เล่มบทคัดย่อการประชุม ease2013

Conference Programme and Abstracts Book

E˙A˙S˙E 2013 CONTENTS Conference Programme and Abstracts Book Programme…………………………………………………………………………………………………….……....... i Abstracts Day 1 (Thursday , 4 July 2013)………………………………………………….……..…....... 1 Abstracts Day 2 (Friday, 5 July 2013)………………………………………………….……..……........ 75 Abstracts Day 3 (Saturday, 6 July 2013)………………………………………………….……......... 154 Author Index………………………….…………………………………………………….………………….…… 210

E˙A˙S˙E 2013 ORGANIZERS AND SPONSORS EASE International Conference 2013, 4-6 July, 2013.

The Hong Kong Institute of Education, Hong Kong, China.

Building an International Platform for Exchange between Scientists & Science Educators

YEAR OF PUBLICATION: July, 2013

ORGANIZERS AND CO-ORGANIZERS: East-Asian Association for Science Education The Hong Kong Institute of Education The University of Hong Kong The Chinese University of Hong Kong Hong Kong Association for Science and Mathematics Education

HOST The Hong Kong Institute of Education

SPONSORS: Croucher Foundation Education Bureau, Hong Kong SAR Hong Kong Pei Hua Education Foundation

Programme PROGRAMME SUMMARY rd

DAY 0

3 July, 2013

17:00-19:00

On-site registration

18:00-20:00

Welcome Reception

Block D1-LP Block D1-LP th

4 July, 2013

DAY 1 08:45-09:30 09:30-10:15 10:15-11:00 11:00-11:20

Registration Opening Ceremony Plenary Session Prof. Yu WEI Tea Break

11:20-12:40

OP-1A1 to 1A4 D1-LP-02 OP-1B1 to 1B4 D1-LP-04 OP-1E1 to 1E4 D2-LP-10 OP-1F1 to 1F4

12:40-13:45 13:45-14:30 14:30-15:00 15:00-15:15 15:15-16:00 16:00-18:00 18:00-19:30 19:30-21:00

DAY 2 09:30-10:15 10:15-11:00 11:00-11:15 11:15-12:00 12:00-12:30 12:30-13:30 13:30-14:15

DAY 4 0900 -12:30 15:00-

D2-LP-10 D1-LP-07 D2-LP-08

D1-LP-04 D1-LP-02 D1 Area OP-1D1 to 1D4 D1-LP-06 to 1G4 D2-LP-08 Canteen / Poster Area D1-LP-02 D1-LP-03 D1 Area PS-101-135 Poster Area OP-1K1 to 1K5 D1-LP-06 OP-1P1 to 1P6 D2-LP-02 D1-1-37

th

5 July, 2013

Friday

KS-02 Dr. Dana ZEIDLER WS-05

D1-LP-02

D4-LP-02

WS-06

D4-LP-05

WS-07

D3-G-05

Tea Break KS-03 Prof. John GILBERT EASE General Assembly Lunch / Poster Session KS-04 Prof. Fu Kwun HWANG

PS-201-241

Poster Area D1 Area D1-LP-02 D1-LP-02

Canteen / Poster Area

OP-2J1-2J6 OP-2N1-2N6 SS-05

D1-LP-02 D1-LP-06 D2-LP-02

OP-2K1-2K6 OP-2P1-2P6

D1-LP-03 D2-LP-04

OP-2L1-2L6 OP-2Q1-2Q6

D2-LP-08 D2-LP-03

D1-LP-02 D2-LP-08 D2-LP-03 D2-LP-02 D1 Area OP-2M1-2M6 D1-LP-07 OP-2R1-2R6 D2-LP-09

SS-01

D1-LP-02

SS-03

D1-LP-07

SS-04

D1-LP-06

PS-201-241 Poster Area

Tea Break

12:40-13:45 13:45-14:45 14:45-15:30 16:00 -

IS02 Prof. XingKai LUO

EASE Executive Board Meeting EASE Executive Dinner

15:15-15:30

11:00-12:40

D1-LP-02

OP-1C1 to 1C4 D1-LP-07 D2-LP-09 OP-1G1

WS-01 D4-LP-02 WS-02 D4-LP-05 WS-03 D3-G-05 WS-04 OP-1H1 to 1H6 D1-LP-02 OP-1I1 to 1I6 D1-LP-04 OP-1J1 to 1J6 OP-1L1 to 1L6 D2-LP-10 OP-1M1 to1M5D2-LP-09 OP-1N1 to 1N6

14:15-15:15

17:30-18:45 18:45-19:30 19:30-21:30 DAY 3 09:30-10:15 10:15-10:45 10:45-11:00

Thursday BlockD1-LP

Lunch / Poster Session KS-01 Prof. Reinders DUIT IS-01 Prof. Enshan LIU Tea Break

OP-2A1-2A4 OP-2D1-2D3 OP-2G1-2G3

15:30-17:30

Wednesday

D1-LP-02 D1-LP-07 D2-LP-04

OP-2B1-2B3 OP-2E1-2E3 OP-2H1-2H4

D1-LP-03 D1-LP-06 D2-LP-09

OP-2C1-2C3 OP-2F1-2F3 OP-2I1-2I3

Bus Transfer to Banquet Venue Conference Banquet

Bus stop B1 Science Park th

6 July, 2013

Saturday D1-LP-02

KS-05 Prof. Samuel SUN IS-03 Prof. Jack HOLBROOK Tea Break

IS-04 Dr. Vanessa KIND

D1-LP-02

OP-3A1-3A4D1-LP-02 OP-3B1-3B5D1-LP-03 OP-3F1-3F5 D1-LP-6 OP-3G1-3G5 D2-LP-7

OP-3C1-3C5 D2-LP-8 OP-3H1-3H5 D2-LP-3

OP-3D1-3D5 D1-LP-7 OP-3I1-3I5 D2-LP-04

Lunch / Poster Session SS-06

D1-LP-03

SS-07

D1-LP-07

TS-01

D1-LP-03

D1-LP-06

Closing Ceremony Sky 100 Visit (Optional)

Area D1 OP-3E1-3E5 D2-LP-09 OP-3J1-3J5 D2-LP-02 Canteen / Poster Area

PS-301-339

Poster Area D1F-LP-02

th

7 July, 2013 Ocean Park Visit (Optional) – Visitors are welcome to stay until 19:00 Transportation to Guangzhou for GCCSE 2013 conference

i

Sunday

Day 1

Programme PROGRAMME DAY 1

4th July, 2013

08:45 –09:30

Registration

09:30 - 10:15

Opening Ceremony

10:15 - 11:00

Plenary Session

Thursday BlockD1-LP D1-LP-04

Chair: May May Hung CHENG (The Hong Kong Institute of Education, Hong Kong)

11:00 - 11:20 11:20 - 12:40

The impact of neuroeducation on “Learning by doing” project Prof. Yu WEI (Research Center for Learning Science, Southeast University, China) Tea Break Oral Presentation 1A Chair: Sin-Pui Derek CHEUNG (The Chinese University of Hong Kong, Hong Kong) OP-1A1 The effects of classroom teaching on chemistry students’ self-efficacy (401)

D1-LP-02 D1 Area D1-LP-02

Derek CHEUNG (The Chinese University of Hong Kong, Hong Kong)

OP-1A2

Using microscope chemistry approach to enhance students’ understanding of electrochemistry(537) Mashita ABDULLAH1*, Norita MOHAMED2, Zurida Hj ISMAIL2 (1Chemistry Teacher at Nan Hwa Secondary School, Malaysia; 2Univeriti Sains Malaysia, Malaysia)

OP-1A3

A comparative study of the effect of two formative assessment strategies in analogy on students’ understanding of electrolyte and non-electrolyte solutions (460) Channapat CHUANDEE*, Romklao ARTDEJ (Khon Kaen University, Thailand)

OP-1A4

Relationships between chemistry self-efficacy, attitudes toward chemistry, and chemistry achievement among secondary school science students (400)

Yoon Fah LAY1*, Chwee Hoon KHOO2 (1Universiti Malaysia Sabah, Malaysia; 2Teacher Education Institute, Malaysia)

11:20 - 12:40

Oral Presentation 1B D1-LP-04 Chair: Shiang-Yao LIU (National Taiwan Normal University, Taiwan) OP-1B1 “Does open inquiry work for my students?” A case study in a vocational high school (417) Shiang-Yao LIU*, Chun-Hsiung WANG, Rong-Horng CHEN, Chi-Ming LAI (National Taiwan Normal University, Taiwan)

OP-1B2

Mediating effect of metacognitive awareness on comprehension of science texts through structural equation modeling analysis (369) Jing-Ru WANG＊, Sheau-Wen LIN (National Pingtung University of Education, Taiwan)

OP-1B4

International team teaching between Japan and the South Africa: its value and future (682) Miku YOSHIDA*, Masafumi NAGAO, Kazuo KITAHARA, Andrew PETERSEN, Osamu SAKURA (The University of Tokyo, Japan)

11:20 - 12:40

Oral Presentation 1C Chair: Oraphan BUTKATUNYOO (Kasetsart University, Thailand) OP-1C1 Scientist in Thai new graduate pre-service science teachers’ views (514)

D1-LP-07

Oraphan BUTKATUNYOO*, Sasithep PITIPORNTAPIN (Kasetsart University, Thailand)

OP-1C2

Neuroscience literacy of teachers: a status quo study of Hong Kong primary and secondary school teachers (713) Ngai-Ying Fiona CHING*, Wing-Mui Winnie SO (The Hong Kong Institute of Education, Hong Kong)

OP-1C3

The effects of PLC on teachers’ professional growth in the elementary school (509) Mei Ching CHEN (National Taipei University of Education, Taiwan)

OP-1C4

Pre-service science teachers teaching practice by inquiry approach in science methods course (515) Aimon WANAEK, Naruemon YUTAKOM (Kasetsart University, Thailand)

11:20 – 12:40

Oral Presentation 1D Chair: Meichun Lydia WEN (National Taiwan University, Taiwan) OP-1D1 Developing a STEAM program by making a traditional Korean mask (419)

D1-LP-06

Jee-Won KIM, Bang-Hee KIM, Jinsoo KIM (Graduate School of Korea National University of Education, Korea)

OP-1D2

Explore the relationship of task-specific self-efficacy and competitive confidence on covariational reasoning in a game-based learning (596) Jon-Chao HONG*, Kai-Hsin TAI, Ming-Yueh HWANG (National Taiwan Normal University, Taiwan)

OP-1D3

University museum outreach to school: a case study of two loan boxes (501) Jer-Ming HU1*, Yi-Jung LIN1, Shu-Fen CHENG1, Meichun Lydia WEN2, Yu-Teh Kirk LIN1 (1National Taiwan University, Taiwan; 2National Changhua University of Education, Taiwan)

OP-1D4

Reliability and validity of Sumida’s checklist on science giftedness to measure Philipino secondary students’ science giftedness (468) Aris C. LARRODER*, Masakata OGAWA (Tokyo University of Science, Japan)

ii

Programme 11:20 - 12:40

Prapaporn SORNKHATHA*, Niwat SRISAWASDI (Khon Kaen University, Thailand)

OP-1E2

Supporting students’ conceptual development on light refraction phenomenon by simulation-based inquiry with dual-situated learning model (553) Siriporn KROOTHKEAW1*, Niwat SRISAWASDI2 (1Kaen Nakhon Witthayalai School, Thailand; 2Khon Kaen University, Thailand)

OP-1E3

Development of educational game for Malaysian classroom: integrating game play in the teaching and learning process of chemistry (595) Nurul Aini BAKAR*, Kamisah OSMAN (Sultan Idris Education University, Malaysia)

OP-1E4

Modalities of international aid projects in science education: an inquiry into the historical transition of the Philippines (513) Shinichiro TAKAMATSU (Hiroshima University, Japan)

11:20 - 12:40

Oral Presentation 1F D2-LP-09 Chair: Weiping HU (Shaanxi Normal University, China) OP-1F1 The evaluation research on the appropriate property of the senior high school biology textbooks (606) Weiping HU*, Xiaojing LIU (Shaanxi Normal University, China)

OP-1F2

Changes from the curriculum reform of basic education and teacher training in China (654) Boqin LIAO, Juan YANG (Southwest University, China)

OP-1F3

The next step of the national university for regional education partnerships in science (658) Tateo HASHIMOTO, Kyonmi YOU, Yukari HASHIMOTO (1Nagasaki University, Japan; 2Fukuyama University, Japan)

OP-1F4

Green chemistry as a platform to discuss environmental and societal issues in the teaching and Learning of secondary science (699) Mageswary KARPUDEWAN*, Zurida ISMAIL (Universiti Sains Malaysia)

11:20 - 12:40

Oral Presentation 1G D2-LP-08 Chair: Myrna LAHOYLAHOY (Mindanao State University) OP-1G1 Performance of low achieving students in the developed competency – based activities in algebra (619) Elvira B. TALAROC1, Myrna LAHOYLAHOY2* (1La Salle Academy, Phillipines; 2Mindanao State University, Phillipines)

OP-1G2

Using analogy combined with formative assessment to foster primary students’ understanding of states of matter (663) Paweesuda JAMRUSTHANASAN*, Romklao ARTDEJ (Khon Kaen University, Thailand)

OP-1G3

Learning from Hong Kong biology Olympiad for secondary schools 2012/2013: strengthening the learning of curriculum emphases (732)

C.M. LI*, W.M. CHAN, H.M. LEE (Hong Kong Association for Science and Mathematics Education, Hong Kong)

OP-1G4

An eye-movement study on solving arithmetic word problems that contain irrelevant information (493) Yi-Chun KUO , Meng-Lung LAI , Silvia Wen-Yu LEE (National Chiayi University, Taiwan)

12:40 - 13:45 13:45 – 14:30

Lunch / Poster Sessiom Keynote Speech 1

Canteen / Poster Area D1-LP-02

Chair: Chi-Jui LIEN (National Taipei University of Education, Taiwan)

KS-01

On the nature of science education research and development a European Didaktik position Prof. Reinders DUIT (Leibniz Institute for Science and Mathematics Education, University of Kiel, Germany)

14:30 - 15:00

Invited Speeches Invited speech 1

D1-LP-02

Chair: Prof. Chi-Jui LIEN(National Taipei University of Education, Taiwan)

IS-01

An investigation on the similarity between misconceptions of junior secondary biology teachers and that of their students Prof. Enshan LIU (College of Live Sciences, Beijing Normal University, China)

Invited speech 2

D1-LP-03

Chair: Prof. Wing Mui Winnie SO (The Hong Kong Institute of Education, Hong Kong)

IS-02

Assessing inquiry science learning in a large-scale academic achievement test—the 10 years’ explorations in SAAE project Prof. XingKai LUO (College of Physics & Technology, Guangxi Normal University, China)

15:00 - 15:15 15:15 - 16:00

Tea Break Workshop Session 1A and Poster Session 1 Workshop 1 WS-01 Teaching modules with APPs in science learning (747) Fu-Kwun HWANG*, Ying-Shao HSU, Hsin-Kai WU (National Taiwan Normal University, Taiwan)

iii

D1 Area D4-LP-02

Day 1

Oral Presentation 1E D2-LP-10 Chair: Niwat SRISAWASDI (Khon Kaen University, Thailand) OP-1E1 Fostering students’ conceptual understanding of Newton’s laws of motion by interactive simulation-based inquiry learning (549)

Programme Day 1

Workshop 2 D4-LP-05 WS-02 Experiments Experience using Gas Detector Tube introduced in the textbooks in Japan and South Korea (376) Tony WU, Shin-ichi ITO, Takahito ENZAKI (GASTEC Corporation, JAPAN)

Workshop 3 WS-03 Incorporation of climate change issues into the basic education curriculum (674)

D3-G-05

Pramuan SIRIPUNKAEW (The Institute for the Promotion of Teaching Science and Technology, Thailand)

15:15 - 16:00

Workshop 4 D2-LP-10 A study of online dynamic assessment—the effects of online dynamic assessment on WS-04 seventh-grader’ science reading comprehension (481) Poster Session 1 Poster Area PS-101 Factors influencing teachers’ use of curriculum materials (357) Bo CHEN, Bing WEI (University of Macau, Macau)

PS-102

Item analysis of test of identifying science issues for pre-service elementary school teachers in Taiwan (362) Chih-Chiang YANG*, Wei-Hsiang SU (National Taipei University of Education, Taiwan)

PS-103

A study of interaction effects between proficiency levels in science and reading engagement for Taiwanese adolescents’ science performance in PISA 2009 (363) Chih-Chiang YANG*, Tsai-Yu LIAN (National Taipei University of Education, Taiwan)

PS-104

Effects of using video narratives to drive 6tth graders’ inquiry (370) Chi-Miao TSAI*, Yahui LIN, Wen-Hua CHANG (Chung San Elementary School, Taiwan)

PS-105

Teacher invites students presentation in mathematics class: comparison of two cases in Taiwan (374) Shu-I CHANG (National Taipei University of Education, Taiwan)

PS-106

Comparing students’ learning achievements in two different entrance modes (383) Chih-Yeuan WANG (Lan Yang Institude of Technology, Taiwan)

PS-107

The transformation of teaching in general education: integrating science ethics with the design and practice of philosophical course (385) Ching-Chiang HSUEH (Southern Taiwan University of Technology, Taiwan)

PS-108

The effect of science education enrichment program on students‘ science achievement in elementary schools (393) Kwanghyun LEE (Busan National University of Education, Korea)

PS-109

“Energy and vehicle energy” and children: theme-oriented and experience-based course development and educational effects (394)

Shiang-Yao LIU*, Yu-Ru CHIU, Rong-Horng CHEN, Chi-ming LAI (National Taiwan Normal University, Taiwan)

PS-110

Development of culture-based Math instructional modules for indigenous students (395) Ru-Fen YAO (National Chia-Yi University, Taiwan)

PS-111

Teaching method for promoting students’ understanding of chemical change: content focusing on “chemical change and atom/molecule” in junior high school (411) Hironori SAINO*, Yasuhiko OGURA, Hiroki FUJII (Okayama University, Japan)

PS-112

Effectiveness of the school-based biotechnology curriculum – a science gifted programme for all (413)

Kit Yan CHU*, Mei Yu LIN, Ka Chun SUEN, Wing Kwong CHAN (Po Leung Kuk Laws Foundation College, Hong Kong)

PS-113

How Nature of Science (NOS) can be infused to students through “Grassroom” in the sky? (414) Kit Yan CHU*, Mei Yu LIN, Ka Chun SUEN, Wing Kwong CHAN (Po Leung Kuk Laws Foundation College, Hong Kong)

PS-114

Documenting the development of family math tasks for parents to involve children and family members to do math at home (741) Shuk-kwan S. LEUNG (Institute of Education National Sun Yat-sen University, Taiwan)

PS–115

Energy literacy of secondary school students in Taiwan (420) Kuan-Li CHEN*, Po-Hsi CHEN, Su-Han HUANG, Shiang-Yao LIU (National Taiwan Normal University, Taiwan)

PS-116

A brief sketch of teaching evolution in Japanese secondary schools after World War II (436) Kazumasa TAKAHASHI*, Tetsuo ISOZAKI (Hiroshima University, Japan)

PS-117

Making a design and practice of lower secondary science lessons: improving ability of students’ scientific explanation (427) Mochihisa MATSUSHITA*, Susumu NOZOE, Tetsuo ISOZAKI (Hiroshima University, Japan)

PS-118

Making a design of science lessons introducing the idea of how science works in Japanese lower secondary schools: a case study of lessons on ‘Evolution’ (428) Keigo FUJINAMI*, Susumu NOZOE, Tetsuo ISOZAKI (Hiroshima University Japan)

iv

Programme PS-119

The introduction of British science textbooks into science education in Japanese elementary and secondary schools in the second half of 19th century (430) Senior school student’s learning difficulty of two chemical concepts in “Oxidation-reduction reaction” (433) Yang DENG※, Houxiong WANG, Wenhua ZHANG (Central China Normal University, China)

PS-121

Improvement of elementary teachers’ science lessons through joining demonstration lessons by scientists as a part of in-service teacher training (437) Takehiro HAYASHI, Tetsuo ISOZAKI* (Hiroshima University, Japan)

PS-122

An analysis of students’ response to supply type items in PISA 2006 (438) Jaeho, SIM*, Hyokwan, DONG (Korea Institute for Curriculum & Evaluation, Korea)

PS-123

An Investigation on users’ perceptions and usage on new high school biology textbooks in China Mainland (439) Wen-Yuan YANG*, En-Shan LIU (Beijing Normal University, China)

PS-124

Exploring the earth science major and non-earth science major undergraduates’ conceptions of learning earth science and approaches to learning earth science in Taiwan (447) Min-Hsien LEE*, Chin-Chung TSAI, Chun-Yen CHANG (National Sun Yat-sen Universtiy, Taiwan)

PS-125

How Chinese media facing to “Golden Rice” in science communication (448) Jianxun CHU (University of Science and Technology of China, China)

PS-126

Development and implementation of instructional models for digital textbook-based science teaching (673) Yeonjoo KO*, Eunjin KIM, Hyunju LEE, Jeongmin NOH (Ewha Womans University, Korea)

PS-127

Evaluation on learning effects of elementary school students participating in science camps - taking the application of solar transit in astronomical science education as an example (675) Chia-Cheng TSAI*, Hong-Wen CHENG, Ju-Min LIN (National Taipei University of Education, Taiwan)

PS-128

Pratomsuksa 6 Students’ learning achievement titled “Food, Food Nutrient, and Energy,” analytical thinking skill, and attitude towards science, by problem-based learning management (679) Pairoje TERMTECHATIPONG*, Tipawan SRISUK, Ponsook PATPENG (Khon Kaen University, Thailand)

PS-129

The study problem solving ability and learning achievement of Matayomsuksa 4 student’s titled “Chemistry as a foundation of organism” by Problem-based Learning (PBL) activity management, accompanied with formative assessment (683) Phairoth TERMTACHATIPONGSA*, Suriya KHUNWANDEE, Sompop RAGSAPONG (Khon Kaen University, Thailand)

PS-130

Writing to argue in socio-scientific issues instruction (726) Wan Ying LIN*, Ting-Yu CHIU, Wen-Hua CHANG (National Taiwan Normal Univeristy, Taiwan)

PS-131

How senior secondary students evaluate the learning effectiveness of residential biology field study courses and non-residential biology field study course? (727)

Vor YIU *, Chi Chun WONG, Chi Tai KWOK, Kar Kei NG (Ho Koon Nature Education cum Astronomical Centre, Hong Kong)

PS-132

Exploring the secondary students’ processes of developing conceptual understanding for high technology related to science: Focused on constructing Tesla Coil by themselves (508) Ji-Ae LEE*, Seungwoo LEE, Youngmin KIM (Pusan National University, Korea)

PS-133

STEM education practice of internal and external curriculum resourcesintegration for children in the informal environment (733) Ruihui HAO*, Yihui ZHAO (Southeast University, China)

PS-134

Elementary teachers’ perceptions of their professional teaching competence: differences between teachers of math/science majors and non-math/science majors in Taiwan (737)

Li-Chen WU, Li-ling CHAO, Pi-Yun CHENG , Hsiao-Lin TUAN, Chorng-Jee GUO* (Kuang-Fu Elementary School, Taiwan)

PS-135

The investigation on the possibilities of assumption reversal thinking skill: focused on the characteristics of the idea generation process by the university students (740)

Seong-Joo KANG1*, Ji-Young PARK1, Jihyun YOON2 (2Korea National University of Education, Korea; 2Dankook University)

PS-136

The meanings of uncertainty principle in textbooks and their educational implications (744) Songyee PARK, Yongwook CHEONG, Jinwoong SONG (Seoul National University, Korea)

PS-137

Comparison of middle school science-gifted students’ understanding of nuclear energy through the nuclear waste storeroom construction Project (597) Hyong-Jae LEE*, Ji-Hong KIM, Sang-Tae PARK (Kongju National University, Korea)

PS-138

Analysis of the inquiry ability of elementary school science-gifted students and average students through elementary school electric circuit evaluation questions (598) Hyong-Jae LEE*, Ji-Seon HA, Sang-Tae PARK (Kongju National University, Korea)

PS-139

Understanding and correcting students' misconceptions in chemistry (453) Wing Suen TANG*, Wing Kwong CHAN (Po Leung Kuk Laws Foundation College, Hong Kong)

v

Da 1

Moe YAMAMOTO*, Tetsuo ISOZAKI (Hiroshima University, Japan)

PS-120

Programme PS-140

The partnership program between Tokyo University of Science and Noda City (429)

Day 1

Minoru ITO*(Tokyo University of Science, Japan)

PS-141

Fostering grade 11 students’ conceptual understanding of factors affected chemical reaction rate using an analogical approach and self-assessment (685) Sorada NAMSANG*, Romklao ARTDEJ (Khon Kaen University, Thailand)

PS-142

Effect of a Model-Observe-Reflect-Explain (MORE) laboratory on grade 10 students’ mental models of chemical reactions (686) Samran CHAMNANPHON*, Romklao ARTDEJ (Khon Kaen University, Thailand)

16:00-18:00

Oral Presentations 1H D1-LP-02 Chair: Dennis FUNG (The University of Hong Kong, Hong Kong) OP-1H1 The impact of the medium of instruction on students’ learning in science in Hong Kong (449) Dennis FUNG (The University of Hong Kong, Hong Kong)

OP-1H2

Non-science major undergraduate’s cognitive on shapes of virus, bacteria and germs in Taiwan (584) Show-Yu LIN* , Li-Yi LIN (Aletheia University, Taiwan)

OP-1H3

The comparison of science education between China and Singapore (529) Yunyun LI*, Jiatao LI, Hong CUI (Life Science College of Center China Normal University)

OP-1H4

The exploration of college students’ critical responses toward science news report in newspaper (435) Sung-Tao LEE* , Yu-Yun NIEN (National Taichung University of Education, Taiwan)

OP-1H5

Measurement model of scientific literacy based upon occupational variation (712) Kewei WANG*, Aiying LIANG*, Wenbin XIAO, Fangming YANG, Na ZHANG (Guandong Science Center, China)

OP-1H6

Promotion of scientific literacy: Bangladeshi teachers’ perspectives and practices (377) Mahbub SARKAR (Monash University, Australia)

16:00-18:00

Oral Presentations 1I Chair: Heui-Baik KIM (Seoul National University, Korea) OP-1I1 Promote 8th graders’ scientific knowledge, reasoning, and problem solving ability (593)

D1-LP-04

Hsiao-Ching SHE*, Shu-Chuan CHENG (National Chiao-Tung University, Taiwan)

OP-1I2

Promoting student discourse in primary science classroom with guided inquiry (466) Guan-Ming SHEN*, Sheau-Wen LIN, Pi-Chu KUO (National Pingtung University of Education, Taiwan)

OP-1I3

How does a teacher’s use of scaffolding help elementary students’ “Food Web” modeling (459) Shinyoung LEE* , Moon-Hyun HAN, Heui-Baik KIM (Seoul National University, Korea)

OP-1I4

The transformation of pedagogical content knowledge into classroom practice (491) Liang LIAO (The Chinese University of Hong Kong, Hong Kong)

OP-1I5

A comparative study of the effects of combinations of hands-on and computer-based instructional strategies on elementary students’ understanding of the states of water (492) Tzu-Ling WANG (National Hsinchu University of Education, Taiwan)

OP-1I6

An exploration of reading assessment’s effects on students’ science reading comprehension (502) Yuh-Chao WANG, Jing-Ru WANG, Jeng-Fung HUNG (Taiwan)

16:00-18:00

Oral Presentations 1J D1-LP-07 Chair: Yeung Chung LEE (The Hong Kong Institute of Education, Hong Kong) OP-1J1 Teachers’ perceptions of inquiry-based science learning: a comparison between pre-service and in-service teachers of Hong Kong (560) Lee Yeung CHUNG*, Kwok Ping WAI , Chung Man LAM, Wing Mui Winnie SO (Hong Kong Institute of Education, HK)

OP-1J2

From the chalkface: Hong Kong in-service science teachers’ views of the values of teaching nature of science to senior secondary students (680) Zhi Hong WAN (The Hong Kong Institute of Education, Hong Kong)

OP-1J3

Administrators have a key role to support educators in the integration of technology (708) Amitava RAKSHIT (Institute of Agricultural Science, India)

OP-1J4

Instructional model of Japanese science teachers for the gifted (676) Takekuni YAMAOKA1*, Manabu SUMIDA2 (1Uwajima-Minami Secondary Education School, Japan; 2Ehime University, Japan)

OP-1J5

Integrating lesson study approach in the preparation of preservice chemistry teachers (638) Maryam SULAIMAN, Zurida ISMAIL, Balakrishnan MUNIANDY (Universiti Sains Malaysia, Malaysia)

OP-1J6

The formation process of scientific knowledge of preservice science teachers through collective intelligence (672) Semi KIM, Eunjin KIM, Sung-Won KIM* (Ewha womans University, Korea)

vi

Programme 16:00-18:00

Zhaoning YE* , Yu CHEN, Jianzhong ZHOU (Southeast University, China)

OP-1K3

Integration and visualization of evolution with learning contents in the course of senior high school biology textbooks using five-kingdom systems (719) Rei KATO*, Masaharu TAKEMURA, Kazuo KITAHARA (Tokyo University of Science, Japan)

OP-1K4

Wave in physics: The study for effective teaching and learning strategy (649) Shamsul Waheeda SHAHRIM*, Wan Nor Akmal Wan SULAIMAN (MARA Junior Science College, Malaysia)

OP-1K5

EEG oscillation of retrieval of biology concepts and physics concepts in the picture modality (664) Pei-Yi TSAI, Hsiao-Ching SHE, Wen-Chi CHOU, Senge-Cheng CHENG, Li-Yu HUNG (National Chiao Tung University, Taiwan)

16:00-18:00

Oral Presentation 1L D2-LP-10 Chair: Huann-Shyang LIN (National Sun Yat-sen University, Taiwan) OP-1L1 Exploring the assessment of and relationship between elementary students’ scientific creativity and science inquiry (380) Huann-shyang LIN*1, Shu-Fen LIN2, Kuay-Keng YANG1, Zuway-R HONG1 (1National Sun Yat-sen University, Taiwan; 2National Changhua University of Education, Taiwan)

OP-1L2

Elementary students’ views of scientists and their work (382) Junqing ZHAI (Nanyang Technological University, Singapore)

OP-1L3

Compilation of the attitude scale of elementary school students in exploratory science courses (392) Yeong-Ching LIN*, Chow-Chin LU (National Taipei University of Education, Taiwan)

OP-1L4

The alignment between assessment and curriculum standards of science education in Chinese Mainland (629) Yuqiang ZHANG (Qufu normal university, China)

OP-1L5

An analysis of students’ conceptual understanding of curved space and interpretation of the rubber sheet analogy (590)

OP-1L6

The consistency in textbooks and marking schemes: A study on definitions of physical concepts (364)

Hyosoon KIM*, Jinwoong SONG(Seoul National University, Korea)

Chee Leong WONG*, Hye-Eun CHU (Nanyang Technological University, Singapore)

16:00-18:00

Oral Presentation 1M D2-LP-09 Chair: Bangping DING (Capital Normal University, China) OP-1M1 The role of subject didactics of sciences in science teacher education in mainland China: the voices from within and outside of the discipline (407) Bangping DING (Capital Normal University, China)

OP-1M2

Analysis of the factors affecting Hong Kong students’ science achievements in PISA 2006 using hierarchical linear modeling (HLM) (669) Terence Yuk-ping LAM, Victor Kwok-chi LAU (The Chinese University of Hong Kong, Hong Kong)

OP-1M3

Lotus effect concept development in elementary school students(639)

OP-1M4

Effective teacher training patterns and strategies to promote secondary school chemistry teachers’ pedagogical content knowledge (PCK) (442)

Yueh-Yun CHEN*, Chow-Chin LU, Chia-Chi SUNG(New Taipei City Xiushan Elementary School, Taiwan)

Lina ZHANG (Beijing Institute of Education, China)

OP-1M5

Invite pre-service teachers into inquiry-based science teaching: A study from three-years of practice (469) Xian WU*, Tao-rong LIU, Nan CHEN, Yu-min GAO (Guangxi Teachers Education University, China)

16:00-18:00

Oral Presentation 1N D2-LP-08 Chair: Jon-Chao HONG (National Taiwan Normal University, Taiwan) OP-1N1 Behavioral intention to apply on inquiry-based game learning of the environmental education (594) Jon-Chao HONG*,Ming-Yueh HWANG, Kai-Hsin TAI, Yi-Chun CHENG (National Taiwan Normal University, Taiwan)

OP-1N2

Transforming students' conceptual understanding of electric circuit by formative assessment during simulation-based inquiry (554) Sumrej NANGSEKUN*, Niwat SRISAWASDI (Khon Kaen University, Thailand)

OP-1N3

Bringing nanoscale science experience into secondary school classroom with the use of simple real-time contact angle measurement device through open-inquiry science activity (550) Niwat SRISAWASDI (Khon Kaen University, Thailand)

vii

Da 1

Oral Presentation 1K D1-LP-06 Chair: Pun Hon NG (The Chinese University of Hong Kong, HK) OP-1K1 Two action researches on teaching the Newton’s First Law of Motion (738) Pun Hon NG*, Wai Leung YU, Yat Cho MAN, Wai Lung WONG (The Chinese University of Hong Kong, Hong Kong) OP-1K2 Strategies of designing science teacher training activities based on big ideas of science education (728)

Programme Day 1

OP-1N4

Community-based science learning: developing a technology-enhanced physics programme for Ocean Park and evaluation (412) Siew Wei THO*, Yau Yuen YEUNG, Ka Wing CHAN (The Hong Kong Institute of Education)

OP-1N5

A study on the effect of computer-based instruction on students’ achievement and memory retention in biology (603) Fernando R. SEQUETE Jr., Melody D. VICOY, Charrydon F. PASCO (Phillipines)

OP-1N6

Performance of high school students on the developed mathematics e-learning kit (MeLK)(617) Dante Joma P. ZABALA1*, Myrna E. LAHOYLAHOY2 (1Mindanao State University at Naawan – Integrated Developmental School, Phillipines; 2Mindanao State University – Iligan Institute of Technology, Phillipines)

16:00-18:00

Oral Presentation 1P D2-LP-02 Chair: Hiroki FUJIII (Okayama University, Japan) OP-1P1 Development of lesson model on the topic of energy efficiency of renewable energy: focus on promotion of student's integrated decision making (410) Hiroki FUJII1*, Kosei KAJIYAMA2, Yusuke OHGATA2, Jyunichi INOUE2, Haruo OGAWA3 (1Okayama University, Japan; 2Hiroshima University High School, Japan; 3Tokyo Gakugei University, Japan)

OP-1P2

Exploring the metacognitive orientation of year 10 and 11 science classrooms: a comparison of Hong Kong, Thailand, Canada, and the People's Republic of China (422) Gregory P. THOMAS* , Warawun CHANTHARANUWONG (The University of Alberta, Canada)

OP-1P3

Using inquiry project-based instruction to improve students’ learning performance (418) Chien-Cheng TSAI*, Chi-Ming LAI, Rong-Horng CHEN, Shiang-Yao LIU (National Taiwan Normal University, Taiwan)

OP-1P4

A comparative study of Chinese and U.S. undergraduate students’ mental models about electrostatics (406) Jing ZHANG*, Yuying GUO (Beijing Normal University)

OP-1P5

The development of science teacher’s motivation teaching efficiency questionnaire (396) Ching-Hua HSIEH, Hsiao-Lin TUAN, Chi-Chin CHIN, Tao-Yu WU (National Changhua University of Education, Taiwan)

OP-1P6

Constructivist learning environment in Vietnamese university physics classrooms (402) Thi Phuong Thao DO1,2*, Chokchai YUENYONG1, Dang Thi Bac LY2 (1Khon Kaen University, Thailand; 2Cantho University, Vietnam)

18:00 - 19:30 19:30 - 21:00

EASE Executive Board Meeting EASE Executive Dinner

D1-1-37

viii

Programme DAY 2 09:30 - 10:15

5th July, 2013

Friday D1-LP-02

Keynote Speech 2 Chair: Yau Yuen YEUNG (The Hong Kong Institute of Education, Hong Kong)

KS-02

Socioscientific issues as a socio-cultural approach to scientific literacy Dr. Dana ZEIDLER (Department of Secondary Education, University of South Florida, USA)

10:15 – 11:00

Workshop Sessions and Poster Session Workshop 5 D4-LP-02 AFCD workshop-Hong Kong Reef Check – a programme to promote sustainable management of corals WS-05 and science education Wai-chuen NG1*, Chi-chiu CHEANG 1, Keith KEI 2, Kwok-ho TSOI 3, Wing-kuen CHOW1 (1Agriculture, Fisheries and Conservation Department, Hong Kong; 2Hong Kong Reef Check Foundation; Hong Kong; 3 The Hong Kong Institute of Education, Hong Kong)

Workshop 6 WS-06 Chemistry by modelling (564)

D4-LP-05

Sau Kheng AU (Ministry of Education, Singapore)

Workshop 7 D3-G-05 WS-07 The development and its application of K-TOP (Korea-Teacher Observational Protocols) to profile the improvement of science teaching for teachers' expertise (656) Young-Shin PARK1*, Jongwon PARK2, Youngmin KIM3, Jongseok PARK4, Jin-Su JEONG5 (1Chosun University, Korea, 2Chonnam National University, Korea, 3Pusan National University, Korea, 4Kyungpook National University, Korea, 5Daegu University, Korea)

11:00 - 11:15 11:15 – 12:00

Tea Break D1 Area Keynote Speech 3 D1-LP-02 Chair: Alice Siu Ling WONG (The University of Hong Kong, Hong Kong) KS-03 Expanding the scope of science and technology education: making the most of informal resources Prof. John GILBERT (King's College London, U.K.)

