomly se-
lected and then interviewed, and the interviews includes questions on their understanding of model, their perception of the

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ORAL PRESENTATION
purpose of using models in biology research and in biology teaching, their reflection on the modeling activity.

Data analysis
The transcripts of video recordings of twenty-five students’ presentations were coded, with the coding rubrics using
four levels of knowledge of system model as proposed above (Merriam & Tisdell, 2016). Interviews were coded inductively.
Two raters coded all data independently, and the reality reflected by IRR is strong.

RESULTS
It is found that 25 students talked about level 1 knowledge of system (elements only), 4 students on level two
(element functions), 6 students on level three (static system), and 3 students on level four (dynamics).

All PBTs mentioned elements in the system

In students’ evaluation of their models, all twenty-five students mentioned the name or listing the elements in the sys-
tem of a cell. Of those, many listed that their models contain the “most important organelles” as one strength of their model,
and many stated that their model “portrayed the organelle in detail” (as a strength) or “lack details” (as a weakness). The or-
ganelles students consider important are the nucleus, the mitochondria, the chloroplast (for plants), the Golgi apparatus and
the endoplasmic reticulum. The details many students refer to are structures as nuclear pores, Thylakoid in the chloroplast or
proteins on the cell membrane.

Few students presented dynamics in their cell models

Only 3 of 25 students talked about the dynamics/interactions in the cell in their evaluation. One student presented
that he included a vesicle on the cell membrane to show the exchange among the membrane system in the cell. Also one stu-
dent treated the lack of dynamics as one weakness of her model, being aware of the dynamics in the system.

PBTs’ reflection on the modeling activity focus on the logistics

Interviews revealed that PBTs treated system models for demonstration or evaluation, and students’ concern on the
modeling process frequently referred to the materials, or the model is too crowded or too small because they didn’t plan well.
Although the interviewed PBTs’ had a good understanding of the nature and purpose of model, they tend to have superficial
understanding of modeling-based teaching.

CONCLUSIONS
It is crucial for scientific literate citizens to understand the dynamics in a system, especially during this Cov-19
pandemic. The elements, functions of each element, the feature of a system and the dynamics of a system are all important
in cultivating participatory citizens. Only knowing all these, will citizens cooperate when asked to minimize interactions with
others. PBTs should use modeling-based instruction to develop students’ system thinking and more sophisticated episteme
aims.

REFERENCES
Goel, A. K., Rugaber, S., & Vattam, S. (2009). Structure, behavior, and function of complex systems: The structure, behavior,
and function modeling language. Artificial Intelligence for Engineering Design, Analysis and Manufacturing:
AIEDAM, 23(1), 23-35.
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: a guide to design and implementation. San Francisco:
Jossey-Bass.
Nelson, M. M., & Davis, E. A. (2012). Preservice Elementary Teachers’ Evaluations of Elementary Students’ Scientific Models:
An aspect of pedagogical content knowledge for scientific modeling. International Journal of Science Education,
34(12), 1931-1959.
Pluta, W. J., Chinn, C. A., & Duncan, R. G. (2011). Learners ’ Epistemic Criteria for Good Scientific Models. Journal of
Research in Science Teaching, 48(5), 486-511.
Rivet, A. E., & Kastens, K. A. (2012). Developing a construct-based assessment to examine students’ analogical reasoning
around physical models in Earth Science. Journal of Research in Science Teaching, 49(6), 713-743.
Vattam, S. S., Goel, A. K., Rugaber, S., Hmelo-Silver, C. E., Jordan, R., Gray, S., & Sinha, S. (2011). Understanding Complex
Natural Systems by Articulating Structure-Behavior-Function Models. Journal of Educational Technology & Society,

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14(1), 66-81.

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ORAL PRESENTATION
#156 Preparing Pre-Service Science Teachers Teaching Competencies into Circular Economy Through Citizen
Inquiry Approach
Niwat Srisawasdi1, Kevin J. Burden2, Yuvarat Ngenyen3, Charlotte Dean2, Sataporn Ruengtham4
1
Faculty of Education, Khon Kaen University, Thailand
2
School of Education, University of Hull, UK
3
Faculty of Engineering, Khon Kaen University, Thailand
4
Faculty of Humanity and Social Science, Khon Kaen University, Thailand
niwsri@kku.ac.th

Circular economy (CE) practices are relevant for the implementation of the Sustainable Development Goals (SDG) and driv-
ing CE approaches to reality have the potential to raise the bar for sustainable performance. In addition, learning about sus-
tainability will enable learners to apply it to their everyday lives, from developing their future jobs following the principles of
the CE to reducing any negative impact they have in their daily lives. To achieve this expected outcome, education needs to
incorporate sustainability into the curriculum from a competence approach, particularly preparing future teachers into edu-
cational system.
This paper presents a practical case based on an institutional link granted to University of Hull, UK and Khon Kaen University,
Thailand to support policy makers in Thailand to identify and implement strategies that will enable young people to better
understand and apply the principles of the circular economy around issues of environmental concern such as plastics. The
project targeted teacher educators and their pre-service teachers to employ a multi- and transdisciplinary set of method-
ologies such as citizen inquiry that will ultimately enable young people and other community stakeholders to take responsi-
bility for addressing local environmental issues, thereby developing greater environmental agency. A how-to approach to
prepare pre-service teachers’ competency on using citizen inquiry approach as a pedagogic platform for their future class
would be described and suggested in this paper.
Keywords: Sustainable development, teacher educator, professional development, citizen science

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#152 The Influences of Modeling-Based Socioscientific Issues on Preservice Teachers’ Decision Making—A
Case of Highway Route Selection
Jing-Wen Lin1, Tze-Shang Cheng1,2, Chin-Hung Lin1
1
Department of Science Education, National Taipei University of Education, Taiwan
2
Office of Teacher Education and Career Services, National Taipei University of Education, Taiwan
jwlin@mail.ntue.edu.tw

Socioscientific issues (SSI) based on fundamental design principles involving localized events can potentially anchor science
teaching and motivate learning. One such example, the demand for Dongfeng Highway connecting Dongshi and Fengyuan,
Taiwan originates from a 7.3 ML earthquake disaster affecting residents' medical treatment and material transportation.
This study adopted a case study using the authentic SSI of the Dongfeng Highway route selection to explore the influences of
a Modeling-based SSI (M-SSI) on participants' factor dimensions, and quality of decision-making regarding the highway
route selection. The 23 preservice teachers (PSTs) participants from a national university in Taiwan used the decision factors
table and SageModeler, two representational modeling tools, to design a curriculum with two
Generation-Evaluation-Modification modeling cycles. The decision factors results indicated that the PSTs were focused on
the original purpose of constructing the Dongfeng Highway; therefore the rebuilding plan, which has advantages in safety,
economy, and ecology, was chosen by most participants. PSTs focused only on "related to the topic" of factors and few verti-
cal relationships among factors before they experienced the curriculum. However, they improved the quality of their deci-
sion-making model by expanding the focus to include "comparable and measurable" and "sufficient evidence" factors and
more vertical relationships among factors after the curriculum experience. Although PSTs’ horizontal relationships among
factors still need to be strengthened, they showed significant increases in factor score, relationship score, and overall score
with large effect sizes, indicating that the M-SSI teaching module can improve PSTs’ decision quality.
Keywords: Highway route selection, Modeling-based instruction, socioscientific issues

INTRODUCTION
Constructing the authentic context is meaningful to develop students’ scientific literacy, and socioscientific issues
(SSI) teaching is an effective strategy to achieve scientific literacy (Zangori, Foulk, Sadler, & Peel, 2018). However, students
might make a decision according to their intuition or weak evidence (Ozturk & Yilmaz-Tuzun, 2017), science teachers could
adopt modeling-based instruction (MBI) simultaneously to lead students’ considering of factors and relationships.
Nida, Mustikasari and Eilks (2021) mentioned that most in-service or preservice teachers (PSTs) understand little
about SSI and MBI teaching, and relative activities supported their understanding toward SSI and MBI. SageModeler is an
online modeling tool, which helped to scaffold different modeling phases and useful to students’ horizontal connections
(Cheng, Lin, Lee, Lin, 2021), it is seldom to be combined with SSI. This research designed a modeling-based SSI (M-SSI)
teaching module by SageModeler.
Furthermore, Dongfeng Highway connects Dongshi and Fengyuan, which was damaged by a severe earthquake in
1999. The broken of the Dongfeng Highway affected residents’ lives hugely, however, rebuilding the highway involved eco-
nomics, ecology, performance, society, and safety dimensions, and it was a controversial and interdisciplinary issue. The
highway was reconstructed and suspended twice. Therefore, the route selection of Dongfeng Highway was a typical SSI. The
aim of this research is to investigate the influence of the M-SSI teaching module regarding Dongfeng Highway on the PSTs’
factor dimensions and the quality of their decision-making.

METHODOLOGY
23 PSTs from a national university in Taiwan who elected the course "Science-Based Integrated Curriculum", partici-
pated in this research. The 12-hour teaching module adopted two round Generation-Evaluation-Modification (GEM) cycles.
Five dimensions of decision factors (safety, ecology, performance, economy and society) were integrated into the teaching
module of route selection of Dongfeng Highway.
The decision factors table (first GEM cycle) and SageModeler (Figure 1, second GEM cycle) were used as modeling
tools. The quality of factors considered three criteria: related to the topic, comparable and measurable, and sufficient
evidence. One point was awarded if any criterion was met. The relationships between factors used the concept mapping
technique for scoring. Vertical links were given one point, while horizontal links were given two points. The decision quality
score is "total score of overall factor quality + the number of vertical relationships x 1 + number of horizontal relationships x
2". Instructors’ and participants’ feedback videos, teaching reflections, and field notes were also collected for triangulation.
All qualitative data were transcribed and coded by two authors, the inter-rater reliability was .80.

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Figure 1. Modeling interface of SageModeler

RESULTS AND DISCUSSIONS

Participants’ decision dimension in different phases is in Table 1. The PSTs’ decision factors changed from focusing on
safety most to emphasizing multiple dimensions, economy (25.78%), safety (22.36%), and ecology (20.19%) were
included. PSTs’ choice was in accordance with the original purpose of constructing the Dongfeng Highway.

Table 1. Number and percentage of decision-making dimensions in each modeling phase

Dimensions Safety Ecology Performance Economy Society Total
Stage n % n % n % n % n % n %
G1 63 33.69 41 21.93 15 8.02 38 20.32 30 16.04 176 100
M2 72 22.36 65 20.19 51 15.84 83 25.78 51 15.84 612 100
Total 135 26.52 106 20.83 66 12.97 121 23.77 81 15.91 788 100
Note: G1 is the Generation phase in the first GEM cycle; M2 is the Modification phase in the second GEM cycle

The result of the quality of decision factors before and after the teaching was shown in Table 2.

Table 2. Descriptive statistics of students' scores of factor, relationship, and total decision-making quality at G1 and M2 phas-
es
Factor Relational
Total
Related Factor Relationship
Phase Comparable Sufficient quality
to the score Vertical Horizontal score
& measurable evidence score
topic
Subtotal 187 8 0 195 187 7 201 396
G1
Single
1.00 0.04 0.00 1.04 -- -- -- --
factor
Subtotal 322 209 114 645 322 17 356 1001
M2 Single
1.00 0.65 0.35 2.00 -- -- -- --
factor

PSTs focused only on "related to the topic" of factors and few vertical relationships among factors before they experi-
enced the curriculum. However, they improved the quality of their decision-making model by expanding the focus to include
"comparable and measurable" and "sufficient evidence" factors and more vertical relationships among factors after the cur-
riculum experience. Although PSTs’ horizontal relationships among factors still need to be strengthened, they showed sig-
nificant increases in scores of factor, relationship, and overall with large effect sizes.

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CONCLUSIONS AND IMPLICATIONS
The results indicated that the PSTs can focus on the original purpose of constructing the Dongfeng Highway, and
they thought in a more multi-dimensional way. Initially, PSTs focused only on "related to the topic" of factors and few vertical
relationships among factors. However, they improved the decision quality by expending on "comparable and measurable"
and "sufficient evidence" factors and more vertical relationships among factors after the module. Although PSTs' horizontal
relationships among factors still need to be strengthened, they demonstrated significant increases in scores of factor, rela-
tionship, and overall with large effect sizes, indicating that the M-SSI teaching module can improve PSTs' decision quality.

REFERENCES
Cheng, Z. S., Lin, J. W., Lee Y. Y, & Lin, C. H. (2021). The impacts of socioscientific issue modeling curriculum for preservice
teachers’ decision making on highway route selection. Chinese Journal of Science Education, 29(3), 219-243.
doi:10.6173/CJSE.202109_29(3).0002
Nida, S., Mustikasari, V. R., & Eilks, I. (2021). Indonesian pre-service science teachers’ views on socio-scientific issues-based
science learning. EURASIA Journal of Mathematics, Science and Technology Education, 17(1), Article em1930.
doi:10.29333/ejmste/9378
Ozturk, N., Yilmaz-Tuzun, O. (2017). Preservice science teachers’ epistemological beliefs and informal reasoning regarding
socioscientific issues. Research in Science Education, 47, 1275-1304. doi:10.1007/s11165-016-9548-4
Zangori, L., Foulk, J., Sadler, T. D., & Peel, A. (2018). Exploring elementary teachers’ perceptions and characterizations of
model-oriented issue-based teaching. Journal of Science Teacher Education, 29(7), 555-577.
doi:10.1080/1046560X.2018.1482173

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SESSION 42: [S3] Student education for secondary school and related areas

#129 Pre-service Primary Teachers’ Challenges on Technology Mediated Learning in Science Classrooms
Vinta Angela Tiarani, Ikhlasul Ardi Nugroho, Woro Sri Hastuti, Pratiwi Pujiastuti, Herwin Herwin; Universitas
Negeri Yogyakarta, Indonesia
vinta_angela@uny.ac.id

The introduction of technology resources into science classrooms promises to create opportunities for enhancing students’
learning through active engagement with scientific ideas; however, little consideration has been given whether technology
use, as a mediator of science learning, is in line with the nature of science. This paper draws on data from a class of junior
pre-service primary teachers (24 students) in one of our courses in the Spring semester of 2020 to examine issues, challenges,
and opportunities in using technology for science learning - where “technology” includes not only computers but also all de-
vices that allow them to teach science easily. We assist our students to use technology to teach science in primary science
classrooms. Since the aim of the study was to investigate the students’ use of technology in primary science classrooms, we
employed research methods that drew on qualitative techniques such as survey instruments, students’ completed assign-
ments, and interviews. The data from survey instruments show that students perceive technology as things that help people
and includes both electronic and non-electronic things. Four major themes emerge from students’ completed assignments:
videos, experiments, models, and observation. The emerging data indicates that students perceive videos as technology that
can facilitate observation and experiments of science by modeling (demonstrating) how the science practices work. Our pre-
sentation will discuss the results from student interviews to probe whether students’ views of technology is in line with the na-
ture of science.
Keywords: nature of science, primary science classrooms, technology mediated learning

INTRODUCTION
This study investigates the pedagogical issues of pre-service teachers in using technology for science learning, partic-
ularly the role of technology in supporting students’ exploration of scientific ideas and in mediating their learning through
social interactions with teachers and peers. Numerous research studies have examined the effects of technology usage on
primary students’ science achievements and their understanding of science concepts (Burton, Moore, & Magliaro, 1997).
However, the quasi-experimental design of many of these studies is based on the assumption that the higher test score the
better students’ understanding of science concepts. Less is known about how the availability of technology in science learn-
ing is aligned with nature of science (Bell & St. Clair, 2015). Some studies have found changes in classroom dynamics leading
to a less teacher centred and more exploratory environment (Bransford, Brown, & Cocking, 2002). However, it appears that
negotiation of such a pedagogical shift is mediated not only by teachers’ mastery of the technology itself, but also by their
personal philosophies of science and science education. Besides, the exploratory environment engages students only in the
digital environment, instead of the natural environment.
Unlike much previous research in this area, our study explicitly addresses technology as a tool that is integral to the
science practice of students and teachers in particular learning environments. We consider whether technology used is in
line with the nature of science. The research question are: what kind of technology created by pre-service primary teachers?
Are those technology created by pre-service primary teachers in line with nature of science? The aim of the study is to inves-
tigate pre-service teachers’ use of technology in primary science classrooms.

THEORETICAL PERSPECTIVES
Science curriculum and policy documents now place increased emphasis on the processes of inquiry, reasoning, and
communication, and endorse student discussion of science ideas as a means of developing and reflecting on their under-
standing of science concepts (the Next Generation Science Standards (NGSS), 2013). These moves for curriculum reform are
supported by current research in science education that draws on socio-cultural theories of learning (Vygotsky, 1978; Lave &
Wenger, 1991; Kelly & Green, 1998). From this theoretical perspective, all human development involves learning from others
and the culture that precedes us, and thinking and reasoning are mediated by cultural tools - material artefacts or sign sys-
tems such as language, symbol systems, and so on.

RESEARCH METHODOLOGY
Data collection over one semester involves 24 pre-service primary teachers from one classroom. Pre-service teachers
participating in this study are in the third year of Primary Education program. Since the aim of the study is to investigate
pre-service teachers’ use of technology in primary science classrooms, we employed research methods that drew on qual-
itative techniques such as interviews, survey instruments, and collection of artifacts. In addition, individual cases —such as a

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group of pre-service teachers who work on a specific task — are selected and re-interviewed to gain a better understanding
of the meanings participants ascribe to their ideas and artifacts. Since our aim is to inductively derive theory from data, our
data analysis is consistent with principles of theoretical sampling shared with the grounded theory approach to qualitative
research (Strauss, 1987; Coffey & Atkinson, 1996; Charmaz, 2001).

FINDINGS AND DISCUSSION

The data from survey instruments are shown in Table 1. Mean scores of 21 participants is 20 out of 21 total score with
the maximum score is 21 and the minimum score is 12.

Table 1. “What is Technology” assessments (21 participants)

Instrument (total score) Mean Max score Min score
What is Technology (21) 20.00 21 12

The data indicates that students perceive technology as things that help people and includes both electronic and
non-electronic things. The data from students’ completed assignments are shown in Table 2. Four major out of fifteen themes
emerge from students’ completed assignments, namely videos, experiments, models, and observation. These themes are in
line with the students’ interviews.

Table 2. Frequency of the most frequent themes emerged from students’ completed assignments (24 participants)
Major themes Frequency
Videos 78
Experiments 53
Observation 48
Model 42

The data indicates that students perceive videos as technology that can facilitate observation and experiments of sci-
ence by modeling (demonstrating) how the science practices work. However, some videographic contents present science as
facts and tend to be viewed by the students as absolute. The interview data also reveals that they accept the information
straightforward without critics. They also view science contents and models in the videos as reality and truth. These are dis-
tracting to the learners and constrain their learning. We argue that the students miss opportunity to use technology to facili-
tate science learning and fail to maintain an understanding of nature of science that scientific knowledge deals with un-
certainty and is still tentative, evidence-based, as well as reviewed for accuracy and subject to critique.

CONCLUSIONS
Four major themes emerge from students’ completed assignments: videos, experiments, models, and observation.
Technology created by pre-service primary teachers is indicated by the emerging data that student teachers perceive videos as
technology that can facilitate observation and experiments of science by modeling (demonstrating) how the science practices
work. This technology is not in line with the nature of science as it shows that scientific knowledge and other such ideas tend
to be absolute.

REFERENCES
Bell, R. L. & St. Clair, T. L. (2015). Too little, too late: Addressing nature of science in early childhood education. In Trundle, K.
C. & Sackes, M. (Eds). Research in Early Childhood Science Education. Dordrecht: Springer.
Bransford, J. D., Brown, A. L, & Cocking, R. R. (Eds.). 2002. How people learn: Brain, mind, experience, and school,
Expanded Edition. Washington DC: National Academy Press.
Burton, J. K., Moore, D. M., & Magliaro, S. G. (1997). Behaviorism and instructional technology. In R. D. Tennyson, & D.
Jonassen (Eds.). Handbook of research on educational communications and technology, (pp. 46-7). Washington,
DC: Association for Educational Communications and Technology.
Kelly, G. & Green, J. (1998). The social nature of knowing: Toward a socio-cultural perspective on conceptual change and
knowledge construction. In B. Guzzetti & C. Hynd (Eds.), Perspectives on conceptual change: Multiple ways to under-
stand knowing and learning in a complex world (pp. 145-181). Mahwah, NJ: Lawrence Erlbaum Associates.