12:00 – 12:30

EASE General Assembly

12:30 – 13:30

Lunch / Poster session

13:30 – 14:15

Keynote speech 4

D1-LP-02 Canteen / Poster Area D1-LP-02

Chair: Hsiao Lin Tuan (National Changhua University of Education, Taiwan)

KS-04

When a physicist met science educators: what I have learned from science education research

14:15 – 15:15

Oral Presentations 2A D1-LP-02 Chair: Xingkai LUO (Guangxi Normal University, China) A comparative study on physics inquiry activities in science textbooks for primary school in Korea and OP-2A1 Singapore (579) Hana JUNG*, Youngseok JHUN (Su-Song Elementary School, Korea)

OP-2A2

Environmental knowledge and attitudes: a survey of freshmen students of the far eastern university, Manila, Philippines (633) Myrna Paez QUINTO (Far Eastern University, Philippines)

OP-2A3

Assessing science problem-solving in a large-scale students' academic achievement evaluation program in China (734) Shiji FENG*, Xingkai LUO, Guangping ZHAO, Jing YUAN (Guangxi Normal University, China)

OP-2A4

The impact of reading frame on multimodal representations in university students' science writing (477) Dongwon LEE*, Jeonghee NAM, Sunduck LEE, Hye Sook CHO (Pusan National University, Korea)

14:15 – 15:15

Oral Presentation 2B Chair: Chun-Ju HUANG (National Chung Cheng University, Taiwan) OP-2B1 Typical flu images of undergraduates in Taiwan (681)

D1-LP-03

Show-Yu LIN , Pei-Yin LIU (Aletheia University, Taiwan)

OP-2B2

How real science is hidden behind science news? –a preliminary study of constructing a teaching model for citizenship (386) Chun-Ju HUANG (National Chung Cheng University, Taiwan)

OP-2B3

Korean in-service elementary teachers’ first experience of learning NOS and inquiry as a course in a graduate school (511) Hanghwa HONG (Chonnam National University, Korea)

ix

Day 2

Prof. Fu-Kwun HWANG (Department of Physics, National Taiwan Normal University, Taiwan)

Programme 14:15 – 15:15

Oral Presentation 2C D2-LP-08 Chair: Jing-wen LIN (National Dong-Hwa University, Taiwan) OP-2C1 A cross-grade study of re-validating the evolutionary processes of students’ cognitive characters in electric circuit (361) Jing-Wen LIN (National Dong Hwa University, Taiwan)

OP-2C2

The development of an instrument to measure pre-service science teachers’ views about the nature of science (516) Surayot SUPPRAKOB*, Artitaya JITUAFUA, Pinthudit KLINKAJORN, Chatree FAIKHAMTA, Porntip CHAISO (Kasetsart University, Thailand)

OP-2C3

Middle school students’ science inquiry skills enhanced through extracurricular science activities (526) Mi Suk JUNG (Pusan National University, Korea)

14:15 – 15:15

Oral Presentation 2D D1-LP-07 Chair: Niwat SRISAWASDI (Khon Kaen University,Thailand) OP-2D1 Understanding the interaction between docents and visitors in terms of scaffolding in science museums (482) Moon-Young CHOI, Eun Ji PARK, Chan-Jong KIM*, Seung-Urn CHOE (Seoul National University, Korea) OP-2D2 An adaptive learning system with Integrative diagnosis of conceptual status and learning style for science education: a proposing framework (551) Patcharin PANJABUREE*, Niwat SRISAWASDI (Mahidol University, Thailand) OP-2D3 The study on the parents of science-gifted students in middle schools: emphasis on the development and application of education programs for parents (693) Bo-Kyung MIN1, Sung-Won KIM*2 (1Dongkuk Girls’ High School, Korea; 2Ewha womans University, Korea)

14:15 – 15:15

Oral Presentation 2E D1-LP-06 Chair: Xiaoying FENG (Capital Normal University, China) OP-2E1 Scientists’ and science teachers’ understanding of green chemistry and their implementation (700) Xiaoying FENG*, Sujing DONG (Capital Normal University, China)

OP-2E2

The status of the teaching ability of junior high school chemistry teachers on Chinese mainland and its influencing factors (408) Yan-Ning HUANG, Lei WANG, Lan WANG (China)

OP-2E3

An action research study of two “Scientific Inquiry” cases concerning high school biology (631)

Day 2

Jing HUO*; Boqin LIAO (Southwest University, China)

14:15 – 15:15

Oral Presentation 2F Chair: Haruo OGAWA (Okayama University, Japan) OP-2F1 Development of the experiment learning program for science teacher education (592)

D2-LP-03

Haruo OGAWA*, Hiroki FUJII, Akira IKUO (Tokyo Gakugei University, Japan)

OP-2F2

Challenges of radiation safety education in Swedish and Russian teacher education viewed from the Post-Normal Science perspective (397) Oleg POPOV (Umea University, Sweden)

14:15 – 15:15

Oral Presentation 2G Chair: Benjamin c. HERMAN (University of South Florida, USA) OP-2G1 Cross cultural epistemological patterns of reasoning on socioscientific issues (421)

D2-LP-04

Benjamin C. HERMAN, Dana L. ZEIDLER (University of South Florida, USA)

OP-2G2

Documenting the learning outcome of a conservation outreach on Burmese Python in Kinmen, Taiwan, with the behavior change model (576)

Chi-Chang LIU1*, Bo-Chuan HSIEH 2(1National Taiwan University, Taiwan; 2The Chinese Natural Resources Conservation Asiciation, Taiwan)

OP-2G3

Case study of embedded assessment integration into informal science learning on astronomy education activities (555)

Chi-Feng LIN1,2*, Chun-Yen CHANG2 (1Taipei Astronomical Museum, Taiwan; 2National Taiwan Normal University, Taiwan)

14:15 – 15:15

Oral Presentation 2H D2-LP-09 Chair: Wen-Wei CHIANG (National Kaohsiung Normal University, Taiwan) OP-2H1 The validation of Mandarin Chinese scale of science academic emotion for the use in UK (703) Wen-Wei CHIANG＊, Chia-Ju LIU (National Kaohsiung Normal University, Taiwan)

OP-2H2

Students’ internet usage for research in science and mathematics (523) Lowe Ana Marie L. Ligad-TRANCE*, Naci John C. TRANCE (Western Visayas College of Science and Technology, Philippines)

OP-2H3

Effects of program integrating sound scientific concepts with hearing care knowledge for the elderly in the community (600) Chwen-Chi Wang, Jin-Jong CHEN, Chao-Ti HSIUNG (National Taipei University of Education, Taiwan)

OP-2H4

The Types and Features of Gestures in Science Discourse of Elementary Students (589) Jiyeon NA, Jinwoong SONG (Seoul National University, Korea)

x

Programme 14:15 – 15:15

Oral Presentation 2I Chair: Wing-Yan Valerie YIP (The University of Hong Kong, Hong Kong) OP-2I1 Learning nature of science in the eyes of students (425)

D2-LP-02

Wing-yan Valerie YIP (The university of Hong Kong, Hong Kong)

OP-2I2

Teaching photosynthesis based on a concept chain aligned with standards and students’ progressions (467) Cheng LIU*, Enshan LIU (Beijing Normal University, China)

OP-2I3

“Bring the ocean to the classroom”—how to overcome students’ misconceptions about sharks

(443)

Hung Shan LEE (National Taiwan Normal University, Taiwan)

15:15 – 15:30 15:30 – 17:30

Tea Break D1 Area Oral Presentations Oral Presentation 2J D1-LP-02 Chair: Meichun Lydia WEN (National Changhua University of Education, Taiwan) OP-2J1 Does knowledge matter?: a structural equation modeling study on green building literacy (602) Quo-Cheng SUNG*, Ming-Liang LIN, Lai-Song KUO, Li-Ting HUANG, Jiu-Mei HAN (Chien-Hsin University of Science and Technology, Taiwan)

OP-2J2

Community based activity: effect to students’ performance (609) Joy R. MAGSAYO, Amelia T. BUAN (Mindanao State University-Iligan Institute of Technology, Phillipines)

OP-2J3

Nursing students’ understandings of chemical equilibrium (454) Melanie O. JUNIO (University of the Assumption, Philippines)

OP-2J4

Improving students’ conceptual understanding in properties of elements and compounds via analogy incorporating formative assessment (458) Romklao ARTDEJ, Noopaeng PAKIRACA*, Naruemon SUWANNAPENG (Khon Kaen University, Thailand)

OP-2J5

Exploring the effectiveness of guided discovery teaching by authentic assessment on the concept of sound wave (461) Bing-Hong KU*, Chyong-Sun CHEN, Meichun Lydia WEN (National Changhua University of Education, Taiwan)

OP-2J6

The impacts of online dynamic assessment on five graders’ comprehension on science text (500) Kuo-Chung HSU*, Li-Chuang TSU, Jing-Ru WANG (Jhungjing Primary School, Taiwan)

15:30 – 17:30

Yau Yuen YEUNG1, Ka Luen CHEUNG1, Svein SJØ BERG3(1Hong Kong Institute of Education, Hong Kong; 2Department of Teacher Education and School Development, University of Oslo, NORWAY)

OP-2K2

Promoting character and values as global citizens in science education (624) Hyunju LEE1*, Kyunghee CHOI1, Sung-won KIM1, Benjamin C. HERMAN2, Dana L. ZEIDLER2 (1WCU Global Institute for STS Education, Ewha Womans University, South Korea; 2College of Education, University of South Florida, USA)

OP-2K3

A comparative study on students’ achievements in paper-pencil test with contextual items and in performance assessment (622) Dan HWANG*1, Xian WU2 (Nanning NO.54 Middle School, China1; Guangxi Teachers Education University, China2)

OP-2K4

The validation of the motivation in learning science questionnaire (657) Tao-Yu WU1, Hsiao-Lin TUAN1*, Ching-Hua HSIEH1, Chi-Chin CHIN2(1National Changhua University of Education, Taiwan; 2National Taichung University of Education, Taiwan)

OP-2K5

The effect of chess set of optical components as teaching aids on fifth grade student's science learning (749) Chia-Mei WENG, Yu-ling LU*(National Taipei University of Education, Taiwan)

OP-2K6

Comparative study on inquiry processes in science and arts class (692) Jeong yeon LEE, Jiyeong MUN, Sung-Won KIM* (Ewha womans University, Korea)

15:30 – 17:30

Oral Presentations 2L D2-LP-08 Chair: Chokchai YUENYONG (Khon Kaen University, Thailand) OP-2L1 The study of infusing ethic and moral issues in grade 12 students’ biology laboratory (701) Janjira SAISANG1, Chokchai YUENYONG2 (1Khon Kaen University Demonstration School, Thailand; 2Khon Kaen University, Thailand)

OP-2L2

A study of integrating global education strategy into science instruction (746) Ching-san LAI (National Taipei University of Education, Taiwan)

OP-2L3

Achieving better group learning in college science classroom: learning tasks and leadership (695) Tzu-Ling PENG, Han-Ni LIN, Pi-Chu KUO* (National Pingtung University of Education, Taiwan)

OP-2L4

Developing students’ informed reasoning ability by implementation SSI instruction (696) Yoonsook CHUNG, Sung-Won KIM* (Ewha womans University, Korea)

xi

Day 2

Oral Presentations 2K D1-LP-03 Chair: Yau Yuen YEUNG (The Hong Kong Institute of Education, Hong Kong) OP-2K1 University students’ choices of science and mathematics related programmes in mainland China (620)

Programme OP-2L5

Cognitive development in scientific reasoning ability among grade 11 students in Khon Kaen, Thailand: A finding of current status (706) Chakkrapan PIRAKSA*, Niwat SRISAWASDI (Khon Kaen University, Thailand)

OP-2L6

The validation of the questionnaire of science teacher’s perception on low-achiever’s need (729) Tao-Yu WU1, Hsiao-Lin TUAN1*, Ching-Hua HSIEH1, Chi-Chin CHIN2 (1National Changhua University of Education, Taiwan; 2National Taichung University of Education, Taiwan)

15:30 – 17:30

Oral Presentations 2M D1-LP-07 Chair: Benjamin C. HERMAN(University of South Florida, USA) OP-2M1 NOS teaching practices and factors accounting for those practices: implications for science teacher education (388) Benjamin C. HERMAN, Michael CLOUGH, Joanne OLSON (University of South Florida, USA)

OP-2M2

Pre-service physics teacher’s implementation of constructivist teaching in Thailand: a case of Hong pre-service teacher (671) Jiraporn TUPSAI*, Chokchai YUENYONG (Khon Kaen University, Thailand)

OP-2M3

Enhancing students’ understanding of the dissolving process by an UbD lesson (489) Sung-Pei CHIEN*, Yu-Chen LEE, & Yu-Ta CHIEN (National Taiwan Normal University, Taiwan)

OP-2M4

The enhancement of professional service learning effectiveness through digital learning platform (731) Hsin-Chueh CHEN (National Taiwan Normal Univeristy, Taiwan)

OP-2M5

A survey on science teachers’ ideal and achieved reformed goals of the science curriculum (503) Yu-Chen LEE, Husan-Ying HSIEH, Wen-Hua CHANG, Chia-Wen TSAI (National Taiwan Normal Univeristy, Taiwan)

OP-2M6

Primary schools’ teachers on principal instructional leadership and teacher morale in marine education (440) Chin-San LIN＊, Li-Li CHU (National Taipei University of Education, Taiwan)

15:30 – 17:30

Oral Presentations 2N D1-LP-06 Chair: Chan-Jong KIM (Seoul National University, Korea) OP-2N1 An analysis of visitors’ conversation as a scientific argumentation in a science museum (558) Eun Ji PARK*, Hye-Jin HAN, Chan-Jong KIM, Seung-Urn CHOE (Seoul National University, Korea)

OP-2N2

The effects of aesthetic science activities on improving at-risk families children’s anxiety about learning science and positive thinking (367)

Day 2

Zuway-R HONG, Huann-shyang LIN, Hsiang-Ting CHEN, Hsin-Hui WANG, Tien-Chi YU, Chia-Jung LIN (National Sun Yat-sen University, Taiwan)

OP-2N3

Differences between indigenous and non-indigenous experts’ thoughts about the science & technology competence indicators of grade 1-9 curriculum guidelines for the indigenous youngsters in Taiwan (373) Li-Yu FU*, Chih-Li CHANG (Center for Teacher Education at National Tsing Hua University, Taiwan)

OP-2N4

Comparison of multiple intelligence undergraduate students’ profile in Japan and Indonesia: An undergraduate mathematics and science student’s differences in logical mathematical intelligence area (389) Irma Rahma SUWARMA*, Yoshisuke KUMANO (Education University of Indonesia, Indonesia)

OP-2N5

The average meet the elite: Strengthening high school students’ science identities (404) Jung-Hua YEH (National Museum of Natural Science, Taiwan)

OP-2N6

Negotiating beliefs about the universalism of science education (475) Tracy ONUCZKO*, Susan BARKER (University of Alberta, Canada)

15:30 – 17:30

Oral Presentations 2P Chair: Manabu SUMIDA (Ehime University, Japan) OP-2P1 Analysis on HPS/NOS in primary science textbooks in post-World War II Japan (499)

D2-LP-04

Manabu SUMIDA (Ehime University, Japan)

OP-2P2

The laboratory as a resource for learning?: a case of the heuristic method (366) Tetsuo ISOZAKI (Hiroshima University, Japan)

OP-2P3

Use energy-plus classroom of energy management teaching for the teachers and students (604) Pei-Ju YEN*, Chien-Kuo KU, Gia-Yan SHEN (Taipei Municipal University of Education, Taiwan)

OP-2P4

Content analysis of high school biology textbooks by using perspectives of philosophy of science: Genetics (561) Se Jin YOUN, Hae-Ae SEO (Pusan National University, Korea)

OP-2P5

The role of parents in promoting their children’s creativity through science learning in informal settings: theoretical perspectives and practical applications (608) Ai Noi LEE (Nanyang Technological University, Singapore)

xii

Programme OP-2P6

A competition-induced game to stimulate adult’s Motivation of exploration: a case study of surface tension of water (614)

Nelson C. C. CHEN, Chia-Ju LIU, Issac M. J. SU , Young-Shin PARK (National Science and Technology Museum, Taiwan)

15:30 – 17:30

Oral Presentation 2Q D2-LP-03 Chair: Sung Wong KIM (Ewha Womans University, Korea) OP-2Q1 Measurement in levels by areas for the characteristics of task commitment appeared in the science gifted (702) Jyungeun JANG, Yoonsook CHUNG, Yanghee CHOI, Sung-Won KIM* (Ewha womans University, Korea)

OP-2Q2

Excellent science teachers’ beliefs in teaching (632) Myrna P. QUINTO (Far Eastern University, Manila, Philippines)

OP-2Q3

The implementation of chemistry module in the secondary school syllabus (644) Haslida binti RESELI (MARA Junior Science College, Malaysia)

OP-2Q4

How energy-related concepts in chemistry were constructed and its implications for chemical education: an analysis from a metaphorical perspective (650)

Rui WEI1*, Lei WANG1, William REED2 (Beijing Normal University, China1; Thomas Kelly High School, USA2)

OP-2Q5

Wave in physics: the study for effective teaching and learning strategy (649) Shamsul Waheeda SHAHRIM, Wan Nor Akmal Wan SULAIMAN (MARA Junior Science College, Malaysia)

OP-2Q6

Tangible visualisation as bridge for barkhausen effect (379) Gerald G. TEMBREVILLA (University of Cebu, Philippines)

15:30 – 17:30

Oral Presentations 2R D2-LP-09 Chair: Sheau-Wen LIN (National PingTung University of Education, Taiwan) OP-2R1 Fourth graders’ individual and group concept structures on insects before and after teaching (384) Sheau-Wen LIN*, Pei-Fen LIAO, Yu LIU (National Pingtung University of Education, Taiwan)

OP-2R2

Inquiry-based science learning and teaching: a comparison between the perceptions of pre-service elementary teachers in HK and the US (661) Lee Yeung CHUNG1*, Carole LEE, Wing Mui Winnie SO2, Chung Man LAM1, Ping Wai KWOK1 (1Hong Kong Institute of Education, Hong Kong; 2University of Maine, US))

OP-2R3

Knowledge is fundamental step in increasing metacognitive strategy skill: comparison of metacognitive levels on undergraduate science students (390) Ilman ANWARI, Kumano YOSHISUKE (Shizuoka University, Japan)

OP-2R4

Huang, Ming HUANG, J. P CHYUAN (NTUE Department of Natural Science Education, Taiwan)

OP-2R5

Teaching through active learning and its implications to students’ anxiety in mathematic (450) Manuel R. TANPOCO (Universiti Pendidikan Sultan Idris, Malaysia)

OP-2R6

Understanding college students curricular needs in relation to self-efficacy and self motivation (444) Nilda W. BALSICAS*, Rosalinda MAKALINTAL (St. Dominic College of Asia, Philippines)

15:30 – 17:30

Symposium 5 Culturally embedded elementary science teaching in East Asia (605) SS-05

D2-LP-02

Hisashi OTSUJI1*, Kyojo SAWAGAKI2, Fujio HIRAMATSU3, Mitsuru NAKAJO4, Ken KAWASAKI5 (1Ibaraki University, Japan; 2Former superintendent of Kami-ichi Town, Japan; 3Attached school of Tsukuba University; 4Kochi University, Japan; 5Kochi University of Technology, Japan)

17:30 – 18:45

Symposia Sessions and Poster Session 2 Symposium 1 SS-01 Teaching chemistry in Hong Kong classrooms (643)

D1-LP-02

Maurice M.W. CHENG (The University of Hong Kong, Hong Kong)

Symposium 2 SS-02 Understanding and correcting students' misconceptions in chemistry (453)

D1-LP-03

Wing Suen TANG*, Wing Kwong CHAN (Po Leung Kuk Laws Foundation College)

Symposium 3 SS-03 Assessment as ‘fire’: insights from 35 years of experiences (567)

D1-LP-07

Benny Hin Wai YUNG (The University of Hong Kong, Hong Kong)

Symposium 4 D1-LP-06 Publishing in science education: useful information for graduate students and early career scholars SS-04 (487) Sonya N. MARTIN1, Lawrence LIU2 (1Seoul National University, Korea; 2Springer Publishing)

xiii

Day 2

A study of microcomputer-based laboratory into the POE teaching strategies on students’ scientific attitude for sixth-grade students in elementary school (423)

Programme 17:30 – 18:45

Poster Session 2 Poster Area PS-201 Bring your own device for mobile-assisted seamless science inquiry in a primary school (748) Cheuk Lun Alvin MA*1, Yanjie SONG2, Tsz Wing CHU1, Fung Yee Priscilia KO1 (1 Hong Kong Institute of Education, Jockey Club Primary School;2 Hong Kong Institute of Education)

PS-202

An example of a high school in Hong Kong to develop a school-based neuroscience curriculum as a pull-out program for scientifically gifted students (452) Ka Chun SUEN*, Kit Yan CHU, Raymond Chuen Chung CHANG, Wing Kwong CHAN (Po Leung Kuk Laws Foundation College, Hong Kong)

PS-203

An initial investigation of Singaporean secondary school students’ views of nature of science (455) Tzung-Jin LIN, Yoong Shin Amos GOH, Ching Sing CHAI, Chin-Chung TSAI* (Taiwan)

PS-204

Using museum programs to promote science learning for students with low achievement in science (464) An-Shun YU*, Jui-Chen YU (Taiwan)

PS-205

Exploring and implementing of the teaching model of experience-practice (465) Juan LI, Cui HONG, YiYi LI, Wang HONG (Central China Normal University, China)

PS-206

A study of integrating iPod strategy on Mountains and Rivers unit for fifth graders

(470)

Ching-san LAI*, Hao-Tsung TSAI (National Taipei University of Education, Taiwan)

PS-207

A case study of using iPod strategy into science units for sixth graders (471) Ching-san LAI*, Shih-chang CHEN (National Taipei University of Education, Taiwan)

PS-208

A study of 4th graders’ science learning at Amphibious Reptile Hall in Taipei zoo (472) Ching-san LAI*, Mei-Tzu CHUANG (National Taipei University of Education, Taiwan)

PS-209

A study of biodiversity learning at Taipei zoo for 3rd graders (473) Ching-san LAI*, Li-Ju CHEN (National Taipei University of Education, Taiwan)

PS-210

A study of iPod strategy for fourth graders' science learning on optics unit (474) Ching-san LAI*, Hui-Lee HSIEH (National Taipei University of Education, Taiwan)

PS-211

A new learning strategy for elementary school student’s conceptual changing of movement in free fall (478) Seungwoo YI*, Jinkyu JUNG, Ji-Ae LEE, Youngmin KIM (Pusan National University, Korea)

PS-212

Research for curriculum about function and equation (483) Okawa SHUHEI (Ms)

Day 2

PS-213

Scientific reasoning skills of Malaysian primary school pupils (485) Fazliza Che AMAT*, Abdul Majeed AHMAD, Zurida ISMAIL, Nooraida YAKOB (Malaysia)

PS-214

Development of a school-based science curriculum in a primary school in Hong Kong (486) Pik Wa LUI*, Yuk Lun CHENG, Tin Ching CHAN, Wing Kwong CHAN (Po Leung Kuk Laws Foundation College, Hong Kong)

PS-215

Universe awareness activity in Japan (488) Tomita, AKIHIKO (Wakayama University, Japan)

PS-216

Study on the influential factors of high school chemistry pre-service teachers' reasoning ability in instructional design (494) Wenhua ZHANG*, Zuhao WANG, Yang DENG, Xiajun MA (Central China Normal University, China)

PS-217

Research for “Use of mathematics” to the third grade of junior high school (495) Haruka YAMAGUCHI (Tokyo University of Science, Japan)

PS-218

Program development of ondol, the Korean traditional heating system (496) Sukyung SUNG*, Donghee SHIN (Ewha Womans University, Korea)

PS-219

High school students’ experience with modeling as science: a Korean case (520) Phil Seok OH*, Sung Jin OH, Young Joon SHIN, Myoungsun KIM (Gyeongin National University of Education, Korea)

PS-220

Review of literature on the perspective of students toward scientists (528) Yunkyung LEE*, Donghee SHIN (Ewha Womands University, Korea)

PS-221

The development and effect of the model of family grouping learning in a science museum (533) Trai-shar KAO*, Hui-fen KAO, Yi-jen TSAI, Pai-Tuz CHANG (Taipei Municipal University of Education, Taiwan)

PS-222

Thai primary school constructivist learning environment (535) Supawadee SERIKATAKUN, Chokchai YUENYONG (Khon Kaen University, Thailand)

PS-224

Development of science field-trip program with a smart device in the world heritage sites of South Korea (542) Jihye LEE*, Seolhee KIM, Donghee SHIN (Ewha Womans University, Korea)

PS-225

Applied research on the open science educational resources in the university of mainland China (544) Guoyan WANG (University of Science and Technology of China, China)

xiv

Programme PS-226

Research on visualization of top scientific results based on cover stories of nature and science (755) Guoyan WANG (University of Science and Technology of China, China)

PS-227

The research on construction mode of science education cloud service platform (545) Rongting ZHOU*, Yazheng LI (University of Science and Technology of China, China)

PS-228

The research on the construction scheme of the citizen participation platform of science education game (546) Rongting ZHOU*, Lu GUO (University of Science and Technology of China, China)

PS-229

Development and implementation of creative design and scientific inquiry-based STEM education program (547)

HYONYONG LEE*, Bohyun SEO, Kyungsuk PARK, Yongkee KIM, Yunhee PARK, Byungyeol PARK (Kyungpook national university, Korea)

PS-230

Investigation of the network learning platform instruction model on students’ learning effectiveness on “wave”(698) Kuan-Ying LEE*, Sheau-Wen LIN (National Pingtung University of Education, Taiwan)

PS-231

Instructional context, motivation, and teaching strategies in genetics for conceptual changes (704) Phairoth TERMTACHATIPONGSA (Khon Kaen University, Thailand)

PS-232

Matayomsuksa 4 students’ learning achievement, and attitudes toward sciences titled “Blood Circulatory System, Lymphatic System, and Homeostasis by using Inquiry Teaching Model (5Es)” (670) Phairoth TERMTACHATIPONGSA*, Sumalee TERMTACHATIPONGSA (Khon Kaen University, Thailand)

PS-233

Embedding formative assessment into computer-based learning of science for remediating student's alternative conceptions about rock: a case of guided-inquiry learning through interactive learning object (705) Thongchai PHUTHANONNOK*, Niwat SRISAWASDI (Khon Kaen University, Thailand)

PS-234

Enhancing the change of students' conceptions in work-energy theorem by the support of formative assessment during simulation-based inquiry with dual-situated learning model: an experimental research (707) Ampaiwan BUNKONG*, Niwat SRISAWASDI (Khon Kaen University, Thailand)

PS-235

Using public examination resources as teaching materials for experimental sessions in the HKDSE chemistry curriculum: Effects and outcomes (715) Cheuk Fai CHOW*, Hui Tsz LEUNG (The Hong Kong Institute of Education, Hong Kong)

PS-236

Developing a simple model for the teaching of gel electrophoresis in the classroom (717) Peter Peng Foo LEE*, Timothy Ter Ming TAN (National Institute of Education, Singapore)

An experiential approach to instill creativity in the learning of science (743) Shek Nin Wong

PS-238

Using model-observe-reflect-explain (MORE) laboratory to promote middle school students’ mental model of properties and particle arrangement of matters (745) Monthakan SEEDUM*, Romklao ARTDEJ (Khon Kaen University, Thailand)

PS-240

Development of program for improving problem finding ability by discussion about scientific phenomena observation or experimental results (506)

Gilson LIM1*, Jang-Hyuk KWON2, Youngmin KIM3 (1Korea Science Academy of KAIST, Korea; 2Korea Advanced Institute of Science and Technology, Korea; 3Pusan National University, Korea)

PS-241

A study on math reading and teachers’ professional development (615) Yi-Wen SU (Taipei Municipal University of Education, Taiwan)

18:45 - 19:15 19:30 - 21:30

Bus Transfer to Conference Banquet Venue Conference Banquet

xv

Bus stop B1 Science Park

Day 2

PS-237

Programme DAY 3 09:30-10:15

6th July, 2013

Saturday

Keynote Speech 5

D1-LP-02

Chair: Alice Siu Ling WONG (The University of Hong Kong, Hong Kong,)

KS-06 Essence of science: the springhead of scientific innovation Prof. Samuel SUN (The Chinese University of Hong Kong, Hong Kong)

10:15-10:45

Invited Speeches Invited Speech IS-03

D1-LP-02

Chair: Yau Yuen YEUNG (The Hong Kong Institute of Education, Hong Kong)

IS-03 An education through science approach to promoting 21st century skills Prof. Jack HOLBROOK, University of Tartu, Estonia Invited Speech IS-04

D1-LP-03

Chair: Yeung Chung LEE (The Hong Kong Institute of Education, Hong Kong)

IS-04

Pedagogical content knowledge as a tool for developing high quality science teachers: evidence from research

Dr. Vanessa KIND, University of Durham, United Kingdom

10:45-11:00 11:00-12:40

Tea Break Area D1 Oral Presentations Oral Presentations 3A D1-LP-02 Chair: Sung-Won KIM (Ewha womans University, Korea) OP-3A1 The next step of the national university for regional educational partnerships in science (716) Tateo HASHIMOTO 1 , Kyonmi YOU*1, Yukari HASHIMOTO 2 (1Nagasaki University, Japan; 2 Fukuyama University, Japan)

OP-3A2

Assessing students’ collaboration and problem solving skills in a group activity (612) Joy R. MAGSAYO*, Jun Karren V. CAPAROSO, Jannie Grace C. ATES, Rizalyn C. SILAGAN (Mindanao State University-Iligan Institute of Technology, Phillipines)

OP-3A3

A comparative study on the new science curricula of Korea, USA and China (662) Jungmin YOO, Eunjin KIM, Lei GAO, Sung-Won KIM (Ewha womans University, Korea)

OP-3A4

Scaffolding the development of decision-making criteria on socio-scientific issues: a meta-cognitive approach (721)

Yu-Kai CHEN*1, Ying-Shao HSU1, Shu-Sheng LIN2, Miao-Li CHANGLAI3, Hsiao-Fang LIN4 (1Nation Taiwan Normal University, Taiwan; 2Graduate institue of mathematics and science education, Taiwan; 3China university of technology, Taiwan; 4Mingdao university, Taiwan)

11:00-12:40

Oral Presentations 3B Chair: Marcin M. CHRZANOWSKI (Educational Research Institute, Poland) OP-3B1 Laboratory of thinking – diagnosis of science education in Poland (446)

D1-LP-03

Marcin M. CHRZANOWSKI*, Krzysztof SPALIK, Barbara E. OSTROWSKA (Educational Research Institute, Poland)

OP-3B2

The impact of initial knowledge to metacognitive strategy level in undergraduate students through simulation card assessment of chemistry (391) Ilman ANWARI*, Kumano YOSHISUKE (Shizuoka University, Japan)

OP-3B3

The alignment between assessment and curriculum standards of science education in Chinese mainland (629) Yuqiang ZHANG (Qufu Normal University, China)

OP-3B4

An investigation of current implementary situation of China’s ordinary high school chemistry curriculum standard (experimental version) (409) Wei DING (East China Normal University, China)

OP-3B5

Evaluation on junior secondary school students’ learning progression of chemical change (441) Lina Zhang, Lei WANG (Beijing Institute of Education, China)

11:00-12:40

Oral Presentations 3C D2-LP-08 Chair: Carmencita GARCIA-PALANCA (Palawan State University, Phillipines) OP-3C1 Knowledge structure assessment of students in selected topics in chemistry using concept maps (725) Carmencita GARCIA-PALANCA (Palawan State University, Phillipines)

OP-3C3

Students’ attitude toward actual animal dissection as a tool in teaching biology (479) Luz Gracia C. ITURRALDE (Western Institute of Technology)

Day 3

OP-3C4 OP-3C5

Designing a differentiated curriculum for gifted children in grade 1 science (621)

Joel FAUSTINO1, Manabu SUMIDA2, April Daphne HIWATIG2 (1Harris Memorial College, Philippines; 2Ehime University, Japan)

Investigation of factors influencing PISA 2006 science achievement of top 5% students in Korea with structural equation modeling (540) Hae-Ae SEO1*, Dong-Hwa KIM1, Jeongwoo SON2, Bongwoo LEE3, Mijung KIM4 (1Pusan National University, Korea; 2Gyeongsang National University, Korea; 4University of Victoria, Canada)

xvi

3Dankook

University, Korea;

Programme 11:00-12:40

Oral Presentations 3D D1-LP-07 Chair: Yoshisuke KUMANO (Shizuoka University, Japan) OP-3D1 Analysis and discussion on STEM education movement in science education in the US and possible implication to the Japanese contexts (559) Yoshisuke KUMANO*, Tomoki SAITO, Jinichi OKUMURA (Shizuoka University, Japan) OP-3D2 Investigation and reflection: implementation of physics curriculum standard of senior high school in Mainland (566) Xiao HUANG*, Changyun MAO, Liwei SUN ( Zhejiang Normal University, China)

OP-3D3

How to demystify preservice elementary teachers the misconception of heat energy (563) Carole K. LEE ( University of Maine at Farmington, USA)

OP-3D4

A survey Research of high school students’ epistemological believes and learning approaches to different topics of biology (548) Ting-Chun CHOU, Silvia Wen-Yu LEE (National Changhua University of Education, Taiwan)

11:00-12:40

Oral Presentations 3E

D2-LP-09

Chair: Hongming MA (Monash University, Australia)

OP-3E1

To explore EGG alpha and theta activities during the memory retrieval of physical concept of different representations (581) Chih-Ping LIANG*, Hsiao-Ching SHE, Wen-Chi CHOU, Senge-Cheng CHENG, Li-Yu HUNG (National Chiao Tung University, Taiwan)

OP-3E3

College entrance examination and China’s science curriculum reform – through the eyes of secondary school science teachers (372) Hongming MA (Monash University, Australia)

OP-3E4

The preliminary study on senior high school students' scientific explanation and its background (582) Xiaoyan ZHOU, Xian WU (China)

OP-3E5

Data transformation abilities of Korean middle school students (586) Jiyoung JANG*, Jinhee KIM, Kyunghee CHOI (Ewha Womans University, Korea)

11:00-12:40

Oral Presentation 3F

D1-LP-06

Chair: Gregory P. THOMAS ( Khon Kaen University, Thailand)

OP-3F1

Argumentation and metacognition of physics classroom in Thai context (534) Jirutthitikan PIMVICHAI, Chokchai YUENYONG, Gregory P. THOMAS ( Khon Kaen University, Thailand)

OP-3F3

Quizzers of science and mathematics: their answering patterns and study habits (525)

OP-3F4

Development of two metacognitive inquiry activities: a preliminary study on central dogma concept (531)

Naci John C. TRANCE*, Lowe Ana Marie L. Ligad-TRANCE1 (Western Visayas College of Science and Technology, Philippines)

Pei-Shang CHANG*, Meichun Lydia WEN (National Changhua University of Education, Taiwan)

OP-3F5

Students’ perception of usefulness and visual representation of their concepts of mathematics and physics (538) Jonny Bernas PORNEL*, Raphael BELLEZA (University of the Phillipines visayas,, Phillipines)

11:00-12:40

Oral Presentations 3G

D2-LP-07

Chair: Kwok-Chi LAU (The Chinese University of Hong Kong, Hong Kong)

OP-3G1

Teaching theory-ladenness to secondary students using lab inquiry with manipulated NOS aspects (660) Victor Kwok-Chi LAU (The Chinese University of Hong Kong, Hong Kong)

OP-3G2

Narration-based coaching for the will and willingness to do science (541) Wai-Yin NG (The Chinese University of Hong Kong, Hong Kong)

OP-3G3 OP-3G4

Assessment practices of experienced teachers in their first attempts at teaching a new science topic (552) Kam Ho CHAN*, Hin Wai YUNG (The University of Hong Kong, Hong Kong) Use of combining computer simulation into traditional interactive lecture demonstration to enhance physics learning of simple harmonic motion of spring (688) Krittapuk KHOTHANAM*, Niwat SRISAWASDI (Khon Kaen University, Thailand)

OP-3G5

The effect of cooperative mentoring on beginning science teachers' reflective practice in their teaching performance (476) Jeonghee NAM, Munsuk GO, Sunduk LEE (Pusan National University, Korea)

11:00-12:40

Jinhee KIM*, Kyunghee CHOI (Ewha Womans University, Korea)

OP-3H2

Developing Thai pre-service science teachers’ teaching competencies for science communication by reflection (504) Sasithep PITIPORNTAPIN (Kasetsart University, Thailand)

xvii

Day 3

Oral Presentations 3H D2-LP-03 Chair: Chokchai YUENYONG (Khon Kaen University,Thailand) OP-3H1 Perceptions between science teachers and science museum staff on the role of and education in science museums (623)

Programme OP-3H3

The exploring chemical literacy of undergraduate engineering in Thailand contexts (403) Runrat THUMMATHONG*,Kongsak THATTONG (Khon Kaen University Thailand)

OP-3H4

Investigation of constructivist science learning environment in Thai primary schools (431) Pornpaka CHAMNANWONG*, Chokchai YUENYONG (Khon Kaen University, Thailand)

OP-3H5

Secondary school students’ metacognitive knowledge in Thai context (399) Warawun CHANTHARANUWANG*, Kongsak THATHONG , Chokchai YUENYONG, Gregory P. THOMAS (Khon Kaen University,Thailand)

11:00-12:40

Oral Presentations 3I D2-LP-04 Chair: Heui-Baik KIM (Seoul National University, Korea) OP-3I1 Relating students’ learning approach and knowledge level to social interaction in small-group scientific argumentation (519) Jihye CHOI, Heui-Baik KIM (Seoul National University, Korea)

OP-3I2

The effects of problem-based learning in grade 7 science curriculum (709) Mark Anthony H. RUPA (Department of Education, Philippines)

OP-3I3

The image of the scientist of Korean science teachers and non-science teachers (512) Hanghwa HONG (Chonnam National University, Korea)

OP-3I4

The relationship between students’ perception of the scientific models and their alternative conceptions of the lunar phases (505) Su-Kyeong PARK (Kyungnam University, Korea)

OP-3I5

A framework for characterizing students explanations in science (365) Jennifer YEO, John K GILBERT* (King’s College London, U.K.)