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#132 The Influence of STEM Teaching Method Course on Preservice Teachers with STEM and Non-STEM Major
—Their Perception of STEM Teaching Competencies
Hsiao-Lin Tuan1, Chi-Chin Chin2, Hsing-Huei Wang3, Chien-Ying Chou4
1
National Changhua University of Education, Taiwan
2
National Taichung University of Education, Taiwan
3
National Changhua University of Education, Taiwan
4
National Changhua University of Education, Taiwan
suhltuan@cc.ncue.edu.tw

The purpose of this study is to examine the influence of STEM teaching method course on preservice teachers’ perception of
STEM teaching competencies between STEM and non-STEM majors. Thirty-six students (15 STEM majors, 21 non-STEM ma-
jors) enrolled in the 2-creit-hour one semester STEM teaching method course for secondary teachers were participated in the
study. We developed STEM teaching method course which emphasized on helping preservice teachers experience three
STEM activities (safety helmet, airborne jump equipment, and sightseeing boat), transform their STEM activities into lesson
plans, and create their group STEM lesson plans as final project. These preservice teachers needed to fill in Teachers’
Perception of STEM teaching competency questionnaire before and after the course. We also interviewed 12 preservice
teachers before and after the course for collecting their perceptions of this course. Findings indicated that all preservice teach-
ers, STEM and non-STEM major preservice teachers increased their STEM teaching competencies in the areas of perception
of STEM nature, STEM teaching preparation, STEM curriculum design, STEM teaching activities implementation, and expect-
ations of STEM teaching outcome. There is no significant difference between STEM and non-STEM major preservice teachers’
STEM teaching competence before and after the study. Preservice teachers expressed that they gained STEM understanding
through experiencing STEM activities, and STEM teaching competency through practicing lesson plan design.
Keywords: STEM teaching method course, STEM teaching competence, Preservice science teachers

INTRODUCTION
Scholars (Pleasants, 2020; Moore, Glancy, Tank, Kersten & Smith, 2014) advocate the importance of cultivating stu-
dents’ competency to face the challenge life in the future. Researchers (Hallstrom & Schonborn, 2019; Moore, et al., 2014)
thought students need to integrate various disciplines to solve real world problems, and STEM curriculum and instruction is
a way to reach this goal.
Research have done studies to address the impact of STEM curriculum on students’ learning outcome, but few ad-
dressed on preservice teachers. The purpose of this study is to investigate a group of preservice secondary teachers’ (in below
we used students) perception of their STEM teaching competency after taking one semester (18 weeks) of STEM teaching
method course. The specific research questions are as follows:
What are students’ perceptions of STEM teaching competencies changed after STEM teaching method course?
What is the difference between STEM and Non-STEM major students’ perception of STEM teaching competencies
before and after the course?

RESEARCH METHOD
The study used both qualitative and quantitative research method. We developed STEM teaching method course
which emphasized on helping students experience three STEM activities (safety helmet, airborne jump equipment, and
sightseeing boat), transform their STEM activities into lesson plans, and create their group STEM lesson plans as final project.
Thirty-six students participated in this course, and grouped into 10, each group consisted with STEM and non-STEM
major, male and female students.
National Center for Technological Literacy (2011) engineering design process was used to implement three STEM
activities. After students experienced each STEM activity, and then wrote down lesson plan for each activity. Each group of
students also needed to develop their own STEM lesson plans for their final project.
All the students filled Teachers’ Perception of STEM teaching competency [TP-STEM-TC] questionnaire before and af-
ter the study. We also interviewed one student per group before and after the study to collect their perception of this course.
[TP-STEM-TC] consisted of five scales: Perception of STEM nature [PSN], STEM teaching preparation [STP], STEM
curriculum design [SCD], STEM teaching activities implementation [STAI], Expectations of STEM teaching outcome [ESTO].
The questionnaire was conducted exploratory and confirmative factor analysis to confirm the validity criteria (500 samples).
The item fitness are gfi=.904, agfi=.883, rmsea=.050 matched with the fitness level. Cronbach's α for each scale ranged
from .86~.96.

RESULTS

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Table 1 TP-STEM-TC pre and post Test results
Pre (n＝36) Post (n＝36) t
Scale (items) Cohen's d
M SD M SD Post－Pre
PSN (5 items) 3.36 0.56 4.02 0.52 5.99*** 1.00
STP (5 items) 3.58 0.59 4.05 0.54 4.28*** 0.71
SCD(5 items) 3.32 0.62 3.98 0.56 6.05*** 1.01
STAI(5 items) 3.43 0.54 4.08 0.45 7.37*** 1.23
ESTO(7 items) 3.61 0.60 4.10 0.44 5.47*** 0.91
Total Scales 3.47 0.52 4.05 0.44 6.89*** 1.15
*** p<.001

Table 2 Preservice teachers with STEM and non-STEM major TP-STEM-TC paired t-test results
STEM major (n＝15) Non-STEM major ( n＝21)
T-pre
T post
Scale STEM-
Pre M (SD) t Pre M (SD) t STEM-
Cohen's d Cohen's d Non-ST
Post M (SD) Post- Pre Post M (SD) Post-Pre Non-ST
EM
EM

3.30(0.46) 3.40(0.62)
PSN 5.50*** 1.42 3.84** 0.84 -0.55 0.58
3.97(0.33) 4.06(0.62)
3.57(0.54) 3.60(0.63)
STP 3.28** 0.85 2.88** 0.63 -0.14 -0.01
4.05(0.48) 4.05(0.59)
3.32(0.50) 3.31(0.71)
SCD 4.30** 1.11 4.29*** 0.94 0.03 0.09
3.97(0.45) 3.99(0.64)
3.52(0.59) 3.36(0.5)
STAI 4.18** 1.08 6.08*** 1.33 0.87 -0.02
4.08(0.32) 4.08(0.54)
3.60(0.52) 3.62(0.66)
ESTO 3.37** 0.87 4.30*** 0.94 -0.10 1.16
4.01(0.32) 4.17(0.51)
Total 3.47(0.45) 3.47(0.57)
5.03*** 1.30 4.91*** 1.07 0.03 0.45
Scale 4.02(0.31) 4.08(0.52)
** p ＜.01.*** p ＜.001.

Based on Table 1 and 2, it indicated that our course can increase entire students and both STEM and non-STEM ma-
jor students’ perceptions of STEM nature, STEM teaching preparation, STEM curriculum design, STEM teaching activities im-
plementation, and expectation of STEM teaching outcome significantly. There is no significant difference between STEM
and non-STEM major students’ perception of their STEM teaching competencies before and after the course. For the inter-
view data, it confirmed our quantitative findings. Students have expressed their STEM understanding, STEM instructional
design, and teaching competency increased. They indicated that experienced three STEM activities help them understand
the nature of STEM and STEM teaching. They gained awareness of identifying STEM topics in designing STEM instruction
and their lesson planning ability have been increased. For non-STEM major students, they learn STEM lesson planning by imi-
tation, they tended to put group work, hands on activities in their STEM lesson plans. After the course, they gained their
awareness of findings daily life issue in designing their STEM instruction. For STEM major students, they know engineering
design, and like to apply content knowledge into lesson planning, at the end of course, they started to implement engineer-
ing design into their lesson plans.

CONCLUSIONS
Finding indicated that our STEM teaching method course can increase significantly on STEM and non-STEM major
students’ perception of the nature of STEM, STEM preparation, curriculum design, STEM activities implementation, and fi-
nally their expectation toward STEM teaching outcome. Our study proved with Lou et al. (2009) that background knowl-
edge did not influence preservice teachers’ involvement and their gained from our course. In the future, we need to examine
how these students implement their STEM lesson plans into classroom setting.

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REFERENCES
Bybee, R. W. (2010). Advancing STEM Education: A 2020 Vision. Technology and Engineering Teacher, 30-35.
English, L., King, D., Smeed, J. (2017). Advancing integrated STEM learning through engineering design: Sixth grade stu-
dents’ design and construction of earthquake resistant buildings. Journal of Educational Research, 110(3), 255-271.
Lou, C. J., Chen, P. H., She, R. J., Tsai, H. L., Tsai, H. Y. (2009). Study of STEM
integration teaching method in science and living technology course. Humanity and Social Science Study, 3(3), 42-66.
Moore, T. J., Glancy, A. W., Tank, K. M., Kersten, J. A. & Smith, K. A., & Stohlmann, M. S. (2014). Framework for quality
K-12 engineering education: Research and development. Journal of Pre-College Engineering Education Research
(J-PEER), 4(1), Article 2.

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#164 A Design-Based Learning Online Course For Promoting Science Student Teachers’ Competencies
Kulthida Nugultham, Tussatrin Wannagatesiri; Kasetsart University, Kamphaeng Saen campus, Thailand
kulthida.n@ku.th

In the COVID-19 pandemic era, online learning is one of the most productive teachings and learning and especially for prepar-
ing science student teachers as a designer for online classrooms. This research aims to explore the effects of design-based
learning on the Learning Management in Science II online course for promoting science student teacher competencies. The
research design was a one-shot case study. The purposive sampling of 28 undergraduate science student teachers in the third
year of 2021 enrolled in Learning Management in Science II online course. The instruments consisted of design-based learn-
ing on the Learning Management in Science II online course including four steps and Science Student Teacher’s Competency
Assessment according to designing learning management and assessment, designing learning activities for probing student’s
understanding, and utilization of science learning materials. The result revealed that science student teachers had average
score competency at the accomplished level.
Keywords: Design-based learning, Science Student Teacher’s Competencies

INTRODUCTION
The teachers’ reparation and professional standards in Thailand were set by the Teachers Council of Thailand (TCT)
(2020). TCT focuses on teaching individual quality in four subjects; the teaching profession, Thai Language for
Communication, English for communication, and digital technology for education, and it is included three competencies;
learning management, the relationship between parent and community, teacher duty and code of ethics of teaching
profession. All pre-service teachers should have a score not lower than 60 percent in each competency, and they will receive
a teaching license. Then the universities are the main institute that recruit students into the teaching curriculum for 4 years
and all courses will serve the standard and improve teaching competency for pre-service teachers. So, they will be a qualified
teacher in the future. Southeast Asia Teachers Competency Framework (2018) had also launched four essential teaching
competencies; 1) Knowing and understanding what to teach, 2) Helping students learn, 3) Engaging the community, and 4)
Becoming a better teacher every day. Form the collaborated teaching standard vision, science education program, the de-
partment of teacher education would like to examine science student teachers as a designer of learning. There were several
obstacles to the COVID-19 pandemic. For example, Science student teachers could not use the real classroom for teaching
practice, but they had to attend micro-teaching instead. All the courses had to provide online learning. The students had to
change real science experiment into the online clip, simulation, or do it yourself at home. Design-based learning (DBL) is one
of the powerful approaches which contains design from learning outcome problems, continually gathering communication
by peers’ reflection for an ongoing designer. This DBL approach will scaffold the science student teacher to reach the stand-
ard competency.

RESEARCH METHODOLOGY
This methodology was conducted by the action research and the research design was a one-shot case study. The pur-
posive sampling of 28 undergraduate science student teachers in the third year of 2021 enrolled in Learning Management in
Science II online course. The course had 15 weeks and students need to follow DBL’s step descriptions: 1) Identifying prob-
lem concerns with the benchmark, learning indicator, and student outcome. 2) Generating ideas through the mentor and
designing learning activities 3) Making and testing via online micro-teaching 4) Reflecting and giving feedback from friends
and mentors, teacher who responded this course (Brown, Friesen, Beck, &Roberts, 2020). After they finished micro-teaching
and reflected on their teaching. The mentors will check the overall competency using the Science Student Teacher’s
Competency Assessment adapted from Seameo Innotech (2018) and Basas, Cornillez, Balagasay, and Cinco (2020) includ-
ing three main competencies 1: Designing learning management and assessment, competencies 2: Designing learning activ-
ities for probing student’s understanding and competencies 3: Utilization of science learning materials. The identified com-
petencies consist of three main competency statements and toral 10 statements for sub-competency. The mentors were ob-
served to rate using a one to four points rubric score ranging and descriptive rating from (1) Beginning: She/He cannot do
this yet (1 point), (2) Developing; She/He has started to do this but She/He need to learn more (2 points), (3) Accomplished;
She/He can do this very well (3 points) and (4) Exemplary; She/He can do this with confidence and I can teach others (4
points).

RESULTS
Science student teachers’ competency had an overall average score of more than 75 percent indicated at the accom-
plished level. The data shown in Table 1 as follows.

Table 1. The mean score and identified level of science student teachers’ competencies.

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Science student teachers’ competencies 
 S.D. Level

1. Designing learning management and assessment 3.29 0.60 Accomplished

1.1 Analyze the national science benchmark based on technological pedagogical
3.32 0.61 Accomplished
content knowledge
1.2 Use formative and summative learning assessment 3.25 0.59 Accomplished
1.3 Use effectively online application for learning assessment 3.29 0.60 Accomplished
2. Designing learning activities for probing student’s understanding 3.27 0.63 Accomplished
2.1 Encourage and support students’ aspiration, and motivation 3.25 0.59 Accomplished
2.2 Link prior experience with new experience using context, question,
3.29 0.60 Accomplished
demonstration, game, daily life situation or problem.
2.3 Order and sequence scientific concepts and students’ thinking (creative,
3.29 0.66 Accomplished
innovative, collaborative, and critical thinking skills)
2.4 Easy communicate and transformative science concepts. 3.25 0.65 Accomplished
3. Utilization of science learning materials 3.29 0.20 Accomplished
3.1 Use an appropriate the materials for online classroom 3.25 0.59 Accomplished
3.2 Create or adapt the materials yourself 3.36 0.62 Accomplished
3.3 Connect and manage time between the materials and lesson plan 3.25 0.59 Accomplished
Total 3.28 0.60 Accomplished

CONCLUSIONS
The design-based learning on Learning Management in Science II online course could help the science student teach-
ers design their learning activities in an appropriate imagined classroom with peers, friends, and mentors’ reflection. The
learning step promoted each competency by communicating, and discussing online (Chusinkunawut, Henderson,
Nugultham, Wannagatesiri, & Fakcharoenphol, 2021). Moreover, the students delivered their competency reflection right to
the point, advise and forecast the better learning activities that connect to the science concept for improving teaching
competency.

ACKNOWLEDGEMENTS
This project, research and learning development, was funded by the Department of Teacher Education, Kasetsart University,
Kamphaeng Saen Campus, Thailand.

REFERENCES
Brown, B., Friesen, S., Beck, J., and Roberts, V. (2020). Supporting new teachers as designers of learning. Education
Sciences, 10, 1-14.
Chusinkunawut, K., Henderson, C., Nugultham, K., Wannagatesiri, T., & Fakcharoenphol, W. (2021). Design-based science
with communication scaffolding results in productive conversations and improved learning for secondary students.
Research in Science Education. 51(4), 1123-1140.
Seameo Innotech. (2018). Southeast asia teachers competency framework. Thailand: The Teachers’ Council of Thailand.
Basas, R. B., Cornillez, E. C., Balagasay, M.B., & Cinco, L. R. (2020). Science teachers teaching competence and students’
satisfaction. Journal of Educational Research and Technology Management, 1(1), 1-19.

EASE 2022 / ORAL PRESENTATION SESSION 4 _ DAY 2, Jul 26 Ÿ 187

ORAL PRESENTATION
#196 Research-Based Teaching: Developing Teaching Materials based on Academic Papers to Teach
Scientific Creativity
Jongwon Park1, Insun Lee2, Hye-Gyong Yoon3
1
Chonnam National University, Korea
2
Chungbuk National University, Korea
3
Chuncheon National University of Education, Korea
jwpark94@jnu.ac.kr

Although many academic papers have been published for changing and improving science teaching, science teachers rarely
read papers or use them for their teaching in school. This phenomenon has attracted attention as a major issue to be solved
as a gap between theory and practice. Therefore, this study conducted to understand in-depth the process of science teach-
ers understanding academic research papers and using them for their own teaching.
To achieve this goal, three science teachers who enrolled in graduate course participated. The course was intensive course
that held for a total of 45 hours for three weeks, three hours a day during the winter vacation. In this course, teachers read
four papers on science creativity and conducted discussions to understand, and developed teaching materials for science
creativity in their schools based on their understanding.
The data were obtained from teachers’ activity sheets in which wrote down the difficult parts of the papers and the addi-
tional information needed to understand the paper, teaching materials by teachers for scientific creativity in schools, and re-
cording files of their discussions.
As results, it was found that science teachers had various difficulties in understanding the papers, and to help them, the pa-
pers were needed be transformed in six aspects. Understanding the papers did not mean that it would be used automatically
for teaching in schools. Therefore, as a second result, it was found that four considerations were necessary in designing
teaching plan using the papers, and also, additional four considerations were necessary to develop actual teaching materials
using the papers.
These findings have been structured by a 'modification model' proposed in this study, and will be showed in the
presentation.
Keywords: Research-based teaching, scientific creativity, Teaching materials

Although many academic papers have been published for changing and improving science teaching, science teach-
ers rarely read papers or use them for their teaching in school. This phenomenon has attracted attention as a major issue to
be solved as a gap between theory and practice. Therefore, this study conducted to understand in-depth the process of sci-
ence teachers understanding academic research papers and using them for their own teaching.
To achieve this goal, three science teachers who enrolled in graduate course participated. The course was intensive
course that held for a total of 45 hours for three weeks, three hours a day during the winter vacation. In this course, teachers
read four papers on science creativity and conducted discussions to understand, and developed teaching materials for sci-
ence creativity in their schools based on their understanding.
The data were obtained from teachers’ activity sheets in which wrote down the difficult parts of the papers and the
additional information needed to understand the paper, teaching materials by teachers for scientific creativity in schools,
and recording files of their discussions.
Because it is not expected that research papers can be directly and simply used for improving and changing teaching
practice in school, this study proposed a 'modification model' as shown in Figure 1, and the results were structured accord-
ing to this model.
As results, it was found that science teachers had difficulties in understanding academic terms, explanations and con-
tents of papers. And also, they had difficulty about knowledge of scientific contents included in the papers. To resolve these
difficulties, the papers were needed be transformed in six aspects as shown in Table 1.

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Figure 1. Transformation Model To Use Academics Papers for Teaching Practice in School.

Table 1. Transformation Activities to Help Teachers Understand the Papers

Type Transformation Activities
Defining academic terms operationally
Suggesting specific examples of term or explanation
Providing interpretations
Explaining the similarity or difference between terms
Changing explanations to teacher-friendly expressions
Adding information Adding information regarding the cited content
Performing directly Performing the examples of activities directly

Understanding the papers did not mean that it would be used automatically for teaching in schools. Therefore, for the
second step of modification of papers, it was found that four considerations were necessary in designing teaching plan using
the papers (Table 2), and also, additional four considerations were necessary to develop actual teaching materials using the
papers (Table 3).

Table 2. Four Considerations needed to Design Teaching Plan Using Academic Papers
Consideration Examples
- Small-scale scientific creative activities, which run for 20 minutes in one-hour classes, will be
used in middle and high school classes and will be conducted about 15 times a year.
The target and scale
- The family program will be applied to 30 parents once (for 40 minutes) a week for four
weeks.
- Existing materials for scientific creativity will be used.
Development method
- I will develop it myself.
- When it is difficult to develop alone, I need the help other teachers, but they may not be
Expected difficulties familiar with creativity.
- I am worried that students will not participate actively in creativity tasks.
Materials to be - I will develop and input 20-minutes creativity activity into a regular one-hour teaching plan.
developed - I will develop and add a creativity activity into a general experimental guides.

We believe that this study can give us, teacher educators, an insight into how abstract academic papers need to be
transformed so that teachers can understand them, and next what transformations must be made in order for new knowl-
edge acquired by teachers to be used in actual teaching in school.

EASE 2022 / ORAL PRESENTATION SESSION 4 _ DAY 2, Jul 26 Ÿ 189

ORAL PRESENTATION
#183 Research on PCK Development of Pre-Service Chemistry Teachers： Take the Concept of "Ionic Bond" in
the Chemical Microteaching Course as an Example
Yaoning Zhang1, Wenhua Zhang2, Ganlin Chen3, Minhao Zhou1, Yating Xu1
1
Shiyanhu School, Shenzhen,Guangdong,China, People's Republic of
2
College of Chemistry, Central China Normal University
3
University College London
1073624865@qq.com

教学内容知识（PCK）是由内容知识和教学知识相互作⽤有机整合的知识，也是决定教师专业发展的主要指标。通过研究PCK发展
过程和职前教师的影响因素，将对他们提⾼专业⽔平和职业发展产⽣深远的意义。
基于职前化学教师的特点和研究课题“离⼦键”，本研究采⽤了美国埃⾥克森学院开发的PCK评估⼯具，根据纽约州教师标准划分了
每个维度下的级别，并明确了其操作定义，以调查PCK的三个主要⽅⾯，由“教学内容”和“学⽣的知识”⽽不是“教学策略”组成。通过
课堂观察和访谈⽂本分析收集研究数据，并通过三种不同的⽅法进⾏分析：显式PCK的深⼊分析，枚举⽅法，恒定⽐较⽅法。最后，
本研究探讨了职前教师如何整合PCK的三个组成部分，探讨了影响职前教师PCK整合机制的因素，并对职前教师PCK的推广提出了
⼀些合理的建议。
通过对三位职前化学教师微教前后的教学设计、视频和访谈的深⼊分析和评估，可以了解他们的表现和特点，同时也探讨影响其
PCK发展的因素，从⽽对职前教师的PCK升级提出⼀些合理的建议。
Keywords: Pre-service chemistry teacher, ionic bond, chemical microteaching, PCK development research

INTRODUCTION
Shulman defined PCK as the knowledge organically integrated through the interaction between pedagogical knowl-
edge and content knowledge, which is an important symbol to measure the level of teachers' 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: What are the changes in PCK levels of the three pre-service teachers between after mi-
croteaching training? What are the main factors that affect the pre-service teachers’ PCK?