Oral Presentations 3J Chair: Qun Xie (The Hong Kong Institute of Education, Hong Kong) OP-3J1 The effectiveness of argumentation in science learning: a systematic review (378)

D2-LP-02

Qun XIE1,2, Winnie Wing-Mui SO2 (1Teacher Education College, the Zhejiang Normal University, China; 2The Hong Kong Institute of Education, Hong Kong)

OP-3J2

Enahncing the capability of creative problem solving-a Case study of problem representation development (718) An-Chi YEH, Chia-Ju LIU (National Kaohsiung Normal University, Taiwan)

OP-3J3

Common misuses of Likert Scale (665) Jonny Bernas PORNEL, Giabelle A. SALDAñA, Maricar R. PORNEL(Univeristy of the Philippines Visayas, Phillipines; Dominican College of Iloilo, Phillipines)

OP-3J5

12:40-13:45 13:45-14:455

earning science with mobile game on iPads in Hong-Kong-based international schools context (736) Tianchong WANG (The University of Hong Kong, Hong Kong) Lunch / pPster Session Canteen / Poster Area Symposia Sessions and Poster Session 3 Symposium 6 D1-LP-03 Research on core chemical idea learning progressions and key competence development in secondary SS-06 school —from the perspective of epistemic development and using RASCH model (607) Lei WANG* , Yao ZHI, Boyuan YIN, Mingchun HUANG, Lina ZHANG, Dongfang LIU (Beijing Normal university, China)

Symposium 7 D1-LP-07 3D computer educational game for supporting science teaching: the system, the game developing, SS-07 and outcomes (539) Chi-jui LIEN*, Yu-ling LU*, Jian-da CHEN, Wen-tsen LUO, Jiun-Hung CHEN, Chien-Ju LI, Ling-Chen CHIU, Cheng-Hung KE, Jian-Da CHEN ( National Taipei University of Education, Taiwan)

Teacher Sharing Session TS-01 Tablet in the North Pole: M-learning experience

D1-LP-06

Chair: Kwok Leung LAU , WONG Pui Pui (TWGHs Wong Fung Ling College, Hong Kong)

13:45-14:40

Poster Session 3 PS-301 Development and implementation of engineering design and scientific inquiry-based STEM education program (547) Hyonyong LEE*, Bohyun SEO, Kyungsuk PARK, Yongkee KIM, Yunhee PARK, Byungyeol PARK ( KYUNGPOOK NATIONAL UNIVERSITY, Korea)

PS-302

An analysis of changes on the science teachers’ stages of concern on STEM education and STEM-PCK (556)

Day 3

Heejin OH*1, Hyonyong LEE2, Byungryeol PARK2, Jaedon JUN2, Mirang KIM2 (1Korea Advanced Institute of Science and Technology, Korea; 2Kyungpook National University, Korea)

PS-303

The growth of student teachers' science teaching ability by the promotion of their communication with students (557) Toshihide HIRANO (Aichi University of Education, Japan)

xviii

Programme PS-304

Relationships between science teaching efficacy beliefs, attitudes towards teaching science, and behavioral intention in teaching science amongst pre-service science teachers (398) Yoon Fah LAY, Chwee Hoon KHOO (Universiti Malaysia Sabah, Malaysia)

PS-305

Teaching study on ferroelectric physics (568) Lianwei SHAN (Harbin University of Science and Technology, China)

PS-306

How gifted students in science see scientists? (572) Yu-Chi CHAO*, Chiung-Hui TSENG (National Taipei University of Education, Taiwan)

PS-307

What makes school success in science education? ---- eight characteristics of excellent schools (578) Wei WANG (Sichuan Normal University, China)

PS-308

The features and quality of students' argumentation in debate activity (587) Yu-Ren LIN1*, Jeng-Fung HUNG2, Kai-Yi (Clark) HUANG1, Hui-Ling WU1 (1National Chiao Tung University, Taiwan; 2National Kaohsiung Normal University, Taiwan)

PS-309

Applying repertory grid to assess inexperienced and experienced teachers’ teaching of argumentation (588) Yu-Ren LIN1*, Jeng-Fung HUNG2 (1National Chiao Tung University, Taiwan; 2National Kaohsiung Normal University, Taiwan)

PS-310

The relationships between conceptions of and approaches to learning chemistry among chemistry-majored college students in Taiwan (463) Wei-Ting LI*, Jyh-Chong LIANG, Chin-Chung TSAI (National Taiwan University of Science and Technology, Taiwan)

PS-312

Elementary science teachers’ perception on science-arts integration and the utilization (601) Jiyeong MUN, Juyeon SONG, Sung-Won KIM* (Ewha womans University, Korea)

PS-313

The comparison of fraction topics between Finland and Taiwan elementary mathematics textbooks (610) Der-Ching YANG*, Yin-Hsiang WEI (Graduate Institute of Mathematics and Science Education, Taiwan)

PS-314

A case study of applying problem-based LEGO data to develop self-directed learning skills for elementary students (625) Miao-Li CHANGLAI1*, Kun-Yuan YANG2, Tsai-Der HSU3 (1China University of Technology, Taiwan; 2Chung Yuan Christian University, Taiwan; 3Tao Yuan County Cheng Gong Elementary School, Taiwan)

PS-315

Effects of inquiry-based teaching on science learning: a meta-analysis (626) Kun-Yuan YANG1*, Miao-Li CHANGLAI2, Chia-Fen TSOU3 (1Chung Yuan Christian University, Taiwan; 2China University of Technology, Taiwan; 3Tao Yuan County Beishih Elementary School, Taiwan)

PS-316

Comparison of factors affecting scientists’ and students’ problem finding processes in ill-structured problem situation (628) Eugene KANG, Kilsoon PARK, Jina KIM (Pusan National University, Korea)

PS-317

Characteristics of good science teachings regarded by preservice elementary school teachers: in terms of adjacency pairs (634) Jeong-A LEE (Seoul National University, Korea)

PS-318

Structure of the student interest in science and scientific literacy: comparison of East Asian and North American students (637) Takuya MATSUURA (Hiroshima University, Japan)

PS-319

Teaching module of junior high school nanotechnology education: the Mechanism of photonic crystal in nature (640) Chow-Chin LU (National Taipei University of Education, Taiwan)

PS-320

Insect conception and teaching strategies of elementary school science teachers in Taiwan (641) Chow-Chin LU*; Pin-Chen CHEN (National Taipei University of Education, Taiwan)

PS-321

“Diagrammatic Definitions” of diffusion, dissolution, and effusion (642) Chee Leong WONG*, Hye-Eun CHU (Nanyang Technological University, Singapore)

PS-322

Exploring the relationship between leadership pattern and group task performance in environmental education camp (651) Eun-Jeong JU*, Jeong-A, Jang LEE, Shinho JANG (Seoul National University of Education, Korea)

PS-323

Mismatches in education and job-search of biotechnology in Korea (652) Eun-Jeong JU*, Jeong-A LEE, Ki-Seok PARK, Soo-Young LEE, Shinho JANG (Seoul National University of Education, Korea)

PS-324

Exploring the status quo of docent training program and implying its development direction in science museum of Korea (655) Young-Shin PARK (Chosun University, Korea)

Using an example to discuss science education in biology teaching (667) Cen FANG (Nanjing Teaching and Researching Department Jiangsu, China)

PS-326

The impact of organizational creative climate and motivation in scientists’ collaborative team on team creativity (668) Qin HAN*, Peng-Fei CAO (Shanxi Normal University, China)

xix

Day 3

PS-325

Programme PS-329

How formative assessment works in simulation-based inquiry class?: a case of open-inquiry learning in photosynthesis concepts (690) Piyamas MEENARI*, Niwat SRISAWASDI (Khon Kaen University, Thailand)

PS-330

Transforming students' conceptual understanding of electric circuit by formative assessment during simulation-based inquiry (691) Punyanuch TAPSAI*, Niwat SRISAWASDI (Khon Kaen University, Thailand)

PS-331

Documenting the development of family math tasks for parents to involve children and family members to do math at home (741) Shuk-kwan S. LEUNG (Institute of Education National Sun Yat-sen University, Taiwan)

PS-332

The effect of multimedia supported web based workbook on the sixth grader’s attitudes toward internet (739) Ercan AKPINAR1*, Abdülkadir KARADENİZ2 (1Dokuz Eylül University; 2Anadolu University)

PS-333

Urumqi ninth-grade students’ interest in physics learning (742) Yufeng LI1*, Yau Yuen YEUNG2(1Xinjiang Normal University, China; 2The Hong Kong Institute of Education, Hong Kong)

PS-334

Plastic environmental problem of over-food packaging (750)

PS-335

Teaching method to develop the ability of writing by using flow chart (484)

PS-336

Usefulness of scientific literacy (497)

Fu Wing SZE*; Nga Yee Irene CHENG; Lincoln FOK (The Hong Kong Institute of Education, Hong Kong) Takao SEKINE (Tokyo University of Science, Japan) Tadashi AOKI (Tokyo University of Science, Japan)

PS-337

Achievement related self-regulated learning in science subjects in china (720) Jing YUAN*, Xingkai LUO, Xin MA (Guangxi Normal University, China & University of Kentucky, USA)

PS-338

An investigation on floatable marine microplastic pollution in Hong Kong Lai Man CHAN*, Lincoln FOK (The Hong Kong Institute of Education, Hong Kong)

PS-339

Microplastics as a potential carrier of DDT in the marine environment Hoi Kei FUNG*, Lincoln FOK (The Hong Kong Institute of Education, Hong Kong)

14:45-15:30 16:00

DAY 4

D1-LP-02

Bus to Sky 100 (Optional)

7th July, 2013

Ocean Park Visit (Optional) – Visitors are welcome to stay until 19:00 Transportation to Guangzhou for GCCSE 2013 Conference

Day 3

9:00-12:30 15:00

Closing Ceremony

xx

Sunday

E˙A˙S˙E 2013 Contents (Abstracts Day 1) Thursday , 4 July 2013 (Day 1) Plenary………………………………………………………………………………………………………….. 1 Keynote Speech……………………………………………………………………………………………... 4 Invited Speech………………………………………………………………………………………………... 7 Oral Presentation…………………………………………………………………………………………… 12 Workshop………………………………………………………………………………………………….…...48 Poster Exhibition………………………………………………………………………………………..……50

Plenary Professor Yu WEI Research Center for Learning Science, Southeast University, China Email:

yw.rcls@vip.tom.com 4 July 2013, Thursday, 10:15-11:00, D1-LP-02

The impact of neuroeducation on “Learning by Doing” Project In 1993 ICSU has set up CCBS (Committee on

Fig.1 Scheme of Neuroeducation

Capacity Building in Science) in order to initiate a joint effort of scientists and educators on IBSE (Inquiry Based Science Education) world widely.

Later IAP-IBSE committee (Inter-Academy Panel) continually takes the same responsibility even more actively. As a successful result of international collaboration, the Pilot Project “Learning By Doing “ (LBD) has been co-initiated by Ministry of Education of P.R. China and China Association for Science and Technology in Aug. 2001, aimed at promoting the children’s science education as well as their holistic development and wellbeing. LDB is an Inquiry Based Science Education and Learning in Kindergartens and Primary Schools (5-12 years). Over 10 years’ practice, LBD reach out to 22 provinces and benefiting over 200,000 students and thousands of teachers. LBD has become a sound foundation for revising the National Standard of Science Education in Primary Schools and facilitated the national policy changing on early child development. LBD has got Purkwa Price in 2006 and the First Class Award of Education Research from MOE, China in 2010<1>.

The rapid development of S&T, particularly recent progress in noninvasive brain function imaging technique and molecular biology, has provided the tools with which we might solve some of life’s greatest puzzles about our mind. In the last decade or so, the accumulated knowledge of human brain has exceeded that acquired during thousands of years’ civilization. Therefore a trans-disciplinary field – Neuroeducation has been emerging and developing during the last decade<2>, <3>. It provides a wonderful

In 2002, Research Center for Learning Science (RCLS) has been founded at Southeast University. The unique character of LBD is to apply the research of Neuroeducation to the practices of LBD. LBD project has been advanced by the new research way in following aspects: 1, Deepening the pedagogy of IBSE by empirical studies The development of IBSE has faced a lot of new challenges in the pedagogy, such as preconception, concept construction, the role of interaction between teachers and students, choosing of key concepts and building learning progressions in science, and more importance of the creativity cultivating of students, etc.

Conducting scientific research on mind, brain and education can get more reliable and clearer arguments that come from the process of the implementation of LBD. 2, Supporting the policy decision of early child development In the turning point of this new century, many countries have changed their early child development policies based on brain research.

Chinese government also studied the new policies and made the important initiative of early child development in The Outline of China's National Plan for Medium and Long-term Education Reform and Development. (2010-2020).

3, Making breakthrough in cultivating social emotion competency Neuroscientists have proposed fundamental divisions between two memory types: declarative memory and procedural memory (including motor 1

Day 1

opportunity for education research innovation that will change the education policies as well as the classroom practices <4>. Neuroeducation as a trans-disciplinary field could be drafted below, as shown in Fig.1.

Plenary

Day 1

Plenary memory and emotional memory). Broadly speaking, declarative memory corresponds to what cognitive psychologists call explicit learning, while procedural memory corresponds to implicit learning. From the point of view of neuroscience, the two learning systems are based on different subsystems formed by various neuro-circuits and interact closely with one another <5>. Although it is realized that the socio-emotional competence is the best prediction for the future success and happiness of our children, the present education curricula focus more on children’s academic development than on cultivating children’s socio-emotional competence. Based on our knowledge of emotional influences on learning and development, we have included the socio-emotional learning standard for the first time in the content standard of LBD science education <6>. Socio-emotional competence consists of five aspects as follows: (1) Assess oneself in a proper way. Children are expected to be aware of and know well their own emotions. (2)Regulate one’s own emotions. Children are expected to analyze the reasons of any happenings and learn to find solutions to their possible fear, anxiety, anger, grief, etc. (3) Inspire oneself. Children are supposed to overcome their own self-complacence and hesitation, learning to manipulate their emotions to attain their goals with persistence.

(4)Understand others’ emotions. Children ought to be sensitive to and know well the emotions, interests and viewpoints of others, learning to appreciate different opinions and emotions on different matters from different people. (5)Cope efficiently with interpersonal relationship. Children are expected to improve their social abilities and social skills.

Considering the special status quo of one-child policy in China, priority is given to children’s empathy of emotional competencies and self-esteem of personal characteristics. The requirements and learning stages are also proposed in the standard. Research has shown that IBSE has effectively promoted the social emotion competency of students, particularly the empathy and cooperation behaviors <7>.

4, Creating scientific tools applying to measuring learning outcome in classroom practices The trans-disciplinary research on Neuroeducation can not only support the pedagogy of IBSE but also create scientific tools applying to measuring learning outcome in classroom practices. Four series of instruments

and softwares are being developed in our RCLS center: (1) Multiuser On-line Assessment and Record System for Inquiry-Based Education, its core technology includes Inquiry-Based Teaching Pedagogy, teaching and learning materials. The system can provide the response opportunity to over 40 learners, the teacher can record the answers from all learners at same time and analysis it on-line in order to know the learners’ cognitive outcomes and learning progression to provide the prompt teaching and learning contents with suitable Inquiry-Based <7>Education methods.

(2) Social Emotional Competence Assessment System, in which the recent research will be focused on empathy and communication. In addition to the traditional questionnaire, this system will also utilize the physiological signal analysis, behavior analysis and the facial expression recognition, such that the assessment of empathy as well as the related social emotional competence becomes more reliable. (3) Evaluating Executive Function System. Virtual reality created by computers and the wearable EEG sensors measuring connected to database form the major parts of the system. (4) Estimating key concept proficiency system. Virtual reality created by computers and the EEG/ERP technology are combined together.

The measuring is aimed to support education pedagogy changing with evidence based data, which may record the individual development pathway of learners and reflect the progress of learners during IBSE activities. Such Systems can be accessed also via internet <8>.

The above are only some of the examples which go to illustrate the great importance of conducting scientific research in the process of science education. Doing education research in a scientific way does not only help us reduce mistakes to a minimum, but also make it possible for us to pursue a path with our own unique features, and possibly make breakthroughs in education reform.

References 1. Wei Yu, What 10 year’s practices of LBD tell us, Jan. 2012, China Science and Technology Press, ISBN 978 – 7 – 5046 – 5975 – 0/G.570 (in Chinese) 2. Understanding the Brain: Towards a New Learning Science (2002).Paris ： OECD, (www.teachthebrain.org) 3. Understanding the Brain: The Birth of a Learning Science

2

(2007).

Paris

：

OECD,

Plenary Day 1

(www.teachthebrain.org) 4. Carl Wieman, The Torturous Path from Research in Education and Neuroscience to Educational Policy, nd 2 Annual Aspen Brain Forum n Cognitive Neuroscience of Learning: Implications for Education, Sept 2011, http://www.aspenbrainforum.com/ 5. N. S. Gallen, A Primer on Learning: A Brief Introduction from the Neuroscience, Social Brain Conference, Barcelona, July 2004 6. Contents Standard of “Learning by Doing” Science Education Program，Nov.2006, People’s Education Press ISBN970-7-107-20397-8 (in Chinese) 7. Yang Yuankui, Considering Students Empathy in Inquiry Based Science Education, 2010 Meeting of the EARLI SIG 22 (Neuroscience and Education), 2010, ETH Zurich, Switzerland 8. Wei Yu, Promoting Neuroeducation as a Trans-disciplinary Field ,International Conference on Developing IBSE: The roles of assessment and the relationship with industry, Helsinki, Finland, 30 May – 1 June 2012

3

Keynote Speech transformed into a content structure for instruction. It has not only to be simplified – in order to make it accessible for the learners – but also enriched by putting it into contexts that make sense for the learners. These ideas are at the heart of the Model of Educational Reconstruction displayed in figure 1.

Day 1

Day 1 Keynote Speech Keynote Speech (KS-01): Professor Reinders DUIT IPN – Leibniz Institute for Science and Mathematics Education, Kiel, Germany

(3) Design and evaluation of teaching and learning environments Issues of real teaching & learning environment are taken into account

Email:

rduit@t-online.de 4 July 2013, Thursday, 13:45-14:30, D1-LP-02 (1) Clarification and analysis of science content Subject matter clarification & Analysis of educational significance

On the nature of science education research and development a European Didaktik position

(2) Research on teaching & learning Perspectives of the learners (conceptions & affective variables)

Teaching & Learning Processes Teachers’ views & conceptions

Figure 1. The three components of the Model of Educational Reconstruction (MER)

The essential feature of the Educational Reconstruction approach (Duit, Gropengießer, Kattmann, Komorek, & Parchmann, 2012) is that in planning instruction – by teachers or curriculum developers – the science content to be learned and students’ cognitive and affective variables, including their learning processes, should be given equal attention. In addition, the science content is not viewed as “given” but has to undergo certain reconstruction processes. The science content structure (e.g., for the concept of evolution) has to be transformed into a content structure for instruction. The two structures are fundamentally different. The first step of this reconstruction, called “elementarization” (Figure 2), is to identify the elementary (fundamental) ideas that relate to the aims of instruction by seriously taking into account student perspectives (e.g. their pre-instructional conceptions). Then the content structure for instruction has to be developed.

Finally, teaching and learning settings have to be designed. The tendency of many approaches aiming at more efficient science instruction to put the major emphasis on just instructional methods should be seen as problematic.

A close cooperation between science and science education is essential for designing powerful courses that lead to the kind of critical scientific literacy that is necessary to allow students understanding and actively engaging in our society that is deeply shaped by science and technology.

The major theme of the conference, namely “BUILDING AN INTERNATIONAL PLATFORM FOR EXCHANGE BETWEEN SCIENTISTS AND SCIENCE EDUCATORS” is discussed within a framework provided by the European Didaktik approach. A Model of Educational Reconstruction plays a particular role.

It holds, for instance, that science content as provided by science research may not be more or less directly transferred into science instruction. It needs to be significantly “reconstructed” taking into account educational issues.

The Didaktik Tradition Didaktik stands for a multi-faceted view of planning and performing instruction. In Germany it is based on the concept of “Bildung” (Fischler, 2011). A literal translation of this term is formation.

In fact Bildung is viewed as a process. It stands for the formation of the learner as a whole person, i.e., for the development of the personality of the learner. Bildung hence does not only include the achievement of domain specific knowledge but also the formation of what may be called “cross curricular competencies”. A key figure of thought concerning Bildung is that the content structure of a certain topic (such as energy) has to be

Figure 3 (Duit, 2007) summarizes the position outlined so far from the perspective of reference disciplines of science education research and development. It becomes apparent that science education is an interdisciplinary research domain. Science educators need a wide range of competencies stemming from rather different 4

Keynote Speech INTERNATIONAL

PLATFORM

FOR

EXCHANGE

(3) Instructional Design Intimate link between R&D (Research and Development) (4) Research on curricular issues and science education policies

BETWEEN

SCIENTIST AND SCIENCE EDUCATORS”,

it is essential that the cooperation between SCIENCE and SCIENCE EDUCATION needs to be given particular attention.

In a nutshell, science education research that is relevant for improving instructional practice needs to include a wide spectrum of research methods.

This conception shares major features of Linjse`s (1995) “Developmental Research” and “Design 1 Based Research” (Cobb et al., 2003).

Subject matter clarification & Analysis of educational significance Science content structure

Content structure for instruction

Elementarization

The Case of Teaching and Learning Energy

Construction of content structure for instruction

It is hardly possible to overestimate the significance of the energy concept in science.

Energy provides powerful ways of thinking about and modelling processes in nature and technology (Nordine, Krajcik, & Fortus, 2011; Duit, 2012).

Major aims of teaching energy comprise to make students familiar with this concept as part of the cultural heritage, as tool to understand everyday life-world, to understand issues of energy supply and to make students able to participate in decisions concerning energy issues in society.

The elementary ideas of the content under inspection Perspectives of the learners, teaching & learning processes

Figure 2. Steps towards a content structure for instruction

A Theoretical Perspective for Science Education Research and Development Philosophy of science

Science

History of science

Pedagogy

Science Education

Psychology

As a first step towards designing the content structure for instruction (Figure 2) the elementary ideas of the science energy concept need to be identified. There seems to be a wide agreement in the literature that the four closely interrelated ideas in figure 4 should be taken into account.

However, concerning the content structure for instruction on which the instructional design is based there is still much less agreement. Clearly, it very much depends on the specific aims given the major attention and the particular circumstances (e.g. students’s pre-instructional conceptions, their interests, the conditions the teaching and learning

Further reference disciplines: e.g.

Sociology / Anthropology / Linguistics / Ethics

Figure 3. Reference Disciplines of Science Education

Major Domains of Science Education Research and Development The Model of Educational Reconstruction as outlined above (Figures 1 and 2) also allows identifying key kinds of science education research and development (Duit, 2007): (1) Analytical (Hermeneutical) Research: Subject matter clarification / Analysis of educational significance (2) Empirical Research on Teaching and Learning Students’ perspectives / Teachers’ views / Teaching and learning processes

Figure 4: Four basic ideas of the energy concept (Duit, 2012)

site provides) available which instructional design may be set into practice.

1

5

See also Duschl, Maeng, & Sezen (2011)

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reference disciplines. Regarding the theme of the EASE 2013 CONFERENCE, namely “BUILDING AN

Keynote Speech Day 1

The Case of Teaching and Learning key Ideas of Non-Linear Systems

Reconstruction approach as outlined here shares major features with the Learning Progression perspective developed the past decade (cf. Duschl, Maeng, & Sezen, 2011; Berland & McNeill, 2010).

The study of non-linear systems has become a major area in science as well as in domains outside science (Komorek & Duit, 2004). This research has led to a shift in the emphasis concerning fundamental scientific concepts.

Determinism, Predictability, Causality and Order, for instance, now have an expanded, differentiated meaning in modern science, There are the following major basic insights that non-linear systems allow. First, there are systems, among them very simple ones, that are rather “sensitive” to small changes of the starting conditions and small disturbances when the process is running (chaotic systems). Minute changes or disturbances lead to exponential deviation of the paths so that detailed predictability of the systems’ behaviour is not possible. Second a number of nonlinear systems develop – in a self-organizing manner – complex structures. Third, many of these self-organizing systems can be described by the self-similar fractal model. The Model of Educational Reconstruction served as a the frame for a number of studies developing on the one side instructional approaches allowing student to understand the dynamics of these systems and investigating learning student processes (see e.g., Duit, Roth, Komorek, & Wilbers, 2001; Stavrou & Duit, 2013).

References Berland, L., & McNeill, K.L. (2010). A learning progression for scientific argumentation: Understanding work and designing supportive instructional contexts. Science Education, 94(5), 765-793.

Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research.

Educational Researcher, 32, 1-9.

Duit, R., Roth, M., Komorek, M., & Wilbers, J. (2001).

Fostering conceptual change by analogies – between Scylla and Charybdis. Learning and Instruction, 11, 283-303.

Duit, R., Gropengießer, H., Kattmann, U., Komorek, M., & Parchmann, I. (2012). The model of educational reconstruction – A framework for improving teaching and learning science. In D. Jorde & J. Dillon (Eds). The world of science education: Science education research and practice in Europe (pp. 13-47).

Rotterdam: Sense Publishers.

Duit, R. (2012). Teaching and learning the physics energy concept. Paper presented at:. Energy Summit.

Michigan State University, East Lansing, USA (December 2012).

Duit, R. (2007). Science education research internationally: Conceptions, research methods, domains of research. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 3-15.

Duschl, R., Maeng, S., & Sezen, A. (2011). Learning progressions and teaching sequences: a review and analysis. Studies in Science Education, 47, 123-182.

Fischler, H. (2011). Didaktik – An appropriate framework for the professional work of science teachers? In D. Corrigan, J. Dillon, & R. Gunstone (Eds.). The professional knowledge base of science teaching (pp.

31-50). Dordrecht: Springer.

Komorek, M., & Duit, R. (2004). The teaching experiment as powerful method to develop and evaluate teaching and learning sequences in the domain of non-linear systems. International Journal of Science Education, 26(5), 619-633.

Lijnse, P. (1995). “Developmental research” as a way to an empirically based “didactical structure” of science.

Science Education, 79, 189-199.

Nordine, J., Krajcik, J., & Fortus, D. (2011). Transforming energy instruction in middle school to support integrated understanding and future learning. Science Education, 95, 961-979.

Stavrou, D. & Duit, R. (2013). Teaching and learning the interplay between chance and determism in non-linear systems. International Journal of Science Education (accepted for publication).

Concluding Remarks The Model of Educational Reconstruction briefly outlined above has proven a valuable tool in small scale and large scale development of instructional approaches in various domains. It also allows addressing the major concern of the present conference, namely. “BUILDING AN INTERNATIONAL PLATFORM BETWEEN SCIENTIST AND SCIENCE EDUCATORS”. A particular feature of the model is that the science content structure may not directly serve as the major orientation of instructional planning but has to be reconstructed from educational perspectives. In this process, however, the scientists perspectives plays a key role. The process called “Elementarization” (Figure 2 above) is essential. A rather difficult balance between the science point of view (what is correct from the perspective of science) and educational concerns (e.g. what students may be able to learn) is needed.

Quite frequently, it seems that a course between Scylla and Charybdis has to be found. In closing, I would like to mention that the Educational 6

Invited Speech Invited Speech (IS-01) Professor Enshan LIU The College of Life Sciences, Beijing Normal University Email:

liues@bnu.edu.cn 4 July 2013, Thursday, 14:30-15:00, D1-LP-02

An investigation on the similarity

between misconceptions of junior secondary biology teachers and that of their students The misconceptions of many scientific phenomena or scientific processes by students have been demonstrated by abundant research, but the investigations into the misconceptions of the teachers are still insufficient. Despite the revealed similarity between students’ misconceptions and that of the teachers are shown by the existing findings, a much deeper and more exhaustive study of the relationship between the two still remains to be further explored. This presentation will report findings of an empirical research study that examined common misconceptions on photosynthesis and respiration held by junior secondary school biology teachers and their students. This study shows: first, some biology teachers of the middle schools do have more or less incorrect or incomplete understanding on the key concepts in biology; Second, the misconceptions of teachers and that of their students do have some similarity in between; Third, such similarity is featured as statistically positive correlation, and the teachers’ misconceptions are very much likely to be the source of those of the students. In the end, discussion and suggestions are given in relation to professional training and the further researches.

Summary Many researches show that students have their own ideas on many scientific phenomena or scientific processes before they enter the science

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classroom. Most of these ideas come from children’s daily life and quite some of them are incomplete or misconception. It is not easy for the students to give up those misconceptions. In the further study, misconceptions could be a big block for the students in learning scientific concepts. If those ideas are not changed during the processes of school learning, they will be kept in student mind for a long time. Researches show that even though students take school science education, they might also keep the misconceptions. So, it is an important part of the teaching task for the science teachers to help students resist and change their misconceptions.

Till now, most of the researches are focused on diagnosing students’ misconceptions, while much less research on teachers’ misconceptions.

One of the reasons may be that researchers had a hypothesis that most of teachers are well prepared in content knowledge in their pre-service education and had a sound content knowledge before they start their teaching (Yip 1998). But, some researchers say that teachers’ content knowledge is not good enough (Li and Liu 2008).

Based on the literature review, this research focus on the following questions: • After 30 years of related researches have done, what is current situation on teachers’ misconception in our junior secondary biology teaching force?

• Is there a similarity between students’ misconception and that of their teachers in China mainland as the previous international researches?

• What’s kind of relationship that features this “similarity”?

Samples were taken from a capital city of Northern Province in China mainland. In general, the education level of this city is at the average position in China. There are 90 junior secondary schools located in this city which can be classified as three levels. 11 sample schools were randomly taken from these three levels. From each sample school, 2 or 3 biology teachers and the corresponding classes they taught were chosen as sample. There are 40~50 students per class.

Altogether, 30 biology teachers and 30 classes including 1442 students were taken as sample.

The instrument used in this survey is a questionnaire with two-tier test items about photosynthesis and respiration developed by David F. Treagust (1987).

Day 1 Invited Speech

Day 1

Invited Speech Based on the survey, a number of findings can be concluded. First, after student leant photosynthesis and respiration in biology classroom, many of them still keep the misconceptions. About 94.3% of students have one or more misconceptions. Some of their biology teachers keep misconceptions on photosynthesis and respiration as well.

Second, there is a similarity between the teachers’ misconception and that of their students.

This result is consistency with the previous researches in this area (Burgoon et al. 2009; Kruger 1990; Iordanou 2003; Gomez-Zwiep 2008; Yip 1998; Nancy et al. 2005). This doesn’t simply mean that teachers have low percentage of holding misconceptions will be certain to result in low misconceptions holding in their students. On the contrary, the data from two test items shows that high proportion of students kept misconception while majority of teachers take scientific ideas. This finding is also consistent with the previous researches that poor teaching strategies and skills used by teacher may also result in student misconceptions (Morrison and Lederman 2003; Meyer 2004; Li 2007; Knuth et al.

2005). Anyhow, there is only two items indicating the general pedagogical knowledge or conceptual teaching knowledge (i.e. the second, third and fourth category) and skills impact on the students’ conceptual understanding whereas eleven items indicating content knowledge. So, comparing these two factors of teachers’ impact on students’ biology learning, it seems that teacher’s misconception is much critical than that of less of conceptual changing knowledge and skills.

Thirdly, further analysis on the similarity of teachers’ misconception and that of their students reveals that: a) There is a significant positive correlation between the teachers misconception and that of their students with most of the test items (sig=0.035), except item 5 and 13; b) For the students with their teachers got no wrong answer in the test (i.e. misconception free), their scores are significantly higher than that of the kids taught by a teacher with misconceptions (sig=0.042); c) The classes taught by the teachers with a sound biology knowledge generally show better performance than that of students taught by teachers with misconceptions.

Based on detailed analysis on particular wrong answer of a test item by an individual teacher and his/her students’ performance on the same item, it is clear to see when teacher got wrong at an item his/her students take very high

chance got wrong answer too. This provides us a picture on what kind of similarity between the misconceptions of teachers and that of their students. It also indicates that three aspects of photosynthesis and respiration are the most challenging for both biology learners and teachers, namely the concept of “photosynthesis & respiration”, the concept of “matter transformation & energy transfer during respiration” and the concept of “photosynthesis & autotrophy”.

References Burgoon, J., Heddle, M., & Duran, E. (2009).

Re-Examining the Similarities between Teacher and Student Conceptions about Physical Science. Journal of Science Teacher Education. 21, 859-872.

Chen Jinbo, Peng An, & Xiang Benqiong. (2012).

Discussion on the construction of the practice teaching system and platform in Biology teacher education specialty. China Modern Education Equipment, (3), 70–74 (in Chinese).

Chi, M. T. H., Slotta, J. D., & De Leeuw, J. (1994). From things to processes: A theory of conceptual change for learning science concepts. Learning and Instruction, 4 (1), 27 – 43.

Diakidoy, I. A., & Iordanou, K. (2003). Preservice teachers and teachers’ conceptions of energy and their ability to predict pupils’ level of understanding.

European Journal of Psychology of Education, (23):357–368.

Driver, R. & Easley, J. (1978). Puiples and Paradigms: A review of Literature Related to Concept Development in Adolescent Science Students. Studies in Science Education, 5, 61-84.

Gomez-Zweip, S. (2008). Elementary teachers’ understanding of students’ science misconceptions: Implications for practice and teacher education.

Journal of Science Teacher Education, (19): 437–454.

Haslam, F. & Treagust, D. T. (1987). Diagnosing secondary students’ misconceptions of photosynthesis and respiration in plants using a two-tier multiple choice instrument. Journal of Biological Education, 21:203-211.

Knuth, E. J., Alibali, M. W., McNeil, N. M., Weinberg, A., & Stephens, A. C. (2005). Middle-school students’ understanding of core algebraic concepts: Equality and variable. Zentralblatt fur Didaktikder Mathematik.

International Reviews on Mathematical Education, 37, 1–9.

Kruger, C. (1990). Some primary teachers' idea about energy. Physics Education, (25): 86-91.

Li, G. (2007). A survey on junior secondary physics teachers’ perception and practice in classroom.

Journal of Qiqihar Teachers’ College, (2): 120-121 (in Chinese).

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*Li, G. & Liu, E. (2008). Research on the origin of junior secondary students’ preconceptions. Bulletin of Biology, 45(2): 37-39 (in Chinese).

Morrison, J.A., & Lederman. N.G. (2003). Science teachers' diagnosis and understanding of students' preconceptions. Science Education, 87(6):849-867.

National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.

Meyer, H. (2004). Novice and Expert Teachers' Conceptions of Learners' Prior Knowledge. Science Education, (6): 970-983.

Nancy, J. P, et al. (2005). Prevalence of Blood Circulation Misconceptions among Prospective Elementary Teachers. Advances in Physiology Education. 29(3): 172-181.

Sanders, M. (1993). Erroneous Ideas About Respiration: The Teacher Factor. Journal of Reserch in Science Teaching, 30(8): 919-934.

Yip, D. (1998). Identification of misconceptions in novice biology teachers and remedial strategies for improving biology learning. International Journal of Science Education, 20, 461–477.

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Invited Speech academic achievement based on high-quality testing instruments and provide evidences and suggestions for policy-making & teaching/learning improvement based on reliable testing data. The role of the science team in the project, like those of the Chinese language, Mathematics and English teams, is to develop test instrument for science and marking the students’ test paper as well as report test results based on the statistic information provided by the group of data analysis.