METHODS
This study uses a variety of methods such as: literature research, classroom observation and interview. First of all, on
the basis of combing through the literature, the core concepts were defined, and the PCK Assessment Tool developed by
Erickson College in the United States was adapted. Based on the characteristics of pre-service chemistry teachers and the re-
search topic “ionic bond”, divided the levels under each dimension and clarified its operational definition with reference to
the New York State Teacher Standards in order to investigate three main aspects of the PCK, consisting of the teaching con-
tent, the students’ knowledge, and the teaching strategies. The three main aspects contain 9 kinds of ability, each of which
is classified from four levels: Invalid, Developing, Effective, and Highly Effective with clear operational definition. Then we se-
lected three pre-service teachers in microteaching training, whose teaching topic was the PEP edition of "ionic bond". We
adopt many ways to get the data, such as simulated teaching video, text information of micro-homework, interview and so
on. The data was analyzed through three different approaches: indepth analysis of explicit PCK, enumerative approach, the
constant comparative method. We used pre-established coding tools and rules on the data for specific coding analysis. The
author, together with another researcher who has a deep understanding of PCK, analyzed the data. To ensure the ob-
jectivity, a separate code was used, the two coders would discuss and if there was any disagreement, the third party would
be asked to make a judgment in order to achieve the mutual citation of data. Finally, we compared the PCK levels of three
teachers before and after microteaching to find out the performance and characteristics of them, and also explore the fac-
tors affecting their PCK development in order to put forward some reasonable suggestions for upgrading pre-service teach-
ers' PCK.

RESULTS AND DISCUSSION

The results are presented in three points:
(1) Before the intervention, three pre-service chemistry teachers had higher levels of "the teaching content" and "the
students' knowledge" than "the teaching strategies". "The teaching content" and "the students' knowledge" were all in the
"development" level, while "the teaching strategies" lay between the level "Invalid" and "Development". This was due to the
fact that they had certain theoretical knowledge of pedagogy and psychology but insufficient practice and experience, so
they could not use teaching strategies appropriately.
(2) After the intervention, the overall PCK level of the three pre-service teachers was improved, of which the content
knowledge increased the most, reaching the "Effective" level, but the pedagogical knowledge did not reach "Development"

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level. This is because after systematic microteaching training, pre-service chemistry teachers had a better understanding of
“the content knowledge” and could attempt to construct knowledges according to the students' thinking level. They had the
awareness of adjusting teaching strategies according to the actual situation. However, microteaching only provided a sim-
plified and controllable practice environment for pre-service teachers, instead of based on real classroom situations. As a re-
sult, pre-service teachers still did not have the flexibility to adapt their teaching strategies to the actual situation.
(3) PCK level is not directly related to pre-service chemistry teachers’ GPA or previous teaching experience, but is re-
lated to their learning attitudes and time during the microteaching course to some extent. These factors permeate each oth-
er and act together on teachers' PCK. The longer time you spend and the more serious your attitude is in the microteaching
training, the better the outcome will be.

Figure 1. PCK evaluation table for pre-service chemistry teachers after intervention

Based on the above analysis and research conclusions in order to promote pre-service chemistry teachers’ PCK, this
study puts forward the following suggestions: (1) Pre-service chemistry teachers should attach importance to the application
of teaching strategies and need to learn how to put teaching strategies into practice instead of learning theoretical knowl-
edge only. (2) Normal University should attach importance to microteaching training, correct the pre-service chemistry
teachers’ attitude to practice and post-course reflection. (3) Normal universities should optimize the curriculum system and
structure of teaching.

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ORAL PRESENTATION
The innovations of this research are as follows: (1) The pre-service chemistry teachers were taken as research objects
during the microteaching course, which was significant to enrich and develop the PCK of them. (2) The foreign authoritative
evaluation tools were adapted and the scoring criteria was refined to reflect the improvement degree of each component
through specific scores. (3) The theme of this study was focused on “ionic bond” in order to analyze three components level
of teachers’ PCK better.

REFERENCES
Shulman, L. S. . (1986). Those who understand: knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
Shulman, L. S. . (1987).Knowledge and teaching: Foundations of the new reform[J]. Educational Review, 1987,57(1): 1-22.
Park, S. . (2005). A study of PCK of science teachers for gifted secondary students going through the National Board
Certification proces
Bertram, & Adam. (2014). 'cores and pap-ers as a strategy for helping beginning primary teachers develop their pedagogical
content knowledge. Educacion Quimica, 25(3),

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SESSION 43: [S3] Science education for elementary school and related areas

#130 Practices of Natural Disaster Lessons by Context-Based Approach: Case Studies at Public
Upper Secondary Schools
Yuya Nakanishi, Tetsuo Isozaki, Takehiro Hayashi; Hiroshima University, Japan
yuyanakanishi@hiroshima-u.ac.jp

In recent years, disaster prevention education in Japan has been taught through a content-based approach that focused on
understanding scientific concepts related to natural disasters. Nakanishi et al. (2022) suggested that disaster prevention ed-
ucation should contain not only utilitarian values, but also cultural and democratic values, and argued for a context-based
approach in teaching disaster prevention.
This paper clarified the effectiveness of a context-based approach for teaching disaster prevention and deepened students’
thinking on disaster prevention. Through education of history on local disasters and scientific opinion, we proposed an effec-
tive method for encouraging students to make informed decisions in natural disaster prevention. For this purpose, we devel-
oped a new learning program which focused on a context-based approach for upper secondary schools. This program in-
cluded a storyline about natural disasters, and consisted of seven units with different contexts, such as performing experi-
ments as seismologists and providing geological and historical explanations to visitors of an area. Each unit took one to two
lessons. We implemented one unit to include civic roleplaying. Then, we analyzed questionnaire responses from 110
students.
The responses showed the roleplaying under a context-based approach fostered students' listening to others’ opinions and
rethinking of students' decisions, and enhanced their decision-making abilities. Through roleplaying as participants in local
society-making, students learned to seek out other points and views, listened to diverse opinions, and demonstrated what
they learned for disaster prevention in the future.
The following changes were found in students’ perceptions of disaster prevention: first, using the local history of disasters
and scientists’ opinion was effective in improving knowledge and understanding on disaster prevention; and second, taking
part in policy-making improved students’ attitudes towards natural disaster prevention as future citizens.
Keywords: Context-based approach, Decision making, Natural Disaster, Upper secondary school

INTRODUCTION
Several prior studies exist in science education regarding context-based approaches. SATIS (Science and Technology
in Society) is leading this research, in that it introduces a number of units which feature a context-based approach that can
be implemented in one or two hours. Salters' Chemistry and SISCON (Science in a Social Context) are well-known for their
introduction of context-based approaches to programs and whole subjects. Bennett (2016) evaluates several practices com-
prehensively to explore the impact of context-based approach on student's cognitive and affective responses to science
ideas.
In Japan, disaster prevention education is taught through a content-based approach that focuses upon under-
standing scientific concepts related to natural disasters. Isozaki (2017) suggests that it is important to research deci-
sion-making and attitudes based upon democratic values in geoscience in upper secondary schools. Moreover, Nakanishi et
al. (2022) suggest that disaster prevention education should feature not only utilitarian values, but also cultural and demo-
cratic values, and they argue for a context-based approach in teaching disaster prevention.
This study specifically aims to deepen students' understanding of the relationship between natural disasters and soci-
ety, and to develop better attitudes toward natural disaster prevention. A context-based approach was used throughout the
program. The following is an account of the analysis result of one unit that was implemented.

METHOD & RESULTS

This practice lesson was implemented in the "positive and negative aspects of installing new weirs" unit. The
one-hour class concerned whether or not weirs, which have been installed in river for many years, should be modernized.
Students were divided into groups, namely Residents A-C and Scientists, who read the materials prepared by the teacher to
understand the various advantages and disadvantages of their respective areas of residence. The students in each group or-
ganized the points and made a decision as to whether they should accept the latest weir renovation.
A questionnaire was utilized to investigate changes in the students' choices and statements before and after the
lesson. The questions were "What is important to you about disaster preparedness?" and "How would you prepare for a dis-
aster?" The results are shown below in Table1.

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ORAL PRESENTATION
Table 1: Number of students' chosen opinions (n=110)*Students chose two opinions from each section: understanding and
attitude.
pre post
understanding Actions when disaster occurs 105 87
Information Gathering 79 63
History of Disaster Prevention 21 37
Expert Opinion 15 33

attitude Getting a job related to disaster prevention 45 31

Keeping in touch with disaster prevention in the future 42 8
Contribute to local disaster prevention and reconstruction 96 98
Participate in policy making 37 83

One student wrote only: "Look at hazard maps" before the lesson, while afterwards, the same student wrote: "We
need to consider from multiple perspectives whether it is safe or not based on the history of the area and the opinions of
scientists." Another student wrote: "I want to prevent the destruction of nature" before the lesson. However, he wrote: "It is
important to consider as many viewpoints as possible and to know many options" following the session. As evidenced by
these changes in the students’ statements, the unit made the students more aware of the need to consider each issue and
perspective, and to evaluate the benefits and risks of disaster prevention plans when making decisions. In addition, students
developed more insightful attitudes toward disaster preparedness, such as "Knowing about the history of the area" and
"Active participation in politics."

CONCLUSIONS
The responses illustrated that the roleplaying exercise within the context-based approach fostered students' skills in
listening to the opinions and decisions of others, and enhanced their own decision-making abilities. Through playing the
roles of local residents, students learned to seek out other viewpoints, listen to diverse opinions, and demonstrate what they
learned regarding future disaster prevention.
The following changes were identified in students’ perceptions of disaster prevention: first, local history of disasters
and scientific opinions were effectively utilized in improving knowledge and understanding of disaster prevention; second,
participation in policy-making improved students’ attitudes toward natural disaster prevention as future citizens.

REFERENCES
Bennett, J. (2016) Bringing Science to Life: Research Evidence, In: Taconis, R., den Brok, P., and Pilot R. Taconis (Eds.),
Teachers Creating Context-Based Learning Environments in Science, Sense Publishers, 21 - 39
ISOZAKI Tetsuo (2017) The Value of Learning Earth Science in School: Why Do Students Need to Study It?, Journal of Science
Education in Japan, 41(2), 246 - 257.
NAKANISHI Yuya, ISOZAKI Tetsuo, HAYASHI Takehiro (2022) A History of Disaster Prevention Education in Earth Science
Curricula of Upper Secondary Schools, Education of Earth Science, 74, 31-43.

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#124 Innovating Asian Parliamentary Debate Using Socio-Scientific Issues to Improve Student’s Critical
Thinking and Decision-Making Skills
Suci Indah Putri1, Irma Rahma Suwarma2, Riandi Riandi3, Balgis Az Zahra1
1
Science Education, Indonesia University of Education, Indonesia
2
Physics Education, Indonesia University of Education, Indonesia
3
Biology Education, Indonesia University of Education, Indonesia
suciindahputri@upi.edu

Debate is one of the learning methods that could trigger improvement of students' critical thinking and decision making.
Students need to think critically to have a good argument and deliver it to the opposite group. Pros and cons arguments deliv-
ered during the debate are analyzed by students to make the best decision. This study was aim to see the importance of Asian
Parliamentary Debate using socioscientific issues as debate method innovation to improve students' critical thinking and deci-
sion-making skills. The method that was used in this study was the descriptive exploratory method. Data were collected
through questionnaires about the obstacles in the implementation of the debate method. Questionnaires were filled out by
twenty science teachers. Sample was taken randomly from some provinces in Indonesia. The result of the study indicated that
the debate method implemented in schools was not optimal to enhance students' critical thinking and decision-making. It is
important to innovate the current debate method by using socio-scientific issues through the Asian Parliamentary Debate
method which helped trigger critical thinking skills and decision making. Therefore, the socio-scientific issue through the
Asian Parliamentary Debate method would be very helpful in improving the quality of the current debate and help students
to think critically and make decisions in science learning.
Keywords: Debate Method, Asian Parliamentary Debate, Critical Thinking, Decision Making, Socio-scientific Issues

INTRODUCTION
One of the learning methods is the debate method. The debate can be defined as an old teaching-learning strategy
that presupposes an established position, either pro or con, on an issue, assertion, proposition, or solution to a problem
(Fluharty, 1996). Debate is commonly associated with oral communication and argumentation skills (Majidi, 2020). The de-
bate can be a valuable method for increasing thinking and reflection, especially if students are expected to be able to express
opinions that are contradictory to themselves. Active debate method to train students to look for strong arguments in solv-
ing a controversial problem and have a democratic attitude and mutual respect for differences of opinion. However, the im-
plementation of the debate method currently taking place in schools has several things that need to be improved.

METHOD
The method used in this research is descriptive exploratory. Descriptive exploratory is used to explain the results of
the questionnaire that describes the conditions that occur in schools. The data were obtained from the results of the ques-
tionnaires filled out by twenty science teachers. Sample was taken randomly from some provinces in Indonesia. There are
West Sumatra, Wes Java, Jambi, East Borneo, and Jakarta. The questionnaire is about the obstacles faced by teachers in im-
plementing the existing debate methods in schools.

RESULT AND DISCUSSION

Based on the results of the questionnaire that was responded to by twenty science teachers, it was found that 90%
of teachers knew about the debate method and realized the importance of this method to be applied to help students ach-
ieve critical thinking and decision-making competencies in science learning. However, this study found that most of the
teachers experienced problems when planning to use the debate method, as follows: inadequate planning when im-
plementing the debate method, concerns about the level of confidence of students who tend to be passive in speaking so
that it is feared that the debate method cannot work as intended, the level of student knowledge and lack of references
when discussing problems in debate, the implementation of the debate method has the potential to make students discuss
things that deviate from the topic of learning that should be. Due to these constraints, teachers tend to use other methods.
Therefore, to overcome these problems, a debate method innovation was carried out using the Asian Parliamentary
Debate Method Using Socioscientific Issues. This debate method with a more structured structure and implementation sys-
tem will be able to overcome various obstacles experienced by teachers when implementing learning using the debate
method.

The Application of the Asian Parliamentary Debate Method in Science Learning

In learning science with the Asian Parliamentary Online Debate, students are divided into three people in each group,
then given roles as government parties who are pro with the motion or opposition parties who are against the motion given.

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ORAL PRESENTATION
However, there are some modifications in the implementation of the Asian Parliamentary Debate on this method
innovation.

Speaking Duration
The time used for each student's speaking role is a maximum of 5 minutes so that this time allocation will be able to
make all students get the opportunity to speak and present their arguments.

Figure 1. Speaking Duration for Each Role

Motion
The motions used in the debate method in science learning are socio-scientific issues that are controversial. SSIs are
controversial issues related to multiple perspectives without clear-cut solutions. The following are examples of motions that
will be used for Environmental Pollution materials:
1. This house believes that coal mining locations in Kalimantan must be closed
2. This house believes that all vehicles that use fuel oil must be replaced with electric vehicles
3. This house believes that the use of plastic packaging must be stopped
Each pair of students was given a different motion and it was still related to the main topic. So that the many types of
topics being debated will make students more insightful for each issue and minimize the occurrence of a debate forum that
is less active if only discussing one topic for all team pairs.

How to Implement the Asian Parliamentary Debate Method

Predebate
During the predebate, students were given ten minutes to construct their arguments based on the motions they got.
A few days before the debate method learning was carried out, students were given motions that they might get like a grid.
Thus, students are allowed to seek in-depth information before learning, and then they only need to construct arguments
when the debate method learning will begin.

Debate
Students conduct debates by the rules of the Asian Parliamentary Debate. Three students act as government parties
with three roles. This government team will be pro to the motion given. Then, the opposition party is also the same. This
team will be against the motion given. Students take turns talking to present their arguments for five minutes. With this role,
all students will have the opportunity to speak, not only by group representatives.

Post Debate
After the debate is over students will have insight into the surrounding socioscientific issues, knowing the good and
bad impacts on the environment, society, and economy. So, it is expected that students can make the best decisions by mini-
mizing the consequences of decisions. To measure this, students will be given an essay test in the form of questions and stu-
dents can express their opinions.

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CONCLUSIONS
The debate method innovation carried out by implementing the Asian Parliamentary Debate method will be able to
help overcome the problems of the debate method that is currently taking place in science learning. All students are allowed
to speak, not only representatives. In addition, this method will help achieve students who can think critically, are accustomed
to seeking valid information, have good speaking and argumentation skills, and can make decisions.

REFERENCES
Fluharty GW, Ross H. Public Speaking and Other Forms of Speech Communication (editioned). New York, NY: Barnes &
Nobles; 1996
Majidi A., Graaff R., Janssen D. (2020). Debate as L2 Pedagogy: The Effects of Debating on Writing Development in
Secondary. Modern Language Journal, 804-821, 104 (4).

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ORAL PRESENTATION
#161 #Teachdisasters: Science Education for Disaster Preparedness and Resilience
Wonyong Park; University of Southampton, United Kingdom
w.park@soton.ac.uk

One of the central questions that the COVID-19 pandemic has posed concerns the relationship of science, technology and so-
ciety in times of disasters, and particularly how such a relationship should be addressed to young people across different
stages of education. In the past two decades, several major disasters in Korea have provoked science educators’ awareness of
the need for teaching about disasters. Globally, humans are under the threats of natural and technological disasters arising
from climate change as well as increasing complexities of technological systems. Although an informed understanding of dis-
asters would be essential to promote disaster resilience and social justice through education, systematic efforts to integrate
science and humanities in disaster education have been scarce. This presentation makes a case for addressing disasters in the
science curriculum, drawing from the work of the TeachDisasters project, a collaboration between Korean and UK
researchers. A conceptualisation of disaster education from the perspective of science education will be suggested with appli-
cation to disaster cases such as the Grenfell Tower Fire (UK), the Fukushima nuclear disaster (Japan) and the Sewol Ferry dis-
aster (Korea). Based on an analysis of science curricula and standards, and empirical findings from Korean preservice science
teachers, I will discuss some affordances of and barriers to incorporating disasters into science education.
Keywords: disaster education, socioscientific issues, disaster preparedness, disaster resilience, scientific literacy

INTRODUCTION
We find ourselves living under increasing and diversifying threats of natural and human-made disasters, many of
which are produced and intensified by modern science and technology (Beck, 1992; Christensen, 2009). Following the re-
cent global crises caused by major disasters such as climate change, scientists have called for humanity to take action against
the increasing risks of disasters (Bencze et al., 2020; Ripple et al., 2017). These disasters point to the need for understanding
the close interaction of science, technology and society in the unfolding of disasters in order to develop effective approaches
to teaching about disasters across different stages of education. Effective disaster education is required to equip students
with knowledge and understanding of the nature of disasters and its relation to science and technology. It is crucial for citi-
zens to understand not only the various hazards around them but also the social conditions that shape disaster risk and vul-
nerability (Kelman, 2020). This means that simply teaching about climates and viruses in science classes is far from sufficient
to develop young people’s holistic understanding of disasters and how to respond appropriately to them. Instead, as the PI’s
recent work points out (Park, 2020) it is necessary to think across the disciplinary boundaries of science, engineering, social
sciences and humanities to fully capture the complex nature of disasters and educate citizens who are prepared for and resil-
ient to future disasters. In addition, an informed understanding of disasters has been suggested to be vital to promoting ed-
ucation for social justice (Preston, 2012). Although there is a large amount of disaster-related educational activity around
the world, systematic research on disaster education has been rare (Dufty, 2020). In fact, no widely shared definition of dis-
aster education exists at the moment (Shaw et al., 2011; Preston, 2012). Consequently, immediate tasks for educators and
researchers in this field would be to address this gap. Funded by the UK Economic and Social Research Council, the
TeachDisasters project aims to advance knowledge about how school science can contribute to preparing citizens for dis-
asters and building disaster resilience in society. Specifically, our objectives are to rationalise disaster education within the
current education system (the ‘why’), develop the content of disaster education (the ‘what’) and effective pedagogical meth-
ods (the ‘how’) through research.

INCORPORATING DISASTERS IN SCIENCE EDUCATION: THE #TEACHDISASTERS APPROACH

Drawing on critical scientific literacy (Sjostrom & Eilks, 2018) and science and technology studies (STS) (Fortun et al.,
2016), we propose that the role of disasters in science education can be conceptualised in two reciprocal constructs: sci-
ence-related disaster literacy and disaster-related scientific literacy (Figure 1). This model recognises that learning about dis-
asters not just contributes to promoting disaster resilience of individuals and society but also can be key to achieving scien-
tific literacy where citizens develop a critical understanding of science in relation to its functions in society (Park, 2020).

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Figure 1. A reciprocal model for science education and disaster education (Park, 2020)

Recent investigations into the 2011 Fukushima nuclear disaster have unveiled diverse aspects of disasters that arise at
the science-technology-society interface, with profound implications for science education. First, STS research has demon-
strated that modern technologies such as nuclear power plants are extremely complex, and even engineers do not have a
full understanding of them because of the inherent uncertainties and contingencies underlying the socio-technical system
(Juraku, 2013). Science is no longer something that operates in a predictably linear fashion and can be clearly explained step
by step, if indeed it ever was. This leads to the important conclusion that we need to admit the limits of science and teach
about them, besides appreciating and underscoring its accomplishments. However, admitting the limits of science does not
mean being pessimistic about it. It is important to note that we can keep our trust in science despite its recurring failures only
when we recognise its limits.

OPPORTUNITIES AND CHALLENGES OF TEACHING DISASTERS

Our analysis of curriculum and empirical studies with preservice science teachers in Korea have pointed to the possi-
bilities as well as challenges of incorporating disasters in the science curriculum. First, from the curriculum analysis, we found
that the current 2015 national science curriculum of Korea and the Korean Science Education Standards both included many
references to disasters, but most of these were focused on functional goals about disasters (i.e., relating to surviving dis-
asters) whereas few were concerned with cognitive goals (i.e., understanding disasters in relation to science). Second, from
a study with preservice teachers based on a case study of a recent health disaster in Korea (the humidifier disinfectant dis-
aster), we found that preservice teachers recognise various learning goals that can be pursued by bringing disasters into the
science classroom (e.g., disaster prevention, nature of science, balanced view of science, decision making) but some con-
cerns were voiced (e.g., level of required scientific knowledge, negative perceptions of science, lack of time, political im-
partiality) (Park, Lim & Song, in review).

CONCLUSION
The TeachDisasters project is an intercultural and interdisciplinary endeavour to initiate discussion around teaching
about disasters in science education. With the recent global emergencies such as COVID-19 and climate change, the need
for exploring the intersection of disasters and science education is more urgent than ever (Reiss, 2020). Drawing on theoret-
ical and empirical perspectives, we call for a science education that can cultivate responsible citizens who can contribute to
a more resilient society. Further information and updates from the project can be found in the project website
(https://www.teachdisasters.com/).

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ORAL PRESENTATION
ACKNOWLEDGEMENTS
This work was supported by the Economic and Social Research Council in the UK (grant number ES/W010917/1).

REFERENCES
Beck, U. (1992). Risk society: Towards a new modernity. London: Sage.
Bencze, L., Pouliot, C., Pedretti, E., Simonneaux, L., Simonneaux, J., & Zeidler, D. (2020). SAQ, SSI and STSE education: de-
fending and extending “science-in-context”. Cultural Studies of Science Education, 1-27.
Christensen, C. (2009). Risk and school science education. Studies in Science Education, 45(2), 205-223.
Dufty, N. (2020). Disaster education, communication and engagement. London: Wiley.
Fortun, K., Knowles, S. G., Choi, V., Jobin, P., Matsumoto, M., Torre, P. de la, Liboiron, M., & Murillo, L. F. R. (2016).
Researching disaster from an STS Perspective. In U. Felt, R. Fouche, C. A. Miller, & L. Smith-Doerr (Eds.), Handbook of
science and technology studies (4th ed., pp. 1003-1028). MIT Press.
Juraku, K. (2013). Social structure and nuclear power siting problems revealed. In R. Hindmarsh (Ed.), Nuclear disaster at
Fukushima Daiichi: Social, political and environmental issues (pp. 41-56). London: Routledge.
Kelman, I. (2020). Disaster by choice: How our actions turn natural hazards into catastrophes. Oxford: Oxford University
Press.
Park, W. (2020). Beyond the ‘two cultures’ in the teaching of disaster: or how disaster education and science education could
benefit each other. Educational Philosophy and Theory, 52(13), 1434-1448.
Park, W., Lim, I., & Song, J. (in review). Exploring the intersection of disasters and science education in preservice science
teacher education through a disaster case study.
Preston, J. (2012). Disaster education: “Race”, equity and pedagogy. Rotterdam: Sense Publishers.
Reiss, M. J. (2020). Science Education in the Light of COVID-19. Science & Education, 29(4), 1079-1092.
Ripple, W. J., Wolf, C., Newsome, T. M., Galetti, M., Alamgir, M., Crist, E., ... & 15,364 Scientist Signatories from 184
Countries. (2017). World scientists’ warning to humanity: A second notice. BioScience, 67(12), 1026-1028.
Shaw, R., Shiwaku, K., & Takeuchi, Y. (2011). Disaster education. Bingley: Emerald.
Sjostrom, J., & Eilks, I. (2018). Reconsidering different visions of scientific literacy and science education based on the con-
cept of Bildung. In Cognition, metacognition, and culture in STEM education (pp. 65-88). Cham: Springer.

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#126 Designing Science Lessons with Socio-Scientific Issues and Socio-Scientific Inquiry-Based Learning in
Japan: A Case Study at Upper Secondary Schools
Keigo Fujinami1, Tetsuo Isozaki2
1
PhD program of Graduate School of Humanities and Social Sciences, Hiroshima University
2
Graduate School of Humanities and Social Sciences, Hiroshima University
fkeigo@hiroshima-u.ac.jp

“Socio-scientific Issues” (SSI) are unstructured issues that involve diverse values, such as morality and ethics, as well as con-
troversies and dilemmas. There are several science lessons that introduce SSI in Japan. However, when SSI is addressed in the
class, students’ discussions tend to develop in many directions, and teachers find it challenging to implement “science
learning.”
This study aims to gath`er suggestions for the implementation of SSI in Japanese science lessons through practice.
This study comprises two lesson practices. First, we clarify the impact of dealing with SSI in the Japanese classroom through
a lesson incorporating SSI for high school students, as well as the situations in which difficulties arise (Practice 1). Second, we
test the effectiveness of the Socio-Scientific Inquiry-Based Learning (SSIBL) model, which was developed by the EU
“Promoting Attainment of Responsible Research & Innovation in Science Education” (PARRISE) project (Practice 2). The SSIBL
model consists of three stages: “Ask authentic questions” (“Ask”), conduct research (“Find out”), and take action (“Act”).
The results of Practice 1 revealed that one of the implications of dealing with SSI is to enhance the number of perspectives
from which decisions are made. In fact, the decision-making perspective increased for several students. However, because
the students’ ethical perspectives were greatly emphasized in the classes, science teachers have trouble dealing with ethical
topics.
The results of Practice 2 demonstrated the effectiveness of the SSIBL model. Especially when SSI is taught in the lesson,
teachers tend to have students make decisions toward an open-ended issue, as the flow of “Find out” after “Act” is not often
practiced in inquiry-based learning in Japan. However, if lessons start with open-ended questions, it benefits students’ in-
quiry-based learning.
Keywords: socio- scientific issues, socio-scientific inquiry-based learning

INTRODUCTION
Socio-scientific issues (SSI) are unstructured issues involving diverse values in such domains as morality and ethics as
well as controversies and dilemmas. In recent years, science education researchers have recognized the significance of SSI in
engaging students in inquiries related to science as well as their own lived experiences (Sadler et al., 2016). In Japan, several
science lessons have made use of SSI in teaching. However, when SSI are addressed in class, students’ discussions tend to de-
velop in many directions, and teachers find it challenging to implement “science learning.”
This study aims to gather suggestions for the implementation of SSI in Japanese science lessons through practice.
This study comprises two lesson practices. First, we clarify the impact of dealing with SSI in the Japanese classroom through
a lesson incorporating SSI for high school students, as well as the situations in which difficulties arise (Practice 1). Second, we
test the effectiveness of the Socio-Scientific Inquiry-Based Learning (SSIBL) model developed by the EU Promoting
Attainment of Responsible Research & Innovation in Science Education (PARRISE) project (Practice 2).

Participants and Intervention of Practice 1

Practice 1 was conducted for the “Genes and Their Functions” unit among 30 second-year high school students who
selected “Basic Biology.”
The one-hour lesson practice implemented an SSI intervention that focused on the use of preimplantation genetic
diagnosis (PGD). Students read materials prepared by the teacher and learned about the advantages and disadvantages of
PGD. Students organized them with the teacher and made a decision on whether society should accept PGD.

Results of Practice 1
A questionnaire was used to examine changes in students’ descriptions before and after the lesson. The question was
“From what point of view do you consider and pay attention when making decisions about social issues related to science
and technology?”
One student wrote only “safety” before the lesson, but after the lesson, he wrote, “Is it safe or not? And, I will first
consider the advantages and disadvantages, and if there are more advantages than disadvantages, I will accept it.”
Another student wrote, “Whether it is beneficial to me and society or not,” before the lesson. However, after the les-
son, he wrote, “I want to consider as many perspectives as possible. It is important to be open to many options.”

EASE 2022 / ORAL PRESENTATION SESSION 4 _ DAY 2, Jul 26 Ÿ 201

ORAL PRESENTATION
As this change in the student’s statement shows, the lesson helped the students become aware of the need to think
about other perspectives and to evaluate the benefits and risks when making decisions about SSI.
We found that ethical perspectives were greatly emphasized among the students. However, science teachers have
difficulty dealing with ethical topics in the lessons.

The idea of SSIBL

A recent effort to introduce SSI is the SSIBL model developed by the PARRISE project in Europe. The SSIBL model con-
sists of three pillars: 1) civic education, 2) socio-scientific issues, and 3) inquiry-based science education (Levinson, 2018).
The approach consists of three stages: (1) Pose authentic questions about controversial issues in society arising from the im-
pact of science and technology (Ask), (2) integrate social and scientific inquiries to pursue these open-ended questions (Find
out), and (3) develop solutions that help realize change (Act). These three stages—Ask, Find out, and Act—are centered on
learning activities that integrate or build on previously learned scientific knowledge through inquiry that also takes into ac-
count social ideals, ethical acceptance, and sustainability (Levinson, 2018).

Participants and Intervention of Practice 2

To test the effectiveness of the SSIBL model, Practice 2 was conducted with 17 third-year high school students who
had chosen “Advanced Biology.” It was conducted for the “Reproduction and Development” unit, and the PGD as well as
Practice 1 were taken up as an SSI.
Students inquired about the technique of PGD, and made a decision on whether society should accept PGD (Act).
Then, the teacher asked the students to think about what further experiments and investigations were necessary to consider
PGD in the future (Find out).

Results of Practice 2
We analyzed the students’ worksheets in the “Act” stage. One student stated, “I am against it because they consider a
fertilized egg to be a life.” Another student stated, “I accept it because it is good for both parents and children for the latter
to be born healthy.” Students’ reasons encompassed ethical, economic, and technical issues. The results of this practice
showed the SSI emphasis on “ethical viewpoints,” which was also found in Practice 1.
In the “find out” stage, many students described the need for scientific experiments and sociological investigations:
“A national survey to ask for or against is needed” (seven students), “I want to know about specific costs” (eight students),
and “I would like to have data showing the accuracy of PGD” (six students). Students were able to concretely consider socio-
logical and scientific inquiry themes for pursuing open-ended questions.

CONCLUSIONS
An implication of dealing with SSI is that they can enhance the number of perspectives from which decisions are
made. In fact, several students reported experiencing an increase in the number of decision-making perspectives. However,
because the students’ ethical perspectives were greatly emphasized in the classes, science teachers have trouble dealing with
ethical topics.
The SSIBL model is effective for introducing SSI. Because the flow of “Find out” after “Act” is not often practiced in in-
quiry-based learning in Japan, teachers tend to have students make decisions regarding open-ended issues. However, ad-
dressing open-ended questions benefits students’ inquiry-based learning.

REFERENCES
Sadler, T.D., Romine, W.L., & Topcu, M.S. (2016). Learning science content through socio-scientific issues-based instruction:
a multi-level assessment study. International Journal of Science Education, 38(10),1622-1635.
Levinson, R. (2018). Introducing socio-scientific inquiry-based learning (SSIBL). School Science Review, 100(371), 31-35.

202 Ÿ EASE 2022 International Conference

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SESSION 44: [S3] Science education for secondary school and related areas
#189 Wireless Sensor Network Using Micro:Bit and Scientific Inquiry Education
Yong Wook Cheongl; Gyeongsang National University, Korea
ywcheong@gnu.ac.kr
Micro:bit, one of the physical computers based on an educational programming language that moves blocks, is worth noting
in science education because it is easy to learn and can be used in various ways. In particular, micro:bit has a special advantage
in wireless network construction in that it is possible to build a complex wireless network without additional circuit con-
nections, and a separate communication network such as Wi-Fi is not required for remote communication between mi-
cro:bits. In this study, we would like to introduce a method of constructing a wireless sensor network (WSN) using micro:bit
and using it for scientific inquiry in the science education. A wireless sensor network refers to a set of devices that can send
and receive information through a wireless link, and can be used for remote data collection and transmission. In this study, we
will introduce several basic network types that could be useful in students' scientific inquiry. The first type is a radial network
that transmits data from multiple sensors micro:bits to one receiver micro:bit. The second type is a chain-type network that
sends data from a sensor at one end through repeater micro:bits to a receiver micro:bit. Third, It is also possible to build a
complex network of combination of radial link and chain-type links. Fourth type is a parallel network, in which several mi-
cro:bits measure data and transmit the data to several receiver micro:bits independently. In this type, each sensor micbo:bit
is corresponded to only one receiver micro:bit. Based on such a wireless sensor network, it is possible to build a low cost data
collection system that collects and analyzes data from remote sensor micro:bits by attaching sensor micro:bits to remote area.
If such a wireless data collection system is used in the school science education, scientific inquiry concerning problems at ev-
eryday life, could be more feasible. Changes in scientific inquiry education caused by these new tools will be discussed.
Keywords: scientific inquiry, micro:bit, wireless sensor network, remote data collection

Recently, interest in data-based scientific inquiry has been increasing. In particular, inquiry through data collection us-
ing physical computer is paid attention. In the early days, there were many attempts to introduce a physical computer to sci-
ence education, centering on Arduino, but several problems are being raised in order to be used in wider manner. These are
the difficulty of hardware connection, the difficulty of coding, the difficulty of establishing a wireless network, and the diffi-
culty of initial setting concerning hardware connection or IoT platform.
Micro:bit as a tool for scientific inquiry education, has the following advantages relatively.
Ÿ Built-in sensor can be used
Ÿ Easy to connect sensor module to micro:bit
Ÿ Easy to coding through the educational programming language
Ÿ Powerful radio function which made possible wireless communication and remote data transmission without complex
hardware connection

In this study, we developed complex wireless sensor networks using micro:bits, and confirmed that it is possible to
collect data in complicated manner according to various inquiry contexts. A wireless sensor network refers to a wireless net-
work composed of independent devices that use sensors to monitor physical or environmental conditions. By utilizing radio
function of micro:bit, it is possible to collect data from several micro:bits and remotely transmit them to the receiver mi-
cro:bit without a complicated hardware connection for the network.
For the purpose of utilizing in scientific inquiry education, this study developed four types of wireless sensor networks
composed of micro:bits. The first is a radial network that transmits data from multiple sensors micro:bits and to one receiver
micro:bit. The second is a chain-type network that sends data from a sensor at one end through neighboring repeater mi-
cro:bits to a receiver micro:bit. The third is a complex network with both radial and chain-type links. In this hybrid network,
data is collected from several terminal micro:bits, and the data is finally delivered to the receiver micro:bit through relay mi-
cro:bits. The fourth is parallel network, I which several micro:bits independently measure and transmit data to the corre-
sponding receiver micro:bits. By using various types of wireless sensor networks, it becomes more feasible to collect data in
inquiry of everyday situations. Micro:bit can also be used in the context of STEM integration inquiry.
In the development of inquiry activities based on micro:bit, the following points should be noted. The first is that
there is a limit to the accuracy and precision of the built-in sensor. There is also a problem that the sensor module for Arduino
(operating voltage 5V) cannot be used directly in micro:bit. There is also a problem in that parts of measured data could be
lost due to errors in the radio communication process or serial communication process. However, overall, micro:bit is judged
to be well equipped physical computer for use in inquiry due to the easy-to-learn characteristics presented above.
In conclusion, various types of wireless sensor networks with micro:bit can make new school science inquiry activities
be possible. Complex hardware connection is not required for the remote data transmission and sensor network con-

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ORAL PRESENTATION
struction, and related coding is relatively easy by utilizing block-based educational programming language. In this respect,
micro:bit is noteworthy as an instructional tool to replace the commercial MBL wireless sensor. In particular, the develop-
ment of educational contents and student inquiry using the wireless sensor network could go beyond the performance of
commercial sensors, which can enrich science education.

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#127 The Changes Of STS Themes In Chinese and Japanese Upper Secondary Schools’ Chemistry Curricula:
From the 1980S to 2010s
Junye Gao1, Tetsuo Isozaki2
1
Graduated school of Hiroshima University, Japan
2
Hiroshima University, Japan
d222899@hiroshima-u.ac.jp

Science, technology, and society (STS), which originated amid the Western science education crisis of the 1980s, can be re-
garded as a specific curriculum for preparing scientifically literate citizens. It can also be treated as a slogan for leading a para-
digm shift in science education. The purpose of this study is to analyze the changes observed in STS in the chemistry curricula
of Chinese and Japanese upper secondary schools due to the STS movement. To achieve this, we used a qualitative content
analysis, which consisted of the following steps. First, we selected the science curriculum standards from the United States
and Canada as subjects and constructed the analytic categories and criteria of selection based on these curricula. Thereafter,
utilizing the analytic categories and criteria, we analyzed ten science (chemistry) curriculum standards for upper secondary
schools in China and Japan between 1980 and 2020. Data revealed that the chemistry curricula in both countries already en-
compassed portions of STS, such as the value and application of science and technology in society and the relationship be-
tween science and the environment, prior to the introduction of the STS movement. Since 1980, the STS movement has influ-
enced Chinese and Japanese chemistry curricula to varying degrees. With the newly revised curriculum standards of 2017, the
Chinese chemistry curricula encouraged students’ engagement in the socio-scientific issues in addition to the context of un-
derstanding the relationship between science and technology. However, Japan emphasized students' judgments based on
scientific knowledge in everyday life. It is worth noting that from the perspective of social constructionism, the relationship
between science, technology, and society is still not emphasized enough in Chinese and Japanese upper secondary school
chemistry curricula.
Keywords: Comparative study, Curriculum history, STS education

INTRODUCTION
The history of science, technology, and society (STS) education can be traced to Western cultures around the 1980s
when they faced various social problems related to science and technology and a crisis in science education (Yager, 1996).
The emerging impact of STS education is enormous. It represents a specific curriculum content (e.g., science in a Social
Context program) and acts as a slogan (Aikenhead, 2001) to address various issues and promote a paradigm shift in science
education. Additionally, this movement influenced the science education community in China and Japan. Thus, the purpose
of this study is to analyze the changes of STS themes in the chemistry curricula of Chinese and Japanese upper secondary
schools, which consists of the following two research questions:
Compared with Western science curricula, what kind of STS contents are embedded in Chinese and Japanese upper
secondary school chemistry curricula from 1980s-2020s?
What are the similarities and differences between China and Japan in these curricula?

METHOD
To achieve the above research questions, we utilized an inductive content analysis “to study processes that occur over
long periods of time” (Berg & Lune, 2012, p. 182).
The first step was constructing an analytic category based on representative Western science curricula from a socio-
logical constructed perspective. In this step, we selected the representative National Science Education Standards in the
United States and Common Framework of Scientific Learning Outcomes in Canada as the data sources for constructing the
analytic category. The themes of STS education are both set in these curricula. The analytic category consists of 3 broad cate-
gories, 7 subcategories, and 23 specific elements, which are shown in Table 1, and in addition, the specific elements are
omitted for space reasons.
Then, the chemistry curricula for upper secondary school standards in China and Japan were examined and com-
pared based on analytical category. To represent the changes in STS content in a more focused way, we selected 5 Chinese
chemistry curricula, published in 1978, 1986, 1996, 2003 and 2018, which have been substantially revised in the past; while,
for the Japanese curriculum selection, we selected 5 courses of study, published in 1978, 1989, 2003, 2008 and 2017,
which have been formally implemented in upper secondary school.