Day 1

Invited Speech (IS-02) Professor XingKai LUO College of Physics & Technology, Guangxi Normal University, Guilin 541004, P. R. China Email: xingkailuo@vip.163.com 6 July 2013, Saturday, 10:15-10:45, D1-LP-03

The Framework and features of the Science Test Instrument As a still Paper-and-Pencil format test, science takes three dimensions as its measuring perspectives. The detail structure is shown as follows:

Assessing inquiry science learning in a large-scale academic achievement test - the 10 Years’ Explorations in SAAE Project To respond to the increased emphasis on inquiry by the national science curriculum standards at compulsory education level implemented since 2001, tremendous effort has been made by the science team led by the author in science test design and development of problem items in order to gauge the students’ learning outcomes of inquiry-based science teaching in achieving conceptual understandings in science, abilities to perform scientific inquiry, and understandings about inquiry in a large-scale Students' Academic Achievement Evaluation (SAAE) project coordinated by the China MOE Center for Curriculum & Textbook Development. Data accumulated from tests taken by more than 600,000 students in the past 10 years provides plenty of information about the nation’s science teaching/learning and super opportunity for us to mining correlations explaining many phenomena that confusing the current science teachers/educators and insights guiding the present innovation efforts promoted by more resources than ever before in China. This presentation shows the primary data mining and 10 years’ work on developing qualified and innovative test items with some test results and examples.

Test Dimensions 维度划分

40～45%

内 容 领

physical science 物质科学

30～35%

域

earth science 地球宇宙和空间科学

20～25%

recall 回忆

25～30%

能 力 维

understanding and simple application 理解与简单应用

35～40%

度

Skills

scientific inquiry 科 学 探 究

10

s 比例

life science 生命科学 Contents

The Goal and Structure of the Project As the earliest systemic school education quality assessment program in China and coordinated project by MOE Center for Curriculum Development since 2003, the goal of SAAE is gradually build the provincial-norm of students’

Proportion

problem solving 问题解决

30～35%

question 问题

5～10%

evidence 证据

5～10%

explanation 解释

10～20%

Invited Speech Day 1

As a test based on the new national curriculum standards, the development of the instrument has done a lot of work to featured it with the following inner qualities: • Much attention to students’ conceptual understanding and high-order thinking.

• Much attention to linking student learning to real life situation around them.

• Much attention to assessing inquiry learning in science.

• Much attention to multi-level test item development instead of only multiple-choice.

The 10 years’ practices shows the above effort has been widely recognized in China. The presentation will include more details.

The findings and reflections to the Chinese science education The 10 years’ work results some findings and more reflections to the teaching and learning of science in China, details will be presented with examples in the talk.

References 1. Luo Xingkai, etc. Assessing scientific inquiry in a large-scale Academic Achievement Test 大规模学业测 评 中 对 科 学 探 究 的 考 查 [J]. 基 础 教 育 课 程 ， 2010(3):62-68.

2. Zhao Guangping, etc. The development and marking of open-ended multi-level test items 赵光平、罗星凯、 曾平飞、冯士季执笔. 开放性分级计分问答题的命制 与评分[J]. 基础教育课程，2010(4):46-49.

3. Luo Xingkai, Why students behaves so abnormal while faced with very simple but contextual test items 罗星凯. 学生面对情境性试题为何如此失常[J]. 人 民教育, 2010(10):.

4. Driver R, Guesne E and Tiberghien A. Children‘s Ideas in Science. Open University Press, 1985.

5. Langley S, Ronen M, Eylon B S. Light propagation and visual patterns. Journal of Research in Science Teaching,1997,34:399-424 6. Yang Xiaohong, 杨小红： 《大中学生对几何光学中的 某些概念理解的研究》，广西师范大学硕士论文， 2003。

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Oral Presentation most difficult subjects to learn by both students and teachers. Secondary school students find that electrochemical cells and electrolytic cells are very difficult to understand, since these topics involve concepts about electricity and oxidation-reduction, both of which are very challenging. Microscale chemistry is a laboratory-based, environmentally safe, pollution-prevention approach accomplished by using miniature glassware and significantly reduced amounts of chemicals. Introducing the microscale chemistry approach in chemistry learning would help overcome problems associated with the practical activities since this technique allows the students to conduct experiments individually. Conducting chemistry experiments using this approach accomplished by using microscale chemistry kit which basically contain small scale items and plastic ware. This study reported the effect of using the microscale chemistry approach in enhancing students’ understanding in electrochemistry.

Day 1

Day 1 Oral Presentation OP-1A1

The effects of classroom teaching on chemistry students’ self-efficacy Derek CHEUNG The Chinese University of Hong Kong, Hong Kong Email: spcheung@cuhk.edu.hk

Self-efficacy may be defined as people’s beliefs about the extent to which they are capable of organizing and executing the courses of action required to produce given attainments. Although self-efficacy is not equivalent to competence, it has been found to be a strong predictor of academic achievement, course selection, and career decisions across domains and age levels.

However, little research has been conducted to investigate the effects of regular classroom teaching on students’ self-efficacy for learning chemistry in secondary schools. In this study, questionnaire items were constructed to measure classroom teaching, student self-efficacy for learning chemistry, and student use of deep learning strategies. Data were collected from 590 secondary school students in Hong Kong. Using structural equation modeling, regular classroom teaching was found to exert both a direct effect on student self-efficacy as well as an indirect effect through student use of deep learning strategies.

Implications of these findings for chemistry teaching and learning in the secondary school are discussed.

OP-1A3

A comparative study of the effect of two formative assessment strategies in analogy on students’ understanding of electrolyte and non-electrolyte solutions Channapat CHUANDEE*, Romklao ARTDEJ Khon Kaen University, Thailand Email: romklao@kku.ac.th

This study aimed to explore the effect of I used to think but now I know as well as drawing, two formative assessment strategies, in an analogical approach on students’ understanding of electrolyte and non-electrolyte solutions. In this investigation, it adopted a non-equivalent group pretest-posttest research design. Group A was taught with an analogical approach accompanied with I used to think but now I know and group B was taught with an analogical approach accompanied with drawing. Thai grade 11 students’ understanding of electrolyte and non-electrolyte solutions was assessed using the conceptual test which was an open-ended question and semi-structured interview. The Mann-Whitney U test showed no statistically significant difference in the post test scores between both groups of students. The results suggested that the students

OP-1A2

Using microscale chemistry approach to enhance students’ understanding of electrochemistry 1*

2

Mashita ABDULLAH , Norita MOHAMED , 2 Zurida Hj ISMAIL 1

Chemistry Teacher at Nan Hwa Secondary School, Malaysia; 2 Univeriti Sains Malaysia, Malaysia Email: mashita92@yahoo.com

Electrochemistry has been regarded as one of the 12

Oral Presentation and chemistry achievement among secondary school science students.

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“Does open inquiry work for my students?” a case study in a vocational high school

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Shiang-Yao LIU*, Chun-Hsiung WANG, Rong-Horng CHEN, Chi-Ming LAI

Relationships between chemistry self-efficacy, attitudes toward chemistry, and chemistry achievement among secondary school science students 1*

Yoon Fah LAY , Chwee Hoon KHOO

National Taiwan Normal University, Taiwan Email: liusy@ntnu.edu.tw

This case study was conducted in a cooperative project where vocational high school teachers and university professors worked together to develop innovative curriculum for promoting students’ abilities to face with this high-technology era. After a few meetings of professional reading group, an experienced food science teacher was convinced to test the possibility of open inquiry in preparing students to conduct science fair project. Although the science fair is considered as the best opportunity for open inquiry, in order to win the contest, teachers often adopt the guided inquiry approach by which investigation questions have been formulated or provided beforehand. Three groups of students participated in the practical course (mainly in laboratory), of which two groups were experiencing guided inquiry since they were chosen to be science fair representatives. The target group voluntarily joined in the course, with students who are not outstanding in science but interested in doing project. The teacher did not provide research topic to this group so that the students designed and carried out the investigation mostly on their own. During the semester of preparing science fair contest, we used a checklist to analyze teacher-student dialogues to ensure the open inquiry model consistent in the teacher’s instruction to the target group. Data collection methods also included interviews with teacher and students, classroom observations, and an open-ended questionnaire.

All the students participated in the science fair and the target group ended with earning the highest award of national contest. Analyses of the teacher’s reflections and students’ interviews indicated that students in open inquiry group had better procedural understanding, were more open to changes occurring in investigations, and felt a stronger sense of accomplishment after

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Universiti Malaysia Sabah, Malaysia; Teacher Education Institute, Malaysia Email: layyoonfah@yahoo.com.my 2

Self-efficacy and attitudes among students have been the focus of many studies. This is mainly due to the expected effect these might have on students learning. Low self-efficacy beliefs and negative attitudes could have varying classroom effects from less time studying the subject, affecting students’ achievement to passing on to students’ negative attitudes towards the subjects.

The main purpose of this study was to investigate the relationships between chemistry self-efficacy and attitudes toward chemistry, which both measure issues related to the expected behaviors students adopt when learning chemistry. This study was also aimed to investigate differences in chemistry self-efficacy and attitudes towards chemistry based on gender. In this study, ‘College Chemistry Self-Efficacy Scale’ (CCSS) was used to assess secondary school students’ beliefs in their ability to perform essential tasks in chemistry.

Secondary school students’ attitudes regarding the difficulty, the interest, the usefulness of chemistry course, and the importance of chemistry were measured by an attitudes toward chemistry instrument. Independent samples t-test was used to determine the significant difference in chemistry self-efficacy and attitudes toward chemistry based on gender.

Pearson product-moment correlation, multiple regression analysis, and Structural Equation Modeling were used to investigate the relationships between chemistry self-efficacy, attitudes toward chemistry, 13

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had better understanding of electrolyte and non-electrolyte solution concepts. The effect of both formative assessment strategies accompanied with an analogical approach on students’ understanding that can be investigated for future studies in other areas of acid-base chemistry.

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Oral Presentation completing their project than their counterparts.

The teacher was surprised by the outcome and began to recognize the potential of open inquiry approach to benefiting lower track students.

Students can get deeper understandings when they are able to make link between concepts or representations. However making multimodal representation is sometimes not easy to students who have a lack of background knowledge in many researches because this process can generate loads to students’ cognitive structure. Providing reading strategy to the students can be helpful to reduce cognitive load in that situation because it is able to help extract and summarize scientific concepts in other materials. Therefore this study aimed to examine the impact of reading-frame as a reading strategy on students’ multimodal representations in their writing. Participants of this study were freshman students majoring in science education at a National University in Korea. They participated in the general chemistry experiment course including argument-based inquiry investigations. We divided them into two groups.

Experimental group used a reading frame and Comparative group didn’t when they write their laboratory reports. Summary writing task, critical thinking test, scientific concept test were implemented to students as a pre and post test.

We also collect their laboratory reports for analyzing impact on their use of multimodal representations. We will discuss differences between groups.

Implications are discussed for practices of inquiry-based activities and strategies of teacher professional development.

(SEM) results confirmed the validity of the underlying models of metacognitive awareness and comprehension of science text. First, the Interactive-Constructivist Model of Reading (ICMR) comprises 3 clusters of knowledge, in which the comprehension of science text was affected by metacognitive awareness and prior knowledge about language and science; and second, the effect of prior knowledge on the RCST was mediated by metacognitive awareness of science reading. The implications of these findings for science curriculum aiming to activate students’ prior knowledge and raise students’ metacognitive awareness on science reading are discussed; as well, directions for future research are provided.

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International team teaching between japan and the south africa: its value and future Miku YOSHIDA*, Masafumi NAGAO, Kazuo KITAHARA, Andrew PETERSEN, Osamu SAKURA The University of Tokyo, Japan Email: mikuyoshida9@gmail.com

The project has been carried out between Japanese and the South African primary and lower middle schools. Its one of the outcome is “International Team Teaching(ITT)” in science classes. Team Teaching is two or more teachers teach a class at the same time. It can raise an educational effect by supporting children who have difficulty with following the class. ITT is an international version of team teaching. In this project, Japanese and the South African teachers teach either Japanese or South African class at the same time.

The main purpose of this project was to connect pupils from two countries and to learn from each other for the sustainable world. The important point was not to export Japanese learning materials or methods to the South Africa, one of the developing countries, but to share ideas between the two countries.

The project started in 2008. A few teachers from each school in both countries visited and observed classes each other. One of the model classes in 2009 was about “water and soil” at primary schools. The children carried out research on water and soil concerning with the eco-system and social issues of local communities, then

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Mediating effect of metacognitive awareness on comprehension of science texts through structural equation modeling analysis Jing-Ru WANG*, Sheau-Wen LIN National Pingtung University of Education, Taiwan Email: mail100@mail.npue.edu.tw

This study used a Chinese-language version of the Index of Science Reading Awareness (ISRA) to investigate metacognitive awareness and the Reading Comprehension of Science Test (RCST) to explore comprehension of science text by Taiwanese students. Structural equation modeling 14

Oral Presentation Moreover, they focused on only scientific knowledge for students’ learning. As the findings, the researcher suggested that the lecturer of the courses in bachelor level of science teaching section of Faculty of Education should be aware on the scientist’ inquiry process related to the reasoning and imagination, scientist’s activities in social level, and teaching management based on scientists’ inquiry process and activities. These suggestions were to promote their views to be more in line with the scientists’ views.

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Neuroscience literacy of teachers: a status quo study of Hong Kong primary and secondary school teachers Ngai-Ying Fiona CHING*, Wing-Mui Winnie SO The Hong Kong Institute of Education, Hong Kong Email: nyching@ied.edu.hk

OP-1C1 Advances in neuroscience research have allowed us to gain more understanding on how the brain works. Over the years, neuroscience has attracted increasing attention by educators. There have also been calls for bridging neuroscience and education—to find out how neuroscience research can be translated into the classroom. Research studies found that teachers are generally enthusiastic about the use of neuroscience findings in the field of education; however, misconceptions about the brain exist, such as 10% brain usage, left- and right-brainers, multiple intelligences and VAK learning styles. These neuromyths are potentially detrimental to teachers’ practices. In Asia, studies about the neuroscience literacy of teachers are scarce. Hence, before we can provide suggestions for the integration of neuroscience in teacher education, the status quo of teachers’ neuroscience literacy needs to be identified. This paper reports the results of a study that explores the neuroscience literacy of primary and secondary school teachers in Hong Kong. The data collected is analysed using statistical methods. The neuroscience literacies held by teachers with science or non-science background are compared, and the possible associations between neuroscience literacy and teachers’ level of science education, teacher

Scientist in Thai new graduate pre-service science teachers’ views Oraphan BUTKATUNYOO*, Sasithep PITIPORNTAPIN Kasetsart University, Thailand Email: feduopb@ku.ac.th

This study aimed to survey views on scientists in four aspects such as knowledge from scientist, inquiry processes of scientist, scientific activities of scientist, and scientist and teaching management of 14 new graduate pre-service science teachers from Kasetsart University in the academic year 2011. The researchers collected data from questionnaires and in-depth interviews. The data were analyzed from content analysis for grouping the new graduate pre-service science teachers’ answers, finding the frequency of the answers in each group, and generating conclusions about pre-service science teachers’ views in each aspect.

The findings showed that most of them did not identify that scientific knowledge could not be used for explaining every question. However, they still understood that the scientists do experiments as the main inquiry process and do activities together for development of scientific knowledge.

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teachers from Japan or the South Africa presented the situation of their own country. This is ITT; the Japanese and South African teachers teach children in the classes together. This gave children opportunities to realise the similarities in their activities and the possibilities that some solutions they can share, nevertheless the difference and distance between two schools. ITT is also strongly related to ESD (Education for Sustainable Development). ITT puts one of ESD's ideas, “Think Globally, Act Locally” into practise.

Its educational effect was not only raise up children’s awareness of the world, but also teachers’ motivation in teaching. Evaluation is divided into three parts. The first part is the educational module of international team teaching, including its effect and values. The second part is teachers’ motivation and their teaching skill development. Third part is its possible contribution to the research domain of “Culture Study in Science Education”. Details and more implications will be presented in the conference.

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Oral Presentation training, etc. will be investigated. Teachers’ attitude towards the use of neuroscientific findings to inform education is also examined. This study can contribute to existing literature of neuroscience literacy of teachers by adding an Asian perspective; it can also inform discussions about the bridging of neuroscience and education focusing on the aspect of teacher education.

proposes several suggestions： 1. To raise ability of reflection, and to pursue professional growths.

2. Teachers have to increase any chance to exchange and share the teaching experiences with each others.

3. To bring up ability of self-learning, and enhance teachers’ the second special skill.

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The effects of PLC on teachers’ professional growth in the elementary school

Preservice science teachers teaching practice by inquiry approach in science methods course

Mei Ching CHEN National Taipei University of Education, Taiwan Email: maygood@gmail.com

Aimon WANAEK*, Naruemon YUTAKOM Kasetsart University, Thailand Email: g5156051@ku.ac.th

The study is to explore the teachers’ professional growth through the PLC(Professional Learning Community) in the elementary school in Taipei city.

Qualitative research were utilized in this study which was based on observations, interviews and document collection. The focus points of this study include: (1) the current situation and difficulties of initializing PLC in this school, (2) the advancement of PLC in teachers, and (3) the influences of PLC on teachers’ professional growth. To achieve the goals of this study, the researchers utilized document analysis, participant observation, and in-depth interview as the major research methods. As a result, the study drew the following conclusions: 1. The current situation and difficulties of PLC: (1) Various PLC in this school, e.g. teams composed of teachers from all the learning fields, grade teachers learning community and co-development groups, has cultivated the culture of team learning.

(2) The community members face some problems with insufficient time to discuss and heavy workload.

2. The advancement of PLC in teachers: The members have high identity and unity, so they have built a complete organization and they are developing a multiple curriculum, forming an active, animated, and cooperative team.

3. The influences on teachers’ professional growth: (1) PLC can promote the animation of the teachers, they can develop a multiple curriculum.

(2) PLC can stimulate teachers to further efforts in filed knowledge, personal specialty, and teachers’ expert attitude and spirit.

Based on the results of this study, the research

This study examined inquiry science teaching practice abilities of preservice science teachers via microteaching in inquiry-based science methods course. The participants were eleven preservice science teachers who enrolled in a science methods course that is a course in science teacher preparation of Rajabhat University in the North of Thailand. Data from semi-structured interviews, observations, field notes, and analyses of lesson plan documents were triangulated. The analytic induction was used for data analysis. The result revealed that their teaching practices were guided inquiry teaching. From the observations, the interviews as well as the analyses of lesson plan documents, some of their noticeable teaching practices displayed engaging learners an interest and curiosity using images or pictures, guiding learners by using laboratory direction, encouraging learners to work in groups, and promoting learners to propose their working explanation to others.

Additionally, results from this study showed that there were weaknesses of their teaching and learning activities such as less students’ engagement resulted from scientifically oriented questions, over preparing of the direction for learners, and not enough guidance for learners in self-assessment. Consequently, teacher educator should not only completely understand about essential features of classroom inquiry, but also enhance preservice science teachers’ complete understanding about them.

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Oral Presentation Developing a STEAM program by making a traditional Korean mask Jee-Won KIM, Bang-Hee KIM, Jinsoo KIM

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Graduate School of Korea National University of Education, Korea Email: lvt893@nate.com

Explore the relationship of task-specific self-efficacy and competitive confidence on covariational reasoning in a game-based learning

STEAM education means integrative education of science, technology, engineering, arts and mathematics. STEAM enables students who will lead the age of convergence to develop not only just their engineering, science and technological abilities but also their imagination and artistic sense. STEAM education added art to STEM education that Virginia Tech professor Sanders advocated and STEAM education is supposed to include technological and engineering factors. Kim, Jinsoo(2012) categorized 5 elements upon the main school subjects in the multidisciplinary integration model and called STEAM program which can be applied to Science, Technology, Arts, Mathematics class or integrated engineering class E-STEAM. The purpose of this study is to use STEAM theory to enhance students' interest and understanding in High School and to develop E-STEAM program covering the subject of making a traditional Korean mask to promote convergent thinking based on scientific technology and problem solving ability. To develop the E-STEAM program, STEAM integration model, STEAM cubic model, PDIE procedure model and STEAM type by subjects developed by Kim, Jinsoo(2012) are all applied. Also, the E-STEAM program consists of instruction outline, lesson plan, teaching and learning material, worksheet, and teacher's material.

The E-STEAM instruction materials which were developed, revolving around the engineering contents of 'Machining center and CAM system' in the subject of machine tool in technical high school, include the quality of materials for manufacture in chemistry, the contents of ‘HAHOE mask’ in art and mathematical concepts of geometry and vector. It is a STEAM program designed to plan the form of the mask creatively by understanding various kinds and characteristics of traditional masks and make finished products using machining center and CAM to analyze geometrical vectors of dots, lines and faces.

Students will be able to develop convergent thinking, artistic creativity and problem solving

Jon-Chao HONG*, Kai-Hsin TAI, Ming-Yueh HWANG National Taiwan Normal University, Taiwan Email: hong506@gmail.com

Covariational reasoning” is based on analysing how more than two factors are co-vary simultaneously and in keeping that change as an explicit description that reasoning ability is needed in problem solving related to most professional skills. In this study, NG bread game was designed for the senior vocational high school students who enrolled in baking courses to use their STM (i.e., science, technology and mathematics) knowledge to solve baking problems (i.e., Baking failure), to examine the interrelatedness among task-specific self-efficacy, experiential values, and competitive confidence in gameplay. Data of 113 were collected and validated for confirmatory study. The result indicated that there were positive relationships among all the indices with the correlation coefficients ranged from .667 to .831.

Moreover, the result of pathway analysis showed that there was positively correlation of both hedonic and utilitarian experiential values by task-specific self- efficacy of playing NG-Bread game; there were significant positive prediction of competitive confidence in game playing by both hedonic and utilitarian values, respectively. The results can be implied to other domain-specific learning, such as nursing, auto-repairing to develop students’ covariational reasoning and confidence.

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skills by designing and making 'Traditional Korean mask' for themselves in the E-STEAM class.

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University museum outreach to school: a case study of two loan boxes

Reliability and validity of sumidas checklist on science giftedness to measure philipino secondary students' science giftedness

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Jer-Ming HU , Yi-Jung LIN , Shu-Fen CHENG , 2 1 Meichun Lydia WEN , Yu-Teh Kirk LIN

Aris C. LARRODER*, Masakata OGAWA

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National Taiwan University, Taiwan; National Changhua University of Education, Taiwan Email: jmhu@ntu.edu.tw

Tokyo University of Science, Japan Email: ogawam@rs.kagu.tus.ac.jp

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Giftedness education program is beseeched by issues and controversies which require immediate attention. One of the most controversial issues is the identification of science gifted individuals in public schools. The perennial question still lingers on how we could best identify gifted students with scarce resources and availability of reliable and valid identification tool.

There have been extensive studies on identification of science giftedness yet one main recurring problem which impedes a comprehensive identification tool is the problem of criterion. This stems from the fact that science giftedness is constructed socially. There are several instruments published to identify gifted students in Western and other countries but it is difficult to assume the reliability and validity of these tools specific for Filipinoâ&#x20AC;&#x2122;s socially-constructed notion of science gifted.

An ancillary finding, but one that is related to identification and that was for a number of years quite influential, was that teachers were not particularly adept when it comes to the identification of gifted students. This is due to unavailability of tools for teachers to use and the high cost of standardized test in identifying giftedness. If these tests are purchased some may be short-changed or some may be underrepresented.

This paper reports the reliability and validity of an adapted 60-item checklist in giftedness developed by Sumida for identifying Japanese learners showing science giftedness. The checklist has four components (Attitude, Scientific Thinking, Skills and Knowledge/Understanding) with 15 items for each component. Subjects to this study are 365 first year high schools students from various schools in different programs for secondary students in the Philippines. Students assessed themselves by rating each item from 1 to 5 with 1 being the lowest and 5 being the highest if they observe such behaviour in oneâ&#x20AC;&#x2122;s self.

Results would show that overall, Cronbachâ&#x20AC;&#x2122;s

Two loan boxes were developed for student outreach program from the collections of National Taiwan University Life Science Museum, to facilitate biology teaching and learning for 5th-7th grade classes. The aims of this study are to design and evaluate the content of the loan boxes by experts in science and science education, and trials of classes at different levels. The preliminary layout of the loan boxes was based on recommendations from pilot workshops with high school teachers, and the availability of specimens from our museums. "The Bones Stories" loan box contains seven lesson plans under four different topics, and "The Breadfruit tree" loan box contains six lesson plans under five topics. Each box contains specimens, games, cards, posters, teacher guides, electronic teaching resources, and student learning sheets. We received all positive response from the evaluation of the loan box content, by three professors in science education, and ten junior high school teachers. The teaching plans were then practiced in 13 classes, for about total of 380 students, with their feedback by answering questionnaires. The results showed positive scores on 'education values', 'usage convenience', and 'learning efficiency', but raised concerns on the fragility of the specimens. Two workshops for elementary and high school teachers were held and we received all positive responses from the feedback and about 75% of the participants plan to use the loan boxes in the future.

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Oral Presentation inquiry learning explicitly influenced students’ conceptions about Newton’s laws of motion by changing unscientific conception into acceptable conception in science. Some of their existing scientific conceptions were fulfilled to be complete and more advance understanding. According to the findings, the method of simulation-based inquiry learning could be considered as a pedagogical tool for promoting student’s conceptual understanding of Newton’s laws of motion.

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Supporting students’ conceptual development on light refraction phenomenon by simulation-based inquiry with dual-situated learning model

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Siriporn KROOTHKEAW , Niwat SRISAWASDI

Fostering students’ conceptual understanding of newton’s laws of motion by interactive simulation-based inquiry learning

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Kaen Nakhon Witthayalai School, Thailand; Khon Kaen University, Thailand Email: krsiriporn@gmail.com 2

Although light is an everyday phenomenon that we constantly observe, A numerous researches have reported that students displayed learning difficulties and hold unscientific conceptions about light wave. This paper presents effects of the teaching method of simulation-based inquiry with dual-situated learning model (SimIn-DSLM) on Grade 10 student’s conceptual understanding of light refraction. Both quantitative and qualitative data of conceptual understanding and conceptual change were collected, and analyzed aiming to understand their conceptual status at before, after, and a month after the use of SimIn-DSLM teaching method. The results showed that the method of SimIn-DSLM explicitly influenced their conceptions in physics of light refraction into correct physics.

This finding suggests that the SimIn-DSLM method could be used to induce mechanism of change within students’ conceptual knowledge of light refraction phenomenon and the change of their conceptions could place them into meaningful conceptual framework of basic scientific knowledge.

Prapaporn SORNKHATHA*, Niwat SRISAWASDI Khon Kaen University, Thailand Email: psornkhatha@gmail.com

Numerous researches in science education have reported that many students displayed learning difficulties in understanding and hold unscientific conceptions about Newton’s laws of motion.

Currently, educational research provides promising evidence that the use of computer simulations can enhance student conceptual understanding in science. Builds with the finding, simulation-based inquiry learning with Dual-situated Learning Model (DSLM) was developed and implemented to Grade 10 students in order to foster the students’ conceptual understanding of Newton’s laws of motion at pre-test, post-test, and retention test.

Both quantitative and qualitative data of conceptual understanding and conceptual change were collected, and analyzed aiming to understand their conceptual status at different period of time.

The result showed that their conceptual understanding scores for the measurements were significantly difference and they gain better conceptual understanding after attending the simulation class. In addition, the qualitative result showed that the method of simulation-based 19

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alpha coefficient is found to be at 0.954 which shows that the checklist is reliable and stable in determining giftedness in Philippine context. All other components, although of lower value than overall reliability, has a high reliability index ranging from 0.810 to 0.900 Cronbach’s alpha coefficient. Likewise, the values of item-total correlations are all positive and with values of .17 and higher. Through factor analysis, the Checklist has generated 12 constructs as a whole but when taken as a component would generate only 3 constructs except for ‘knowledge and understanding of natural phenomena’ component which has only 1 construct. Findings also showed the cross-cultural aspect of science giftedness and the direction for future studies in a more multicultural context and wider geographical scope.

Oral Presentation acquired within Malaysian school infrastructure.

Meanwhile the mini-game-based format was chosen due to its flexibility to cope with the inflexible and limited school hours. Each mini game is correlated and is design to specifically cover one learning objective. Hence, it is possible to stop and continue the game within different learning periods. Furthermore, the overall gameplay is designed to mimic and simulate the entertainment elements that usually appear in commercial and popular games. For instance, the gameplay adapted a specific background story where it acts as a platform where students, in groups, compete with each other to win the game.

Via the background story, elements such as play, competition, exploration and challenges are integrated in the game. It is hope that the development of Salt Apprentices could bring positive impact to the teaching and learning process of chemistry subject specifically for Salt topic.

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Development of educational game for malaysian classroom: integrating gameplay in the teaching and learning process of chemistry Nurul Aini BAKAR*, Kamisah OSMAN Sultan Idris Education University, Malaysia Email: nurul.aini@fsmt.upsi.edu.my

There is significant increase of research on the integration of game for educational purposes in recent years. Many scholars believe that game can motivate, engage and stimulate studentsâ&#x20AC;&#x2122; higher order thinking. Research has demonstrated that the integration of commercial and popular games in the classroom can gave positive impact to student learning. However, in the context of Malaysia, Malaysian education system is based on the national curriculum which is custom for public school throughout the primary and secondary level; teacher must teach according to a particular subject syllabus designed by the Ministry of Education, therefore every student in public school will uniformly learn the same learning objectives. Hence, any intervention of pedagogical innovation in the classroom, in this case integrating educational game, must take into account the necessity to follow the designated prospectus. With this issue in mind, the integration of commercial and popular games in Malaysian classroom is unlikely an option, since the game are not usually based on a specific subject but rather interdisciplinary in nature (e.g. SimCity, Civilisation, Roller Coaster Tycoon etc.).

This paper aims to discuss the development of an educational game for Malaysian classroom specifically for Form 4 Chemistry subject. The game, entitled Salt Apprentices focuses on six learning objectives of Salt topic. Salt Apprentices is an adventure game that could serves as classroom enrichment and enhancement activity. The game, through its implementation by teacher in the classroom, is aim to help teacher assess whether students have achieved a particular learning objective of the salt topic. The game is developed using Microsoft Power Point software and adapted a mini-game-based format. Microsoft Power Point software was chosen as the design and development medium because most teachers are familiar with the software and it can be easily

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Modalities of international aid projects in science education: an inquiry into the historical transition of the Philippines Shinichiro TAKAMATSU Hiroshima University, Japan Email: takamatsu@hiroshima-u.ac.jp

Taking up the Philippines as a case study, this paper illustrates the transition and facet of international aid in science education in a developing country, by reviewing the half-century history of aid projects from the chronological and cross-donor viewpoints.

International aid in science education has aimed at filling up gaps between developing and developed countries, and they have been intended to be catalyst for innovations or science education development in developing countries. There have been lots of international aid projects implemented by multilateral and bilateral donors.

However, those educational activities have not been well-described yet, particularly in the aspects of: first, what kind of aid activities have been conducted and how (chronological); second, what similarities and differences can be seen among donors (cross-donor); and third, what kind of tendency has been formulated as a result of 20

Oral Presentation reconsider; sustainability of project outputs and outcomes after a project ended; gaps between what were brought from outside the country and real demands at school; and collaboration and coordination amongst donors.

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The evaluation research on the appropriate property of the senior high school biology textbooks Weiping HU*, Xiaojing LIU Shaanxi Normal University, China Email: weipinghu@163.com

After a new round elementary education curriculum reform, textbook is no longer the sole basis for teaching of teachers and learning of students. At the same time, there are a various versions of textbook. If some schools in a particular area want to select the textbook, it is necessary to identify the advantage and the disadvantage, evaluate the appropriateness of textbook, and judge the practice effects of the textbook. In this paper, the fuzzy evaluation method was used to evaluate the high school biology textbooks based on the previous research.

We adopt the views of the researchers of biological textbooks, and the users of biological textbooks, including teachers and students. On the basis of views, we establish evaluation an indicator system and an evaluation model. Finally, a senior high school biology textbook was evaluated by using the fuzzy indicator system and model.

In this study, four factors were determined according to the effect of the senior high school biological textbooks, namely, whether the textbooks are suitable for the curriculum standards, the regional development, schools’ development, as well as teachers and students. Each factor contains eight secondary indicators. The result indicates that the senior high school biological textbooks which are published by People’s Education Press are affective in Taiyuan of Shanxi province and are affirmed by most teachers and students. But there are also some problems.

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project implementation. Therefore, this research addresses to these questions and describes lessons and legacies from the past aid projects.

The Philippines officially started science education as a subject in 1957. Since then, it has received international aid projects implemented by several donors, such as UNICEF, UNESCO, the World Bank, the Asian Development Bank, the Ford Foundation (USA), the Australia Agency of International Development, the Deutsche Gesellschaft für Tachnische Zusammenarbeit (Germany), and the Japan International Cooperation Agency.

Based on the document analysis of each project completion reports, project activities can be classified into three pillars: Facility provision, which provided building for training institutions and local schools, science laboratories, and lab equipment and consumable materials for science experiments; Educational material development, which supported developing national curriculum and textbooks, teacher’s supplementary materials, training guides, and improvised materials for hands-on activities; Teacher’s professional development, which provided a bunch of in-service training programs under the aims of letting teachers become familiarized with new materials and pedagogical methods, capacity building especially for dealing with science activities in a lesson, and empowering teachers to support their initiatives.

These activities were combined strategically or conducted respectively in some cases to achieve each project goal. Project goals were set in line with the governmental and social demands of the time. From the 1960s to the late 1980s, projects focused more on the national level, such as development of national curriculum and textbooks, dissemination and evaluation of those new developments, and establishment of in-service training system with a cascading (top-down) model.

The late 1980s saw an emergence of projects which focused on enhancement of individual teacher’s capacity. Therefore, pedagogical aspect was focused rather than educational system, especially how to bring science activities/experiments and inquiry-based learning into daily teaching and learning in class. Projects of the recent decade are trying to empower local teachers by supporting their initiatives. Therefore, a school-based or cluster-based (bottom-up) training system is more commonly used in projects to contribute to endogenous movement.

Lessons from the past projects suggest to

Oral Presentation students.

The latter has been carried out with the cooperation of the universities. Nagasaki University, a national university located on the southern Japan, has also played an important role in many projects to improve science education in Nagasaki. However, government supports usually end in three to four years. The decision as to whether a project to be continued belongs to a university. It is a burden for a university to carry out a project by itself, so that many of the projects were given up at the end of the supports.

The Japanese society is facing a rapid change.

The ratio of students who go on to universities became more than 50 percent, while the population of over 18 years old has been decreasing. It is time for universities to reconsider the relationship with their local communities. One of the crucial roles of a university is to help primary and junior schools in its region innovate their education. That is why Nagasaki University decided to continue its projects and enhance its support for education in local schools with an establishment of the Center for Regional Educational Partnerships. This paper reports the outcome of our projects and the role of the center.

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Changes from the curriculum reform of basic education and teacher training in China Boqin LIAO, Juan YANG Southwest University, China Email: bqliao@swu.edu.cn

Main changes are introduced from the curriculum reform of basic education, such as national curriculum standards, new text books, various teaching styles and multiple examination forms. In the introduction, new structure and Characteristics of physics curriculum are illustrated especially.

Teacher training for adapting the changes has been put in practice in different styles, such as by lecture, discussion and internet, in which long-distance training style is discussed in detail.

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The next step of the national university for regional education partnerships in science Tateo HASHIMOTO*, Kyonmi YOU, Yukari HASHIMOTO

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Nagasaki University, Japan; 2 Fukuyama University, Japan Email: hasimoto@nagasaki-u.ac.jp

Green chemistry as a platform to discuss environmental and societal issues in the teaching and learning of secondary science

Many of the Japanese leading companies are suffering with their chronic deficits, showing that their technologies are no longer at the top of the world. Japan, which was once a world leader in the field of science and technology, is on the verge.

The Japanese could not make a correct prediction about the current situation. However, several politics which were started to improve science education in order to deal with its poor results in PISA could be said timely.

1) The revision of official curriculum guidelines: The content of science and mathematics were improved and the classroom hours of those were increased in the revision of official curriculum guidelines in 2008.

2) The projects for science education by Japan science and technology agency (JST): an enhancement effort for science education courses in high schools, a support for science teacher training programs and an assistance for education for scientifically talented

Mageswary KARPUDEWAN*, Zurida ISMAIL Universiti Sains Malaysia, Malaysia Email: kmageswary@usm.my

Green Chemistry refers to the practices that reduce the use of hazardous and nonhazardous materials, energy, water, or other resources as well as protect natural resources through efficient use.

The implementation of the green chemistry into practice is guided by 12 principles that underlie a green approach to chemistry.

Through application and extension of these 12 principles, green chemistry can contribute to sustainable development. Up to this end green chemistry is extensively used in industrial application. It timely relevant and appropriate to educate the younger generations on green chemistry. Our effort integrating green chemistry into the teaching methods course constitutes a concrete 22

Oral Presentation implementation of the university’s sustainability endeavors. In schools, green chemistry allows students to make connections between the discipline of chemistry, other disciplinary subject matters, and aspects of their lives. In this paper, we will elaborate in detail about intergrating green chemistry in secondary science lessons and how this intergration provided a plafrom to discuss environmental and societal issues.

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Paweesuda JAMRUSTHANASAN*, Romklao ARTDEJ Khon Kaen University, Thailand Email: romklao@kku.ac.th

OP-1G1 Analogy has been accepted as a tool to familiarize students with an abstract concept and the evaluation of students’ understanding on this concept during instruction is very important for teachers. The present study aimed to investigate the use of analogy combined with formative assessment on Thai primary grade 6 students’ understanding and conceptual change of states of matter. The analogy used in this study was “foam movement in a box” and the exit card, a formative assessment technique, was used to evaluate students’ conceptual understanding.