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ORAL PRESENTATION
Table 1. Analytic category
Categories Sub-categories
The differences between The purpose of scientific inquiry and technological design
science and technology The process and methods of scientific inquiry and technological design

Interaction of science and The role of technology in scientific development

technology The role of scientific theory in technological development
The social and environmental context of the development of science and technology
Interrelationships among Changes and impacts of scientific and technological development on the environment
science, technology, and and society
society(individual) Knowledge and actions related to science and technology that are important for citizens
in society

RESULT
Based on the data analysis, the introduction of STS themes in the Chinese chemistry curricula can be divided into
three stages. The first stage was centered on the chemistry curricula in 1978 and 1986, during which the main emphasis was
on the application of scientific knowledge in industry and production. The second stage was the publication of the 1996
chemistry curriculum, which set the goal of understanding the relationship between STS themes. Furthermore, the contents
in this curriculum required not only the understanding but also the application of knowledge to analyze socio-scientific
issues. The third stage started with the 2003 curriculum. From this period, acquiring the knowledge of the characteristics of
the chemistry, the interaction between technology and chemistry, and emphasizing the students' competencies to make de-
cisions about socio-scientific issues were introduced in Chinese chemistry curricula.
On the other hand, the changes of STS themes in the Japanese curricula are centered on environmental education
and the application of scientific knowledge in daily life. Before STS was introduced to Japan, environmental issues, such as
pollution and resource issues, were previously included in the Japanese chemistry curricula. After 1989, when STS education
had been introduced in Japan, although developing the abilities to adapt to science-technology changes and acquiring the
scientific knowledge needed to make decisions daily were set as objectives in 1989 curriculum reform, new STS themes were
not added to it. Since then, only the characteristics of chemistry, its relationship with occupations, and the use of chemistry
knowledge to make decisions in daily life, such as the preservation of foods, have been set as learning contents in chemistry
curricula.

DISCUSSIONS AND CONCLUSIONS

As Aikenhead (2005) highlighted, “The label ‘STS’ changes from country to country and over time.” (p. 384) We found
that the STS movement has had a different impact on the chemistry curricula in China and Japan. China has accepted more
STS themes and added them to the chemistry curricula. However, compared to the Western curricula, the similarities between
China and Japan are the focus on the contribution of technology to chemistry learning while ignoring the nature of technol-
ogy, the value of chemistry, and the social context of science and technology development.

REFERENCES
Aikenhead, G. S. (2001). STS education: a rose by any other name, C. Roger (Eds.). A Vision for Science Education
Responding to the work of Peter Fensham (pp. 59-75). London: Routledge Falmer.
Aikenhead, G. S. (2005). Research into STS science education. Educacion Quimica, 16, 384-397.
Berg, L. B., & Lune, H. (2012). Qualitative research methods for the social sciences (8th ed.). New York: Pearson.
Yager, R. E. (1996). History of science/technology/society as reform in the United States. In E. R. Yager (Eds.). Science/tech-
nology/society as reform in science education (pp. 3-15). New York: State university of New York Press.

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#154 Using Inquiry-Based Learning Approach with a System Modeling Tool to Promote Secondary School
Students' Computational Thinking Skills: An Evidence from Behavioral Patterns Analysis
Sahawut Rotrungsathit, Niwat Srisawasdi; Faculty of Education, Khon Kaen University, Thailand
sahawut@kkumail.com

Computational thinking (CT) skills are essential to developing students' system thinking competency, thinking systematically
with step-by-step reasoning to solve problems, and applying the real-life problem-solving practice in various fields, partic-
ularly science, technology, engineering, and mathematics (STEM) disciplines. How to facilitate students' development of CT
in STEM-discipline learning is increasingly recognized by educators and researchers worldwide, and research focusing on the
integration of CT into STEM education started to emerge. However, there are currently still a limited number of attempts to
introduce CT competency into STEM discipline subjects. Fostering CT practices in science, this study examined the difference
in eleventh graders' CT behavior patterns within inquiry-based learning approaches with and without the modeling tool
(SageModeler). Seventy-five eleventh-grade students in a university-based public secondary school located in the northeast-
ern region of Thailand were involved in this study, and they were classified into 39 students in the control group and 36 stu-
dents in an experimental group. The result shows a computational thinking behavior path between the control and ex-
perimental group, in which the control group appeared behavior in Data practices (CL, CA, MN, AN, and VS), Modeling &
Simulation practices (UC and DS), and Systems thinking practices (UR). The experimental group appeared behavior in Data
practices (CL, CA, MN, AN, and VS), Modeling & Simulation practices (UC, FT, AS, and DS), Computational problem-solving
practices (CE), and Systems thinking practices (UR). Therefore, the experimental group that uses CODAP and SageModeler
on activity more tends to occur computational thinking and complex computational thinking behavior patterns than the con-
trol group that activity without CODAP and SageModeler.
Keywords: Behavior analysis, Computational thinking, Inquiry-based learning, Modeling tools, SageModeler

Computational thinking (CT) skills are essential to developing students' system thinking competency, thinking sys-
tematically with step-by-step reasoning to solve problems, and applying the real-life problem-solving practice in various
fields, particularly science, technology, engineering, and mathematics (STEM) disciplines. How to facilitate students' devel-
opment of CT in STEM-discipline learning is increasingly recognized by educators and researchers worldwide, and research
focusing on the integration of CT into STEM education started to emerge. However, there are currently still a limited number
of attempts to introduce CT competency into STEM discipline subjects. To foster the integration of CT into school STEM dis-
ciplines, Weintrop et al. (2016) framed the practices of CT in math and science education, following the rise of the focus on
practices in STEM education (NRC, 2012), as four categories, including data practices, modeling and simulation practices,
computational problem-solving practices, and systems thinking practices.
In order to facilitate students' CT development in STEM-related subjects, there are many technologies
(simulations, online labs, games, and modeling tools, for example) available to engage CT processes in STEM topics.
SageModeler, an online system modeling tool, is integrated with the common online data analysis platform (CODAP). This
data analysis platform takes outputs generated by the model and any other data source to associate them with a single ana-
lytic environment (Finzer & Damelin, 2016). Fostering CT practices in science, this study examined the difference in
Seleventh graders' CT behavior patterns within inquiry-based learning approaches with and without the modeling tool
(SageModeler). Seventy-five eleventh-grade students in a university-based public secondary school located in the northeast-
ern region of Thailand were involved in this study, and they were classified into 39 students in the control group and 36 stu-
dents in an experimental group. For both groups, a pedagogy of game-transformed inquiry-based learning proposed by
Srisawasdi and Panjaburee (2019) was adapted to create a series of CT learning experiences, but only the experimental
group received the SageModeler interaction. For three weeks, they interacted with the biology lesson on Immunity regard-
ing the SARS-CoV-2 virus infection. Week-1 (a total of 100 min) introduces primary Immunity, recent pandemic disease, and
the open-ended question, "How can a vaccine prevent the virus infection?" Only the experiment group introduces and pre-
pares how CODAP & SageModeler work. Week-2 (a total of 100 min) separate into two classes/activities. Activity 1 the
spread of the virus during without-vaccination and the with-vaccination period: sub-question "Are viruses spread difference
during without-vaccination and the with-vaccination period?" the task of the activity is to compare the spreading of virus be-
tween both periods. The control group used a spreadsheet application to manage data, and the experimental group used
CODAP. Activity 2 the factor of virus infections: sub-question "Vaccination can prevent our body from virus infections?" the
activity students will be use modeling or other to explain the relationships between virus spread and infections, the control
group will use Microsoft PowerPoint, Goodnote, Canva, or other to understand and answer a question. The experimental
group used SageModeler to understand and answer a question. Week-3 (a total of 100 min), after finished activities 1 and 2,
students will be conclusions about the answer to the Main question. Furthermore, recorded video from the online class was
used to analyze computational thinking behavior by the lag sequential analysis with the GSEQ software. As a result of this
study, we found that the computational thinking behavior patterns difference between the control group (without-CODAP
and SageModeler) and the experimental group (with-CODAP and SageModeler). The result indicated that the behavior path
found in both groups consists of (1) when students define procedures and create data they can use to understand the topic

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ORAL PRESENTATION
under investigation, followed by collected data behavior (CA → CL), which this behavior is the most significant in both
groups, (2) students sorted, filtered cleaned normalized, or joined disparate datasets of data and they followed repeated this
behavior (MN → MN), and (3) when students use computational models to deepen their understanding of their scientific
concepts, they tended to identify the different elements of the topic under investigation and explain how interactions be-
tween elements produce (UC→ UR). The difference in computational thinking behavior paths between the control group
and experimental group, the result demonstrated that there were four statistically significant behavioral paths that only in
the control group (CL → CA, UR → UC, VS → DS, and DS → AN) and nine statistically significant behavioral paths that only in
the experimental group (MN → CA, CL → AN, CL → AS, VS → CE, CE → VS, UC → UC, UR → FT, AS → UR, and DS → UC).
And then, the result demonstrated that the experimental group that uses CODAP and SageModeler on activity more tended
to occur computational thinking and complex computational thinking behavior patterns than the control group that activity
without CODAP and SageModeler such as computational problem-solving practices taxonomy founded only in the ex-
perimental group.

REFERENCES
Finzer, W., & Damelin, D. (2016, April). Design perspective on the common online data analysis platform. In Proceedings of
the 2016 Annual Meeting of the American Educational Research Association (AERA), Washington, DC, USA (pp.
8-12).
National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core
ideas. National Academies Press.
Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2016). Defining computational thinking
for mathematics and science classrooms. Journal of science education and technology, 25(1), 127-147.
Srisawasdi, N., & Panjaburee, P. (2019). Implementation of game-transformed inquiry-based learning to promote the under-
standing of and motivation to learn chemistry. Journal of Science Education and Technology, 28(2), 152-164.

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#181 Promoting Argumentative Practices Through Tablet Interaction in Science Education
Pengcheng Shan, Yingzhi Zhang; Capital Normal University, China
584421909@qq.com

The focus on scientific argumentation in recent reform documents and national standards (Chinese MOE, 2020; OECD,
2015; National Research Council, 2011) necessitates supporting teachers and students in a new way. Besides, many liter-
atures emphasize that incorporating argumentation into K—12 science classrooms requires fundamental changes to in-
struction, and how teachers and students engage with one another. (Berland, 2011; Duschl, 2008; Osborne, Erduran, &
Simon, 2004). Therefore, combined with a highly interactive tool-the tablet, the goal of this study is to provide evidence that
tablet-based teaching can be used to promote scientific argumentation. We examined the effects of applying the instruc-
tional method of Argument-Driven Inquiry (ADI) (Sampson, Grooms, & Walker, 2009, 2011) integrating tablet interaction
on high school students’ ability of scientific argumentation and scientific inquiry.
Data were collected from 100 tenth grade students, ages about 16, divided into 3 groups of different learning environ-
ments: (1) teaching aligned to the ADI model with tablets, (2) teaching aligned to the ADI model without tablets, and (3)
teaching in the traditional way with tablets. We assessed students’ ability of scientific argumentation and scientific inquiry
before and after the implementation of instructional practices for 10 classes. Each class lasts 40 minutes. The students’ ability
of scientific argumentation was assessed through their written responses and class observation recordings. Written re-
sponses included two items, which were derived from PISA, and the class recordings were scored by Assessment of Scientific
Argumentation in the Classroom (ASAC) observation protocol (Sampson, Enderle, & Walker, 2012). As for scientific inquiry,
the testing results were all from The Views About Scientific Inquiry (VASI) Questionnaire (Lederman et.al, 2014).
The results are as follows: firstly, the ADI-tablet group performed better than the traditional-tablet group on the ability of sci-
entific argumentation and scientific inquiry, also better on the social interaction in argumentation. Secondly, the ADI-non
tablet group scored significantly higher on scientific argumentation and scientific inquiry ability than the Traditional-tablet
group, neither did they interact during the whole class. Thirdly, the ADI-tablet group and ADI-non tablet group owned even
abilities of scientific argumentation and scientific inquiry, but the group who use tablets interacted with each other more fre-
quently than those who didn't use tablets. Taken together, our study results indicated that tablet-based argumentative
teaching not only improves students' argumentation ability but also enhances students' interactivity in the process of
argumentation.
Keywords: argumentation，scientific argumentation，ADI，tablet interaction

REFERENCES
Ministry of Education of China. (2020). Chinese Biology Curriculum Standards for Middle School[M], Beijing: People's
Education Press
OECD. (2015). PISA 2015 Draft Science Frameworks[EB/OL]. Paris: OECD. http://www.oecd.org/pisa/pisa-
products/Draft%20PISA%202015%20Science%20Framework%20.pdf
National Research Council. (2011). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core
Ideas[M]. Washington, DC: The National Academies Press, 52.
Berland, L. K. (2011). Explaining variation in how classroom communities adapt the practice of scientific argumentation.
Journal of the Learning Sciences, 20(4), 625-664. htpps://doi.org/10.1080/10508406.2011.591718
Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic and social learning goals.
Review of Research in Education, 32(1), 268-291. https://doi.org/10.3102/0091732X07309371
Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research
in Science Teaching, 41(10), 994-1020. https://doi.org/10.1002/tea.20035
Sampson, V., Grooms, J., & Walker, J. (2009). Argument-driven inquiry: A way to promote learning during laboratory
activities. The Science Teacher, 76(8), 42-47.
Sampson, V., Grooms, J., & Walker, J. (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(2), 217-257.
Sampson, V., Enderle, P., & Walker, J. (2012). The development and validation of the assessment of scientific argumentation
in the classroom (ASAC) observation protocol: a tool for evaluating how students participate in scientific
argumentation. Springer Netherlands.
Lederman, J. S., Lederman, N. G., Bartos, S. A., Bartels, S. L., Meyer, A. A., & Schwartz, R. S. (2014). Meaningful assessment
of learners' understandings about scientific inquiry—The views about scientific inquiry (VASI) questionnaire. Journal
of research in science teaching, 51(1), 65-83.

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ORAL PRESENTATION
#138 Investigating the Impact of the Integrating STEM into Science Course on Junior High School Students’
STEM Learning Outcome
Fen-may Chou, Hsiao-lin Tuan; National Changhua University of Education, Taiwan, Taiwan
mei6918@yahoo.com.tw

The goal of this study is to investigate the impact of two-weeks STEM course on 30 junior high school students’ learning
outcomes. STEM inquiry course is mainly subject-oriented scientific activities, and is designed based on the combination of
scientific inquiry and engineering design process. Researchers applied "Engineering is Elementary (EiE)" of the Boston
Museum in designing STEM activities, such as: production of water filters, sightseeing boats, egg protection devices, parking
lot questions, elastic cars. STEM course lasted for two weeks (10 days) and 70 hours. Three teachers involved in teaching the
course. All of the students have to work as group to conduct hands-on activities, apply interdisciplinary knowledge and crea-
tive thinking skills to complete tasks in the class. Based on this kind of design, students can be cultivated with STEM literacy,
and cultivate 21st century citizens who are willing to participate in solving public issues or problems encountered in real life.
Researchers developed STEM Perceptual Skills Scale for Middle School Students question in the pilot study with good factor
analysis and Cronbach alpha (alpha=0.97) to evaluate the STEM learning effect of middle school students, which included:
STEM knowledge understanding (KU), operational skills (OS), self-efficacy (SE), engagement interest (EI), problem solving
(PS), teamwork (TW), creative thinking (CT) and communication skills (CS). In addition, we also create "STEM Practice Skills
and Behavior Rubric", and the "STEM Finished Product Functional Test" to analyze students’ learning outcome. Finding in-
dicated that students’ perception of their STEM skills have been significantly improved in the areas of problem solving, prac-
tical ability and teamwork.
Keyword: STEM course, junior high school students, science learning, STEM perceptual skills

INTRODUCTION
In recent years, many countries around the world have been actively promoting STEM education and using inter-
disciplinary integration to improve students' problem-solving abilities (Guzey et al.2019; Hoeg & Bencze, 2017). STEM edu-
cation emphasizes the integrated application of science (S), technology (T), engineering (E), mathematics (M) and other
disciplines. STEM education focuses on the integrated concepts of problem solving, inquiry spirit, engineering design, and
creative thinking. Therefore, STEM education has become a new trend in the education trend.
STEM education emphasizes practical experience, the use of tools and technological operations, etc., to practice the
application of scientific mathematics and other subject knowledge, and to cultivate students' positive attitude towards vari-
ous complex and changeable problems, too. That hope the student to face difficulties and solve complex problems with
their solving problem ability in real life and creative thinking. More importantly, STEM education attaches great importance
to teamwork, communication and sharing. It is hoped that STEM course can set up the learning scaffold for each other
through the process of group cooperation to solve problems. Everyone can gain knowledge and skills and grow together.
Pleasants (2020) also emphasized that STEM literacy is required to face the complex challenges of the future world in the
21st century.

THEORETICAL
In 2012,the National Academics of Science and Engineering released A Framework for K-12 Science
Education:Practices,Crosscutting Concepts, and Core Ideas (National Research Council,2012).Based on the Framework, sci-
ence inquiry and engineering design as the important elements in science education (Moore et al,2018).The Engineering
Design Process(EDP) is a conceptual model that describes the iterative process through which engineers address design
challenges.(Kelley & Kellam,2009). so, this study hoped that Engineering and integrated STEM experiences are being pro-
moted at the middle school students to increase interest and retention in STEM and to reinforce learning of mathematics
and science content.

RESEARCH METHOD
This study is Quasi-experimental research method. Research methods mixed with quality and quantity. The "STEM
Perceptual Skills Scale for Middle School Students" uses the statistical software of Smart PLS 3.3 to verify the factor structure
and conduct reliability and validity analysis, with a total of 41 questions. The effective sample through stratified random sam-
pling is 443 people. After the stages of expert validity, pre-test and formal testing, confirmatory factor analysis was con-
ducted with the second-order factor model. The results showed that the Cronbach's alpha value was 0.971, indicating that
the scale had good reliability, validity and model fit.

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Table 1: "STEM Perceptual Skills Scale for Middle School Students"
Statistical table of the number of questions in each construct, combined reliability, average extraction AVE value, and Alpha
value
Construct N combined reliability Cronbach’s alpha AVE
suggested
≧0.7 ≧0.7 ≧0.5
value
KU 六 0.88 0.83 0.60
OS 五 0.88 0.83 0.60
SE 五 0.91 0.87 0.73
II 六 0.91 0.88 0.67
PS 五 0.92 0.88 0.74
TW 五 0.91 0.89 0.68
CT 五 0.92 0.89 0.69
CS 四 0.91 0.88 0.71

After semi-structured interviews with students and the results of qualitative data of students' study sheets in each
unit; the pre- and post-test data of students' self-assessment, The data analysis of the scale data was carried out by the t-test
of the samples, , the results were analyzed by SPSS 20.0 software, and summarized. The analysis and arrangement of the stu-
dents' test data before and after STEM teaching are as follows:

Tables 2 : Paired sample t-test comparison table

Pre-test Pro-test
average SD average SD t value P value
KU 26.21 4.11 26.26 3.40 .065 .949
OS 29.13 3.99 31.78 4.26 2.639 .015*
SE 25.69 4.43 26.26 3.40 .592 .560
II 34.13 6.59 35.04 4.76 .710 .485
PS 23.91 4.45 26.82 3.57 3.327 .003*
TW 23.82 4.72 26.82 3.51 2.867 .009*
CT 26.21 4.70 27.09 2.92 1.036 .312
CS 25.98 4.23 26.97 3.02 0.097 .289
sum 196.00 30.03 200.43 5.07 .859 .399
*P value ≦ .05

CONCLUSIONS
The following conclusions are drawn:
1. After students integrate natural science into STEM teaching, their overall STEM perception skills have been sig-
nificantly improved, especially in the three aspects of problem solving, practical ability and teamwork.
2. Students' understanding of the application of scientific principles changes. Nearly 80% of their students expressed
that understanding the application of natural science principles through hands-on operations and STEM activities that in-
tegrate subject concepts is a faster and more impressive way than classroom explanations.
3. In STEM activities, through the process of group brainstorming, reflection, improvement, redesign, and re-opti-
mization, it is very challenging to cultivate their problem-solving ability, allowing them to discover more of their potential.
The development of assessments tools (the "STEM Perceptual Skills Scale for Middle School Students") is expected to
provide a reference for STEM teachers. Furthermore, it is expected that the conclusions drawn from this study can provide a
substantial reference for STEM educators in their teaching of cross-domain integrated courses in the future.

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ORAL PRESENTATION
REFERENCES
National Research Council[NRC]. (2012). A framework for K-12 science education: Practices, crosscuttingconcepts, and core
ideas. Washington, DC: National Academies Press.
Alemdar, M., Moore, R.A., Lingle, J. A., Rosen, J, Gale, J., & Usselman, M. C. (2018). The impact of a middle school en-
gineering course on students‘ academic achievement and non-cognitive skills. International Journal of Education in
Mathematics, Science and Technology (IJEMST), 6(4), 363-380. http://DOI: 10.18404/ijemst.440339
Guzey, S.S., Ring-Whalen, E.A., Harwell, M. & Peralta,Y. (2019). Life STEM: A Case Study of Life Science Learning Through
Engineering Design. International Journal of Science and Mathematics Education 17, 23-42 https://do-
i.org/10.1007/s10763-017-9860-0
Hoeg,D.G. & Bencze,L.J. (2017). Values Underpinning STEM Education in the USA: An Analysis of the Next Generation
Science Standards. Science Education, 101(2), 278-301. https://doi.org/10.1002/SCE.21260
Kelley,T. & Kellam,N.(2009). A Theoretical Framework to Guide the Re-Engineering of Technology Education. Journal of
Technology Education 20(2):37-49. DOI:10.21061/jte.v20i2.a.3

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SESSION 45: [S3] Science education for secondary school and related areas

#136 Why Do We Teach the History of Science in Science Lessons?