The Substances in Daily Life Test (SDLT) was administered to the 19 students as the pre and post-tests and the differences between the preand post-test were compared by using Wilcoxon signed ranks test. Results showed that the post-test scores were significantly higher than the pre-test scores. A protocol analysis was also used to find patterns of conceptual change.

The pattern of conceptual change was wholesale changes. This study highlights the benefits of using analogy combined with formative assessment to foster students’ understanding of states of matter.

Performance of low achieving students in the developed competency – based activities in algebra 1

Elvira B. TALAROC , Myrna LAHOYLAHOY

2*

1

La Salle Academy, Phillipines; Mindanao State University, Phillipines Email: myrna.lahoyoahoy@gmail.com 2

This study has developed and determined the effectiveness of the use of competency-based activities to low achieving students in Algebra. This made use of the twenty-one (21) second year students who performed below average, poor, and very poor in the Diagnostic Test in Elementary Algebra given by The Center for Educational Measurement (CEM) during their first year. The study compares the performance of the students in the Intermediate Algebra CEM Diagnostic Test and their performance in the subject.

The competency-based activities worksheets were mainly used as tools in the conduct of the remedial program.

The findings of this study revealed that those students who regularly attended the remedial program and had completed the competency-based activities have shown improvement in their academic grades and in the CEM Diagnostic Test in comparison to those who did not complete the remedial program.

Moreover, through the students’ learning log, the realizations on the importance of constant practice in doing mathematics problems and exercises were revealed.

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Learning from Hong Kong biology Olympiad for secondary schools 2012/2013: strengthening the learning of curriculum emphases C.M. LI*, W.M. CHAN, H.M. LEE Hong Kong Association for Science and Mathematics Education, Hong Kong Email: jimmylichiman@yahoo.com.hk

Learning nature of science (NOS), scientific inquiry (SI) and the inter-connections between science, technology, society and environment (STSE) have long been viewed as major components of 23

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Using analogy combined with formative assessment to foster primary students’ understanding of states of matter

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Oral Presentation scientific literacy, and as important learning outcomes of the science curricula in many countries. Following the international trend, Hong Kong has incorporated these three emphases in the New Senior Secondary Science curricula since 2009. In regard to this, the Hong Kong Biology Olympiad for Secondary Schools 2012/2013 - a localized assessment - was organized to understand how students perform in these areas after the implementation. A total of 1376 students from 275 local secondary schools participated in the exercise. Results show that students performed poorly in NOS questions (mean= 3.26 out of 15 marks) and SI questions (mean = 5.10), when compared with the inter-connections between STSE (mean = 9.44) and the subject content knowledge (mean = 7.64). Further analysis suggests that there is a moderate correlation between the average scores of subject content knowledge and the inter-connections between STSE. The rationale of designing the assessment, sample questions and the implication of the study to Hong Kong science education will be discussed.

students solved arithmetic word problems containing irrelevant information.

Hegarty et al. (1995) noticed that successful and unsuccessful problem solvers performed differently on consistent and inconsistent arithmetic word problems, especially on the course of eye movements. The successful solvers retained more information while gazing, and the times they spent on variables were more than that on numbers and keywords, which ensured the accuracy of solving strategies, as well as overseeing the entire problem solving process. Therefore, from the eye movements of the readers, the comprehension process during reading can be clearly revealed. For instance, the gazing point reflected the attention of the readers paid on certain words; the gazing time illustrated the difficulty of reading, the complexity of the words, as well as the time the attention paid on the words.

Twenty-four undergraduate students participated in this study. The design of the test was 2 (level of complexity) x 2 (presence of irrelevant information). To understand the attention that the problem solvers paid on irrelevant information, 12 questions were adopted in the experimental, in which four of them contained irrelevant information while the others did not. Each question was presented in four sentences for the sake of comparison. According to the structure of arithmetic word problems, the content of these questions were divided into three parts, namely, premise sentences, irrelevant sentences, and question sentences. In addition, different variables were defined as variable words, conjunctive words and numbers which were separated as irrelevant and relevant figures.

The results showed that the unsuccessful problem solvers made more effort (i.e., more fixation duration and more fixation counts observed) to clarify the irrelevant information than the successful problem solvers. In addition, the unsuccessful solvers focused more on numbers (i.e., probably because that, in comparison with the successful solvers, the unsuccessful ones preferred the key word strategy. On top of that, the unsuccessful problem solver did not change their problem-solving strategies. On the contrary, successful problem solvers used diverse problem-solving strategies (i.e., more fixation duration and more fixation counts on names of the variables and relational terms).Another possible reason was that the successful solvers recognized the irrelevant information that impacted the

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An eye-movement study on solving arithmetic word problems that contain irrelevant information Yi-Chun KUO* , Meng-Lung LAI , Silvia Wen-Yu LEE National Chiayi University, Taiwan Email: menglung@gmail.com

Arithmetic word problems containing irrelevant information are difficult for students to solve.

Previous studies (e.g., Cook & Rieser, 2005) have pointed out that when the word problems contain irrelevant information, students would find them very difficult and thus easy to make errors. The reason was that many students believed that all the numbers shown in the questions must be used, especially in the situation that the semantic feature of irrelevant information was similar to relevant information, which caused obstacles while solving problems (Muth, 1992). The study of eye movements has played a pivotal role, partly because they are an inherent behavioral manifestation of the reading process in action (Radach & Kennedy, 2004).Therefore, the authors utilized the eye tracking technique to examine how 24

Oral Presentation the focus of the present study put the emphasis on the qualitative results. Indeed, the results reflected the impact of MOI on the student learning motivation, quality of performance in group projects, individual and group presentation of works and contribution of idea in discussion forum.

The paper also argued that the mixed mode of instruction was more popular for Hong Kong secondary school students.

References Cook, J. L., & Rieser, J. J. (2005). Finding the Critical Facts: Children’s Visual Scan Patterns When Solving Story Problems That Contain Irrelevant Information. Journal of Educational Psychology, 97, 224-234.

Hegarty, M., Mayer, R. E. , & Monk, C. A. (1995).

Comprehension of Arithmetic Word Problems: A Comparison of Successful and Unsuccessful Problem Solvers. Journal of Educational Psychology, 87, 18-32.

Muth, K. D. (1992). Extraneous information and extra steps in arithmetic word problems. Contemporary Educational Psychology, 17, 278-285.

Muth, K. D.(1984). Solving arithmetic word problems: Role of reading and computational skills. Journal of Educational Psychology, 76, 205-210.

Muth, K.D. (1991). Effects of cuing on middle-school students’ performance on arithmetic word problems containing extraneous information. Journal of Educational psychology, 83 (1), 173-174.

Radach, R. & Kennedy, A. (2004). Theoretical Perspectives on Eye Movements in Reading: Past Controversies, Current Issues, and an Agenda for Future Research. European Journal of Cognitive Psychology, 16 (1/2), 3-26

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Non-science major undergraduate’s cognitive on shapes of virus, bacteria and germs in Taiwan Show-Yu LIN, Li-Yi LIN Aletheia University, Taiwan Email: 2342613@gmail.com

Diseases caused by germs are major global medical issues, especially infectious agents like bacteria or virus; moreover, the relevant researches are important in medical education as well as in science education, including higher education worldwide. The aim of this study was to investigate 91 and 139 non-science major undergraduates’ cognitive on shapes of virus, bacteria and germs in Taiwan by free drawing or by choices from the patterns recognition task, respectively. Their drawings and choices pictures were collected and then analyzed by content analysis and by descriptive analysis. The main findings were most of their cognitive on virus shapes was the virus stereotype, presented in the textbooks depicted as phage appearance (tadpole-shaped); about half of them represented the shape of bacteria from round-shaped as a coccus, diplococci, streptococci, and rod-shaped as a bacillus, bacilli, to shaped with appendages. However, their cognitive of germs were most restricted only on the two kinds of microbes--virus and bacteria. The results of this descriptive study will inform the current status of non-science major undergraduates cognitive on shapes of virus, bacteria and germs, to improve current medical education as well as science education, to have some inspiration and improve on medical literacy and on science literacy.

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The impact of the medium of instruction on the students’ learning of physics in Hong Kong secondary schools Dennis FUNG The University of Hong Kong, Hong Kong Email: clfung@hku.hk

This research is a 3-year longitudinal study which investigated the impact of the medium of instruction (Chinese and English) on the students’ learning in science in Hong Kong secondary schools.

The data collection included misconception tests, examination results and in-depth interviews with teachers and students. The significance of the present study is to provide a better understand of the benefits in using Chinese as medium of instruction (CMI). While the traditional and conventional approaches of research concerning MOI were mainly based on quantitative results, for example students’ examination scores, passing rates of schools in different subjects related to MOI, 25

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results of solving problems. More evidences about the relation between eye movements and problem-solving strategies will be discussed in the conference.

Oral Presentation the objectives of this course. The participants were forty-four sophomores enrolled in this course and eighteen of them were female. Two articles reported or edited by different journalists were collected from local newspaper and were used as the research instrument. After reading these two articles, an open-ended questionnaire was administered and the students were asked to write down their responses toward the questions. The titles of these two reports were “Drinking coffee everyday makes older people live longer” and “Taking naps makes you smarter”. Some experiment designs were described within those texts and the open-ended questions were: (1) Do you believe this report or not? (2) Whether you believe this report or not, please list your reasons for your answer. (3) What are the questions you feel like asking after your reading (three questions at most)? The qualitative data were coded, analyzed and categorized separately by research assistant and the authors and all the disagreement were discussed until the consensus were reached.

The results indicated that students’ critical stances were different in two articles. For the first article, only seven students (16%) believed the story, however, there were thirty students (68%) think the second story is true. When their reasons to believe these stories or not were analyzed, only thirteen students (29.5%) in the first article and six students (13.6%) in the second article revealed their concerns about the experiment designs explained in the newspaper. Furthermore, after their readings, their potential questions also showed limited critical concerns for the experiments mentioned in the reports (39.5% in the first article and 11.5% in the second article).

Finally, the analysis of the questions raised by students also indicated that there still existed much room for them to advance their critical attitude toward science information presented in the print media.

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The comparison of science education between China and Singapore Yunyun LI*, Jiatao LI, Hong CUI China Normal University, China Email: liyy77@163.com

Science education in Singapore has its unique characteristics with educational triage mechanism, as one set of mass education and elite education.

Science Syllabus Lower Secondary Express/Normal(Academic) of Singapore and Science curriculum standards of compulsory education in China have much differences in science curriculum framework, aims, syllabus framework, assessing teaching and learning.

Science textbooks in Lower Secondary of Singapore has outstanding characteristics in scientific knowledge fusion, they carry on acquisition of knowledge and understanding as well the acquisition of lifelong. The Chinese science textbooks put emphasis on complete construction of the knowledge system. By comparison, we expect to bring some enlightenment on bilateral science education development.

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The Exploration of college students’ critical responses toward science news report in newspaper Sung-Tao LEE* , Yu-Yun NIEN National Taichung University of Education, Taiwan Email: leesungtao@mail.ntcu.edu.tw

In responding to recent calls for the advancement of media and scientific literacy in modern democratic societies, the purpose of this study was to investigate the extent of college students’ critical stances toward science news reports collected from print media in Taiwan. This preliminary investigation was conducted in a science related department within a university located in the central part of Taiwan. All the qualitative data were collected in a course called “science reading and writing” in which the necessary skills and critical attitude with regard to science reading and writing are scheduled to be

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Measurement model of scientific literacy based upon occupational variation Kewei WANG*, Aiying LIANG*, Wenbin XIAO, Fangming YANG, Na ZHANG Guangdong Science Center, China Email: gd_sc@yahoo.com

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Oral Presentation [3] 英国皇家学会. 公众理解科学[M].唐英英译.北京: 北京理工大学出版社,2004 [4] 王可炜.羊芳明.公众科学素养与职业差异性[J]广东 科技.2011,20(24):22-24 [5] 王可炜.陈曦.梁皑莹.羊芳明.邓乔丹 科学素养研 究的新视角：基于职业人群的测评方法讨论[J].科技 管理研究.2011(13) [6] 全民科学素质行动计划纲要(2006-2010-2020)[Z]. 北京:人民出版社,2006 [7] 李大光. 中国公众科学素养研究 20 年[J].科技导 报.2009(07) [8] 程东红.关于科学素质概念的几点讨论[J].科普研 究.2007(03) [9] 刘华杰.公民科学素养测试及其困难[J].北京理工大 学学报(社会科学版).2006(01) [10] 高宏斌.第八次中国公民科学素养调查结果发布 [J].中国科学基金.2011(01) http://bg.panlv.net/file2/2011/09/24/101f21676762a62 b.pdf [11] 何薇.公民科学素养研究在中国的十九个春秋[J]. 科普研究.2008(04) [12] 王素. 科学素养与科学教育目标比较——以英、 美、加、泰、中等五国为中心[J]. 外国教育研 究.1999(02) [13] 金兼斌. 科学素养的概念及其测量[A].科技传播 与社会发展——中国科技新闻学会第七次学术年会 暨第五届全国科技传播研讨会论文集[C].2002 [14] 郭传杰,褚建勋,汤书昆,李宪奇.公民科学素质:要 义、测度与几点思考[J].科普研究.2008(02) [15] 李永威. 关于科普、科学和科学素养[J].清华大学 学报(哲学社会科学版).2004(01) [16] 袁汝兵,吴循.各省(市)公众科学素养调查综述[J]. 中国科技论坛.2007(05) [17]史玉民,韩芳.印度公民科学素养发展概况[J].科普 研究.2008(01) [18] 金勇进，雷怀英，吴潇. 公民科学素养测评研究 [J]. 科技进步与对策. 2011(05) [19] Jon D. Miller. The measurement of civic scientific literacy[J].Public Understanding of science,1998(3):203-223 [20] Miller, J. D. (1983) "Scientific Literacy: A Conceptual and Empirical Review," Daedalus 112(2): 29-48.

[21] Miller, J. D. (1987) "Scientific Literacy in the United States," Communicating Science to the Public 19-40.

[22] Miller, J. D. (1989) Scientific Literacy. San Francisco:

References [1] 任福君. 翟杰全 科技传播与普及概论[M]. 北京： 中国科学技术出版社. 2012 [2] 美国科学促进会.面向全体美国人的科学[M].中国 科学技术协会译.北京:科学普及出版社,2001

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The core aim for science centers to development is to improve civil scientific literacy. The 3-dimensional measurement model proposed by J. Miller has been most adapted to practice all around the world that assessed scientific literacy on scientific terminologies, scientific methods and social functions of science. The public provided with scientific literacy should pass all thresholds of the dimensions. There were some shortcomings exposed such that one qualified threshold failed to address the differences of the measured groups or satisfy in different contextual measurement, while the Miller’s model was applied, especially in the developing countries. Grounded on the Miller’s system, the article, aiming at limitations of the Miller’s system, proposed a revised measurement model based on occupational variation to assess scientific literacy by comparison instead of the threshold, so as to have the relative level of scientific literacy rather than the absolute one.

Furthermore, the model, with structural analysis on scientific literacy, was bettered with five related dimensions, adding two more dimensions, “Understanding History of Science and Technology” and “Understanding Side Effects of Science and Technology”. Also the model took advantage of Fuzzy-Analytic Hierarchy Process (FAHP) to calculate the weight of each dimension based on opinions of local experts in science education who sequenced the dimension according its relative importance. The revised model improved the validity of measurement indicators and mitigated the limitation of the Miller’s system while employed in different contexts. Research as a case study was taken on theTraditional Chinese Medicine practitioners in Guandong area as subjects to assess scientific literacy via the revised model, to explore their scientific literacy in terms of comprehensive scores and dimensional scores by age, by educational background and by job category. The results were demontrated that occupational variation in both the broad sense and the narrow sense have distinct influence on scientific literacy, and both inter- and intra comparison measurement enable to offer a more comprehensive and precise understanding of civic scientific literacy.

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Oral Presentation Paper presented at the Annual Meeting of the American Association for the Advancement of Science.

[23] Miller, J. D. (1992) "Towards a Scientific Understanding of the Public Understanding of Science and Technology," [J] Public Understanding of Science 1: 23-30.

[24] Raza, G., Singh, S., Dutt, B. (2002) “Public, Science, and Cultural Distance”, Science Communication 23(3):292-309.

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Promote 8th graders’ scientific knowledge, reasoning, and problem solving ability Hsiao-Ching SHE*, Shu-Chuan CHENG National Chiao-Tung University, Taiwan Email: hcshe@mail.nctu.edu.tw

The purpose of this study is to explore the impact of physical science problem solving on 126 middle school students’ learning of science in terms of their scientific knowledge, scientific concept dependent reasoning and problem solving ability.

This study used a quasi-experiment with one factorial design of instructional approaches (problem solving and traditional hands-on learning). Sixty-one students participated in problem solving while sixty-five students participated in traditional hands-on learning.

Results indicate that problem solving group significantly outperformed the traditional hands-on learning group for both immediate and retaining effect, regardless of scientific knowledge, scientific concept dependent reasoning and scientific problem solving. The stepwise regression also indicated that scientific concept dependent reasoning test is the best predictor for their scientific problem solving and then followed by scientific knowledge itself. Our study demonstrates that students’ scientific knowledge, reasoning and problem solving all are successfully improved after receiving six weeks scientific problem solving.

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Promotion of scientific literacy: Bangladeshi teachers’ perspectives and practices Mahbub SARKAR Monash University, Australia Email: mahbub.sarkar@monash.edu

This paper reports Bangladeshi science teachers’ perspectives and practices in regard to the promotion of scientific literacy. Employing a case study approach, data in this research were gathered through observing six teachers teach a series of lessons of the junior secondary science course, interviewing them twice – once before and once after the class observation, and interviewing their students in focus groups. Analysis of these data reveals that whilst participating teachers held a range of perspectives on scientific literacy, including some naïve perspectives, in practice they demonstrated limited capacity to translate their perspectives into their classroom teaching practices. Many of their teaching practices promoted a culture of academic science that resulted in students’ difficulty in finding connections between the science they study in school and their everyday lives. This research also identified the tension which teachers encountered between their religious values and science values while they were teaching science in a culture with a religious tradition. These results may contribute to understanding how the promotion of scientific literacy is challenged in the context of Bangladesh.

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Promoting student discourse in primary science classroom with guided inquiry Guan-Ming SHEN*, Sheau-Wen LIN, Pi-Chu KUO National Pingtung University of Education, Taiwan Email: esprit2006@gmail.com

The purpose of this qualitative study is to evaluate the effectiveness of implementing guided inquiry in primary science classrooms on promoting student discourse. Forty-one fifth graders from two classes in rural southern Taiwan participated in this study. Guided inquiry activities were conducted before lecturing as prompts for student discussions. In addition to in-class conversation,

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Oral Presentation prompts and reflection prompts. Also, the teacher helped students to facilitate their thinking which are the phenomenon-based reasoning, relation-based reasoning and model-based reasoning. These represent that the teacher can play an active role in terms of constructing the ‘food web’ model.

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Investigation the transformation of pedagogical content knowledge into classroom practice Liao LIANG The Chinese University of Hong Kong, Hong Kong Email: shelly.lliao@gmail.com

Since it was proposed on 1980s’, pedagogical content knowledge is considered to be deeply rooted in classroom practice. This research targets at describing and exploring the transformation of PCK into classroom teaching with three high school teachers as case study. The process of transformation is interpreted by comparing how teachers think of PCK and how they behavior PCK in classroom teaching. Many gaps between teachers’ PCK and their teaching behavior appeared after this comparison. Through analyzing how and why these gaps formed, four factors floated to explain the transformation process, they’re teaching strategy, self-efficacy, expectation of students and orientation. Research concludes that these four factors plays important role in determining the success and goodness of transformation PCK into classroom teaching.

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How does a teacher’s use of scaffolding help elementary students’ “food web” modeling Shinyoung LEE*, Moon-Hyun HAN , Heui-Baik KIM Seoul National University, Korea Email: nicemoon99@hanmail.net

The purpose of this study was to investigate the type of difficulties elementary students had in the food web modeling process and what strategies teacher used to help them. Constructing the “food web” model was carried out for 6th grade students in class of an elementary school. Students were organized into small groups to do the “food web” modeling and to articulate generalized concepts through their discussion. Small group discussion was videotaped and recorded. We analyzed teacher’s verbal support in order to investigate how to help student’s “food web” modeling in specific situation. As a result, we revealed that the teacher used three types of question prompts as scaffolds, procedural prompts, elaboration

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A comparative study of the effects of combinations of hands-on and computer-based instructional strategies on elementary students’ understanding of the states of water Tzu-Ling WANG National Hsinchu University of Education, Taiwan Email: tlwang@mail.nhcue.edu.tw

This study aims to investigate the relative 29

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online discussion was also opened and encouraged in two of the four topics in one semester based on the appropriateness of the content. Qualitative data including classroom video records, teaching journals, student interviews, and log of online discussion were analyzed with focus on number of students participated in discussion, frequency of discussion, and content of discussion. The results of this study indicated that the number of students participated in in-class conversation and online discussion increased as well as the frequency of discussion. The content analysis of in-class conversion showed that non-sense and non-science learning related conversation decreased, while science learning related discourse increased. The results of further categorizing the content of in-class conversation into hierarchy suggested that the frequency of “opposition” in lower level decreased, while “recollect” in intermediate level and “doubt” in higher level increased. In conclusion, the guided inquiry strategy used in the primary science classrooms effectively promoted student discourse in terms of the engagement and the quality. The guided inquiry strategy used in this study will be presented and discussed.

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Oral Presentation effectiveness of hands-on instruction, computer-based instruction, and combining hands-on and computer-based instruction on rd elementary 3 grade students’ science achievement, attitudes toward science class, and conceptual understanding related to the state changes of water. The participants of this study were 149 third grade students (8-9 years old; 71 boys and 78 girls) from six science classes taught by the same science teacher in an elementary school from the city of Taichung in the Midwest of Taiwan in the school year of 2010-2011. Of the six science classes, two science classes were assigned as the hands-on instruction group, two science classes were assigned as the computer-based instruction group, and two science classes were assigned as the combining hands-on and computer-based instruction group, respectively. This study was carried out over a period of 2 weeks. Three instruments, the Asian Student Attitudes toward Science Class Survey, the Two-Tier Conceptual Test, and the State Changes of Water Achievement Test were used to collect data. A pre-post-comparison study design was used. The results showed that the combining hands-on and computer-based instruction led to better science achievement and more positive attitudes toward science class than the hands-on instruction alone, and it promoted students’ conceptual understanding most efficiently.

The DARCS contained five alternative forms and each form involved 14 testlets. Each testlet contains one text and four to five follow-up questions. The current adopted two forms of the DARCT: N-DARCS (On-line Dynamic Assessment for Reading Comprehension without Instructional Prompts) and Paper-DARCS (Paper-and Pencil Test).

The student samples were randomly devided into two groups. One group of students accepted N-DARCS training course, and the other group administered Paper-DARCS training course for 12 weeks. The RCST was administered to both groups of students before the reading training session, after 7 sessions and after 14 sessions of the reading training, and two weeks after the whole reading program.

In order to explore the different impacts of the two forms of the DARCS on students’ science reading abilities, student samples were classified into three levels based on their prior achievements on science and mathematics.

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Teachers’ perceptions of inquiry-based science learning: a comparison between pre-service and in-service teachers of Hong Kong

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Yeung Chung LEE *, Ping Wai KWOK , Chung Man LAM, Wing Mui Winnie SO

An exploration of reading assessment’s effects on students’ science reading comprehension

The Hong Kong Institute of Education, Hong Kong Email: yclee@ied.edu.hk

Yuh-Chao WANG*, Jing-Ru WANG, Jeng-Fung HUNG

Teachers’ perceptions and attitudes and practical knowledge of inquiry have a substantial impact on the implementation of inquiry-based science instruction in the classroom. Research has shown that teachers have various conceptions of inquiry-based science learning with respect to the intended outcomes and processes that constitute this type of learning. This paper reports on a study which compares pre-service and in-service teachers of Hong Kong regarding their perceptions of inquiry-based learning in science using both quantitative and qualitative methods. Quantitative data were collected through a 26-item questionnaire administered to 75 pre-service teachers and 203 in-service teachers. The data were subject to exploratory factor analysis to

Taiwan Email: t169@mail.jjps.kh.edu.tw

Both static assessment and dynamic assessment were used to measure students’ reading comprehension on science。While RCST（Reading comprehension on Sciecne Test）(Wang, 2010) was used as static assessment, DARCS (Dynamic Assessment of Reading Comprehension on science) was adopted dynamic assessment. Both RCST and DARCS contain four components: detecting the main idea of the text, reasoning from textual information, (c) generating inferences from the text, and (d) understanding scientific vocabulary.

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Oral Presentation countries for a number of decades, where the science education practitioners’ views of NOS education can, to some extent, be informed in the literature. However, little is known about how the teaching of NOS is perceived by the practitioners in the non-western cultures.

This study investigated thirteen Hong Kong in-service teachers’ views of the values of teaching NOS through a semi-structured interview. A number of values of teaching NOS were identified, consisting of (i) facilitating the learning of subject knowledge, (ii) developing thinking ability, (iii) arousing the interest in learning science, (iv) cultivating appropriate attitudes towards science, (v) helping the evaluation of science-related claims in socio-scientific issues, (vi) preparing for public examination, and (vii) enhancing the understanding of the real practice in scientific world.

Compared with the western literature and another study (Wan, Wong, & Yung, 2011) of the values of teaching NOS as perceived by Chinese science teacher educators, it was found that (i) although a number of values were perceived within the context of science learning, less values were found from the broader social and cultural perspectives; (ii) the average number of the values suggested by the teachers was fewer than that of science teacher educators reported in Wan et al.

(2012); and (iii) public examination played an important role in Hong Kong teachers’ conception of teaching NOS. Suggestions will be made for designing programs to prepare teachers for teaching NOS.

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From the chalkface: Hong Kong in-service science teachers’ views of the values of teaching nature of science to senior secondary students Zhi Hong WAN

References

The Hong Kong Institute of Education, Hong Kong Email: wanzh@ied.edu.hk

Curriculum Development Council (CDC). (1998). Science syllabus for secondary 1-3. Hong Kong: Author.

Curriculum Development Council (CDC). (2002).

Physics/Chemistry/Biology curriculum guide (Secondary 4-5). Hong Kong: Author.

Curriculum Development Council and Hong Kong Examinations and Assessment Authority ("CDC-HKEAA"). (2007). Physics curriculum guide and assessment guide (Secondary 4-6). Hong Kong: Author.

Wan, Z.H., Wong, S.L. & Yung, B.H.W. (2011). Common interest, common visions? Chinese science teacher educators’ views about the values of teaching Nature of Science to prospective science teachers. Science Education. 95 (6), 1101-1123.

Teaching nature of science (NOS) has taken root in science education in Hong Kong. Its appearance can be traced back to the implementation of the revised junior secondary science curriculum (grades 7 to 9) (CDC, 1998), emphasize that schools students should be “able to appreciate and understand the evolutionary nature of scientific knowledge” (p. 3). Such an emphasis on NOS was reinforced in the revised secondary 4 and 5 (grade 10 and 11) physics, chemistry, and biology curricula (CDC, 2002) and the recently implemented senior secondary curricula (CDC-HKEAA, 2007).

NOS has been a prominent area of active research in science education in the Western 31

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identify the factor structure of the questionnaire items to facilitate the comparison. Five factors were identified, namely (1) Confidence in teaching science concepts, (2) Understanding of inquiry-based science learning, (3) Intention to adopt open-ended inquiry approaches, (4) Perceptions of the nature of science, and (5) Competence in facilitating inquiry-based science learning. Results of independent t-tests show that the mean score of factor (2) for in-service teachers was significantly higher than that for the pre-service group, while the reverse was true for factor (5). No significant differences were observed for the remaining factors. This implies that despite having higher competence in facilitating inquiry-based science learning, pre-service teachers displayed a poorer understanding of this type of learning compared with their in-service counterparts. A closer examination of the results of the individual items within each factor reveals more disparities in perceptions between the two teacher groups. These findings have implications for designing pre-service and in-service teacher training courses in Hong Kong.

Oral Presentation thirty teachers were interviewed about characteristics of his/her students who got excellent results in a science contest and about his/her instructional strategies for the students.

The subjects includes 27 high school science teachers and 3 elementary teachers wherein 29 out of 30 are male and 27 have more than 10 years teaching experience. The interview was conducted from July 2008 to August 2009 in Ehime, Ibaraki, Tokyo and Okayama, Japan. Each teacher was interviewed for an average of 30 minutes.

Transcriptions of the interview were used in data analysis. The results of the text analysis extracted some phrases that commonly described about science instructions, specifically; (1) at first themes were not given to the students; (2) originality was appreciated; (3) the process and experience were more important than the results itself; (4) students established a good network with experts in a specific area; (5) students were asked to design their own research; (6) chances for appropriate advices and interviews were needed; (7) students were asked to make things; (8) teachers helped students to completely acquire basic understanding and skills; (9) study/research was similar for students to play; (10) students developed the habit of recording what they think and find in everyday life; and (11) teachers should continue to study. Finally, Japanese science teachersâ&#x20AC;&#x2122; instructional model for the gifted is proposed on the basis of the results.

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Administrators have a key role to support educators in the integration of technology Amitava RAKSHIT Institute of Agricultural Science, India Email: amitavar@bhu.ac.in Technology integration has long been an issue in academic institutions. In the past, public school administrators have attempted to support teachers who integrate technology into the classroom through the implementation and support of competencies and standards . Again in the recent past educational administrators have been overwhelmed by technology and the speed at which new information has swept into schools.

Two common areas require study: 1. how do we best use technology in an educational setting, and 2. how do we support teachers learning about technology so they can employ best teaching practices?

Common questions curriculum developers ask include: What should be included in curriculum? What is age appropriate material?

What resources provide the best support? How will the curriculum best meet the learning opportunities for students? How do you integrate technology into all the subject areas? How do you best use technology in the classroom? What learning strategies support technology in the classroom? Besides these very important questions, another issue emerges. How does the administrator support staff in this area? In this paper, a review has been made on the characteristics of a classroom that successfully integrate technology into curriculum and consider the qualities needed by administration to support such an environment.

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Integrating lesson study approach in the preparation of preservice chemistry teachers Maryam SULAIMAN*, Zurida ISMAIL, Balakrishnan MUNIANDY Universiti Sains Malaysia, Malaysia Email: maryam_mrsmbp@yahoo.com.my

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Instructional model of japanese science teachers for the gifted 1*

Takekuni YAMAOKA , Manabu SUMIDA

This paper will present the study to investigate the impact of Cognitive Apprenticeship through Lesson Study approach to prepare preservice teachers to acquire appropriate knowledge and competencies in teaching chemistry. The Lesson Study approach was integrated in a Chemistry Teaching Methods course offered to third year students in a science teacher education program. A total of 44 students registered for this course were divided into 8 groups of five to six students each to complete the

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Uwajima-Minami Secondary Education School, Japan; Ehime University, Japan Email: yamaoka-takek@esnet.ed.jp 2

The purpose of this study was to investigate the instructional model used by Japanese science teachers for mentoring gifted students. A total of 32

Oral Presentation the website, the other assessed the text and added or modified the writing. This process was repeatedly continued. We analyzed their final writing and questionnaire which contains the reason why they modified the text. The result is as follows.

Preservice teachers formed collective intelligence through 4 stages. First, preservice teachers started to find the information related to the subject and they just added the information behind the other’s writing. In the second stage, information was added, too. But a difference was that the information they selected was involving values having various view. Third, they organized their writings with logical and critical thinking.

Finally, they revised their overall writing. The results showed that students could develop their critical thinking and they could learn the way of communication from the process of collective intelligence.

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Two action researches on teaching the Newton’s first law of motion *

Pun Hon NG , Wai Leung YU, Yat Cho MAN, Wai Lung WONG The Chinese University of Hong Kong, Hong Kong

Email: phng@cuhk.edu.hk OP-1J6

In all secondary school science and physics textbooks in Hong Kong, the Newton’s First Law is stated explicitly and then examples are given to elaborate its meaning. In the first action research, instead of being told what a force could do, a class of Secondary 2 students were asked to explore various effects of a force on motion (such as changing direction, increasing speed, slowing down or coming to rest etc.). Then they were guided to discuss and to summarize their findings.

Finally, they produced a sentence which was exactly equivalent to the First Law. Newton’s First Law can be considered as two statements. The first statement is about whether the net force acting on an object is zero. The second statement is about whether there is any change in the velocity of that object. In the second action research, a pilot study on a group of Secondary 6 students showed that some of them were not aware of the “if and only if” relationship between these two statements. Based on this finding, a class of Secondary 4 students, after

The formation process of scientific knowledge of preservice science teachers through collective intelligence Semi KIM, Eunjin KIM, Sung-Won KIM* Ewha Womans University, Korea Email: sungwon21@gmail.com

The purpose of this study is to investigate the process of constructing preservice teachers’ scientific knowledge information through collective intelligence. We selected the ‘Appropriate Technology’ (A.T.) as the subject for formation of scientific knowledge. 29 preservice teachers were freely participated in posting their information whenever they want. They interacted with each other and assessed the other's information in website for a month. The way of posting was as follows. After one preservice teacher has written the information about A.T. in 33

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tasks as stipulated in the lesson Study cycle. The case study method was conducted to discuss comprehensively from the content analysis of the individual reflective journal of one group consisting of five participants who were chemistry majors.

The findings identified five themes i.e beliefs about content knowledge and pedagogical content knowledge (PCK), skills necessary for producing effective chemistry teaching, questioning skills, beliefs about practices of good teaching and beliefs about science teaching outcome expectancy.

The findings indicated that preservice teachers have obtained a new mental model of teaching and learning chemistry through the broadening of content knowledge in the subject matter.

Apparently, three Lesson Study cycles were considered insufficient to inculcate confidence in conducting inquiry lessons among preservice teachers.

Based on the findings it is recommended that teacher education programmes should integrate subject content in the methodology courses so as to enhance their PCK as well as pedagogical knowledge and content knowledge. Finally, Integrated Lesson Study had supported the nurturing of pedagogical content knowledge skills, the inquiring image in science teaching, and the enhancement of teaching confidence of preservice teachers in teaching chemistry within the 14-week period.

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Oral Presentation having learned the First Law, were taught the meanings of some logical terms (such as “necessary condition”, “sufficient condition”, “and”, “or” etc.) in order to assist their learning of the First Law. This paper will describe these two lessons and the possible impacts on students’ learning. It will also discuss other problems concerning the learning and teaching of Newton’s First Law in the Senior Secondary Curriculum in Hong Kong.

force and motion. After that, there are two key points to analyse: one is the sub-concepts underlying core concepts and their relations; the other is the learning progression of students.

These will then be helpful in creating an inquiry context associated with natural phenomena and daily lives, and in planning the process of training.

The activities designed according to big idea will have clear learning goals and good structures of inquiry; they can also help science teachers understand the progression of students’ cognition development and the goals at different level of science learning.

2. Focusing on participating, thinking and discoursing to improve individual and social construction Besides concept-based inquiry, it is also important to leave enough time and space for doing, thinking, communicating and arguing when designing the training activities. Trainers can encourage teachers’ learning and reflection by providing challenges and inspiring questions. In the National Training, we used various strategies including grouping, arguing, salon and circus of activities to motivate teachers. Participating, thinking and discoursing take a significant role in giving rise to individual and social construction on science and pedagogy.

3. Using formative assessment in training activities to develop teachers’ metacognition Considering assessment, especially the formative assessment embedded in the process of training, as a part of activities, is the key to this strategy. In the National Training, we developed and used the real-time multiuser assessment and record system. It makes the participants involved in the assessment of their learning progressions and self-understanding. It not only allows teachers to improve their matacognition, but also deepens their understanding of formative assessment in science education.

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Strategies of designing science teacher training activities based on big ideas of science education Zhaoning YE* , Yu CHEN, Jianzhong ZHOU Key Laboratory of Child Development and Learning Science, Ministry of Education, Research Center for Learning Science, Southeast University, Nanjing, China Email: yezhaoning@seu.edu.cn

Inquiry, individual and social constructivism, and the formative use of assessment are considered the features currently widely endorsed as central to effective learning practice. These are different but complementary aspects of pedagogy. Teachers’ understanding of these features will impact their teaching strategies and how they promote students’ learning, since it is the teachers who guide the students to learn science effectively.

Following the important principle of science education that the initial training and professional development of teachers should be consistent with the teaching and learning methods required to achieve the education goals, training activities designed for science teachers should focus on these three features, and be consistent with them.

In this article, three effective strategies for designing training activities in science teachers’ professional development are suggested, supported by applied research and real cases during the planning and implementation of the activities in the National Training organized by the Ministry of Education from 2010.

1. Creating contexts and investigable questions connected with Big Ideas Both of students' science learning and science teachers’ training should be centered on the big ideas in science education. When designing training activities, the first step is to select topics according to core concepts, such as biodiversity or

References 1. Wynne Harlen. Principles and big ideas of science education. The Association for Science Education.

2010. http://www.ase.org.uk 2. Wynne Harlen. Assessment & Inquiry-Based Science Education: Issues in Policy and Practice. Global Network of Science Academies (IAP) Science Education Program.

2013. www.interacademies.net/activities/projects/12250.asp x 3. Sarah Michaels, et al. Ready, Set, Science!: Putting Research to Work in K-8 Science Classrooms. National Research Council, 2007

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Oral Presentation Five-Kingdom maps on each level to show common features among several kingdoms or specific ones found in one kingdom or organism (e.g. human).