Kousuke Shimada, Yusei Nomura, Tetsuo Isozaki; Hiroshima University, Japan
k-shimada@hiroshima-u.ac.jp

In science education, teaching and learning the history of science (HOS) has been advocated. In Japan, Itakura Kiyonobu’s
approach—“Kasetu jikken jyugyou,” which means hypothesis-experiment classes—may be a way to incorporate HOS into
school science education (rika). Presently, despite global recognition of the importance of HOS in teaching science, it may
not be used to teach science in Japan. Therefore, this paper describes the ideas of and approaches for incorporating HOS
with a focus on “Kasetu jikken jyugyou” and to encourage a rethink of the role of HOS in rika. Based on the results of the re-
view conducted, the reasons why HOS should be taught in rika have been discussed.
For this purpose, the following research questions were considered: 1) Why is HOS important for teaching science? 2) What
are the approaches for incorporating HOS? To answer these questions, we carefully reviewed the literature on HOS and
Itakura’s works.
Some documents and science education researchers have mentioned that understanding the nature of science (NOS) is key
for developing scientific literacy, and therefore, the focus should be on taking a historical approach to teach NOS. In addi-
tion, incorporating HOS in science lessons is a way to understand scientific concepts effectively and enhance the attitude to-
ward science. However, Itakura’s approach does not focus on understanding NOS.
Regarding rika, we may need to rethink of the role of HOS in the global context. Moreover, the Ministry of Education,
Culture, Sports, Science and Technology (MEXT) has enhanced the importance of scientific inquiry activities. Thus, research
needs to be conducted to find out how to integrate history and inquiry more effectively.
Keywords: History of Science, Nature of Science, “Kasetu jikken jyugyou”

INTRODUCTION
Teaching and learning the history of science (HOS) in science lessons has been advocated (e.g., Matthews, 1994).
Similarly, in Japan, HOS in school science education (rika) has been discussed for a long time (Tokunaga, 1998). Tokunaga
(1998) noted that Itakura Kiyonobu’s approach— “Kasetu jikken jyugyou,” which means hypothesis-experiment classes—may
be a way to incorporate HOS into rika. Presently, despite global recognition of the importance of HOS in teaching science, it
may not be used to teach science in Japan. Therefore, this paper describes the ideas of and approaches for incorporating
HOS with a focus on “Kasetu jikken jyugyou” and the aim is to encourage a rethink of the role of HOS in rika. Based on the re-
sults of the review conducted, the reasons why HOS should be taught in rika have been discussed.

RESERCH QUESTION AND METHOD

Two research questions were considered: (1) Why is HOS important for teaching science? (2) What are the ap-
proaches for incorporating HOS? To answer these questions, we carefully reviewed the literature on HOS and Itakura’s
works.

RESULTS
Why is HOS important for teaching science?
According to Matthews (1994), HOS should be included in science education for the following reasons: (1) to pro-
mote better comprehension of scientific concepts and methods; (2) to connect the development of individual thinking with
that of scientific ideas; (3) HOS is intrinsically worthwhile; (4) to understand NOS; (5) to counteract scientism and dogma-
tism; (6) to humanize science; (7) to connect science with other academic disciplines (p. 50).
In the United States and United Kingdom, in particular, using HOS to learn NOS has been shown in some documents.
For example, Next Generation Science Standards for States (NGSS Lead States, 2013) describes the importance of under-
standing NOS through a historical approach. In addition, Beyond 2000 (Millar and Osborne, 1998) states that historical case
studies should be used to consolidate understanding of “ideas about science”. Their documents mention the importance of
understanding NOS by using HOS to improve scientific literacy.
Itakura (1969), however, claimed that an accurate understanding of classical physics was necessary, because his re-
search, based on his background in HOS, revealed that many students have misconceptions—these misconceptions refer to
students’ Aristotelian view, rather than a modern view, of classical physics. Itakura (1969) noted that HOS explored how sci-
entists develop their recognition of natural phenomena, and in this respect, according to him, HOS should be reflected in sci-

EASE 2022 / ORAL PRESENTATION SESSION 4 _ DAY 2, Jul 26 Ÿ 213

ORAL PRESENTATION
ence education.
The goals of “Kasetu jikken jyugyou” are as follows: (1) to encourage students to develop an interest in science, (2) to
understand scientific concepts deeply, and (3) to develop teaching materials for all science teachers (Itakura, 1971)—thus,
Itakura focused on understanding scientific concepts effectively based on his opinion on HOS, and not on understanding
NOS.

What are the approaches for incorporating HOS?

There are some approaches to incorporate HOS into science instruction to understand NOS. One of the landmark
works is Clough’s project (2011, 2020), “The story behind the science,” which employs HOS. The project team developed 30
historical short stories, which have been utilized in pedagogical studies on teaching NOS, for use in post-secondary in-
troductory science courses by science faculty, historians of science, and science educators (Clough, 2011). The project can
be accessed for free on the website set up for it. Clough (2020) also demonstrated empirically that the stories helped the stu-
dents enhance their understanding of scientific concepts and NOS. This indicates that it is easy to incorporate such stories in
science lessons.
“Kasetu jikken jyugyou” employs HOS as mentioned above. Itakura and science teachers in elementary or lower sec-
ondary schools together created materials—called “jyugyou sho” in Japanese, which is the key concept—and original text-
books based on his ideas (Itakura et al., 1989). In practical work, some experiments in HOS are used for determining wheth-
er or not the student’s hypothesis is correct. Itakura (1971) also created reading materials, which are among the support ma-
terials, with historical scientific stories, to enhance the attitude toward science. Thus, Itakura’s approach, which focuses on
understanding scientific concepts and enhancing students’ interest in science, was heavily influenced by his view of science.

CONCLUSION
Incorporating HOS in science lessons is a way to understand scientific concepts effectively and enhance the attitude
toward science. According to the literature, understanding NOS is key for developing scientific literacy and a historical ap-
proach to teach NOS is paid attention to. However, Itakura’s approach does not focus on understanding NOS.
Although MEXT has enhanced the importance of scientific inquiry activities in every revision of the Course of Study
for science, we may need to rethink of the role of HOS in the global context. The focus of research may need to find how to
integrate history and inquiry more effectively.

REFERENCES
Clough, M. P. (2011). The Story Behind the Science: Bringing Science and Scientists to Life in Post-Secondary Science
Education. Science & Education, 20(7), 701-717.
Clough, M. P. (2020). Using Stories Behind the Science to Improve Understanding of Nature of Science, Science Content,
and Attitudes Toward Science. In W. F. McCommas (Ed), Nature of Science in Science Instruction: Rationales and
Strategies (pp. 513-525), Switzerland: Springer.
Itakura, K. (1969). Kagaku to houhou. Tokyo: Kisetsusya. [in Japanese]
Itakura, K. (1971). Kagaku to kasetsu. Tokyo: Kisetsusya. [in Japanese]
Itakura, K., Kamisako, A., & Syoji, K. (1989). Kasetsu jikkenn jyugyo no tanjyo: 1963-1964 nenn ronnbunnsyu. Tokyo:
Kasethusya. [in Japanese]
Matthews, M. (1994). Science teaching: The role of history and philosophy of science. New York, NY: Routledge.
Millar, R., & Osborn, J. (1998). Beyond 2000: Science for the future. London: King’s College London.
NGSS Lead States (2013): Next generation science standards for states, National Academy Press.
Tokunaga, K. (1998). Rikakyoiku to kagakusshi. In nihon rika kyoiku gakkai (Ed). Kiwado kara saguru korekara no rika kyoiku.
(pp. 26-31). Tokyo: Toyokan Shuppansya. [in Japanese]

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#159 Analysis of High School Chemistry Textbooks Used in China for Representations of Nature of Science
Peixing Lee, Lan Zhang, Huiwen Wu, Xiaoju Liu, Wenhua Zhang; Central China Normal University, Wuhan, China
604770413@qq.com

New edition chemistry textbooks were published in China in 2019 and put into use successively. Based on the analytical
framework of nature of science (NOS) in high school chemistry textbooks, a content analysis method was adopted to ana-
lyze the NOS in high school chemistry textbooks of different editions published in 2007 and 2019 by the People's Education
Press, which is the most widely used chemistry textbooks in China. The features of NOS were analyzed and compared in the
chapter “Periodic Law of the Elements”. It was found that (1) On the whole, the new edition(2019) includes more aspects of
NOS and is more abundant in every aspect than the old edition(2007). (2) In terms of location, the NOS representations dis-
tribute more evenly in the new edition, with more presentations in columns and exercises. (3) Both editions focus more on
classical positivism of NOS such as “empirical” and “inferential”. The representations of postmodernism of NOS are in-
adequate in the old edition(2007) and greatly increase in the new edition(2019). (4) NOS of “Theory-laden” lacking in both
editions, and the explicit representations of NOS were inadequate.
Keywords: Nature of science, NOS, High school chemistry textbooks

INTRODUCTION
Understanding the Nature of Science (NOS) is considered a key component of scientific literacy. Raising students'
awareness of the nature of science has become the core theme of the global science education reform. Textbooks are an im-
portant resource to support teachers in planning and providing science teaching. Through the content representation of the
nature of science in textbooks, students can have a more precise understanding of "what science is" and "how it came
about."
There are three editions of high school chemistry textbooks currently used in China, of which the PEP edition is the
most widely used. New edition chemistry textbooks were published in China in 2019 and put into use successively. It had
been 12 years since the last edition was published in 2007. "Chemistry Curriculum Standard for Senior High Schools" newly
revised in China has repeatedly mentioned the promotion of students' understanding of the nature of science. For the old
and new textbooks, does it develop in the nature of science? The features of NOS were analyzed and compared in the chap-
ter “Periodic Law of the Elements”.

METHODS
This study applied a NOS analysis framework proposed by Lederman, which includes seven aspects such as empirical,
inferential, scientific theories and laws, tentative, theory-laden, creative, social and cultural embeddedness of science. A
content analysis method was adopted to analyze the NOS in high school chemistry textbooks of different editions published
in 2007 and 2019 by the People's Education Press.
The four encoders in this study were all master’s degree students in chemistry education theory. Each of the encoders
worked independently to analyze and encode the representations of the nature of science in chemistry textbooks.
Discrepancies were analyzed and discussed until consensus was achieved among researchers. Analysis and comparison of
the encoded data yielded the following results.

CONCLUSIONS
The conclusions are presented in six points: (1) On the whole, the new edition(2019) includes more aspects of NOS
and is more abundant in every aspect than the old edition(2007). (2) In terms of location, the NOS representations distribute
more evenly in the new edition, with more presentations in columns and exercises. (3) Both editions focus more on classical
positivism of NOS such as “empirical” and “inferential”, which are involved in each experiment, while the new edition(2019)
emphasizes the importance of prediction and inference in scientific inquiry. Also, the newly added column “Method
Guidance” in the new edition(2019) introduces methods of prediction and inference, which reflect the “Inferential” of
science. (4) The representations of postmodernism of NOS are inadequate in the old edition(2007) and greatly increase in
the new edition(2019). In the new edition(2019), the column “History of Science” presents the history and development of
science, such as the history of atomic structure and the history of periodic law of the elements, which reflects the “Tentative”
and “Creative” of science. Also, in the exercises, students are guided to think about the nature of science through the history
of how scientists discovered the structure of methane structure. (5) NOS of “Theory-laden” lacking in both editions. (6) Most
of the representations are implicit, and the explicit representations of NOS were inadequate.

EASE 2022 / ORAL PRESENTATION SESSION 4 _ DAY 2, Jul 26 Ÿ 215

ORAL PRESENTATION
Table 1 Comparison of NOS aspects of 2 chemistry textbooks
NOS aspects New Edition (2019) Old Edition (2007)
Empirical 6 4
Inferential 8 4
Scientific theories and laws 4 2
Tentative 5 1
Theory-laden 1 0
Creative 4 2
Social and cultural embeddedness of science 5 3
Total 33 16

Table 2 Comparison of NOS location of 2 chemistry textbooks

Location New Edition (2019) Old Edition (2007)
text 12 8
column 15 7
exercises 6 1

REFERENCES
Lederman, N. G., & Lederman, J. S. (2010). The development of scientific literacy: A function of the interactions and dis-
tinctions among subject matter, nature of science, scientific inquiry, and knowledge about scientific inquiry. In
Exploring the landscape of scientific literacy (pp. 137-154). Routledge.
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward
valid and meaningful assessment of learners' conceptions of nature of science. Journal of research in science teach-
ing, 39(6), 497-521.
Meichtry, Y. J. (1992). Influencing student understanding of the nature of science: Data from a case of curriculum
development. Journal of research in Science Teaching, 29(4), 389-407.

216 Ÿ EASE 2022 International Conference

PROGRAM
#178 Learning Models and Challenges in Scientific Literacy Learning
Fersty Isna Kusumawardani1, Indrawati Indrawati1, Pramudya Dwi Aristya Putra2
1
Faculty of Teacher Training and Education,University of Jember, Indonesia
2
Department of Science Education, Faculty of Teacher Training and Education, University of Jember, Indonesia
fersty08@gmail.com

The objective of the present study was to identify the learning models used as a means of implementing scientific literacy
learning at several junior high schools in Jember Regency. The subjects involved in this study were 30 science teachers from
10 junior high schools in Jember Regency. The sample was selected through a random sampling technique. The research de-
sign was a survey, and the instruments used in this study were a questionnaire and an interview guide sheet. The ques-
tionnaire was used to find out the data about the learning models used by the teacher during the scientific literacy learning
process. The interview guide sheet was used to find out data about the obstacles faced by the teachers during the im-
plementation of scientific literacy learning. The results revealed that ten junior high schools in Jember Regency had im-
plemented a learning model in the science classroom. The learning models used by the science teachers for the im-
plementation of science literacy were Problem Based Learning (PBL), Project-Based Learning (PjBL), Discovery Learning
Model, and Guided Inquiry Learning Model. The science teachers did not accommodate scientific literacy when they im-
plemented learning models based on the interview results. Hence, the students were less focused during the teaching and
learning process, especially during the COVID-19 pandemic, and the internet facilities were less supportive. In conclusion, it
is necessary to develop a learning model that can accommodate the implementation of scientific literacy learning in junior
high schools to minimize the obstacles found during the teaching and learning process
Keywords: Junior High School, Learning models, Scientific Literacy

INTRODUCTION
The rapid development of science and technology today marks the beginning of the 21st century. In education, prac-
titioners and students currently face critical challenges. Education is expected to be able to build human resources with com-
plete capabilities in facing various challenges (Yuliati, 2017). Students are required to be more sensitive in analyzing prob-
lems daily by having basic skills such as reading, writing, arithmetic, and scientific literacy (Imani et al., 2016). One of the cru-
cial skills to be identified in a person is scientific literacy (Hasasiyah et al., 2020). The students need this skill to understand
the environment, health, economy, and even problems in society due to the rapid development of science and technology
(Asyahari and Risa, 2015). It makes scientific literacy important for the students in today’s era. It is supported by several pre-
vious studies which mentioned that students' scientific literacy skills are still low, with scores of each indicator below 50% in
Indonesia (Hasasiyah et al., 2020; Jufrida et al., 2019; Adnan et al., 2021). Thus, giving a lot of effort is needed to enhance
the students' scientific literacy skills.
The present study used a descriptive qualitative design. The participants involved were 30 teachers of science from
10 junior high schools in Jember. A random sampling technique was employed in this study. The data collection employed in
the present study was survey and interview. The survey was conducted to find out the learning models utilized by the teach-
ers as a means of the implementation of scientific literacy learning at the junior high schools in Jember. The survey delivered
a questionnaire to science teachers at ten junior high schools in Jember. On the other hand, the interview was conducted to
gain more information dealing with challenges faced by the science teachers in implementing the learning models during
the scientific literacy learning at the junior high schools. The interview was conducted using the interview guide sheet.
The results revealed that ten junior high schools in Jember had implemented learning models in the science class. The
learning models used by the science teachers for the implementation of science literacy were Problem Based Learning (PBL),
Project-Based Learning (PjBL), Discovery Learning Model, and Guided Inquiry Learning Model. Problem-based learning (PBL)
is a learning model used mainly by science teachers during science literacy learning. Most of the teachers assumed that PBL
was chosen as a learning model in the science literacy learning because the steps covered the identification of problems.
Thus, the students are expected to be able to build knowledge and higher-order thinking skills through identifying problems.
The other teachers chose the learning model based on the ease with which the learning model was applied. The easier it is to
apply, the more the learning model is used. Although the science teachers mostly chose to apply PBL in their learning, the re-
sult of the interview disclosed that the teachers still used the lecture method more often during their learning process.
The interview result showed that the science teachers faced several obstacles during the scientific literacy learning
process. They did not accommodate scientific literacy when they implemented the learning models. Additionally, the inter-
view result revealed that the students were less focused and unmotivated during the teaching and learning process, partic-
ularly during the COVID-19 pandemic, since the internet facilities were less supportive. These obstacles need to be mini-
mized to achieve the expected learning objectives.

EASE 2022 / ORAL PRESENTATION SESSION 4 _ DAY 2, Jul 26 Ÿ 217

ORAL PRESENTATION
CONCLUSION
In conclusion, the learning models used by the science teachers at the junior high schools in Jember did not accom-
modate the scientific literacy skills during the teaching and learning process of science. Furthermore, the obstacles are still
encountered in the implementation of science learning. Thus, it is suggested that the science teachers develop a learning
model that can accommodate the application of science literacy learning in junior high schools to minimize the obstacles en-
countered in the teaching and learning process.

REFERENCE
Adnan, U. Mulbar., Sugiarti., dan Bahri, A. (2021). Scientific Literacy Skills of Students: Problem of Biology Teaching in Junior
High School in South Sulawesi, Indonesia. International Journal of Instruction. 14(3): 847-860.
Asyhari, A. dan Hartanti, R. (2015). Profil Peningkatan Kemampuan Literasi Sains Siswa melalui Pembelajaran Saintifik.
Jurnal Ilmiah Pendidikan Fisika ‘Al-Biruni. 4(2): 179-191.
Hasasiyah, S. H., Hutomo, B. A., Subali, B., dan Marwoto, P. (2020). Analisis Kemampuan Literasi Sains Siswa SMP pada
Materi Sirkulasi Darah. Jurnal Penelitian Pendidikan IPA (JPPIPA). 6(1): 5-9.
Jufrida, Basuki, F. R., Rinaldo, F., dan Purnamawati, H. (2020). Analisis Permasalahan Pembelajaran IPA: Studi Kasus di SMPN
7 Muaro Jambi. Jurnal Pendidikan Sains (JPS): 8(1): 50-58.
Jufrida., Basuki, F. R., Kurniawan, W., Pangestu, M. D., dan Fitaloka, O. (2019). Scientific Literacy and Science Learning
Achievement at Junior High School. International ournal of Evaluation and Research in Education. 8(4): 630-636.
Lukum, A. (2013). Evaluation of Science Learning Supervision on Secondary School. International Journal of Education.
5(74): 61-81.
OECD. (2019). PISA 2018 Assessment and Analytical Framework. US: The Organisation for Economic Co-operation and
Development.
Tayeb, T. (2017). Analisis dan Manfaat Model Pembelajaran. Jurnal Pendidikan Dasar Islam. 4(2): 48-55.
Yuliati, Y. 2017. Literasi Sains dalam pembelajaran IPA. Jurnal Cakrawala Pendas. 3(2): 21-28.