Our results suggest that "photosynthesis" and "immunity" have crossed all three levels. Therefore, using these concepts would prompt students and teachers to make integrations effectively.

Moreover their learning is closely related to some social problems such as global environment or social welfare, so it would provide students opportunities to discuss issues not only in science but also about science. In this report, we describe the results of visualization of the mapping related to Basic Biology and the progress of the same related to Advanced Biology.

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Integration and visualization of evolution with learning contents in the course of senior high school Biology textbooks using Five-Kingdom Systems Rei KATO*, Masaharu TAKEMURA, Kazuo KITAHARA Tokyo University of Science, Japan Email: k-t.ray@live.jp

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Wave in physics: the study for effective teaching and learning strategy

In the latest Japanese national curriculum, the Course of Study (CS), understanding the commonality and diversity of life is a main purpose of the two courses of high school biology: Basic and Advanced Biology. Although evolution, which has brought diversity in various forms from a common ancestor, is necessary for understanding many aspects of biology, connection or integration among these concepts are rarely clear through those textbooks in several countries. In Japan also, almost all contents about evolution and diversity of life are isolated within one or two chapters in the Advanced Biology textbook. Consequently, many students will not study how evolution is important for their understanding of biology. To remedy this situation, we examined integrating evolutionary concepts with biological knowledge in Basic Biology for both students and teachers using a model of phylogenetic systematics. This subject comprises three heads: (1) living things and genes, (2) maintenance of internal environment of organisms, and (3) diversity of life and ecosystems.

Because the term 'diversity' in this subject means species diversity or genetic diversity, we adopted Five-Kingdom systems as a model of evolution and diversity of life which consists of Monera (prokaryotes), Protista (unicellular eukaryotes), Plantae (plants), Fungi (fungus and related organisms), and Animalia (animals). First we summarized common contents of its textbooks.

Then we classified them into four groups (diversity of structure, function and genetics, and other related contents) on three levels (micro, visible, and macro world based on the hierarchy of life).

Based on these analyses, we drew three

Shamsul Waheeda SHAHRIM*, Wan Nor Akmal Wan SULAIMAN MARA Junior Science College, Malaysia Email: waheeda_f@yahoo.com

Some students feel that it is difficult to master Waves topic in Physics because the waves cannot be seen with their naked eye except the water waves. Furthermore, a lot of misconceptions occur among students and new teachers during studying process about waves. In addition, questions on the application of wave topic usually require students to explain the phenomena in essay form. Therefore, students cannot arrange their points and sentence structure properly to obtain good marks. This study will explore many teaching strategies using creative way of teaching physics to students. The strategies would utilize mastery learning strategy and hands-on activities to achieve the student learning outcomes. Hence, methods used would anticipate studentsâ&#x20AC;&#x2122; interest and ameliorate their thinking skills especially in Waves topic and physics secondary school syllabus

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4. John D. Bransford, et al. How People Learn: Brain, Mind, Experience, and School. Commission on Behavioral and Social Sciences and Education, National Research Council. 2000

Oral Presentation investigate the relationship between the two competencies; 3) explore potential variances of the two competencies among different grade level students. For the assessment of science inquiry, a 7-item of Open-ended inquiry (O-inquiry) test and another instrument with Multiple choice (M-inquiry) were developed. For the scientific creativity test, seven open-ended items were used to assess divergent creativity and two additional open-ended items were developed to measure convergent creativity. The above instruments were validated with satisfactory reliabilities and validities in the first stage of the study. A total of 321 elementary students including 32 third graders, 54 forth graders, 114 fifth graders, and 121 sixth graders participated in the second stage of the study to respond these instruments. It was found that both convergent and divergent creativity were significantly (p< 0.001) related with O-inquiry and M-inquiry. Analyses of variance revealed that there were significant difference on scientific creativity and science inquiry among different grade levels. A substantially significant gap was found between the third graders’ performances on scientific creativity and science inquiry and the performances of their counterparts (i.e., forth, fifth, and sixth graders). Implications of curricular design and science teaching are discussed.

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EEG oscillation of retrieval of biology concepts and physics concepts in the picture modality Pei-Yi TSAI, Hsiao-Ching SHE, Wen-Chi CHOU, Senge-Cheng CHENG, Li-Yu HUNG National Chiao Tung University, Taiwan Email: pay167@gmail.com

Previous study has explored the human brain dynamics during the information processing of scientific concepts in different presentation modality and concreteness. To further investigate retrieval of scientific concepts in memory system, this study focused on EEG oscillation associated with retrieval of biological concepts and physical concepts in the picture modality. Results of this study revealed greater theta activity in the anterior cingulate cortex (ACC), frontal lobe and occipital lobe during retrieval of biology concepts as compared to the retrieval of physics concepts, especially on female students. More alpha suppression in the frontal lobe and central parietal region during retrieval of biology concepts compared to physics concepts, especially on male students. In general, the EEG oscillation patterns for retrieval of biology concepts and physics concepts were comparable when taken gender into consideration. These results provide new insights into the effects of subject matter on human retrieval of different scientific concepts and might be helpful in developing new strategies to improve the teaching of scientific concepts in classroom.

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Elementary students’ views of scientists and their work Junqing ZHAI Nanyang Technological University, Singapore Email: junqing.zhai@nie.edu.sg

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Inquiry learning is the core concept in the elementary science syllabus, which highlights real-life science applications and is modelled after practices similar to those in which scientists engage. However, before students can view their classroom learning as authentic science, they first need to form an appropriate mental image of scientific work. This paper investigates grade 4 (10-11 years old) students’ views of scientists and their work. 161 students in five classes at two public elementary schools in Singapore were asked to draw and label a picture of a scientist doing science in real life and to write a brief description of their drawing. They were also asked to respond to complete the statement, “At work, a scientist

Exploring the assessment of and relationship between elementary students’ scientific creativity and science inquiry 1

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Huann-shyang LIN* , Shu-Fen LIN , Kuay-Keng 1 1 YANG , Zuway-R HONG 1

National Sun Yat-sen University, Taiwan National Changhua University of Education, Taiwan Email: huannlin@faculty.nsysu.edu.tw 2

The purposes of this study were to 1) develop and validate instruments to assess elementary students’ scientific creativity and science inquiry; 2) 36

Oral Presentation attitudes, exploratory science attitudes, affective science attitudes, technical science attitudes, and reasoned science attitudes, which Cronbach's Alpha reliability values are .696, .612, .746, .554, and .697. The official test on cognitive science attitudes, exploratory science attitudes, affective science attitudes, technical science attitudes, and reasoned science attitudes are correlated to the whole test with scores in the sequence of .773, .795, .756, .799, and .809. The above analysis shows that the whole test score of the pretest reaches a significant level of correlation with natural and life science academic scores. The reliability of the whole test under official administration and the sub-test all reach the level of significance, and the correlations between sub-tests and the whole test also reach the level of significance. It shows that this exploratory science course attitudes scale is a test tool with good reliability and validity.

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The alignment between assessment and curriculum standards of science education in Chinese Mainland

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Yuqiang ZHANG

Compilation of the Attitude Scale of elementary school students in exploratory science courses

Qufu normal university, China Email: zhangyu7486@163.com

Academic achievement assessment must be standards-based, also means the alignment between assessment and curriculum standards, and it must embody the high expectation of the nation and society. There are four typical alignment models, such as, Webb model, Surveys of Enacted Curriculum model, Achieve Inc. model, Council for Basic Education model.

This article introduced the prominent works of Webb N.L., who is one of the most famous researchers on the alignment between assessment and standards, focusing on the Webb Alignment Tools composed of alignment criteria, alignment procedure, and alignment methods. Webb used four dimensions to judge the alignment between assessment and curriculum standards, for example, Categorical concurrence, Depth of knowledge consistency, Range of knowledge correspondence, Balance of representation.

The author and his partners had used Webb model to study on the alignment between

Yeong-Ching LIN*, Chow-Chin LU National Taipei University of Education, Taiwan Email: jing.lin2006@msa.hinet.net

The main purpose of this study is to compile a scale for the attitudes of elementary school students in exploratory science courses, which is used to evaluate student inclinations in exploratory science courses. It combines the views of scholarly scientific attitudes and content in natural and life science courses. After two teachers at the site of instruction and two university professors whose expertise is in science education have modified the questions, the correlation between total scores of the whole pretest and natural and life science academic scores is .664, then 1005 sixth-grade students all over Taiwan were research participants. The testâ&#x20AC;&#x2122;s Cronbach's Alpha is .888, and the whole test is divided into five sub-tests, which are cognitive science 37

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shouldâ&#x20AC;Śâ&#x20AC;?. Drawings and written answers were examined and grouped by themes include: symbols of knowledge, symbols of research, the action of the scientist, and indications of group work. Results of this study will help teachers address misconceptions or incomplete views that students have of scientists. Preliminary results show that students view scientists as male in a range of ages (many in their early 20s and 30s) working alone in laboratory setting. Most of the students drew scientists were engaging in experimentations using scientific research equipment such as beaker, flasks, microscopes, etc.

Their scientific investigations covered a range of topics, such as chemistry, biology, medicine, and physics. As one important aspect of scientific inquiry is to relate school science to the kind of work scientists do, it is important for students to have a clear picture of authentic science. If they continue to have an incomplete view of scientists, this may adversely affect their aspirations in science and career choice. Therefore, the results of this study will benefit teachers by highlighting student misconceptions, thus allowing them to address these views as they carry out inquiry practices in their classroom.

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Oral Presentation assessment and curriculum standards, in chemistry and English of junior and senior high school. At last, the author argued the effectors of the alignment between assessment and curriculum standards.

And the author considered that in china we must understand Webb’s studies impersonally in the New Curriculum Reform.

heavy mass distorts the fabric of space. Objects follow straight paths through space, but if that space happens to be curved by a massive object nearby, their paths would curve. But, the rubber sheet analogy has limits flawed from many perspectives. It isn’t a perfect analogy for curved space.

Finally, most students stated that the Sun's gravity causes the fabric of space around it to warp just as the bowling ball's gravity causes the rubber sheet to warp. They thought that the Sun’s gravity pulled down the space around it. Although Einstein worked out how the gravity is not quite a force, but rather an artifact of the natural movement of objects through curved space, students did not realize it. A few students correctly stated that the presence of an object with heavy mass cause space to be distorted.

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An analysis of students’ conceptual understanding of curved space and interpretation of the rubber sheet analogy Hyosoon KIM*, Jinwoong SONG Seoul National University, Korea Email: cloudaerith@snu.ac.kr

According to 2009 Revised Curriculum in Korea, modern physics, including the theory of relativity, was introduced to high school physics. Learning of the theory of relativity was intended to help students understand the modern conception of space and time. The theory of relativity is intimately connected with the theory of space and time.

Einstein developed a new view of space and time. According to him, space and time – which must be put together as space-time – are curved near heavy masses. And it is the attempt of things to go along straight lines in this curved space-time which makes them move the way they do. But, that is a complex idea. Most students still hold on to Newton’s idea that space is flat. They often struggle with whether or not space and time can really be distorted.

In this study explanations of curved space in fourteen general physics textbooks mainly used in universities were analyzed. And we investigated how Korean high school students interpreted the rubber sheet analogy that often used in general physics textbooks.

The main results of the study are as follows: First, most textbooks describe that a curvature of space is caused by the presence of masses. And they describe gravity as a geometrical effect resulting from the curvature of space. But some textbook regard gravity as a force that bend the geometry of space.

Second, most textbooks use the rubber sheet analogy to visualize the warping of space.

The analogy demonstrates how an object with a

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The consistency in textbooks and marking schemes: a study on definitions of physical Concepts Chee Leong WONG*, Hye-Eun CHU Nanyang Technological University, Singapore Email: AlphonsusWong@gmail.com

Although definitions in textbooks have occasionally been discussed in some research studies, but the importance of definitions has not been sufficiently emphasized in science education, and this may contribute to inconsistent marking schemes. To investigate possible issues of consistency, forty introductory university or college textbooks and one hundred marking schemes from five examination boards were selected for analysis. The developed framework was based on seven features of definitions. These features of definitions are namely, ‘object’, ‘ontological category’, ‘nature’, ‘cause’, ‘theory’, ‘mathematical equation’ and ‘condition’. The analysis surfaces issues of consistency in definitions among the selected textbooks. There are also inconsistencies in the marking schemes pertaining to questions on definitions among the selected examination boards. On the other hand, some marking schemes were found to be inconsistent even within the same examination board, over the years. However, these seven features of definitions could be systematically and consistently incorporated in textbooks and 38

Oral Presentation those with a tradition of subject didactics of sciences involved in their science teacher education programs as well.

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Analysis of the factors affecting Hong Kong students’ science achievements in PISA 2006 using hierarchical linear modeling (HLM)

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The role of subject didactics of sciences in science teacher education in mainland china: the voices from within and outside of the discipline

Terence Yuk-ping LAM, Kwok-Chi Victor LAU The Chinese University of Hong Kong, Hong Kong Email: lau.kwokchi@gmail.com

Bangping DING Capital Normal University, China Email: bpding2007@126.com

This study attempts to develop a new way of teaching NOS using lab inquiry in secondary classroom. The traditional way is often to engage students in open-ended, extended lab inquiry in order to have students reflect on various NOS aspects they experienced. This way of NOS teaching falls short of being time consuming, lacking clear NOS learning objectives, and put a great demands on the teachers’ abilities to conduct open inquiry and their NOS understanding.

In this new method, the lab experience of students is manipulated in order to make one specific NOS aspect manifest, which amounts to the discrepant event used to promote conceptual change.

Specifically, the students in the study were given two different theories so that their observations of the end points of the reaction would be biased. A post lab discussion of their experiences had promoted a deep understanding of theory-ladeness. The study is in pretest-posttest controlled design, and the subjects are S3 students in Hong Kong. The manipulated lab experience was found much more effective than the control – science history, and had added effects when the two approaches were combined. Students’ formal and practical epistemologies were also examined in the study.

In Mainland China, subject didactics of sciences (i.e., didactics of physics, didactics of chemistry, and didactics of biology) are among the main courses of pedagogical sciences for pre-service science teacher education programs. This has been the case because of the traditions of both teacher education and subject didactics in China since the beginning of the 20th century when both were introduced simultaneously from the West (Wang, 1997). This research study aims to explore the role of subject didactics of sciences in pre-service science teacher education programs through a case study of a group of science teacher educators involved in subject didactics of sciences, listening to their voices as compared with those of other teacher educators also involved in science teacher education but from outside of the discipline. The methods used in this study thus derive mainly from in-depth semi-structured interviews of both groups of science teacher educators, and analysis of the data is predicated upon a theoretical framework of teacher professional development and professionalization that has been prevalent for the past decade in mainland China (Zhu, 2010; Ding, 2009). The study is done in the context of school science education reforms which has had impact on and challenges to science teacher education in colleges and universities throughout Mainland China (Wang, 2008), and it is hoped that the findings of this study may inform both science teacher education policy and practice in mainland China, and that it may have some implications for other countries in the area of East Asia, especially 39

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marking schemes within physics and possibly other subjects. These seven features of definitions that were used in this research study could be useful for scientists and science educators, as well as those who are involved in textbook writing and marking scheme development.

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Lotus effect concept development in elementary school students

Effective teacher training patterns and strategies to promote secondary school chemistry teachers’ pedagogical content knowledge (PCK)

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Yueh-Yun CHEN *, Chow-Chin LU , Chia-Chi 3 SUNG New Taipei City Xiushan Elementary School, Taiwan Email: chen7329@gmail.com

Lina ZHANG Beijing Institute of Education, , China Email: zln000407@163.com

The Nanometer Diagnosis Tool (NDT) was created with 804, grade 3 to grade 6 elementary school students, with open-end questionnaire. The main focus is to understand the “lotus effect” learning situation and concept development.

Subject was 542 elementary school students in Northern Taiwan (321 high-grade and 221 middle-grade). The result displayed: 1. Overall result showed the higher-grade students (61.53%) answered questions correctly more than middle-grade students (37.10%). 2. In alternative concept category, all the students displayed most in “Simplification category” (25.41%). Otherwise, Middle-grade students displayed alternative concept percentage in 4 categories are more than high-grade students, but in “Incomplete Knowledge category” is less; however, both high and middle-grade students displayed no “Guessing category” (0%). 3. Middle-grade students usually describe the alternative concepts through an over simplified theories and higher-grade students usually describe the alternative concepts due to misunderstanding of concept.

From the result, students can observe the lotus in daily life, and can recognize it in the curriculum; however, without teacher’s guiding and instruction, students are not able to observe and inquire the phenomenon carefully. During inquiring process, lotus effect is microscopic, students cannot observe and understand the structure fully with bare eyes, resulting many misconceptions. Therefore, teachers must design a more effective curriculum in order to reduce alternative concept.

This study aims to help secondary chemistry teachers to improve their PCK through three teacher training programmes which were themed on teachers’ choice of appropriate instruction strategies based on the prediction of students’ pre-concept and possible learning difficulties.

From the perspective of the subject teaching practice, PCK framework include:(1) subject matter knowledge, which contains instruction content and its value; and the relationship of knowledge;(2) knowledge of instruction and learning, which contains knowledge about students (students’ pre-concept/misconception and their possible learning difficulties); and knowledge about instruction (the integrated ideas on instruction design, and specific strategies to solve the problems of students’ possible difficulties).

Three kinds of training patterns were used in each programme to get teachers actively involved: (1) general PCK training, (2) topic-focused research in groups, and (3) individual based research. Four groups were divided according to the interest of teachers participating in the trainings. Each group focused on one topic to discuss the value of the knowledge and design pre-and –post homework to help predicting students’ pre-concept and possible difficulties and test the effectiveness of instruction.

They discussed which strategies were the most favorite and effective, and what kind of situations should be used together with teacher trainers.

Each teacher in the group finished their instruction design with the suggestions from teacher trainers and other members in the group. Trainers helped everyone to design pre-and-post homework.

Finally, each teacher implemented their instruction.

Teacher trainers and other members of the group went to observe their class. They would have a discussion on the instruction based on students’ interview to help teacher’s reflection.

Four strategies were designed to improve teachers’ PCK:(1)strategies in training

Keywords: Lotus effect, Nanometer Diagnosis Tool (NDT), Alternative Development.

Concept

category,

Concept

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Oral Presentation courses,(2)strategies in instruction design framework,(3) strategies in instruction research,(4)strategies in the use of PCK framework during the course of teacher training programmes.

Among the methods documented on teachers’ PCK, Loughran et al (2004) developed a special way, which had been used in some specific topics. Based on PCK framework and the literature, eight questions were designed to interview the teachers participating in the study for pre-and-post diagnosis. Seven junior secondary school chemistry teachers(in 2 training programmes) and 3 senior secondary school

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Xian WU*, Tao-rong LIU, Nan CHEN, Yu-min GAO Guangxi Teachers Education University, China Email: wuxiannice@163.com

Inquiry-based science teaching is the important issue that is focused by science educators in the process of China educational reform. How to invite pre-service teachers into inquiry-based teaching?

We designed and implemented the three-years of study that integrated three dimensions: scientific inquiry learning experience, scientific inquiry teaching practice and collaborative reflection, in order to discovering the effective methods to improve pre-service teachers' attitude and ability toward inquiry-based teaching. Through taking relevant teacher educational courses and joining “Scientific Inquiry Club” established as a platform to link between per-service teachers’ study at university and their practice at basic education schools, we found, from data and materials collected via interview and content analysis, the pre-service teachers in this study developed more positive attitude and higher motivation toward inquiry-based science teaching, recognized the advantages and challenges of inquiry-based teaching in the real educational context. In addition, however, we also found they still needed strong support for continuously inquiry-based teaching when they became in-service teachers.

Thus, how to combine pre-service and in-service teacher professional development into a successive process for scaffolding inquiry-based science teaching is to be addressed in the further study.

chemistry teachers（in 1 training programme）from 3 districts in the study. They joined in the teacher training programmes for half a year, and received our pre-and post interview. The data were coded by “0”and “1”, based on the predicted improving points. SPSS program was used to help finding teachers’ PCK improvement points.

It can be concluded that: (1) all the teachers participating in this research improved their PCK;(2) each individual improved on the knowledge of instruction and learning dimension of PCK framework;(3) ordinary teachers made improvement on all eight points;(4) ordinary teachers improved much more than experts for the experts’ understanding about the value of knowledge were better than the ordinary teachers.

References [1] Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

[2] Pamela MULHALL, Amanda BERRY and John LOUGHRAN(2003). Frameworks for representing science teachers' pedagogical content knowledge.

Asia-Pacific Forum on Science Learning and Teaching, 4(2) , 1-25.

[3] Zhang Li-na(2011).Case study on Chemistry teacher’s Pedagogical Content Knowledge from the perspective of Chinese New Curriculum.Journal of Beijing Institute of Educaion,6(3),41-44.

[4] Andoni Garritz.The Pedagogical Content Knowledge of Latin-American Chemistry Professors on the Magnitude «AMOUNT OFSUBSTANCE» and its Unit «MOLE».Proceedings of the NARST 2007 Annual Meeting New Orleans, LA, United States.

OP-1N1

Behavioral intention to apply on inquiry-based game learning of the environmental education Jon-Chao HONG*,Ming-Yueh HWANG, Kai-Hsin TAI, Yi-Chun CHENG National Taiwan Normal University, Taiwan Email: hong506@gmail.com

41

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Invite pre-service teachers into inquiry-based science teaching: a study from three-years of practice

Day 1

Oral Presentation Most environmental education programs are conducted in a didactic-oriented fashion and are generally less effectiveness. This study developed a game-based website for inquiry-based learning for those who prefers to learn from a virtual environment. To ensure the quality of this website, teachers’ opinions regarding to the use of this site were examined. Based on the theory of planned behavior (TPB), variables such as the interrelatedness among the self-efficacy in environmental teaching, ease of operating the game system, and their experiential values and their behavioral intention to promote games were assessed. 294 data were collect and validated for confirmatory study. The results indicated that there were significant positive relationships among all the above variables (correlation coefficients ranged from .490 to .722). Moreover, all the hypotheses of this study were positively supported as stated by the pathway analysis, that is, self-efficacy of teaching positive affected the ease of operation; ease of operation positively affected hedonic value and utilitarian value; hedonic and utilitarian values positively affected intention to promote the game to students. Therefore, based on the findings of this study, the future environmental education program should combine game-based and inquiry-based learning.

object developed for school science in Thailand on promoting the construction of scientific reasoning ability. The genetic learning object was incorporated into hypothetical-deductive reasoning activity for Grade 9 students and the activity has been implemented to the student class for six weeks. Students’ scientific reasoning was explored by using Lawson’s Test of Scientific Reasoning (LTSR) and a two-tier scientific reasoning about genetic test. Result showed benefits of the genetic learning object on students’ science learning process. This finding suggests that using hypothetical-deductive reasoning through genetic learning object could impact students’ genetic learning and the object could be considered as an integrated part of students’ learning process for promoting of scientific reasoning.

OP-1N3

Bringing nanoscale science experience into secondary school classroom with the use of simple real-time contact angle measurement device through open-inquiry science activity Niwat SRISAWASDI

OP-1N2

Khon Kaen University, Thailand Email: niwsri@kku.ac.th

Transforming students' conceptual understanding of electric circuit by formative assessment during simulation-based inquiry

The wettability of solid surface is an important property that it is widely studied from fundamental material research to practical applications. Recently, surface wettability is a forefront of nanoscale science and technology studies due to self-cleaning characteristics. The effective way to study the wetting property of surfaces is to determine the contact angle between the liquid and the solid involved. This article presents a simple low-cost contact angle measurement device incorporated a convenient real-time sessile drop method in measuring contact angle based on webcam technology and on-screen angle tool and a desired experiment encouraged students experiencing a contemporary authentic scientific practice for secondary school laboratory. Result on students ’perception of the experiment show that the experimental learning experience prevalently supports the acquirement of cognitive performance, emotional and social

Sumrej NANGSEKUN*, Niwat SRISAWASDI Khon Kaen University, Thailand Email: niwsri@kku.ac.th

A science learning object is an interactive computer-based tool that supports learning of scientific concept by enhancing, amplifying, and guiding the cognitive processes of a learner. Many of the learning objects also provide meaningful models, simulations and demonstrations of scientific concepts and practices. To date, just a few educational researches have been investigated potentials of science learning objects in secondary school science classrooms. The purpose of this study was to evaluate the use of a genetic learning 42

Oral Presentation from well-accepted research instrument as available in the literature. The targets are physics students from several Hong Kong high schools who have applied to participate in this new physics program in the Ocean Park. The evaluation of the learning effectiveness of this physics programme is based on students’ attitude and perception towards those activities and their understanding of certain physics principles covered in this programme through their experiential learning and some innovative activities on real experiments.

Besides, we shall assess if these activities can promote effective, meaningful and fun physics learning to those participants. Educational implications of our evaluation will be discussed in detail.

OP-1N4

Community-Based science learning: developing a technology-enhanced physics programme for ocean park and evaluation Siew Wei THO*, Yau Yuen YEUNG, Ka Wing CHAN The Hong Kong Institute of Education, Hong Kong Email: swtho@ied.edu.hk

OP-1N5

A Study on the effect of computer-based instruction on students’ achievement and memory retention in biology

According to the recent world trends of educational reform, community-based learning or out-of-school learning experience is particularly important to link up schools with the communities for effective learning of science subjects in schools.

The primary reason is that the local community can provide some unique context such as games rides in amusement or thematic park which are embedded with certain cognitive, affective and psychomotor implications for the students. In this study, a new physics education programme is specifically developed for the Ocean Park as linked with some innovative use of technology and the subsequent evaluation of the programme is conducted. In our curriculum design, this new programme is composed of two main types of activities, namely learning physics principles via the new Ocean Park games rides and the innovative inquiry activities in practical workshop.

The new Ocean Park rides in the outdoor environment consist of Whirly Bird (this ride also known as aviator and it moves in circular over 30 meters in the air), Bumper Blasters (this ride also known bumper car and it bumps and jolts with other cars) and Hair Raiser (this ride also known as roller coaster and it plunges and loops around with your legs in the air). In the classroom environment, a technology-enhanced practical workshop is conducted to simulate and analyse the games rides of the amusement park for bridging the gap between school textbook knowledge and community-based experience. For evaluation study, a combination of research tools which include questionnaire survey, test of misconception and interview are specifically developed or adopted

Fernando R. SEQUETE Jr., Melody D. VICOY, Charrydon F. PASCO Phillipines Email: fernandojr.sequete@gmail.com

The purpose of this study was to determine the effect of the approach, Computer-Based Instruction, on students’ achievement and memory retention of 30 grade eight students. This approach refers to the strategy used to a group of students of all ability levels taught with selected biology topic where the teacher will first introduced the topic for 60 minutes (1 period) before students will browse the first lesson on Mendel’s Law of Inheritance. The research design utilized in this study was the pre-test and post-test design. The achievement and retention instruments were in the form of pre-test, post-test and delayed post-test that was adapted from the Project Effective Alternative Secondary Education of Department of Education.

Findings revealed that students using Teacher-Centered approach had higher average score in achievement compared to Computer-Based Instruction approach. However, the students using CBI approach had higher average score in delayed posttest compared to TC approach which implies that they had retained the most knowledge from the lesson.

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literacy. The main recommendations and suggestions of the experiment are providing a chance to get hands-on experiences and giving more opportunity for practical work.

Day 1

Oral Presentation OP-1N6

OP-1P1

Performance of high school students on the developed Mathematics e-Learning Kit (MeLK)

Development of lesson model on the topic of energy efficiency of renewable energy: focus on promotion of student's integrated decision making

1*

Dante Joma P. ZABALA , Myrna E. 2 LAHOYLAHOY

1*

2

Hiroki FUJII , Kosei KAJIYAMA , Yusuke 2 2 3 OHGATA , Jyunichi INOUE , Haruo OGAWA

1

Mindanao State University at Naawan – Integrated Developmental School, Phillipines; 2 Mindanao State University – Iligan Institute of Technology, Phillipines Email: djpzabala@yahoo.com.ph

1

Okayama University, Japan; Hiroshima University High School, Japan; 3 Tokyo Gakugei University, Japan Email: fujii-hi@okayama-u.ac.jp 2

In this study, the Mathematics e-Learning Kit (MeLK) on graphs of linear equations and quadratic functions was developed, evaluated and utilized. Three mathematics experts, who are high school mathematics in-service teachers, established the content and construct validity of the Learning Kit with the use of scoring rubrics.

The MeLK was then tried out to thirty-eight second year students and thirty-six third year students of MSUN-IDS. The developed MeLK’s objectives were clearly constructed in line with the indicated standard learning competencies of the Philippine Secondary Schools Learning Competencies (PSSLC). The respondents performed hands-on activities, which involved generating graphs of linear equations and quadratic functions using the Graph 4.3 software, took note of their observations, made their generalizations and collaborated with each other.

The results of the study showed that there was a significant improvement in the respondents’ conceptual understanding of linear equations and quadratic functions. The qualities of their outputs in both activities were rated satisfactory. The students also claimed that the MeLK helped them understand the mathematical concepts through the hands-on activities

A lesson model proposed in this study aims to help the high school students both in Japan and Korea to look at things from scientific viewpoint, which is needed for integrated decision making in the field of science. Through the lesson focusing on energy efficiency of renewable energy, the students are expected to be able to understand the process of finding a problem in the field of science, thinking of possible solutions, and making decisions towards their actions to solve the problem.

Contents of the lesson are composed of the following series. (1) Biology field: production of bioethanol by glucose fermentation of yeast. The students conduct experiments to produce bioethanol by the fermentation when yeast disassembles glucose. (2) Chemistry field: distillation and purification of bioethanol. The students conduct an experiment in order to distill and concentrate bioethanol produced by fermentation with the use of a yeast fungus so that it can be used as fuel. (3) Physics field: thermal efficiency of a Stiring engine. After studying basic thermodynamics, the students make a plan to build a Stirling engine and conduct an experiment.

They analyze the result of the experiment, and confirm an energy efficiency of the Stirling engine.

After the lectures and the experiments in each field mentioned above, the students discuss the energy efficiency as a whole and make a presentation.

Some findings appeared by the evaluation of the lesson were the students’ promotion of integrated decision making by knowledge about science as well as the changing of the students’ minds and believes on renewable energy.

44

Oral Presentation Exploring the metacognitive orientation of year 10 and 11 science classrooms: a comparison of Hong Kong, Thailand, Canada, and the People's Republic of China *

Gregory P. THOMAS , Warawun CHANTHARANUWONG The University of Alberta, Canada Email: gthomas1@ualberta.ca

This paper reports on research exploring variations in students’ views of the metacognitive orientation of their Years 10 and 11 science classrooms in Hong Kong, Thailand, Canada, and the People’s Republic of China, and proposes explanations for those variations. The ‘metacognitive orientation’ of a science classroom’s learning environment refers to the extent to which psychosocial factors known to positively influence the development and enhancement of students’ metacognition are evident or otherwise in that science classroom.

These factors are: Metacognitive demands, student-student discourse, student-teacher discourse, critical voice, distributed control, encouragement and support, and emotional support. Metacognition, an individual’s knowledge control and awareness of their thinking and learning processes, is a key element that determines success in science learning. Therefore the extent to which classrooms are metacognitively oriented is of educational importance.

Statistical data were collected from 2935 years 10 and 11 students for studies conducted in Thailand, Hong Kong, Canada, and the People’s Republic of China using the Metacognitive Orientation Learning Environment Scale – Science (MOLES-S) which is widely used in metacognition research in science classrooms. For this paper, these data were analyzed using Analysis of Variance statistical techniques. The analysis of the data suggests that statistically significant variations exist in students’ perceptions of the metacognitive orientation of their science classroom learning environments. For example: students from Thailand reported statistically significantly higher levels of Metacognitive Demands than students from the other countries (p < 0.001), students from the People’s Republic of China reported

OP-1P3

Using inquiry project-based instruction to improve students’ learning performance Chien-Cheng TSAI*, Chi-Ming LAI, Rong-Horng CHEN, Shiang-Yao LIU National Taiwan Normal University, Taiwan Email: iusy@ntnu.edu.tw

This study is part of a collaborative program between university and vocational senior high school for improving teaching and learning in engineering courses. Four civil engineering teachers participated in this program and tended to adopt inquiry teaching approach and project-based learning activities. One class of students who attended the course of “surveying practicum” was observed to evaluate the effectiveness of teaching improvement. The course objective of Surveying is to teach students how to conduct suitable instruments and technologies to gather, analyze, manage, and apply geographical data. Therefore, in the practicum, students are usually guided to follow the standard operational process or cook-book like protocol to make rigid and precise measurement. The teaching method is 45

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statistically significantly higher levels of Distributed Control in their science classrooms than students from Hong Kong and Canada (p < 0.01) and, students from Canada reported statistically significantly higher levels of Emotional Support in their science classrooms that those from the other countries (p < 0.001). The implications of these variations are discussed. However, while variations were identified, the lower than satisfactory scores on all scales for all countries supports the assertion that much more needs to be done to direct students attention to the development of their thinking and learning processes and their metacognition related to those processes.

While it is found the dimensions of the MOLES-S are robust in terms of their salience, reliability and validity across contexts, it is explained that interpretation of data from the MOLES-S should be guided/mediated with reference to cultural norms, including social and intellectual expectations that exist in classrooms where the data is collected. Implications for researching metacognition and its development across cultures and contexts are discussed.

OP-1P2

Day 1

Oral Presentation often didactic. After gaining exposure to project-based instructional strategies, the teacher designed a series of surveying tasks, including traverse surveying and longitudinal section surveying that allow students to discuss the methods and procedures with peers and find out the resolutions on their own. Each group of students then presented their design and result after carrying out surveys on campus. It was fairly surprising to the teacher that students generated two effective methods with one similar to that in the textbook and the other one new. Multiple sources of quantitative and qualitative data (e.g. video recordings of learning activities, interviews, questionnaires, journals, and school assignments) were collected during the course to explore any changes on students’ views of scientific inquiry and perceptions of learning. Analyses of pre- and post-test collected from the Views of Science Inquiry (VOSI) questionnaire indicated that students’ understanding about scientific inquiry has improved after the course (average score increased from 9.41 to 11.28 based on the scoring criteria developed in this study). Qualitative data through triangulation revealed that students find this innovative instruction enjoyable and experiential because it can initiate self-directed learning and creativity. The teacher has been encouraged by seeing the improvement of student performance. Implications of this cooperative program and project-based instruction are discussed.

mental models of Electrostatics which are highly abstract and complicated. In order to perceive the characteristics and types of students’ Electrostatics mental models in different countries, the items selected from ‘A model-based diagnostic instrument in electricity and magnetism’ which developed by Doctor Rail and Professor Lei Bao of Ohio State University were adopted in this study.

137 Chinese college students without studying electromagnetism from a calculus-based general physics course at the Yangtze University were tested, and 18 of them followed an In-depth clinical interview. Comparison of our results and the results reported by the Ohio State University indicate that, Chinese and U.S. undergraduate students’ non-scientific mental models are consistent in Polarization, Superposition of electric field of charges on insulators and conductors, Charge distribution on a conductor and Grounded conductor. But inconsistent in Newton’s third law in electrostatics, Electrostatic potential of a conductor, etc.

The results indicated that undergraduate students in two countries’ failed to construct the model of Electrical structure of matter and scientific electric field. Based on our study, some teaching suggestions were given for further discussion.

References 1. Stella Vosniadou and William F. Brewer. Mental models of the Earth：A Study of Conceptual Change in Childhood. Cognitive psychology[J].

1992， (24)，p535-585 2. Chi, M.T.H. Three types of conceptual change: Belief revision, mental model transformation, and categorical shift. In S. Voniadou(Ed.) International handbook of research on conceptual change. Hillsdale, NJ : Erlbaum.

2008,61-82 3. Vosniadou, S., Vamvakoussi, X ., & Skopeliti, I .The Framework Theory Approach to the Problem of Conceptual Change. In Vosniadou, S. , International handbook of research on conceptual change.

New York :Routledge.2008,3-34 4. Guo-Li Chiou, O. Roger Anderson, A study of undergraduate physics students’ understanding of Heat Conduction based on Mental Model Theory and an Ontology-Process Analysis[J].

Science Education, 2010,94(5), 825-854

References Schwartz, R. S., Lederman, N., & Lederman, N. (2008, March). An instrument to assess views of scientific inquiry: The VOSI questionnaire. Paper presented at the international conference of the National Association for Research in Science Teaching.

Baltimore, MD. March 30-April 2, 2008.

OP-1P4

A Comparative study of Chinese and U.S. undergraduate students’ mental models about Electrostatics Jing ZHANG*, Yuying GUO

5. Zdeslav Hrepic， Dean A. Zollman， N. Sanjay Rebello. Identifying students’ mental models of sound propagation: The role of conceptual blending in understanding conceptual

Beijing Normal University, China Email: Zhangjing@yangtzeu.edu.cn

Many students cannot develop correct physics

change.PRST，2010,6(2):1-18

46

Oral Presentation composite reliability represented that it was highly inter-correlated between observed variables of each latent variable. The average variance extracted was between 0.55 and 0.80 (greater than 0.5). It represented that latent variables had good reliability and validity. Based on the above data analysis, the questionnaire possessed good factor structure, construct validity and reliability.