218 Ÿ EASE 2022 International Conference

PROGRAM
#175 Enhancing Grade 12 Students' Understanding of Nuclear Reaction using 5E Learning Modules
Voltaire Mistades, Joyce Relativo; De La Salle University, Philippines
voltaire.mistades@dlsu.edu.ph

Science educators have advocated using various approaches to improve students' understanding of science concepts. This
action research was undertaken to improve the teaching of the core subject, Physical Science, particularly the topic on
Nuclear Reaction. Using 5E Learning Modules, students' understanding were found to deepen. Quantitative data showed a
statistically significant improvement in the students' test scores. Their qualitative views about the use of 5E Learning
Modules were analyzed based on their responses in the Student Journal Logs (SJLs) and the Focus Group Discussion (FGD).
Keywords: Physics, Nuclear Reaction, Senior High School, 5E Learning Modules

#171 Chemistry Teachers’ Understanding of Integration & Interdependence Among Chemistry and Other
Disciplines
Nikmatil hasanah, Sutarto Sutarto, Nuriman Nuriman, Wachju Subchan; University of Jember, Indonesia
nikmatilhasanah2019@gmail.com

This study examines the chemistry teachers’ opinions about Integration & Interdependence among Chemistry and other
disciplines. A qualitative phenomenology design was used in the study. The participants were twelve chemistry teachers.
Data were collected using open ended questions. Generally speaking, that chemistry and other disciplines, each class is a
separate entity. Although the chemistry teachers believed that in the real world all disciplines are interrelated, they had some
difficulties in integrating chemistry with other diciplines. The chemistry teachers generally chose not to to integrate
Chemistry with other disciplines, they had not found the curriculum and integration method guide.
Key word: Integration, Interdependence, Chemistry, Other disciplines, Chemistry teacher

EASE 2022 / ORAL PRESENTATION SESSION 4 _ DAY 2, Jul 26 Ÿ 219

ORAL PRESENTATION

220 Ÿ EASE 2022 International Conference

PROGRAM

POSTER
PRESENTATION
POSTER PRESENTATION
PART 1 : Science education for young children and related areas

#131 Basic Study on the Construction of a Questioning System in Science Reading Programs That Encourages
the Incipient Scientific Thinking in Early Childhood Children
Rumi Haraguchi1, Asami Ohnuki2
1
Tokyo Gakugei University, Japan
2
Shirayuri University, Japan
rharagu@u-gakugei.ac.jp

"RIKADOKU (Science Reading)" is known in Japan as the educational method to encourage the incipient scientific thinking in
early childhood through going back and forth between scientific "reading" and the actual experience. Although some ef-
fects had already been confirmed, those effects might not only due to the contents of the program, but also due to the fact
that the veteran lecturers had the proper questioning at the proper moment. In order to enable all nursery / kindergarten
teachers to plan and implement the programs, it is necessary to build the questioning system according to the actual con-
dition of the children and the aim of the programs. Thus, in this research, it was considered that a structural questioning sys-
tem could be constructed with the 5E model, and challenged the basic analysis for revision of the "RIKADOKU" program. The
questions included in the six programs without the 5E model and the three programs with the 5E model that we have devel-
oped so far were extracted, classified, and compared. The results showed that focusing on the number of questions, on
average, programs that were based on the 5E model contained nearly twice as many questions as those that were not based
on the 5E model. Besides, it can be said that most of the questions in the program designed not based on the 5E model are
"questions for focusing on learning contents" and "questions that determine the viewpoint of observation". On the other
hand, it was confirmed that the programs based on the 5E model included questions from various perspectives in a well-bal-
anced manner. From these results, it was suggested that adopting the 5E model when planning "RIKADOKU" programs for
young children enables to set well-balanced questions from various perspectives.
Keywords: questioning, 5E model, Science Reading, incipient scientific thinking

PART 2: Science education for elementary school and related areas

#102 Exploring Effects of a Visual Material Driven by Earth-Based Perspectives on the Spatial Representation
of 5th Graders
Hyoung-Jin Kim1, Seong-Hwan Jeong2, Myeong-Kyeong Shin3, Nan-Joo Kwon3, Gyu-ho Lee3
1
Seoul Samsun Elementary School, Korea
2
Jihaeng Elementary School
3
Gyeongin National University of Education
ddong2yam@daum.net

Learning astronomy requires students to think spatially. It causes students to perceive that the subject of astronomy itself is
difficult. The textbook of 6th grade in the 2015 revised science curriculum describes ‘day and night’ as an astronomical phe-
nomenon that is observed on a daily basis. Textbooks use only visual materials from a Space-based perspective to explain the
causes of day and night. This study aimed to investigate what changes in spatial representations of 5th graders when addi-
tional visual materials of the Earth-based perspective were presented to them. It also showed that the Space and the
Earth-based perspectives appeared to be interconnected.
The followings are found in this study. First, when students were presented with a visual material of an Earth-based per-
spective, they changed their spatial representations of both the Earth and the Space-based perspectives. Second, both pos-
itive and negative effects can appear when visual materials from an Earth-based perspective are presented to students. The
positive effect was that the number of responses of the scientific spatial representation type from both perspectives in-
creases and the number of responses of the non-scientific spatial representation type decreases. The negative effect was
that the number of responses of some nonscientific spatial representation types increases. Third, the effect on the spatial
representation of each perspective is different depending on gender and the level of spatial representation.
Keywords: Earth-based perspective, Space-based perspective, spatial representation, visual material, Spatial representation,
day and night

222 Ÿ EASE 2022 International Conference

PROGRAM
#109 Content Analysis of Korean Elementary Science Textbooks by Using Multicultural Environmental
Education(MCEE) Content Analysis Framework
Eunbyul Cho, Juyeon Lee, Jeongmin Noh, Sonya. N. Martin; Seoul National University, Korea
sister91@snu.ac.kr

The purpose of this study was to explore the convergence of science, multiculturalism, and environment by developing a
multicultural environment education (MCE/EE) content element analysis framework reflecting overlapping areas from each
content so that teachers and curriculum designers can more effectively develop curriculum that includes all elements. The
study was conducted in two stages. The MCE/EE content element analysis framework was developed by adapting a pre-
viously developed MCE framework to include overlapping components of the 2015 revised Korean national secondary envi-
ronmental education curriculum. The newly adapted multicultural education and environmental education (MCE/EE) con-
tent analysis framework included five core components: identity, diversity, human rights and equality, interdependence and
coexistence, and participation. In the second phase, researchers used this MCE/EE framework to conduct content analysis of
grades 3-6 elementary science textbooks. The goal of the analysis was to identify areas of convergence between science,
multicultural education, and environmental education in the elementary curriculum. Findings revealed several key areas
where different curriculum areas overlapped, meaning it is possible for teachers to develop lessons that integrate science,
multicultural education, and environmental education. For example, in the 5th grade science textbook, a unit examining
damage to ecosystems by yellow dust can be analyzed from the perspective of human rights and equity and inter-
dependence and coexistence. Science, environment, and multicultural interdisciplinary classes can be envisioned at the ele-
mentary level based using the MCE/EE framework. Implications on the need for additional research on curriculum develop-
ment and implementation focused on science multicultural environmental education programs are discussed.
Keywords: Elementary science education, Content analysis, Multicultural environmental framework, Interdisciplinary ap-
proach

#119 Development and Application of a Teacher Professional Development Program and Student Education
Program Focused on Improving Digital Science Text Reading Literacy
Juyeon Lee, Eunbyul Cho, Kieun Eom, Sonya Nichole Martin; Seoul National University, Korea
lleepan@snu.ac.kr

The purpose of this study is to explore the effects of a digital science text reading literacy (DSTRL) teacher training program
for elementary school teachers and a student education program for elementary school students. DSTRL is the intersection
of Reading Literacy and Digital Literacy, and is the ability to read digital(online) science texts. The DSTRL program is an edu-
cation that can solve the problem of declining literacy among students due to the increased use of smartphones and the
Internet and the absence of literacy education in the content area of the science subject. The teacher training program con-
sisted of cognitive, affective, and behavioral elements to enhance the teacher's DSTRL expertise. In order to improve stu-
dents' DSTRL, the student education program consists of three elements of digital science text reading literacy: exploration,
science text reading, and evaluation. First, a pilot of a 12-hour teacher training program was conducted with two teachers.
During the program, teachers learned pedagogical content knowledge related to DSTRL, efficacy in teaching, and skills to
design lessons and how to apply them in elementary school field. Second, a 12-lesson pilot program was implemented with
two grade 6 science classes focused on improving DSTRL skills in the context of an Earth and Moon movement science unit.
During the program, students read scientific texts in a digital context for content understanding and to determine whether
the information they searched for was reliable. The effectiveness of the program for teachers and students was evaluated by
collecting data and analyzing interviews, questionnaire responses, reflective journals, students’ reading literacy and assess-
ments and science achievement assessments. Based on findings from teachers and students who participated in this pro-
gram, implications for how to modify, expand and disseminate the teacher training and student education programs are
discussed.
Keywords: digital science text reading literacy, teacher professionalism, teacher training program, student education pro-
gram, CBT DSTRL assessment

EASE 2022 / POSTER PRESENTATION SESSION _ DAY 2, Jul 25-26 Ÿ 223

POSTER PRESENTATION
#143 Does Science Learning with storyline design picture books help Improve Science Literacy?
Yu-Hsin Lin1, Yu-Ling Lu2
1
XiuLang Elementary School, Taiwan
2
National Taipei University of Education, Taiwan
yllu@tea.ntue.edu.tw

This study aims to explore whether science learning with storyline design picture book improves science literacy and
the comparative effectiveness of paper and electronic format? The research develops paper and electronic science picture
books with storyline approach elements for research. A quasi-experimental design was conducted. Participants included 6th
grade pupils in four classes. A total of 51 students from two classes were assigned into experimental group 1, which under-
went science courses using e-books with storyline. And 50 students from the other two classes were assigned into ex-
perimental group 2, which accepted science courses using paper picture books with storyline. The duration of the treatment
was 24 class sessions (each for 40 minutes) within eight weeks. The PISA-like scientific literacy assessment included three di-
mensions: “1. offering explanatory hypothesis”, “2. proposing and evaluating ways of scientific exploration”, “3. analyzing
and interpreting data and drawing appropriate conclusions”. Data collected from pre-test and post-test of “Scientific Literacy
Assessment” was analyzed using t-test and ANCOVA to understand the learning outcomes and differences between the two
groups. The result revealed that (1) both reading materials were able to enhance students’ scientific literacy. (2) there was no
significant difference between two groups in term of the total score of scientific literacy. However, in “offering explanatory
hypothesis” dimension, the electronic picture book group is better than the paper picture book group.
Keywords: E-books, Picture Books, Scientific Literacy, storyline

The creative human character is welcomed in all fields. Even in education, the term creativity/creation is not unfamiliar and is
used universally. Among various discussions on creativity, this study intended to examine the creativity to be considered in
the scientific field based on the creativity within/between a frame that Lee Sang-won (2017) raised in relation to the scien-
tific paradigm change of Kuhn (1970). Based on this consideration of creativity, we conducted an empirical study to examine
what creativity in science perceived by preservice elementary school teachers was, that is, how the recognition character-
istics of creativity were revealed. As a result, pre-service elementary school teachers mainly understood scientific creativity
from the perspective of creativity within a frame. They had the various perspective of experimental creativity within a frame,
theoretical creativity within a frame and creativity between a frame. On the other hand, they thought that science creativity
education was possible in terms of experimental creativity within a frame. Based on the results of this study
we would like to discuss the attributes of creativity that can be considered in science education and the educational direction
for this.
Keywords: Scientific creativity, creativity within a frame, creativity between a frame, Scientific creativity education

224 Ÿ EASE 2022 International Conference

PROGRAM
#193 Development and Validation of Teachers' Epistemological Belief Scale Using Model-Fit
Namhoon Kim, Sang-Ihn Yeo; Gyeongin National University of Education
hero5701@naver.com

In this study, a suitable test tool for the Korean situation was developed and validated by supplementing the limitations re-
sulting from cultural differences between the East and West in test tools related to epistemological beliefs. Based on this
scale, the structural model of the optimal epistemological belief was confirmed. For this purpose, eight sub-factors such as
"organization of knowledge, certainty of knowledge, source of knowing, justification of knowing, ability of learning, effort
of learning, process of learning, and speed of learning," and 53 corresponding items were extracted from previous studies to
produce a preliminary test tool. Through exploratory factor analysis for this test tool, a test tool consisting of seven factors
and 27 questions excluding learning speed was finally developed. The validity was tested through confirmatory factor analy-
sis, and various models were formulated to understand what structure the seven sub-factors form and how they constitute
epistemological beliefs. The optimal model was explored through the model suitability index. In conclusion, the epistemo-
logical belief structure supported a multi-factor rather than a single factor and a multi-dimensional model, rather than single
dimension. Based on these results, the possibility of a three-dimensional structure model of epistemological beliefs was
discussed.
Keywords: Epistemological belief, Development and validation of scale, Factor analysis, Optimal model

#194 Epistemological Beliefs of Elementary School Teachers in Science Class According to Gender and Career
Namhoon Kim, Sang-Ihn Yeo; Gyeongin National University of Education
hero5701@naver.com

This study aims to investigate the main effects and interaction effects of individual variables on the epistemological beliefs of
elementary school science teachers. For this purpose, a survey was conducted on 338 elementary science teachers in the
metropolitan area on gender, teaching career, and epistemological beliefs. Epistemological beliefs show significant differ-
ences not only in gender and teaching career, but also in the interaction between gender and teaching career. Depending
on gender, female teachers are more integrated in knowledge than male teachers, and process is more important than out-
come in learning. Depending on the teaching career, it was found that high-career teachers generally value the process rath-
er than the results, as knowledge is integrated and constantly evolving, knowledge is acquired by individual reasoning and
justified through external interaction. On the other hand, teachers with low career perceive that efforts are indispensable in
learning compared to other groups. Depending on the interaction between gender and teaching career, elementary school
teachers believe that the higher the teaching career, the more integrated and constantly evolved, but low-career male teach-
ers believed that learning ability was born with experience, while high-career male teachers value the learning process.
Based on this study, it is expected that many training sessions aimed at improving the quality of teaching and learning will
provide more effective opportunities to develop elementary science teachers' epistemological beliefs, considering teachers'
personal characteristics.
Keywords: epistemological belief, gender, teaching career, elementary science teacher

#198 The Effect of Creative Science Drama in Elementary Science Class

Jisuk Kim1, Sunyoung Choi2, Nanjoo Kwon2
1
Hosu Elementary School, Korea
2
Gyeongin National University of Education, Korea
0818wltnr@gmail.com

The purpose of this study was to investigate the effect of creative drama in the closing phase of science classes. For this, ex-
perimental group(24 students) and control group(24 students) on third-grade students at elementary schools in
Gyeonggi-do participated. Creative drama in this study is kind of science drama for understanding science concept and
knowledge. Students creatively made creative drama based on what they learned in science class. The contents of the sci-
ence class were consisted of the magnet and the earth. Making creative drama and playing plays were also conducted at the
closing phase of each class. In this study, changes in attitudes toward science, students' academic achievement, and percep-
tions of drama for science class were verified.
Keywords: creative drama, attitude toward science, elementary school students

EASE 2022 / POSTER PRESENTATION SESSION _ DAY 2, Jul 25-26 Ÿ 225

POSTER PRESENTATION
#101 The Impact of STEM Courses Incorporating Critical Thinking on Middle School Students’ Learning
Effectiveness
Sheng-Chang Chen; National Yang Ming Chiao Tung University, Taiwan
sengechen@nycu.edu.tw

Implementing STEM courses has become a priority educational policy for many countries to increase workers with cross-dis-
ciplinary abilities. However, the challenge of implementing STEM courses needs to consider how to design realistic con-
textualized STEM courses for problem-solving practice, evaluate students' learning outcomes, and foster their learning ef-
fectiveness by incorporating some teaching strategies. Therefore, this study attempted to design a realistic contextualized
STEM course, integrated the teaching strategies of critical thinking into the course, and developed assessments for evaluat-
ing students' learning outcomes. This study adopted a quasi-experimental research design, sampling fifty-seven participants
from two 7th classes of the middle school in Taiwan. Twenty-eight participants in the experimental group received STEM
courses with critical thinking strategy, while twenty-night participants in the control group received STEM courses without
teaching strategies. The course aimed to design and produce an insulated house that effectively cooled because of global
warming. The research tools included a critical thinking skills test, STEM literacy test, and problem-solving test. The result
showed that the experiment group students performed better than the control students in the critical thinking skills and
STEM literacy tests. However, there were no significant differences in the problem-solving test between the two groups. The
study's implication may suggest that incorporating critical thinking strategy into STEM courses helps students elevate their
STEM literacy.
Keywords: STEM courses, critical thinking, STEM literacy

The aim of this study is to compare three curricula of Physics at high school level. The International Baccalaureate Diploma
Programme (IB DP), Next Generation Science Standards (NGSS), and the 2015 Science Curriculum of Korea were analyzed
for this study, and one of textbooks at university level was chosen as the standard for the comparison. Since each curricu-
lums have the different structures, the factor to compare each curriculum was strongly associated with scientific knowledge.
This is because it does not matter with the different educational system. In the 2015 science curriculum of Korea, ‘Core con-
cepts’ and ‘generalized knowledge’ as the structure of disciplinary knowledge were selected. The IB DP had a various learning
goals depending on the unit school, so ‘syllabus content’ in physics guide by International Baccalaureate Organization, such
a generalized scientific knowledge, was chosen for this research. Lastly, the analysis of NGSS was carried out the perform-
ance expectations which were integrated the three dimensions, including disciplinary core ideas, science and engineering
practice, and cross cutting concepts. The results of this analysis are follows. First, there are two common parts out of six,
such as ‘Mechanics’, and ‘Electricity and Magnetism’. Secondly, the proportion of 'Modern Physics' was low at every
curriculum. Lastly, NGSS covers a smaller number of contents than the 2015 science curriculum of Korea and the IB DP.
Keywords: 2015 Revised Curriculum, high school, IB DP, NGSS, Physics

226 Ÿ EASE 2022 International Conference

PROGRAM
#133 Safety of Physical Experiments Involving Resistance Heating
Hina Morishige1, Tetsuya Kato2
1
Doctoral Course The United Graduate School of Education Tokyo Gakugei University, Japan
2
Faculty of Education, Chiba University, Japan
hina.mrsg@gmail.com

Japan has been consistently ranked highly in the field of scientific literacy in the Programme for International Student
Assessment (PISA), a survey of learning achievement conducted mainly in OECD member countries, and the expansion of
Japanese-style education overseas is advancing. In particular, Japanese science education, which emphasizes learning from
experiments, is attracting attention from abroad. Still, any actual experimental activity involves the risk of injury. Here, the
differences between the Japanese and foreign educational environments need to be noted. Therefore, in this study, we in-
vestigated the risk of burns due to Joule heat for experiments conducted in the field of physics at junior high schools. We ex-
amined the surface temperature increase in different power consumption settings of incandescent light bulbs and cement
resistors, which are often used in the classes. We also examined descriptions of safety considerations in Japanese science
textbooks. The minimum temperature for risk of burns was defined as 70℃, at which one second of touch is considered to
cause burns. From the experimental results, it became clear that safety considerations for burns are necessary even if the
power consumption is within the stated power rating. In addition, it was found that in textbooks, while there are descrip-
tions that suggest careful attention to burns, there is almost nothing on specific first aid in case of burns.
Keywords: safety education, physics education, burns by heating

#137 Implementation of CrEaDE PBL V2.0 in implementing the Engineering Design Process (EDP) for Lower
Secondary Science Classes
Suhanna Zainudin1, Ramli Abdullah1, Mohd Izwan Othman2, Sabiah Ninggal2
1
SMK Ghafar Baba
2
Alor Gajah District Education Office
anisafwa@gmail.com

CrEaDE PBL V2.0 is a method of implementing Project Based Learning (PBL) in Lower Secondary Science teaching classes.
The implementation of CrEaDE PBL V2.0 is an improvement over the implementation of CrEaDE PBL V1.0. The im-
plementation of CrEaDE PBL V1.0 in the first action research cycle has used an inquiry-based approach and the 5E Teaching
Model in its implementation. After going through the Reflection phase in the first cycle, the teacher found that the students
faced problems when trying to produce the product and when writing the PBL report. Pupils do not have clear guidelines on
how to solve problems given through PBL. To overcome this problem, teachers have implemented the Engineering Design
Process (EDP) in the implementation of CrEaDE PBL V2.0. This approach was implemented in two Teaching and Learning
from Home classes during the pandemic for the topic of Plant Transportation, Science Form 3. Through the implementation
of CrEaDE PBL V2.0, teachers found that students could produce products more easily and systematically. Pupils were also
found to be able to produce a comprehensive PBL report. For the PBL report, students have successfully produced a critical
report based on each work step in the EDP. In conclusion, the implementation of CrEaDE PBL V2.0 has successfully applied
students who have the skills to solve problems and scientific investigations as well as teach students the meaning of not easi-
ly give up in producing an innovation through PBL.
Keywords: Project-Based Learning (PBL), Engineering Design Process (EDP), 5E and Science

EASE 2022 / POSTER PRESENTATION SESSION _ DAY 2, Jul 25-26 Ÿ 227

POSTER PRESENTATION
#163 Innovation of Artificial Intelligence in Biology Teaching -- Taking "The Exploration of the Factors
Affecting Enzyme Activity" as an Example
Xinrui Wang; Capital Normal University, China
lindawxr@126.com