[D] ． Doctoral Dissertation of Ohio State University. 2003 OP-1P6

Constructivist learning environment in Vietnamese university physics classrooms

OP-1P5

The development of science teacher’s motivation teaching efficiency questionnaire

1,2

1

Thi Phuong Thao DO *, Chokchai YUENYONG , 2 Dang Thi Bac LY 1

Khon Kaen University, Thailand; Cantho University, Vietnam Email: dtpthao@ctu.edu.vn

Ching-Hua HSIEH, Hsiao-Lin TUAN, Chi-Chin CHIN, Tao-Yu WU

2

National Changhua University of Education, Taiwan Email: suhltuan@cc.ncue.edu.tw

Constructivist learning was introduced to Vietnam through many ways such as workshops, books, and the internet. However, due to the lack of professional education, many fundamental ideas of constructivist learning were missing or neglected through classroom activities. This paper adapted the Constructivist Learning Environment Survey (CLES) which was originally developed by Taylor and Fraser (1991) to investigate the classroom environment in Vietnam, as well as to illustrate Vietnamese teachers’ view in employing constructivist learning. 15 class periods of 7 different classrooms were observed. Furthermore, 5 teachers were interviewed for their opinions in constructivist learning. Data were collected from the Bachelor of Education students who are studying Physics Education at Can Tho University, in Mekong Delta region, South of Vietnam and from their teachers. Results showed that all five scales of the CLES in these classrooms are at the intermediate level. All the teachers indicated positive attitudes about constructivist and have certain methods to perform these constructivist issues in their classes. However, we suggested that professional development programs in how to apply constructivist theory in each particular scale are essential, especially in scientific uncertainty, critical voice and shared control.

The purpose of this study was to develop a questionnaire which measured science teacher’s motivation teaching efficiency. Data were collected from 509 science teachers in Taiwan. 73 items were written for the original version. In exploratory factor analysis, statistical factor analysis was used to eliminate items to 45 items.

After extraction, the questionnaire consisted of eight scales: instruction method of prompting learning motivation, constructing learning community, promoting student’s self-efficacy, emphasizing values of learning content for promoting student’s ability, emphasizing values of learning content for student’s life, prompting student’s instinctive motivation, constructing safe learning environment, and method of solving student’s learning problem. Cronbach alpha for the entire questionnaire was 0.96; for each scale, alpha ranged from 0.73 to 0.88. Structure equation modeling was applied to the quantitative procedures of parameter estimations and model comparisons. According to confirmatory factor analysis, an eight-first-order factor oblique model (RMSEA = 0.058 < 0.08, GFI = 0.91 > 0.9, NFI = 0.94 > 0.9, CFI = 0.96 > 0.9, IFI = 0.96 > 0.9, PGFI = 0.68 > 0.5, PNFI = 0.76 > 0.5, PCFI = 0.78 > 0.5) was found to be the most efficient model and was supported for the science teacher’s motivation teaching efficiency questionnaire. The composite reliability of eight latent variables ranged from 0.78 to 0.92 (greater than 0.6). The higher 47

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6. Eric Brewe. Modeling theory applied:Modeling Instruction in introductory physics[J]. American Journal of Physics, 2008, 76(12):1155-1160.

7. Wheijen Chang. Integrating electrostatics with demonstrations and interactive teaching[J].

American Journal of Physics, 2011, 79(2):226-238.

8. Rasil Warnakulasooriy. STUDENTS’ MODELS IN SOME TOPICS OF ELECTRICITY & MAGNETISM

Workshop WS-1A2

Day 1

Day 1 Workshop

Experiments experience using gas detector tube introduced in the textbooks in Japan and South Korea

WS-1A1

Teaching modules with APPs in science learning 1

Tony WU, Shin-ichi ITO, Takahito ENZAKI*

2

Fu-Kwun Hwang, Ying-Shao Hsu*, Hsin-Kai Wu

GASTEC Corporation, JAPAN Email: international@gastec.co.jp

2 1

Physics Department, National Taiwan Normal University, Taiwan 2 Graduate Insitute of Science Education, National Taiwan Normal University, Taiwan Email: yshsu@ntnu.edu.tw

GASTEC Gas Detector Tube System is widely introduced in the science textbooks of elementary schools and middle schools as a science educational material that can equip new knowledge to many students. Today, experiments using Gas Detector Tube Systems are actually performed in most of those elementary schools and middle schools in Japan and South Korea.

In this workshop, through the two major experiments using Gas Detector Tube System, we will clarify two things; "Why this educational material was adopted in the national curriculums?" and "What students are able to learn through this material?"

Experiment 1 How do components of air change by human respiration?

Experiment 2 How do components of air change by combustion?

Discussion What do they teach using this educational material in Japan?

Technology has been introduced into learning in different ways. Simulations are getting more popular in science classrooms, since they enable teachers and students to manage data and visualize science phenomenon or experimental results in efficient ways. With the advances of technology, these electronic learning tools can also be available in easily accessible and portable sizes.

In this workshop, we would like to introduce the physics teaching modules that we design to help physics concepts more comprehensible to students.

Taking advantages of the sensors or instruments commonly built-in the Android tablets (i.e., multi-touch sensors, electronic level), our research team developed a series of physics simulation APPs on Android tablets. Proper pedagogical strategies are also implemented to help students observe physics phenomenon and develop science concepts through practically manipulating simulation APPs. For example, in a learning module of the Independence of Independence of Projectile Motion, Predict-Observe-Explain activities are used to engage students to explain the simulated results.

The focus of the workshop is to promote science teaching with proper uses of technological tools.

Science educators who are interested in teaching with technology are welcomed to attend the workshop.

WS-1A3

Incorporation of climate change issues into the basic education curriculum Pramuan SIRIPUNKAEW The Institute for the Promotion of Teaching Science and Technology, Thailand Email: psiri@ipst.ac.th

This research and development project was aimed at designing a curriculum framework and teaching guideline on climate change module for educators, supervisors and teachers to implement in teacher training institute or schools. The project was supported by UNESCO Bangkok, Asia and Pacific Regional Bureau for Education.

The curriculum framework comprises the basic concepts of global warming, weather, climate, climate change and its effects. Several lesson plans 48

Workshop southern Taiwan, and they are divided into two groups. While one group received GPA-DARCS treatment, the other group accepted N-DARCS treatment, in which they accepted on-line, but no instructional prompt teslets.

Repeated comparative analysis was used to compare the different effects of the two treatments on students’ reading comprehension on science text. Both students’ reading abilities on static assessment (RCST) and dynamic assessment (DARCS) were collected and compared using ANCOVA analysis.

The study will be completed by the end of December 2012. The results and suggestions will be discussed.

WS-1A4

A study of online dynamic assessment—the effects of online dynamic assessment on seventh-grader’ science reading comprehension Yi-Jen CHOU, Jing-Ru WANG, Shin-Feng CHEN National Pingtung University of Education, Taiwan Email: chou640804@yahoo.com.tw

Different from traditional static assessment, dynamic assessment (DA) assesses learners’ performance changes across a certain time span, combining teaching with assessment to assist the learning process and to stimulate learners’ potentials. The Traditional DA was complained for as time-consuming, labor-intensive, and impractical. With the improvemt of internet technonic, online DA has overcome those weaknesses. In an e–learning environment, the learners can receive immediate feedbacks and instruction accordingly through a standardized DA test.

This study aims to probe the effects of Graduated Prompting Assessment -Dynamic Assessment for Reading Comprehension on Science (GPA-DARCS) on seventh graders’ science reading comprehension ability. The participants were 271 seventh graders in a junior high school in 49

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were developed as a guideline to incorporate climate change issues into the teaching of science and social study in the form of teaching and learning module and extra- curricular activities, including students’ worksheets and teachers’ guide.

The teaching and learning module and learning activities on climate change have been offered through workshops to representatives of several countries in Asia and Pacific Region supported by UNESCO Bangkok under the Project namely “Education for Sustainable Development” since 2010. The results of implementation were satisfied.

This research and development project will be presented through a workshop. The participants will have opportunities to discuss the curriculum framework and the learning activities on climate change module and practice developing their own lesson plans.

Poster Exhibition Day 1

Day 1 Poster Exhibition

PS-102

Item analysis of test of identifying science issues for pre-service elementary school teachers in Taiwan

PS-101

Factors influencing teachers’ use of curriculum materials Bo CHEN*, Bing WEI

Chih-Chiang YANG*, Wei-Hsiang SU

University of Macau, Macau Email: njcb0128@yahoo.com.cn

National Taipei University of Education, Taiwan Email: cyang@tea.ntue.edu.tw

Curriculum materials, which include instructional resources such as textbooks, teacher’s guides, lesson plan, student artifact templates and other ancillary materials, are important resources upon which teachers rely to structure both their planned and enacted instruction. The issue about use of curriculum materials has been drawn attention by many researches, and this research field called “curriculum use”. In this research field, investigating the influential factors pertaining to teachers’ use of curriculum materials is an important research focus. Based on the literature of science education and mathematics education, this paper generalizes and analyzes these potential factors which influence teachers’ use of curriculum materials. Generally speaking, the potential factors could be divided into internal and external two categories. Specifically, the internal factors comprise two aspects of individual teacher characteristics and curriculum materials characteristics. In individual teacher characteristics, teacher knowledge (subject matter knowledge, pedagogical content knowledge), teacher beliefs (teaching, learning, nature of subject, curriculum materials, curriculum rationale) and teacher attitudes (attitude to subject, attitude to teaching subject) three dimensions may influence teachers’ use of curriculum materials, and in curriculum materials characteristics, coherence and guidance are two dimensions of factors. On the other hand, external factors comprise three aspects of human factors, context factors and other factors. In human factors, students’ response and behavior, colleagues’ advice and guidance and teaching administrative personnel expectations and requirements have been confirmed in the literature. In context factors, specific factors refer to instructional resources, teaching time and class size. In other factors, school culture and examination are considered to influence teachers’ use of curriculum materials.

The purpose of this study was to develop a Test of Identifying Science Issues (TISI) to realize the abilities of identifying science issues for pre-service elementary school teachers in Taiwan.

Developing of TISI was not only to clarify the pre-service teachers’ scientific knowledge but also to provide an effective assessment of science teacher training programs for the teacher education system in Taiwan.

Based on the PISA 2009 assessment framework, the TISI contained 3 cognitive domains and 4 areas of application.

The cognitive domains were abilities of “recognising issues that are possible to investigate scientifically”, “identifying keywords to search for scientific information”, and “recognising the key features of a scientific investigation”.

The areas of application were health, natural resources, environment and hazard, respectively. The test subjects were pre-service elementary school teachers. Samples were randomly drawn from a national university of education in Taipei, Taiwan by using a cluster sampling method. Several techniques of item analysis, such as item difficulty index, item discrimination index and option characteristic curve (OCC) by using kernel smoothing approaches to nonparametric item characteristic curve estimation, were demonstrated in the study.

The TISI was concluded as a reliable and appropriate assessment to measure the abilities of identifying science issues for pre-service elementary school teachers. Results of the study could provide the significant evidences of an effective evaluation for science teacher education program and quality assurance of pre-service teachers in Taiwan.

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Poster Exhibition PS-104

A study of interaction effects between proficiency levels in science and reading engagement for Taiwanese adolescent’ science performance in PISA 2009

Effects of using video narratives to drive 6tth graders’ inquiry Chi-Miao TSAI*, Yahui LIN, Wen-Hua CHANG Chung San Elementary School, Taiwan Email: nature6523@gmail.com

Chih-Chiang YANG*, Tsai-Yu LIAN

Students frequently encounter difficulties regarding generating researchable questions in an inquiry-oriented laboratory setting.

Using video-based narratives may assist to establishing a contextualized learning environment by providing an anchor to the problem space. In this research, the authors analyzed textbook content, designed and sequenced learning tasks for students to learn the “Yeast” Unit. The teaching procedures for both groups of students were the same except that the experimental group watched a video narrative showing unexpected effects before the students got involved in generating research questions and designing experiments. At the end of the laboratory instruction, students were requested to write an expository summary about their investigation process to their absent classmates.

This study examined the features of representations of procedural and inquiry skills in the expository summaries from 63 sixth graders.

The written expository summaries were analyzed by applying the constant comparative method. The analysis results indicated that student in the Video Narrative group (VN group, n = 31) represent more than students in the Self-generated Question group (SQ group, n = 32) on preparing equipments and manipulating procedures. Furthermore, the VN group wrote more conceptual description than the SQ group. From the expository summaries produced by the VN group, we further found that the students exhibited their ability in using conceptual knowledge and procedural knowledge they learned from hands-on activities to give explanations, rather than using merely factual knowledge. The authors conclude that video narratives played an important role in driving the students’ inquiry and directing the students to write and express their understanding. Moreover, providing students opportunities to generate questions for doing investigations may engage them to articulate their conceptual knowledge and enrich their concepts with detailed procedural knowledge.

National Taipei University of Education, Taiwan Email: cyang@tea.ntue.edu.tw

The purpose of the study was to investigate the interaction effects between proficiency levels in science and reading engagement for Taiwanese adolescents’ science performance by analyzing the data sets from PISA 2009 (Programme for International Student Assessment 2009, PISA 2009).

The subjects were 5,831 Taiwanese students of 15-year-old in PISA 2009. A full model of 2-way ANOVA (analysis of variance) was used to detect the interaction effects between proficiency levels in science and reading engagement for students’ science performance.

In the model, the two factors were of proficiency levels in science and reading engagement and the dependent variable was science performance.

The factor “proficiency levels in science” was defined by two groups as highest-level and lowest-level groups.

The factor “reading engagement” was categorized by reading attitude, reading strategy, diversity of reading material and reading habit. The dependent variable “science performance” was calculated by averages of 5 plausible values in science. Several evidences of interaction effects between proficiency levels in science and reading engagement were found in the study.

The statistically significant interaction effects revealed that there are differences of students’ science performance in different levels of reading engagement at two difference groups of proficiency levels in science. The findings were important evidences for individualized instruction and remedy instruction in science education. The results could provide substantive guidelines for educators, practitioners, and researchers in related communities.

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PS-103

Poster Exhibition explaining their own solving record even though it is out of their own hand? That is, how does teacher’s question- ‘why’; ’how do you know’ help students to think? Extra points may be useful but the initiation of intrinsic motivation is more critical.

Thus, how to make students not to object or even like to present becomes relatively significant. From the questionnaire, it is found that comfortable ambience of discussion is an essential factor for students to be in favour of presentation. Therefore, difficulty of problems, demonstration of presentation and attitudes of audience are all needed to be taken into consideration when a teacher designs a learning environment.

Day 1

PS-105

Teacher Invites students presentation in mathematics class: comparison of two cases in Taiwan Shu-I CHANG National Taipei University of Education, Taiwan Email: sic@tea.ntue.edu.tw

In mathematics instructions, knowledge and skill of operation may be essential, but training of communication should’ve not taken less weight.

This study explores the intention and philosophy of two primary five teachers with different qualifications (one is senior and one is novice) why they invite students to present, since inviting student to present is considered as the first step of mathematics communication in class. Students’ perception about teacher’s invitation is also hereby discussed. Interview with teachers and questionnaire for students are employed to collect data.

Here are some discoveries of this study. Both teachers’ intention of inviting students to present are to follow students’ state of learning, to motivate students learning from each other, and to attract students’ attention. Based on three reasons- to practice, be responsible to their own work, and be respectful to others, senior teacher prefers student presenting in front of the class.

Nevertheless, novice teacher inclines students to present at their seat to save time. From students’ point of view, most of them opt for staying at their seat because of tension and convenience. Also, senior teacher expects students be able to explain his/her own solving record before criticizing other’s so she always asks students to present their own record. On the contrary, as novice teacher presumes that the student who writes correct record is able to explicate it clearly, she tends to invite another who has similar record but with wrong answer to present instead in order to attract everyone’s attention. Most students in both classes are delighted to be invited. Yet, it is found that more than half of the students in novice teacher’s class are tempted by extra points.

Furthermore, anxiety of making fault and being laughed are the most common reasons students dislike being invited. The result of questionnaire shall be presented in table in poster.

Following questions are suggested to be studied further. Are students always capable of

PS-106

Comparing students’ learning achievements in two different entrance modes Chih-Yeuan WANG Lan Yang Institude of Technology, Taiwan Email: wcyeuan@yahoo.com.tw

This paper mainly analyzes the GPA (Grade Point Average) of first-grade students from Lan Yang Institute of Technology during 2010 academic year.

From statistical results, I would like to explore these differences between students from recommendation-selection mode and those who come from unified entrance examination about their academic record performance, physical education, and citizenship. Based on the results of the investigation, major findings as follows: (1) The academic record performances of recommendation-selection are inferior to students from unified entrance examination. (2) The physical education scores of recommendation-selection are superior to students from unified entrance examination. (3) The students of recommendation-selection are superior to those who are from unified entrance examination in citizenship scores. (4) The top three students in every class mostly come from unified entrance examination. (5) The students who do not pass an examination mostly come from the set of recommendation-selection.

The research is not to find the advantages of recommendation-selection or unified entrance examination, but its purpose is to state the facts.

From the above results, we can get the some facts.

They may be viewed as the reference materials of 52

Poster Exhibition education policies that school staff and government organizers concern. Finally, we hope our national education policies continue to go forward in the correct direction.

PS-108

PS-107

Kwanghyun LEE

The transformation of teaching in general education: integrating science ethics with the design and practice of philosophical course

Busan National University of Education, Korea Email: leekwang@bnue.ac.kr

This study was conducted with an aim to evaluate the effectiveness of Science Education Enrichment Program(SEEP) supported by the special grant of Ministry of Education, Science and Technology(MEST) in South Korea. Elementary School Conditions and Level Surveys (ESCLS) provided by Korea Educational Development Institute(KEDI) and elementary school EduData from Korean Education Research and Information Service(KERIS) were used for the analysis. First, after pooling the data from 2008 ESCLS and 2011 ESCLS, we ran the multiple regression model and estimated difference-in-difference coefficient showing whether SEEP schools improved science achievement scores compared to non-SEEP ones over three year(from 2008 to 2011). Second we collected and pooled 2009 and 2010 elementary school EduData and ran the random effect model.

Analysis results using the ESCLS data illustrated that SEEP schools made statistically significant improvement on the students’ science achievement score compared to non-SEEP schools after controlling for other variables such as students’ socio-economic status, family cultural capital, and students’ motivations. EduData analysis showed that SEEP schools increased the percentage of students with more than average science academic achievement statistically significantly controlling for other variables.

However, SEEP schools failed to decrease the percentage of students with basic science academic skill shortfall statistically significant at a = 0.05 level compared to non-SEEP schools.

Ching-Chiang HSUEH Southern Taiwan University of Technology, Taiwan Email: ajohnch@mail.stust.edu.tw

Science seems to promise a brave new world, but it also brings human into an uncertain future at the peril and impacts the interaction of teaching and learning in higher education. Except for the indoctrination of philosophical knowledge, how to lead students to face up to the adverse effect accompanied by science was an issue worth more attention in the field of General Education.

Therefore, the teaching strategy focused in this study that integrating science ethics with philosophical course in general education, ought to be an ethical teaching and humanity cultivation.

The article proposed to elucidate the possibility of transformation of pedagogy. We will start with the philosophical reflection on objectification and alienation by review of related literature, and furthermore deepened into the ethic issues brought by science. In addition to collecting and discussing relevant issues and cases in terms of science ethics, it was estimated that students involved in these issues in the background of classroom and ideally through the approach as Socratic dialogue, moral reasoning, related multimedia, and assignment design; moreover, it's expected that students discovered their emotions, compassion, and imagination to develop the core civic ability of reacting to others and the environment. Through the transformation of teaching strategy, we will evaluate its benefit in enhancing students the capacity of mutual subtly interplay and relevant response.

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The effect of science education enrichment program on students‘ science achievement in elementary schools

Poster Exhibition professional team. Eventually, the two sides reached consensus on the design of teaching materials and the coverage of contents. The professional team not only supported the development of teaching materials for teachers but also acted as a consultant to the teachers.

Through brainstorming and co-teaching, the teachers received an opportunity of professional development. The concepts of "energy saving" and "carbon reduction" were introduced to students by integrating the cases from everyday life. The results show that this course may not significantly enhance students’ knowledge and behavior regarding energy conservation and carbon reduction, but that it may effectively improve their knowledge of energy and vehicle energy.

This study suggests that this program could be extended to test how teachers modify the teaching activities when professional team steps down.

Teachers are suggested to use this program in normal curriculum and keep teaching portfolios to accumulate teaching experiences and professional knowledge in order to appropriately promote the "energy education".

Day 1

PS-109

“Energy and Vehicle Energy” and children: Theme-oriented and experience-based course development and educational effects Shiang-Yao LIU*, Yu-Ru CHIU, Rong-Horng CHEN, Chi-ming LAI National Taiwan Normal University, Taiwan Email: liusy@ntnu.edu.tw

Faced with the frequent occurrences of extreme weather in recent years, various industries have focused on identifying methods to reduce climate change. One key issue in ensuring the success of this endeavor is energy education. Energy education is a type of life education that is interdisciplinary and multidisciplinary within schools mainly aims to establish habits, teach concepts, encourage accurate perceptions, foster appropriate energy attitudes and develop professional energy-related talents. The energy sectors in Taiwan that consume the most energy, in descending order, are industry, transportation, construction, service, and agriculture. A feasible energy-education approach for elementary schools begins by studying the transportation sector, which is accessible to students because of its impact on their daily lives.

This study focuses on students in fifth and sixth grades and applies the collaborative action method of inquiry, conducted by 2 elementary school teachers and 3 university professors as they develop an “Energy and Vehicle Energy” curriculum. This process includes the development of teaching materials, curriculum research and development (e.g., curriculum planning, development of teaching materials and teaching aids, and teaching experiments) and curriculum efficacy assessments using the CIPP (context, input, process, and product) evaluation model. The aim of the study is to use theme-oriented and experience-based courses to integrate relevant energy knowledge into formal education content.

In this study, it was attempt for the elementary school teachers to develop teaching activities regarding energy and Vehicle Energy by cooperating with the professional team. Since the teachers were unfamiliar with the content knowledge, they generated discourses with the university professors and shared ideas with their

References [1] Owens S, Driffill L. How to change attitudes and behaviours in the context of energy. Energy Policy 2008;36:4412−4418.

[2] Šorgo A, Kamenšek A. Implementation of a curriculum for environmental education as education for sustainable development in Slovenian upper secondary schools. Ener Educ Sci Tech-B 2012;4:1067−1076.

[3] Demirbas MF. The global hydrogen society. Ener Educ Sci Tech-B 2012;4:2621−2624.

[4] Milfont TL. Psychology of environmental attitudes: a cross-cultural study of their content and structure.

Doctoral dissertation University of Auckland. 2007.

[5] Kok M. Relationships between candidate teachers’ liking of children behaviors and attitudes towards the teaching profession. Ener Educ Sci Tech-B 2012;4:2291−2298.

[6] Kaiser FG, Oerke B, Bogner FX. Behavior-based environmental attitude: development of an instrument for adolescents. J Environ Psychol 2007;27:242−251.

[7] Prokop P, Leškov A, Kubiatko M, Dirand C. Slovakian students’ knowledge of and attitudes toward biotechnology. Int J Sci Educ 2007;29:895−907.

[8] Yin J. Elite opinion and media diffusion: exploring environmental attitudes. Harvard Int J Press Polit 1999;4.3:62−86.

[9] Tsai WT. An investigation of green energy policy and its university-level engineering education in Taiwan.

Ener Educ Sci Tech-B 2012;4:2141−2152.

[10]Stufflebeam DL, Kellaghan T. International handbook

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Poster Exhibition of educational evaluation, Dordrecht, OR: Kluwer Academic, 2003._

PS-111

PS-110

Development of culture-based math instructional modules for indigenous students Ru-Fen YAO

Hironori SAINO*, Yasuhiko OGURA, Hiroki FUJII

National Chia-Yi University, Taiwan Email: rfyau@mail.ncyu.edu.tw

Okayama University, Japan Email: fujii-hi@okayama-u.ac.jp

Based on “indigenous children’ difficulties in learning mathematics” and "the lack of indigenous culture-based mathematical learning materials" in Taiwan, the focus of this one-year case study was to develop and practice the "culture-based th mathematics instructional modules" for 6 grade indigenous students. The researcher led sixteen in-service teachers to enter a Bunun tribe, named Cadu, and designed "culture-based mathematics instructional modules" which could blend into the indigenous culture for tribal school children, and then handed over the modules to the cooperative teacher of the tribal elementary school for the practice in her mathematical classes. Through five stages of guidance, including " planning and preparation", "exploration and understanding", "reading and design", "comment and elaboration", and "practice and reflection", sixteen in-service teachers worked together to develop five sets of "culture-based mathematics instructional modules" in total (see Fig. 1), including "The Adventure of Millets", "A Great Test for BALI and ABUS" , "Three difficult problems of NENG-GAO Mountains", "The Festival of Bunun's Full Moon", "Hometown of Clouds" which were applicable for the students of high grades. Through analysis of observation, interviews, and related documents, the findings indicated that indigenous students enjoyed learning mathematics through these "culture-based mathematics instructional modules", and their mathematics achievements were improved. Hopefully, such cooperation between universities and tribal elementary schools was able to create appropriate mathematical learning environments contained in tribal cultural contexts, so as to allow the tribal children to be able not only to retain their concerns for their own cultural traditions, but also learn mathematics happily, and make mathematical education come through the tribes.

In this research, a lesson model for junior high school chemistry organized by “learning on applying the model” is proposed, and the validity of the learning process is examined from the aspect of student’s understanding on chemical changes in the level of submicroscopic representation. The guideline of the lessons aims to advance an interconnection between the level of macroscopic representation as object/phenomenon and that of submicroscopic representation as particle model. The lessons involve the prediction of phenomena in chemical changes using the particle model, the verification of the prediction through experiments, and then the confirmation of correct and incorrect predictions.

The evaluation of the lesson was done through questions given to the junior high school students in Japan, in which they were required to represent phenomena as chemical changes using the particle model. The results were the following: (1) The lessons based on the learning on applying the model provided more effective learning for the students to understand chemical changes, comparing with usual lessons based on the learning on creating particle model.

(2) However, there were some cases in which a number of the students could not correctly understand chemical changes in the lessons conducted based on the learning on applying the model. According to the analysis of the reasons presented, it was shown that the students were having some problems like the lack of understanding on chemical changes in the level of macroscopic representation, insufficiency of understanding about the structural atoms of the matter, and so on.

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Teaching method for promoting students’ understanding of chemical change: content focusing on ''chemical change and atom/molecule'' in junior high school

Day 1

Poster Exhibition PS-112

PS-113

Effectiveness of the school-based biotechnology curriculum – a science gifted programme for all

How nature of science (nos) can be infused to students through “Grassroom” in the sky?

Kit Yan CHU*, Mei Yu LIN, Ka Chun SUEN, Wing Kwong CHAN

Kit Yan CHU*, Mei Yu LIN, Ka Chun SUEN, Wing Kwong CHAN

Po Leung Kuk Laws Foundation College, Hong Kong Email: ckyj@plklfc.edu.hk

Po Leung Kuk Laws Foundation College, Hong Kong Email: ckyj@plklfc.edu.hk

A school-based gifted programme for all – Biotechnology has been established for all junior form students (Key stage 3, Form 1 to 3) since 2004.

The design of the school-based Biotechnology curriculum is based on the Renzulli’s enrichment triad model (1977) in which Type 1 – General Exploratory Activities, Type 2 – Group Training Activities and Type 3 – Investigation of Real Problems are included. The present study aims at evaluating the effectiveness of this school-based gifted programme – Biotechnology. As suggested

by Rimm (1994), a gifted curriculum can be evaluated at its (1) Input, (2) Process and (3) Outcomes. Questionnaires were used to collect students’ views on the curriculum. Key findings of this study are: (1) Input – teachers are qualified and passionate; and the biotechnology laboratory is well equipped; (2) Process – (a) Students’ interests in studying Biotechnology as well as other areas of Science have been enhanced as they proceed from Form 1 to 3; (b) Students’ interests on microbial cultures, cell culture and DNA extraction are particularly strong; (c) Students appreciate the experimental work the most; (3) Outcome – students’ high-order thinking skills, creativity as well as ability to address science-related social issues are augmented as reflected from both summative and formative assessments. The findings from this study shed light on how Biotechnology can be effectively deployed as a school-based gifted programme for all.

“Grassroom” in the sky is an interactive classroom transformed from an idle rooftop at Po Leung Kuk Laws Foundation College. Apart from the overwhelming environmental benefits of a green roof and the energy savings to the school, the “Grassroom” also provides a number of environmental educational opportunities as well as a research-based learning platform in a real life environment for students. The present study aims at demonstrating how different aspects and kinds of Nature of Science (NOS) are infused to students through different research-based learning activities at the Grassroom. Mind maps were given to students before and after participating in the research-based activities to complete what “Science is, requires and involves”. Results have shown different items and aspects of Nature of Science (NOS) in students have been enhanced through different kinds of the research-based studies. Most notably are: (1) The major steps in scientific inquiry include: observation, asking questions, proposing hypotheses, making predictions and testing the hypotheses, drawing conclusions; (2) Scientific investigations all begin with a question on some natural phenomena; (3) Scientists have to explore with different techniques and methods to find the best solution to a problem; (4) Research conclusions should neither be over-cautious nor over-generalized; (5) The success of scientific investigation is the result of dedication and ingenuity; and (6) Science is affected by the technology and equipment available at the time. The findings from this study shed light on how research-based learning on the “Grassroom” can infuse the ideas of Nature of Science (NOS) in students.

References Renzulli J. S. (1977). The enrichment triad model: A guide for developing defensible programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press Davis, G. A., & Rimm, S. B. (1994). Education of the gifted and talented (3rd ed.). Boston: Allyn & Bacon.

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Poster Exhibition PS-114

Shuk-kwan S. LEUNG Institute of Education National Sun Yat-sen University, Taiwan Email: leung@mail.nsysu.edu.tw

I am a mathematics teacher educator who once taught in her son’s school as parents; then worked closely with elementary school teachers and conducted a case study on parental involvement; the goal is to enhance children’s learning in mathematics. In an elementary school near my university, I offered bi-weekly Friday Math Camp for families year round and for two consecutive school years (grade 1-4).

Data sources are questionnaire, diaries, parents’ focus group interviews, worksheets and videos and they were analyzed qualitatively.

In this study the investigator reported on the development, implementation and revisions of research-based family math tasks. Specifically, how can such math tasks be developed with alignment to curriculum? Why and how parents used tasks to motivate and monitor children’s progress during Friday Math Camp or at home? Voices from elementary school teachers, parents, and children served as basis for the revision of tasks. Results indicated that it is feasible for resulting an inventory of family math tasks, when teacher educator worked closely with teachers and parents; and where math camp serves as setting for the investigator to provide tasks to engage group of parents in assuming various roles (during camp and at home) over time. The session ends with actual examples of the developmental nature of family math tasks over time and the work produced by parents and children when involved in such tasks.

PS-115

Energy literacy of secondary school students in Taiwan Kuan-Li CHEN*, Po-Hsi CHEN, Su-Han HUANG, Shiang-Yao LIU National Taiwan Normal University, Taiwan Email: evechen20042004@gmail.com

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To mitigate the problem of climate change, energy use has become a critical issue for policy making.

Energy education serves as a key role in ensuring the success of this policy. The effectiveness of an energy education program should be evaluated by a comprehensive assessment that targets at not only content knowledge but also dispositions and abilities to deal with energy-related issues, and environmentally friendly behavior. Our previous study has developed a framework for energy education through literature analysis and collation of expert opinions (Chen, Huang, and Liu, 2013).

The framework comprises four dimensions: energy concepts, reasoning on energy issues, low-carbon lifestyle, and civic responsibility for a sustainable society. The design of the instrument is referred to the PISA assessment. Various types of question items (e.g. cluster true-false, multiple choice, and short answer questions) are organized in groups under a stimulus material (a scenario or authentic situation) that require students to construct responses and make judgments in a contextualized task. This assessment has been used for field study with a sample of 686 middle and high school students. We applied t-test to detect the differences of dimensions of energy literacy th th between the groups of 7 and 11 graders.

Structural Equation Modeling is conducted to understand the construct validity and to examine the effects of individual variables (e.g. students’ perspective on energy conservation and carbon reduction and the numbers of learning activities attended) on energy literacy. Results indicate that there are significant differences between groups th th of 7 and 11 graders on the performance of th energy literacy. The 11 graders gain higher scores on three dimensions of energy literacy (energy concepts, reasoning on energy issues, and th low-carbon lifestyle) than the 7 graders. Students’ perceptions on the energy conservation and the numbers of learning activities attended have significant and positive effects on their energy literacy. The relationship between the numbers of learning activities attended and energy literacy for th th 7 and 11 groups were strikingly different. The results also show that this assessment has a good fit of model to data and provide a support that the framework could be reflected the energy literacy of secondary school students. Implications of these findings for promotion of energy education with energy literacy are discussed.

Documenting the development of family math tasks for parents to involve children and family members to do math at home

Poster Exhibition origin of life, speciation and evolution of human were also taught. We also found out that contents on population genetics such as gene pool and genetic equilibrium have been gradually emphasized on teaching evolution.

Lower secondary students have to study evolution in the 8th grade under the newly revised Course of Study in 2008. They study evidences and concrete examples of evolution. On the other side, there are two courses for Biology under the newly revised Course of Study for upper secondary schools in 2009. One is ‘Basic Biology’ and the other is ‘Advanced Biology’. Both courses include evolution. At the beginning of the course ‘Basic Biology’, the unity and diversity of living things are explained from the viewpoint of evolution.

‘Advanced Biology’ has included some contents on evolution such as the origin of life, theories of evolution, geological time scale, evolution of human, evidences of evolution and genetic drift.

Day 1

PS-116

A brief sketch of teaching evolution in Japanese secondary schools after World War II Kazumasa TAKAHASHI*, Tetsuo ISOZAKI Hiroshima University, Japan Email: d104301@hiroshima-u.ac.jp

The aim of this study is to review a brief sketch of teaching evolution in Japanese secondary schools after World War II. After World War II, the lower and the upper secondary schools have been newly organized. We analyzed the Course of Study for lower and upper secondary schools and authorized secondary science textbooks. The Course of Study (Tentative Plan) for lower and upper secondary schools were announced by the Ministry of Education in 1947 and 1948. The Course of Study has been revised by the Ministry of Education for approximately every ten year. With employing following categories; Skoog (1979), Rosenthal (1985) and Swarts et al. (1994), we analyzed authorized secondary science textbooks which were published from 1949 to 2002.

Evolution has sometimes been taught, and other time not taught in lower secondary schools under the revisions of the Course of Study for lower secondary schools since 1947. From 1947 to 1957, from 1977 to 1988 and from 1998 to 2007, there were no descriptions on evolution in the Course of Study. We analyzed lower science textbooks. Consequently, we found out that theories of evolution and evidences of evolution were mainly taught as contents on evolution until the revision of the Course of Study in 1969.

Whereas theories of evolution have been excluded since 1969, evolution of plants and animals and evidences of evolution have been placed into a key content on evolution in lower secondary schools.

In upper secondary schools, evolution has been sometimes taught in selective courses which many students have taken, and sometimes taught in selective courses which a few students have taken since 1948. From 1989 to 1998, evolution was mainly taught in selective course ‘Biology II’, and less than 10% of all upper secondary students took this course (Shimada1997). We analyzed upper secondary Biology textbooks. Consequently, we found out that theories of evolution and evidences of evolution have been taught as contents on evolution in upper secondary schools.

Other contents such as geological time scale, the

References Rosenthal, D. B.(1985). Evolution in High School Biology Textbooks: 1963-1983. Science Education, 69(5), pp.

637-648.

Shimada, M.(1997). Koukoude Donoyouni Shinkawo Oshieruka [in Japanese]. KAGAKU, 67(1), pp. 22-31.

Skoog, G.(1979). Topic of Evolution in Secondary School Biology Textbooks: 1900-1977. Science Education, 63(5), pp. 621-640.

Swarts, F. A., Anderson, O. R. & Swetz, F. J.(1994).

Evolution in Secondary School Biology Textbooks of the PRC, the USA, and the Latter Stages of the USSR. Journal of Research in Science Teaching, 31(5), pp.

475-505.

PS-117

Making a design and practice of lower secondary science lessons: improving ability of students’ scientific explanation Mochihisa MATSUSHITA*, Susumu NOZOE, Tetsuo ISOZAKI Hiroshima University, Japan Email: m123204@hiroshima-u.ac.jp

Many countries, e.g., Japan and Germany, have tried to make an innovation in the field of education since the first PISA. The results of PISA have showed that Japanese students have a problem of “explaining phenomena scientifically”.

OECD describes that “explaining phenomena 58

Poster Exhibition scientifically” are applying scientific knowledge in a given situation, describing or interpreting phenomena scientifically and predicting changes, and identifying appropriate descriptions, explanations and predictions (OECD, 2007).

The result of first PISA shocked Germany because Germany came well below the average overall for all the countries tested. It is called “PISA shock.” The “PISA shock” prompted an educational reform in Germany. As a part of the reform, the Council of ministers decided to develop the National Education Standard for Chemistry. The Standard described some skill levels and task examples. The skill levels mean the abilities that th students should attain until the end of 10 grade.

For example, one of these skill levels is “using description of technical words or models, describing chemical situations and explaining in concrete terms”. The task examples embody these skill levels and present teaching materials and questions about skill levels. For example, one of the task examples is “Cigarette Lighter”. This example embodies the skill level of “using description of technical words or models, describing chemical situations and explaining in concrete terms” and presents questions about a mechanism to catch fire of cigarette lighter.