"Factors affecting enzyme activity" is a key experimental course in biology in senior high school. Its main purpose is to enable
students to learn to explore the factors that affect enzyme activity through experiments preliminarily. However, the actual
degree of completion of the experiment in classroom teaching is not high due to the existence of some objective factors,
such as the class-period arrangement, the difficulty of practical operation and some certain experimental risks. These ob-
jective factors makes students lack the intuitive understanding of relevant experiments and the in-depth understanding of
scientific principles and connotation. In order to solve this problem, a feasible simulation method of enzyme activity experi-
ment based on artificial intelligence is proposed in this paper. A neural network agent model is constructed based on the ex-
isting experimental data, and the model is used to replace the original physical experiment. This model can not only ensure
the progress of the classroom, but also improve the students' intuitive understanding, deepen the understanding of the ex-
periment, and cultivate exploratory thinking and scientific consciousness.
Keywords: Enzyme activity; neural network; scientific consciousness

#182 Action Research on Adaptive Teaching in Improving the Computational Thinking Ability of Secondary
School Students in Science and Technology Education
Ya-wen Hsieh, Pei-chen Sun; National Kaohsiung Normal University, Taiwan
610777201@mail.nknu.edu.tw

This research is based on the curriculum syllabus promulgated in Taiwan in 2014 and officially implemented in 2019, with
the planned information technology education as the research theme, and the use of adaptive teaching to cultivate stu-
dents' technological literacy and interest, and enhance computational thinking as the research goal. This article explores
whether adaptive teaching can effectively enhance students' core competencies in computational thinking, and whether it
can enhance their interest in learning information technology.
The research time adopts longitudinal research method, and the research is conducted in the seventh and eighth grades of
the same class for two consecutive years. Before each class, we will illustrate to the teachers who participated in the class ob-
servation, then observe and record the students' behavior during the class. We interview the students and then discuss the
class after the class.
The course design goes through five cycles, and the theme planning sequence is "conditional structure", "repetition struc-
ture", "linear search", "selection sort", and "insertion sort". In the course, the three steps of "problem analysis", "flow chart
drawing" and "program writing" will be repeatedly executed and revised and improved in an action research cycle.
According to the situation and results of this research, when curriculum planning is carried out with adaptive teaching, stu-
dents can effectively improve computational thinking. It can also be seen that students are enthusiastic in class and actively
participate in class discussions, which proves that adaptive teaching can effectively enhance the interest in learning in-
formation technology.
The research object is single, and follow-up research can be carried out by expanding the number of classes and students. In
addition to the five action studies planned in this research, basic programming and logical thinking training in normal times
are also very important, which will also directly affect the promotion of action research.
Keywords: adaptive teaching, computational thinking ability, science and technology education, action Research

228 Ÿ EASE 2022 International Conference

PROGRAM
PART 4: Science education for undergraduate or graduate school students
#100 Development and Validation of an Instructional Design Model for University Remote Laboratory
Sessions: Responding to the COVID-19 Pandemic and Planning for the Future
Gyeong-Geon Lee, Hun-Gi Hong; Seoul National University, Korea
crusaderlee@snu.ac.kr

The COVID-19 pandemic has compelled innovations in science teaching and learning, such as blending online sessions with
conventional face-to-face ones. We developed and validated an instructional design (ID) model for university-level remote
laboratory sessions (RLS). To respond to the fluctuating instructional environment necessitated by the pandemic, we used
the nonlinear approach to promptly construct a ID model and apply it in the authentic learning context, iteratively revising
the model with feedback from participants. The research context was an analytical chemistry experiment course for
pre-service chemistry teachers. We based the initial RLS design model on a literature review and lessons from our preliminary
study in 2020. For internal validation, six stakeholders participated in the usability test, and 10 subject-matter educators
from various science disciplines and three educational technology experts provided expert reviews. For external validation,
the RLS course module was developed and implemented, and seven university students who took the course responded to
an online survey and participated in follow-up interviews. After two rounds of validation, the RLS design model was con-
firmed to be internally efficient and externally effective. The interactions between the instructor and students, in particular,
were highly appreciated. The finalized ID model for RLS emphasizes constant formative evaluation and feedback and struc-
tures and visualizes the RLS instructional system at both the weekly and overall course levels. This study is a rare case of ap-
plying a design and developmental research method to science education.
Keywords: instructional design model, remote laboratory session, chemistry laboratory, higher education, pre-service teach-
ers

#108 Science Education at Japanese University Museums on Sericulture and Textile Industries: Prospects for
the Future from the Past to Present
Sayuri Tanabashi; The University of Tokyo, Japan
sayuri.m.tanabashi@gmail.com

Science museums and centers allow visitors to cultivate their scientific thinking and creativity through multisensory artistic
activities to increase the number of science and technology personnel who can innovatively solve sustainability issues
worldwide. Currently, science education in museum settings constitutes a pedagogical strategy to foster science and tech-
nology personnel. University museums are uniquely positioned to contribute as academic hubs or cultural commons that
meet and cross the interdisciplinary and transdisciplinary knowledge between the past and present for application in the
future. Therefore, the present study explores museum curation at Japanese science and technology university museums,
posing the following question: What contributes to problem-solving sustainability issues in university museums? As an ex-
ample of science education in Japanese university museums, teaching both discipline-specific and interdisciplinary content is
essential in the museum of the Tokyo University of Agriculture and Technology, a national science and technology university.
The parent university has led the sericulture and textile industries since the 19th century. Presently, the university develops
research and education in the area of advanced technology. However, the Japanese silk industry has begun to rethink its ob-
jectives from the perspective of sustainability such as low environmental load and resource conservation. The author prac-
ticed object-based learning with models of silkworm, cocoon specimens, textile machines, and sericulture nishiki-e,
Japanese antique artwork, for students majoring in agriculture and technology. Therefore, the students could learn about
their universities’ historical features, combined with advanced silk technologies, including liquefaction and powderization for
cosmetics, spongy and membrane formation for medicine, and plastic resin for industries through collaborative academic
interaction. The efficacy of object-led interaction with authentic items revealed that it played a meaningful in interdiscipli-
nary learning in students majoring in different science disciplines.
Keywords: university museums, interdisciplinary learning, object-led interaction

EASE 2022 / POSTER PRESENTATION SESSION _ DAY 2, Jul 25-26 Ÿ 229

POSTER PRESENTATION
#111 Using TPB Model to Predict Undergraduates’ Usage Intention and Behavior of IoT
Chun-Yen Tsai; National Sun Yat-sen University, Taiwan
chuyetsai@gmail.com

The usage intention and behavior of Internet of Things (IoT) is an important issue in contemporary technology education
research. The aim of this research was to use the Theory of Planned Behavior (TPB) (Ku et al., 2022) model to predict under-
graduates’ usage intention and behavior of IoT. Four hundreds and twelve undergraduates at four universities in Taiwan par-
ticipated in this study. The Structural Equation Modeling (SEM) approach was utilized to test specific theory-based
hypotheses. The results revealed that the test of SEM was acceptable (GFI=0.92, CFI=0.95, RMSEA=0.06, SRMR=0.07). The
undergraduates’ attitude and subjective norms had a positive effect on their usage intention of IoT (ß = 0.53 and ß = 0.35),
which, in turn, had effects on their usage behavior of IoT (ß = 0.58). This study also showed that undergraduates’ perceived
risk of behavioral control had a negative effect on their usage intention of IoT (ß = -0.17). However, undergraduates’ per-
ceived risk of behavioral control had a positive direct effect on their usage behavior of IoT (ß = 0.24). This research provided
a contribution to the current state of knowledge since the proposed model revealed that undergraduates’ perceived behav-
ioral control risk might play a certain role in their usage intention and behavior of IoT. The undergraduates intensified their
intention of using IoT devices because of their perceived benefits and significant others’ use of these technologies. In every-
day life, however, risks are ubiquitous, and the same is true when using the Internet products. The undergraduates might
have experience with using digital tools and understand their potential risks. From the perspective of technology education,
the perception of these risks means that the undergraduates used these devices with considerable caution, but such percep-
tion might also reduce their intentions to use IoT devices.
Keywords: Behavioral risk, Internet of Things, SEM, Theory of Planned Behavior

#176 Examining Taiwanese University Students’ Divergent Attitudes Towards Science Before and After
Explicit NOS Instruction
Shu-Chiu Liu; National Sun Yat-sen University, Taiwan
shuchiuliu@mail.nsysu.edu.tw

Attitudes towards science among university students, the prospective future leaders, are important indicators of their scien-
tific literacy, especially their civic engagement in science-related issues. Despite an extensive body of research on student at-
titudes towards science, relatively few studies have gone beyond survey instruments based on standardized scales. Even
fewer studies have been conducted with undergraduate students in the context of teaching and learning of nature of sci-
ence (NOS). This study was aimed to investigate undergraduate students’ divergent attitudes towards science before and af-
ter participating in a semester-long NOS course. Although it is desirable to investigate students’ gain from this course, we
were interested in the potentially different perspectives among the students. Q methodology, a measure of subjectivity, al-
lowed us to determine the divergent attitudes in the NOS course. We thus developed an assessment tool based in Q method-
ology which required participating students (N = 35) to sort a number of statements into a pyramid-like grid. Students’ pre-
and post-sorts were then statistically grouped based on similarity of the sorts, resulting in three distinct perspectives. In the
poster presentation we will provide more details of research design and hope to discuss with fellow researchers about the in-
terpretations or implications of our preliminary findings.
Keywords: attitudes towards science, nature of science, Q methodology, undergraduate students

230 Ÿ EASE 2022 International Conference

PROGRAM
#180 Exploring the Process of Restructuring an Experiment in Science Class Applying the Perspective of
Creation of a Phenomenon
Jinhyeon Choi, Sang-Hak Jeon; Seoul National University, Korea
cluke@snu.ac.kr

Experimentation is an act that distinguishes science from other subjects, and has been recognized as important in science
education. However, experimental education in the school field has been criticized as a cookbook-style experiment without
showing as much effect as the importance of experimentation. This study attempted to explain how school experimental ed-
ucation might be recreated by breaking away from cookbook-style trials, based on perspective of ‘creation of phenomena’ of
Ian hacking. The researcher participated in the regular experimental class in the third year of university biology education
and reorganized the experimental class through continuous cooperation with the instructor. The researcher tried to change
the experimental class by changing the instructor's questions and perspective on the experiment without changing the main
framework of the class. As a result, as the class progressed, it was found that the professor's point of view coincided with the
researcher's point of view, and it was discovered that the experiment was reconstructed by focusing on the experimental
process rather than the success or failure of the experiment. Furthermore, it was observed that the students in the class had
an attitude different from that of the existing experimental class, and as the research progressed, it was confirmed that they
showed a scientific practice. This study is expected to show the possibility that the school experiment, which has been criti-
cized as a cookbook-style experiment, can change science into science by acquiring a new perspective on the experiment.
Keywords: Creation of phenomenon, experiment, experimental class, scientific practice

PART 5: Science education for informal setting or life-long learning

#121 Critical Realism as a Philosophical Framework for Place-Based Socio-Scientific Issue Instruction：A Case
of Local Roadkill Educational Program Development for 7th-Grade Students at Cijin Island in Taiwan
Chih-Cheng Lin1, Chiung-Fen Yen2
1
International College, Providence University, Taiwan
2
Center for Ecology and Environment, Tunghai University, Taiwan
cclin108@gmail.com

Critical realism has been deemed to offer a useful epistemological and ontological foundation for various fields of education,
such as environmental education, pharmacy education, and religious education. A number of scholars have claimed that
critical realism may be appropriate to serve as philosophical underpinnings for interdisciplinary or transdisciplinary teach-
ing/learning. The present study aims to apply critical realism as the philosophical framework for a place-based socio-scientific
issue(SSI) educational program development. The program focuses on roadkill cases at Cijin Island in Taiwan as a context for
local 7th-grade students’ learning of roadkill investigation and engagement in community practices. The program’s peda-
gogy is based on place-based education, outdoor education, and inquiry-based education. And the instruction applies a
three-unit approach, which consists of preparation unit, field trip unit, and summary unit. Following critical realism, we draw
on Roy Bhaskar’s DREIC approach, which includes description, retroduction, elimination, identification, and correction, as
the analytical framework of roadkill cases for students. The realist inquiry process, especially context-mechanism-outcome
configuration, is introduced for students to develop and evaluate the community action plans. During the process of pro-
gram development, we found that critical realism requires practitioners to consider complexity of the phenomenon, and to
question and create the assumptions of personal realities. This study concludes by offering suggestions for applying critical
realism on place-based SSI instruction and suggesting directions for future research.
Keywords: critical realism, place-based education, roadkill, socio-scientific issues

EASE 2022 / POSTER PRESENTATION SESSION _ DAY 2, Jul 25-26 Ÿ 231

POSTER PRESENTATION
#147 Characteristics of Observation Twitter Activities and Implications for Developing Online Platform as
Scientific Inquiry Tool
Jee-young Park; Chonnam National University, Korea
jypark.on@gmail.com

This study examines the possibility that simple posting tweet activities like posting a photo with a short mention would allow
a scientific inquiry. Seventy-two university students participated and posted place-based living thing observation tweets. Five
hundred and eighty-six tweets and 59 reports from participants were analyzed to explore characteristics of observation twit-
ters and participants' perspectives on observation twitter activities. The analytic framework on tweets was built upon six cat-
egories, including "lecture", "knowledge", "inference", "change", "opinion", and "situation". The data showed that more
than 80 per cent of tweets were simple forms, like posing a photo with a short comment. In contrast, 6 per cent of tweets
were more sophisticated forms, revealing more than four categories. The categories "change" and "inference" were deeply
related to presenting the more complicated situations and detailed observations. To describe and explain changing proc-
esses, participants would consider various possible cause and effect relations and relate their prior knowledge with their
observation. Most of the participants reported that the influence of the observation Twitter activity allowed them to pay
more attention to their daily environment and living things. Observation Twitter served as an appropriate tool for users to en-
joy and experience the scientific inquiry process. The research result discussed the implications of further developing an on-
line platform as a scientific inquiry tool.
keywords: Twitter, observation Twitter activity, scientific inquiry, observation, SNS(Social Network Service)

#179 Science Education through Films about Epidemics and Collective Trauma
Hsin-yun Ou; National University of Kaohsiung, Taiwan
ousharon@outlook.com

Before the emergence of the current Covid-19 pandemic, films featuring themes relating to epidemic outbreaks have illus-
trated a variety of traumatic experiences. Much of these thriller film artists’ imaginative creations turned out to be pre-
dictions for 2020. They touch on the facts we are now confronted with, such as the enormous personal, societal, and eco-
nomic costs of a major disease catastrophe; the lethal consequences of misinformation; the limitations of an ill-prepared in-
ternational public health response; and the real challenges of infection control. This article examines the pedagogical repre-
sentations of crises in public health, physical and mental, in films in the vein of pandemic thrillers, including The Plague
(1992), Outbreak (1995), and Contagion (2011). While these films are dedicated to preventive education to help the public
protect themselves from the virus, they also address the psychological impacts of the disrupted socio-economic landscapes.
They revisit the public health lessons learned from earlier pandemics and reflect on their relevance to the present day. These
dramatic performances of contagions create an enduring memory of the event, a memory that connects personal experi-
ence to the experience of millions of other victims, the survivors to the dead, and the past to the present. By drawing on con-
cepts relating to communicable trauma, this essay explores how these films function as educational material portraying the
collective memory of epidemics in aesthetic and documentary forms.
Keywords: Films, Epidemics, Trauma, The Plague, Outbreak, Contagion

232 Ÿ EASE 2022 International Conference

PROGRAM
PART 6: Science teacher education program: Pre-service and in-service teacher education

#167 The Dilemmas and Struggles of a Novice Pre-Service Teacher Educator

Hyekeoung Lee1, Hyoung-yong Park2
1
Seoul National university, Korea
2
Gyeongin National University of Education, Korea
hklee0710@snu.ac.kr

Students need the capacity to influence their own lives and to participate in their circumstances and environments. In specif-
ic relation to science, they should play the role of agent in exploring the phenomena of nature and in making decisions based
on science. We think it is up to teachers to create a proper environment where students can develop such capacities. Thus, in
this study, we explore how one novice pre-service teacher educator with such values shaped and adapted her practices in
the first year of her teaching career.
For this purpose, this study explores the dilemmas and struggles of a teacher educator who started her teaching career in
course for pre-service elementary school teachers. By thematic analysis of data collected through autoethnography, we cap-
ture the tensions and dilemmas in designing and practicing lessons.
One of her course goals was to introduce the biology contents at an elementary school curriculum level; however, she tend-
ed to adapt the learning content based on what she had learned in college. At the same time, when she felt the content was
too difficult and was unnecessary for students. Moreover, although she valued students learning through practices and ac-
tivities, most of her lessons were conducted by lecture.
Her dilemma arose from the differences between her frame of reference as a learner and her perceptions of the role of
pre-service teacher educator. Her lack of teaching experience worsened this tension. Nevertheless, she continued to remind
herself of the goals of the course and the needs of the students. This led her to negotiating and changing the contents and
methods of her lectures.
Through this study, we want to suggest implications to support novice teacher educators in improving their practices.
Keywords: pre-service teacher education, novice teacher educator, elementary school science education

PART 7: Science education for policies and others

#184 Characteristics of Modeling of Data as a Process of Creating Evidence and its Meaning on Science
Education
Kwan-Young Kim, Jong-Hyeok Lee, Jinhyeon Choi, Hyekeoung Lee, Sang-Hak Jeon, Sun-Kyung Lee; Seoul national
university, Korea
kkykim@snu.ac.kr

The purpose of this study is to examine the characteristics of modeling of the data in the scientific research conducted in the
university laboratory. The study is an interpretation of the scientific research process conducted by the first author during his
master's course from the perspective of model of the data. The data produced during the two-year research, such as re-
search plans, presentation materials in the lab seminar, and master's thesis were used as the main sources and analyzed ac-
cording to interpretive methods. The results of the study include illuminating the characteristics of modeling of the data and
discussing educational implications. First, the modeling of the data is a process of creating evidence. Second, the modeling
of the data involves the process of creating, analyzing, interpreting, and refocusing phenomena. Third, phenomena are cre-
ated by interaction of human agential, material, and computational components. The results of the study provide new im-
plications for science education by unfolding the characteristics of modeling of the data that have not been noticed in sci-
ence education through scientific research in the laboratory.
Keywords: scientific modeling, modeling of the data, evidence, phenomena

EASE 2022 / POSTER PRESENTATION SESSION _ DAY 2, Jul 25-26 Ÿ 233

POSTER PRESENTATION
#185 Analysis of Trends of Research on AI Education in Korea Relying on the Natural Language Processing
Hunkoog Jho1, Jaehyeok Choi2, Hyeonah Noh2, Jongwon Park2
1
Dankook University, Korea
2
Chonnam National University, Korea
hjho80@dankook.ac.kr

Recently, interests in applying advanced science and technology to the educational settings have been heeded in the com-
munity of science education. In particular, AI-related technologies are broadly used across the disciplines. This study aims at
investigating the educational studies on using AI in Korea. Thus, this study collected a total of 345 articles published in the
Korean domestic journals indexed in KCI, through the online database and examined the features of the research based on
analysing the abstracts by unsupervised machine learning. According to the K-Means clustering with elbow method, the
studies were categorized into six trends as listed: predictive analytics and trend review of AI in education, development of
programme using AI, effect of AI-related contents on teachers and pupils, system/database design for AI in education, com-
petence relevant to AI in education and environment for future education. The most dominant one is developing materials
for AI-based education and the number of studies about the category has been drastically increased for the last few years.
This study will give some implications for AI in education and effective strategies to understand the changes in education.
Keywords: Artificial intelligence, Literature Review, Natural Language Processing, Systematic Review, Text Mining

#199 Directions of Climate Change Education to Cope with Climate Crisis in Korea
Youngjoon Shin1, Hae-Ae Seo2
1
Gyeongin National University of Education, Korea
2
Pusan National University, Korea
yjshin@ginue.ac.kr

The climate crisis at the global dimension tends to be more serious than ever. Beyond understanding the climate crisis, there
is discussion about the role of citizens to take action to mitigate climate change. An educational approach is being sought so
that people have better understanding of climate change and develop positive attitudes and take into actions to mitigate the
climate crisis. In Korea, the government enacted the Carbon Neutral Framework Act in 2021 emphasizing the responsibility
that all citizens should receive education to cope with climate change. Related institutions such as the Korea Meteorological
Administration and the Climate Change Center encourage and support teachers and educators to develop teaching and
learning materials related to climate change. These climate change programs include various types such as ICT-type, class-
room based implementation-type, and outdoor experience-type. The climate change education program includes contents
such as climate change phenomena, causes of climate change, effects of climate change, and response to climate change.
For the 2022 revised curriculum, efforts are being made to explore and implement measures that reflect the educational
contents related to climate change in all subjects. The directions of climate change education in the 2022 revised science
curriculum will be introduced with an exemplary case of climate change education at an elementary school and its’ output as
students’ better understandings of climate change and positive attitudes and actions to mitigate climate change.
keywords: climate change education, revised science curriculum, elementary school

234 Ÿ EASE 2022 International Conference

PROGRAM
MEMO

EASE 2022 / MEMO Ÿ 235

POSTER PRESENTATION
MEMO

236 Ÿ EASE 2022 International Conference

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