One of skill levels mentioned above is similar to the ability of “Explaining phenomena scientifically” which is Japanese students’ problem.

Therefore, we think that task examples could be useful for Japanese students to improve their ability of “explaining phenomena scientifically”.

The aim of this study is to make a design and practice of lower secondary science lessons for improving ability of students’ scientific explanation.

In this study, we refer to “Cigarette Lighter” which is one of task examples in the National Education Standard for Chemistry in order to design science lessons.

We will evaluate the students’ performance of exploring phenomena scientifically through lessons. The lessons which we develop consist of the following three parts; students will learn the mechanism to catch fire of cigarette lighter, they will learn the concepts of particles and they will try to explain the mechanism to catch fire of cigarette lighter by using the concepts of particles.

PS-118

Keigo FUJINAMI*, Susumu NOZOE, Tetsuo ISOZAKI Hiroshima University, Japan Email: m126838@hiroshima-u.ac.jp

The Japanese nationwide surveys on academic ability in 2012 revealed that Japanese students have a problem in planning an observation or experiment to test a hypothesis with applying the basic knowledge and skills. Incidentally, in England, students are required to study How Science Works (HSW). HSW has been introduced in the National Curriculum in England since 2006. HSW is sometimes referred to as ‘science process’ including scientific methods and the way scientific knowledge develops (Williams, 2008).

Through learning about HSW, students are expected to develop 4 abilities as follows (Williams, 2011); ・ the development of a range of practical enquiry skills to enable pupils to gather reliable and valid evidence which includes the planning of enquiry, the gathering of data and other evidence and the drawing of conclusion. ・ the ability to process and evaluate evidence from secondary sources. ・ the ability to use evidence to produce and test explanations. ・ the ability to present and share explanations to a variety of audiences and to understand how the scientific communities function to strengthen the quality of explanations.

With Considering Japanese students’ problems above mentioned, we think these rd th abilities, especially the 3 and the 4 , are required to develop for Japanese students too.

The aim of this study is to make a design and practice of science lessons for improving students’ rd th abilities above mentioned especially 3 and 4 of the list. In this study, we make a design and practice of science lessons introducing the idea of HSW with referring to the English project Twenty First Century Science. We will give such lessons in th 8 grade, and investigate students’ performance before and after the lessons.

References OECD (2007). Executive Summary. PISA 2006: ScienceCompetencies for Tomorrow’s World. (http://www.oecd.org/pisa/pisaproducts/pisa2006/39 725224.pdf)

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Making a design of science lessons introducing the idea of How Science Works in Japanese lower secondary schools: A case study of lessons on ‘Evolution’

Day 1

Poster Exhibition A series of lessons which we have developed is focusing on ‘Evolution’, and consists of two topics.

Through the first topic, students will learn about transitions and evolution of living things, which is based on the Course of Study. Then, they will be expected to understand that the body structures of currently existing living things are generated by changes in ancient living things. In the second topic, students will learn about theory of evolution.

The idea of HSW should be introduced into this topic, and students will be required to understand how Darwin thought about the theory of natural selection from his observations. The data of students’ performance for this research practice will be announced on the day of this presentation.

beginners by T. H. Huxley, H. E .Roscoe and other professional scientists in English. Some of Primers were translated into Japanese for using elementary education textbooks. They also wrote and edited Science Elementary Class-Books.

Science Elementary Class-Books was also translated into Japanese and used as textbooks for science education in Japanese secondary schools. In preface of Science Elementary Class-Books, every author stated what idea the author had in writing his textbook. For example, Roscoe stated in his chemistry textbook that he aimed to explain not only the essential scientific facts and principles, but also experiment equipments and experimental procedures. We analyzed translated textbooks in chemistry written by Roscoe, and we found out that original textbook was completely translated into Japanese one; the same scientific facts, scientific principles, the experimental equipments and procedures were described.

Traditionally, reading translated textbooks and lecturing on interpretation of word and terms were common used teaching methods in Japan. In early Meiji era, there was a lack of suitable and trained teachers for teaching science, because there was a shortage of normal schools for elementary and secondary teachers and ‘western and modern’ science was novice for Japanese teachers. Therefore, it is easy to imagine that science lessons with translated textbooks were unsuccessful than the British authors intended.

Through translated textbooks, however, teachers and students learnt what this subject was called science (physics, chemistry, etc.) in schools. And also some professors in normal schools recognized the significance of doing experiments in teaching science, and they developed simple apparatus and edited textbooks for teaching physics and chemistry.

References James. D. William., How Science Works: teaching and learning in the classroom, London: Continuum, p.78, 2011.

PS-119

The introduction of British science textbooks into science education in Japanese elementary and secondary schools in the second half of 19th century Moe YAMAMOTO*, Tetsuo ISOZAKI Hiroshima University, Japan Email: m124207@hiroshima-u.ac.jp

The aim of this study is to investigate the influence of British science textbooks into science education in Japanese elementary and secondary schools in th the second half of 19 century.

When the Education System Order (Gakusei) was proclaimed in 1872 in Japan, school education system was established. The elementary and secondary schools have been newly established at that time. Secondary schools were established to provide general education for boys who had completed elementary schools. After the Meiji Restoration, the new central government assimilated the Western thought to create a strong modern nation and catch up with the West.

Education in the West was also introduced into Japan. Many science textbooks which were published in the West were translated and edited into Japanese, and they were used as science textbooks in schools.

Science Primers was written and edited for

References Ministry of Education, Science and Culture (1980).

Japan’s Modern Educational System. Tokyo: Printing Bureau, Ministry of Finance.

Ichikawa, S. (1874). Syougaku kagakusyo (Chemistry Textbook in Elementary Schools) [in Japanese].Osaka:Hakubunndo

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Poster Exhibition Senior school student’s learning difficulty of two chemical concepts in “oxidation-reduction reaction” ※

Yang DENG , Houxiong WANG, Wenhua ZHANG Central China Normal University, China Email: ydeng123@126.com

The problem of students’ learning difficulty is the core problem in curriculum or textbook design,and students with learning difficulties are making the need for effective instructional supports more important than ever before.But researchers in China always tend to deal with the problem by textual analysing,not by education experiment.The purpose of this study is to identify senior school 1st grade students’ learning difficulty about the the two chemical concepts(“oxidizing agent” and “oxidizing product”).It is focused on the different difficulty of the students’ different learning foundations and different concept learning styles(concept formation and concept assimilation).Furthermore,by the method of education experiment,the results indicate that the concept itself would effect the learning difficulty objectively,and the learning styles of concepts and the students’ different learning foundations are the two subjective factors,but the learning styles are more important than the learning foundations.

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Improvement of elementary teachers’ science lessons through joining demonstration lessons by scientists as a part of in-service teacher training

An analysis of students’ response to supply type items in PISA 2006 Jaeho, SIM*, Hyokwan, DONG Korea Institute for Curriculum & Evaluation, Korea Email: sim307@kice.re.kr

Takehiro HAYASHI, Tetsuo ISOZAKI* Hiroshima University, Japan Email: neko@hiroshima-u.ac.jp

The purpose of this study was to identify educational implications through an in-depth analysis of students’ response types to constructed items about the ‘green effect’ in PISA 2006. A framework was developed to assess the conceptional types and scientific inquiry skills of the students. The students’ conceptional types were classified as causal meaning-making, partial meaning-making, and superficial term-using by the degrees of organization and elaboration of

Recently, many elementary school teachers can hardly give effectively science lessons in Japan. So we have managed the project to aim that such elementary teachers improve their science lessons as a part of in-service teacher training in Hiroshima city. The project includes demonstration lessons by scientists of the university and companies. Up to 61

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now from 2009, those demonstration lessons have th th been carried out for 5 and 6 grade classes in over than 50 schools. Demonstration lessons are mainly focused not on teaching method but on teaching contents following textbook of each grade, because contents which many elementary teachers appeal are difficult for them to understand deeply, including how to manage practical work. Scientists have planned scientific explanation and practical work suitable as possible for both students and teachers. In every case, a classroom teacher and other teachers have joined the demonstration lessons, and he or she also cooperates with a scientist in a demonstration lesson.

We have sent out questionnaires for teachers and students in every time. In 2011-2012 activities, we have got teachers’ responses as follows; educational merits of the demonstration lessons are “to enhance students’ interests in contents or topics which scientists demonstrate”, “to promote their comprehension of teaching contents”, and “to heighten their motivation for science study”. Also we have got students’ responses as follow; their major impacts on demonstration lessons are both experiments and explanations by scientists. Teachers intend to manage practical work smoothly than before they joined demonstration lessons Consequently, merits of demonstration lessons exemplify for teachers the scientific significance of practical work in teaching science and also show them how to set up practical work in science lessons.

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Poster Exhibition conceptual networks. The framework of the scientific inquiry skills that was used in this study was modified from the scientific framework in PISA 2006. The results of the study were the following. The response ratio of causal meaning-making on the ‘green-effect’ concept was very high compared to that of the partial meaning-making and superficial term-using, but the proper presentation of counterevidence examples and logical explanations of scientific phenomena were low. Some of the students who formed the causal meaning-making failed to explain the scientific concept based on the evidence. Therefore, it is necessary to develop an instructional strategy to give students opportunities to express their opinions based on evidence and counterevidence, which can lead them to be aware of the nature of science.

students and coordinators. Each tool includes a questionnaire and a semi-structure interview. In this study, a survey was done on users’ perception of new bio-textbooks and usage on new bio-textbooks in 9 provinces in China Mainland.

Users’ perception of new bio-textbooks involves users’ evaluation of the new bio-textbooks’ alignment with curriculum standards, the structure of knowledge content, the design of learning activities, and assessment design. The users’ usage on new bio-textbooks refers to the frequency of using new bio-textbooks in pre-classes, whilst-classes, and post-classes.

In general, the statistics results show that both biology teachers and students have positive perception about new bio-textbooks, and they are apt to believe that new bio-textbooks are fully used in their teaching or learning. But in analysis results by One-way ANOVA, both teachers and students have significant different perceptions to different versions of new bio-textbook. And both teachers and students from different economic regions have significant different perceptions to new bio-textbook; so do their way of use new bio-textbook. Considering the assessment design and implementation of inquiry activities suggested in new bio-textbook, all subjects show significant negative attitude. Based on the survey, this study attempt to discuss the reasons caused this situation.

For the further study, we plan to analysis on the design of inquiry activities in new bio-textbook text, so as to provide suggestions for improving the quality of inquiry activities designed in new bio-textbooks.

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An investigation on users’ perceptions and usage on new high school biology textbooks in China Mainland Wen-yuan YANG*, En-shan LIU Beijing Normal University, China Email: yangwenyuan@mail.bnu.edu.cn

In last 10 years, one of the significant achievements of k-12 education reform in China Mainland was the diversification of curriculum textbooks. As an active part of this reform, new biology curriculum changed a lot in goals, framework of content and teaching approaches.

The standards for bio-textbooks were also raised as a result of these changes. In this context, a variety of new bio-curriculum textbooks based on national bio-curriculum standards became available to teachers and students. Bio-curriculum Standard for High school has been implemented along with new bio-textbooks to schools in all provinces in China Mainland.

Facing to the change of bio-textbook, whether users like to accept new textbooks or not?

What are users’ perceptions towards new textbooks? How about the users’ usage on new textbooks? What kind of factor influence teachers’ decision on the usage of new textbooks?

This study developed three tools based on prior literacy review and experts’ opinion, respectively for high school biology teachers,

References [1] American Association for the Advanced of Science (AAAS). High School Biology Textbooks: A Benchmarks-Based Evaluation [EB/OL]. 2005. http://www.project2061.org/publications/textbook/ hsbio/report/default.htm. [2012-10-09].

[2] Gerald Kulm, Jo Ellen Roseman, Michelle Treistman. A Benchmarks-Based Approach to Textbook Evaluation [EB/OL]. Science Books & Films, 1999, 35(4). http://www.project2061.org/publications/textbook/ articles/approach.htm. [2012-09-29].

[3] American for the Advancement of Science. Science for All Americans Online[EB/OL]. New York: Oxford University Press, 1989. http://www.project2061.org/publications/sfaa/onlin e/sfaatoc.htm. [2012-09-29].

[4] Éric Bruillard, Bente Aamotsbakken, Susanne V. Knudsen, et.al.. Caught in the Web or Lost in the Textbook? Pairs: Eighth International Conference on Learning and Educational Media, 2006.

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Poster Exhibition award of national contest. Analyses of the teacher’s reflections and students’ interviews indicated that students in open inquiry group had better procedural understanding, were more open to changes occurring in investigations, and felt a stronger sense of accomplishment after completing their project than their counterparts.

The teacher was surprised by the outcome and began to recognize the potential of open inquiry approach to benefiting lower track students.

Implications are discussed for practices of inquiry-based activities and strategies of teacher professional development.

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Exploring the earth science major and non-earth science major undergraduates’ conceptions of learning earth science and approaches to learning earth science in Taiwan Shiang-Yao LIU*, Chun-Hsiung WANG, Rong-Horng CHEN, Chi-Ming LAI

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How Chinese media facing to “Golden Rice” in science communication

National Taiwan Normal University, Taiwan Email: liusy@ntnu.edu.tw

Jianxun CHU

This case study was conducted in a cooperative project where vocational high school teachers and university professors worked together to develop innovative curriculum for promoting students’ abilities to face with this high-technology era. After a few meetings of professional reading group, an experienced food science teacher was convinced to test the possibility of open inquiry in preparing students to conduct science fair project. Although the science fair is considered as the best opportunity for open inquiry, in order to win the contest, teachers often adopt the guided inquiry approach by which investigation questions have been formulated or provided beforehand. Three groups of students participated in the practical course (mainly in laboratory), of which two groups were experiencing guided inquiry since they were chosen to be science fair representatives. The target group voluntarily joined in the course, with students who are not outstanding in science but interested in doing project. The teacher did not provide research topic to this group so that the students designed and carried out the investigation mostly on their own. During the semester of preparing science fair contest, we used a checklist to analyze teacher-student dialogues to ensure the open inquiry model consistent in the teacher’s instruction to the target group. Data collection methods also included interviews with teacher and students, classroom observations, and an open-ended questionnaire.

All the students participated in the science fair and the target group ended with earning the highest

University of Science and Technology of China, China Email: chujx@ustc.edu.cn

In 2012, a long-term US-funded test, in which Chinese schoolchildren were fed genetically modified (GM) food – Golden Rice without announcement 4 years ago, triggered an intense argument in most of Chinese media, which arouse rethinking about the public understanding of science in China. It is a typical case on the skepticism about safety of GM food and technical ethic of researchers, which relates to how the Chinese media facing to Golden Rice in science communication. In this study, we want to study some of typical key media, such as People’s Daily, China Daily, Southern Weekend and several BBS forums by Internet, about their agenda-setting, attitudes, story-telling and comments. Comparing with some media in US, some statistic data and cases can be gathered to describe the situation of science communication in most of Chinese media on the GM food, from which we can find some reasons about the cognition of GM food and also the public understanding of science shaped by media. With some data and cases of Golden Rice in media, we also can draw some conclusion that how our Chinese media should face to GM food debate with more ethic and responsibility in future.

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[5] Glenn Rollans, Michel de la Chenelière. Study of the Canadian K to 12 Educational Book Publishing Sector [M]. Gatineau: Canadian Heritage, August 2010: 8-18.

Poster Exhibition DT has several functions that could facilitate the use of collective intelligence in complex problem solving situations (e.g. discussion rooms, bulletin board, web 2.0, etc.). Collective intelligence often emerges from the collaborations of many individuals in making consensus or solving problems on a certain problems. In the science classrooms, ill-structured problems which require collective intelligence are often addressed. Thus, we suggested five phases of an instructional model focusing on collective intelligence. The five phases include 1) identifying a problem, 2) constructing individual ideas on the problem, 3) centralizations and sharing of diverse ideas, 4) reconstructing solutions/knowledge, and 5) collective evaluation.

As the teachers implemented the instructional model in the unit of “Force and th Motion” for 7 graders, they started to observe that DT-based science teaching contributed to the increase of students’ interest and participation in science class by facilitating communications with their peers in and outside of the classrooms.

Although the teachers were not used to leading their class emphasizing collective intelligence, they started to realize its importance in problem solving in science.

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Development and implementation of instructional models for digital textbook-based science teaching Yeonjoo KO*, Eunjin KIM, Hyunju LEE, Jeongmin NOH Ewha Womans University, Korea Email: rlokdalok@naver.com

In South Korea, Korea Education and Research Information Service (KERIS) has taken a leading role both in developing contents and operating systems for digital textbooks (DTs) and in facilitating the use of DTs in schools. Since 2006, pilot operation for DT-based instruction has been conducted with 132 selected elementary and secondary schools. Supported by KERIS, we aimed to develop instructional models for facilitating DT-based science teaching/learning and th implemented the models in the 7 grade science classroom to investigate their effectiveness. We collaborated with four science teachers in two different middle schools selected as DT pilot-testing schools. Three teachers out of four just started adapting DT in their teaching whereas one teacher had one year of experience of using DT. All the teachers participated in designing DT-based science classes and regularly sharing their reflections, after implementing DT-based class, with researchers over a semester. th Since DT contents for middle science (7 grade) have recently developed, little research has been conducted on designing appropriate instructional models or strategies for DT-based classrooms. Moreover, most Korean science teachers are hardly informed on DT itself and the way to use it. Thus, we constructed our research questions as follows. 1) What are the effective instructional models for DT-based science classroom? And 2) what are the perceptions of the science teachers on DT-based science classroom and the effectiveness of the instruction models that we designed? In order to respond to the questions, we conducted teacher interviews and made DT-based classroom observations with audio/video-taping and field notes.

Results are as follows. On the basis of comprehensive literature reviews and DT-based classroom observations, we attempted to identify possible educational effects of DT-based science instruction. Compared to paper-based textbooks,

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Evaluation on learning effects of elementary school students participating in science camps taking the application of solar transit in astronomical science education as an example Chia-Cheng TSAI*, Hong-Wen CHENG, Ju-Min LIN National Taipei university of education, Taiwan Email: brian00782002@gmail.com

According to the scholars’ research and investigation results, astronomy is one of the fields that interest many elementary school students.

This study selects the science camps that elementary school students actively take part in during their winter vacation as the research site, 33 students from Grade 3 to Grade 6 as the research subjects and the Sun Altazimuth as the teaching tool, so as to explore the situation of students at junior, intermediate and senior grade after adopting the Sun Altazimuth and POE enquiry 64

Poster Exhibition titled “Food, Food Nutrient, and Energy,” the Analytical Thinking Skill, and Attitude towards Science by Problem-Based Learning: PBL. Learning achievement and Analytical Thinking Skill of the Pratomsuksa 6 Students with school criterion specifying 70% of total scores and the number of students more than 70 of total number of students passing criterion as 70%.

The criterion for considering the Attitude towards Science, was determined as the average value from “High” level up. The design of this study was Pre-experimental Research using One shot case study. The studied target group consisted of 40 Pratomsuksa 6 Students during the first semester of 2012 school year.

The research instruments consisted of: 1) the instrument using for experiment included 5 Learning Management Plans by using Problem-Based Learning titled “Food, Food Nutrient, and Energy,” of Pratomsuksa 6 Students, and 2) the instrument using for data collection included 20 items of Learning Achievement Test, and 10 items of the Analytical Thinking Skill Test, and 30 items of the Evaluation Form in Scientific Attitude towards Science. The statistic using for data analysis included the Mean, Standard Deviation, and Percentage.

The research findings found that: 1) The students made a mean score of 15.97 marks (S.D. = 1.31) or 79.85% of the full marks, and 32 students passing the specified criterion of 70% of total scores and the percentage of students passing specified criterion by school was 80, 2) The students made a mean score of 7.80 marks (S.D. = 0.93) or 78% of the full marks, and 10 students or 25% of total number of students, obtained the Analytical Thinking Skill passing the specified criterion 70% up, as lower than goal. and 3) Pratomsuksa 6 Students’ Attitude towards Science passing the specified criterion.

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Pratomsuksa 6 students’ learning achievement titled “Food, Food Nutrient, and Energy,” analytical thinking skill, and attitude towards science, by problem-based learning management Pairoje TERMTECHATIPONG*, Tipawan SRISUK, Ponsook PATPENG Khon Kaen University, Thailand Email: pornsuk.patpeng@facebook.com

The objectives of this research were to study Pratomsuksa 6 Students’ learning achievement

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learning strategies in abstruse astronomical concepts related to Apparent Motion of the Sun. It uses relevant qualitative learning portfolio such as learning sheets and classroom observation to learn the students’ alternative concepts and their changing process, while the quantitative learning achievements test tools by reliability and validity analysis is used to explore the students’ learning effects. The so-said abstruse concepts include: (1) the dynamic model construction of the Apparent Motions of the Sun; (2) analysis and stimulation of the sun’s orbit on the Spring Equinox, the Summer Solstice, the Autumnal Equinox and the Winter solstice at the latitude of the learners’ location, or even the day of learning; (3) the variation of apparent solar motion observed at the locations of different latitudes on earth; (4) the midnight sun, which occurs at places north of the Arctic Circle and south of Antarctic Circle where sun remains visible at the local midnight.

The conclusions are as follow: (1) the teaching by using the sun altazimuth not only can help students to understand the complex astronomy phenomena, but also clarify the alternative concepts; (2) by using the learning achievements test, we found students have significant growth in the concept of astronomy after teaching, especially in concept of annual solar motion among; (3) some of the students have some alternative concepts based on the learning sheets results and classroom observation, such as the position of the sunrise and sunset well change day by day and relative location in Earth's orbit.

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Poster Exhibition PS-129

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The study problem solving ability and learning achievement of Matayomsuksa 4 Student’s titled “Chemistry as a Foundation of Organism” by Problem-based Learning (PBL) activity management, accompanied with formative assessment

Writing to argue in socioscientific issues instruction Wan Ying LIN, Ting-Yu CHIU, Wen-Hua CHANG National Taiwan Normal Univeristy, Taiwan Email: grawp813087@hotmail.com

Being scientific literate citizen is able to integrate science knowledge, as well as take a critical stance in interpreting socioscientific issues (SSIs) and making personal judgment and decisions (Jarman & McClune, 2001; Ratcliffe, 1999; Yore, Bisanz, and Hand, 2003). The SSIs instructions frequently refer to issues that related to moral, ethical, legal, and/or social considerations (Sadler & Zeidler, 2003). This complex nature of SSIs gives rise to research about the effectiveness of SSI-based instructional models, such as on the students’ perception of the moral aspects and decision-making regarding SSIs. Driver, Newton, and Osborne (2000) asserted that argumentation is an approach to think about scientific investigation, understand the uncertainty of scientific knowledge, and improving understanding of science and the process of scientific knowledge construction. Zohar and Nemet (2002) claimed that an argumentation-based instruction can th enhance 9 graders’ competency in generating argumentations.

Jiménez-Aleixandre and Pereiro-Muñoz (2002) reported that students were able to create useful ecological management knowledge if they connected data and claims based on related science knowledge. Moreover, combining writing and discussion is significantly better in promoting students’ simple ecological concepts than only learning through discussions (Rivard & Straw, 2000).

The current biology curriculum for senior high schools in Taiwan was re-structured to address socioscientific issues. The purpose of this study was to develop a supplementary way to practice SSI instruction in biology curriculum for tenth grade students. The 88 participants were from 2 classes in a public senior high school in New Taipei City. The SSI topics were selected after a content analysis of the textbook and literature review. A writing frame of modified Toulmin's argumentation pattern (TAP) was provided for prompting students to organize their judgment while they stated their position for and against the SSIs respectively after a whole-class discussion in biology lessons.

Phairoth TERMTACHATIPONGSA *, Suriya KHUNWANDEE, Sompop RAGSAPONG Khon Kaen University, Thailand Email: noknoi_kb@hotmail.com

The objectives of this research were to study the problem solving ability, and learning achievement of Biology Subject, titled “Chemistry as a Foundation of Organism,” so that not less than 70% of total number of students would pass the specified target criterion of school as 70% of full score. The target group consisted of 45 Matayomsuksa 4 Students during the second semester of 2012 school year. The research design was Pre-experimental design. There were 2 kinds of research instruments: 1) the instrument using for experiment included 4 Learning Management Plans by using Problem-Based, accompanied with Formative assessment, as K-W-L titled “Chemistry as a Foundation of Organism,” Matayomsuksa 4, and 2) the instruments using for data collection included the Problem Solving Ability Test, and the Learning Achievement Test in Biology Subject, titled “Chemistry as a Foundation of Organism.”

The statistic using for data analysis included the Percentage, Mean, and Standard Deviation. The research findings found that: 1) the students who were provided Problem-Based Learning Activity Management, accompanied with Formative assessment, had Problem solving ability in Biology Subject, titled “Chemistry as a Foundation of Organism.” There were 80% of total number of students passing the specified criterion 70% of full score, and 2) the students who were provided Problem-Based Learning Activity Management, accompanied with Formative assessment, had learning achievement in Biology Subject, titled “Chemistry as a Foundation of Organism.” There were 77.78% of total numbers of student obtaining their learning achievement passing the specified criterion 70% of full score.

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Poster Exhibition participating in different durations of course (1-day, 2-day and 3-day) are compared. Students participated in 3-day courses gave in average 7% more positive responses on learning effectiveness than students participated in 2-day courses and gave in average 11% more positive responses on learning effectiveness than students participated in 1-day courses.

It is also shown that students participated in these field study courses gave surprisingly high marks to rate quality of the courses. Students participated in 3-day courses gave in average 8.62 marks, students participated in 2-day course gave in average 7.72 marks and students participated in 1-day courses gave in average 7.34 marks. Full marks is 10, passing marks is 5.

Field study courses gave students a very positive learning experience. Residential field study courses gave students even better learning experience.

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Exploring the secondary studentsâ&#x20AC;&#x2122; processes of developing conceptual understanding for high technology related to science: Focused on constructing Tesla Coil by themselves

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How senior secondary students evaluate the learning effectiveness of residential biology field study courses and non-residential biology field study course?

Ji-Ae LEE*, Seungwoo LEE, Youngmin KIM Pusan National University, Korea

Email: jalee@pusan.ac.kr

Recently, science text books of high school in Korea include more content on the advanced science and high technology, and they have specific emphasis on various topics pertaining to the real-life situation. The purpose of this study is to develop an educational material for students' understanding of high technology related to science, and to suggest a new idea in science classroom activities. In this study, for several months, the students studied basic to complicated scientific contents related to Tesla Coil and had discussions for constructing Tesla Coil, step by step.

In this process, their teacher and the researchers gave only information for progress of the project.

For data gathering, we reviewed literatures on advanced science and technology, observed some science classrooms, and used questionnaire. The result showed that learning the students

Vor YIU *, Chi Chun WONG, Chi Tai KWOK, Kar Kei NG Ho Koon Nature Education cum Astronomical Centre (Sponsored by Sik Sik Yuen), Hong Kong Email: vyiu@hokoon.edu.hk

Ho Koon Nature Education cum Astronomical Centre (Sponsored by Sik Sik Yuen) is an aided school specifically offering free-of-charge biology and geography field study courses to all senior secondary students in Hong Kong. Non-residential (1-day) and residential (2-day and 3-day) courses are offered.

In order to assess the effectiveness of the courses, students are requested to fill in an online questionnaire after their participation in the courses. 12 questions were asked in the questionnaire.

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In this presentation, two sets of studentsâ&#x20AC;&#x2122; written artifacts from the SSI topics (Huntington's disease detection, carbon tax, and resurrection of extinct creatures) were analyzed by the constant comparative method. After skimmed all the written artifacts several times, the first author developed the preliminary coding scheme, and reviewed the data again for concentrating the coding categories. After then, the first author coded all the artifacts and a trained coder coded 25% of the collected artifacts and the inter-rater reliability was 0.95. Several themes were then generated from the coding results. To compare students' warrants and rebuttals in the issues, with more SSI curriculum teaching, students showed more scientific concepts using in argumentation.

But students who both have scientific concepts and unscientific concepts in argumentation did not raise with time. For the reason, we consider that students showed scientific concepts or unscientific concepts in argumentation is due to different issues. The possible approaches to encourage student reflecting upon their viewpoints will be discussed.

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Poster Exhibition recognized how science related to advanced science and technology through the project, and experienced self-efficacy by competing the project.

these activities, kids are expected to understand that the different ingredients and mixing ratios could bring with them different results. Children's understanding of the characteristics of materials and proportion could be deepened too. These activities are a combination of science and mathematics that can develop students’ inquiry abilities and mathematical thinking skills.

"The Mysterious Bell" and "The Track of Time" are activities of Earth and Space Science for 9-12 year-old children, which subject is "time".

Children would comprehend how to measure and record time by making a water clock and visiting the local science and technology museum, planetarium and other places to observe real timing devices. Through these activities, children make sustained and progressive thinking and exploration about time and how to measure it.

These activities are a combination of science, engineering and technology, and it can develop children’s abilities of design and problem-solving.

This project effectively compensates for the shortcomings of formal science education, such as lack of hands-on activity, large capacity of classes and fewer opportunity of STEM education.

Meanwhile, it has built a broad scientific learning platform for children to improve their capacity of active learning, and developed children's observing ability, recording ability, creativity and social emotional competence. Since 2008, the project has been carried out in Nanjing, Hangzhou, Beijing and other places, and has got effective progress.

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STEM education practice of internal and external curriculum resources integration for children in the informal environment Ruihui HAO*, Yihui ZHAO Southeast University, China Email: ray0211@163.com

STEM is an emerging practice and research paradigm of international science and technology education in recent years. It is not to simply put science, technology, engineering and mathematics education together, but to change students’ learning of unrelated knowledge and inflexible process into the investigation of interactive aspects of our world. Research on children’s learning ability points out that children are born as active learners with potent capability to learn; it is knowledge and experience rather than reasoning ability that they’re lacking in. Kids could learn more fundamental knowledge and skills guided by effective instructions.

How to fuse science, technology, engineering and mathematics into a cohesive education in an informal environment becomes a new hot spot of researches. In order to explore the way to integrate curriculum resources from in and out of class to implement STEM practices in the informal background, we carried out a science education project "Jim’s workshop" for 3-12 year-old children, which is connected to current science education of China, follows principles of science education, emphasizes inquiry-based learning, and refers to advanced science education pattern and experiences in the US, France and the UK etc.. This project includes a whole set of STEM activities, on a learning platform of informal environment. Kids start from their daily lives, actively involved in learning process, doing and thinking, which develops their comprehensive ability to solve problems and a broad range of inquiry skills.

For example, "Magic Kitchen" is a series of activities of the physical sciences for 7-9 year-old children. Children mix the different materials in kitchen with different proportions to make "magic paste", "toothpaste" and "ice cream". Through

References [1] Wellington, J. 1990. Formal and informal learning in science: The role of t he interactive science cent res.

Physics Education(J), 25, 247 - 252.

[2] Liu Wenli. Important approach of science education—informal learning. Science Education(J), 2007, 23(1).

[3] Philip Bell, Bruce Lewenstein, Andrew W. Shouse, etc.

Learning Science in Informal Environments: People, Places, and Pursuits [http://www.nap.edu/catalog/12190.html] [4] National Assessment Governing Board. Technology and Engineering Literacy Framework for the 2014 National Assessment of Educational Progress.

[5] Rodger W. Bybee. What is STEM Edcuation. Scinece.

27 August 2010. VOL 329 [6] Darci J. Harland. STEM: Student Research Handbook.

National Science Teachers Association Press. 2011

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Poster Exhibition Elementary teachers’ perceptions of their professional teaching competencies: differences between teachers of math/science majors and non-math/science majors in Taiwan Li-Chen WU, Li-ling CHAO, Pi-Yun CHENG, Hsiao-Lin TUAN, Chorng-Jee GUO* Kuang-Fu Elementary School , Taiwan Email: a9040221@gmail.com

The purpose of this study was to probe the differences of professional teaching competence between elementary school teachers in Taiwan who are majored in math/science and those who are not. A researcher-developed Math/Science Teachers’ Professional Development Questionnaire （ α=0.974 ） was used in this study, using a 2-stage stratified random sampling involving 556 elementary schools, and 1,376 math/science elementary schools teachers. We reported here only the findings for 4 scales, including Teaching Design(TD), Instructional Activity(IA), Constructivist Learning Environment(CLE), and Self-Efficacy toward Inquiry Teaching and PCK for Math/Science Teaching(SE)included 112 items and 18 subscales.

The data was analyzed by MANOVA revealed an overall significant multivariate effect for math/science majors and non-math/science majors difference in perceptions on four professional teaching competencies scales(subscales and items:α=.0125~.00004).

Major findings from this study included: (1) The math/science majored teachers obtained significantly higher scores in two scales, namely, CLE and SE than non- math/science majored teachers. (2) In the CLE scale, the math/science majored teachers got significantly higher scores in subscales related to the understanding of how science knowledge is acquired, and interaction.

However, for items related to the understanding of science content knowledge and attitude toward instruction, there is no significant difference between the two groups of teachers. (3) In SE scale, the math/science majored teachers had significantly higher scores on subscales in four categories, including scientific inquiry competence, scientific inquiry teaching competence,

References Appleton K.(2007). Elementary science teaching. In Abell S. K. & Lederman(Eds.), Handbook of education of science education (pp. 403-535).NJ: Lawrence Erlbaum Associates, Publishers.

Fraser B. J.(2007). Classroom learning enviroment. In S. K. Abell & N. G. Lederman (Eds.). Handbook of Research on Science Education (pp. 103-124). NJ: Lawrence Erlbaum Associates.

Guo, C. J. (2007). Issues in science learning: An international perspective. In Abell, S. K., & Lederman, L. G. (Eds.), Handbook of research on science

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competence for guiding inquiry activities, and self-efficacy toward science-orientated teaching.

However, there is no significant difference between the two group of teachers on subscales related to ICT skill for scientific inquiry ,attitude toward ICT learning communities, self-efficacy toward knowledge of students’ understanding of math/science and self-efficacy toward knowledge of math/science instructional strategies.

Compared to elementary math/science teachers who are non-math/science majors, those who are math/science majors were found to have better competencies on helping the student understand how science knowledge is acquired and on guiding the students how to cooperate and discuss with others. Besides, they are also found to have higher teaching self-efficacy, in terms of their being able to guide the student to do inquiry activities such as the identification of problems, and to have adequate PCK about science process skills and the design of extended activities, rather than in terms of general pedagogical knowledge on how to successfully use available resources, to solicit student questions, and so on. Finally, they are also found to be more confident in the educational goals for elementary school students, and to have their own views about the purposes, teaching strategies, and instructional orientations for math/science teaching at different grades.

Our study indicated the importance of multiple perspectives on math/science teachers’ professional teaching competence, and that there are differences between math/science and nonmath/science teachers. It is worthwhile pointing out that our findings indicated that there are no significant differences between these two groups of teachers in terms of their self-efficacy toward the understanding of students’ misconceptions in math/science, and toward the understanding of content knowledge in math/science. This is something that needs further investigation in the future.

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Poster Exhibition education(pp. 227-256). NJ: Lawrence Erlbaum Associates.

Hackett G.(1999). Self-efficacy in career choice and development. In A. Bandura (Eds). Self-efficacy in changing societies(pp. 232-258).NY: Cambridge University Press.

Jeffrey C.-W.(2007).Learner-Centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77, 113-143.

Jones M. G., & Carter G. (2007). Science teacher attitudes and belief. In Abell S. K. & Lederman(Eds.), Handbook of education of science education (pp.

1067-1104).NJ: Lawrence Erlbaum Associates.

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The meanings of uncertainty principle in textbooks and their educational implications Songyee PARK*, Yongwook CHEONG, Jinwoong SONG Seoul National University, Korea Email: parksong11@snu.ac.kr

The uncertainty principle is one of key concepts in quantum mechanics. However, it has been reported that students’ understanding of the uncertainty principle is highly problematic.

Especially, students failed to make a sense what uncertainty in uncertainty principle is. Considering that theoretical concepts of quantum mechanics is almost not exposed to student’s experience, we can expect that formal instruction could influence students’ insufficient understanding of the meaning of uncertainty. Further, textbooks would be instructors’ major sources for the formal instruction.

In this study, we analyzed how textbooks deal with the meanings of uncertainty in the process of discussing the position-momentum uncertainty relation. For this, 2 Korean physics textbooks for high-school, 5 university general physics textbooks and 5 university modern physics textbooks were selected and analyzed. And based on the results of textbook analysis, we present educational implications on the explanation of uncertainty in textbooks and on the interpretation of students’ conceptions of uncertainty principle.

Our analysis of the meanings of uncertainty in textbooks showed that there were three different types of the meaning: ‘the width of wave packet’, ‘the standard deviation’ and ‘the measurement noise and disturbance.’ Uncertainty as ‘the width of wave packet’ and ‘the standard deviation’ are inter-connected conceptually, but ‘the measurement noise and disturbance’ would be distinct from the other two meanings, according to recent studies related to the conceptual framework of measurement and to the reformulation of Heisenberg’s original relation through more sophisticated definition of uncertainty.

The results of our study give educational implications on the way of explanations in textbooks as follows.

First, textbooks did not present the explicit discussion on the different meanings of

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The investigation on the possibilities of assumption reversal thinking skill: focused on the characteristics of the idea generation process by the university students 1*

1

Seong-Joo KANG , Ji-Young PARK , Jihyun 2 YOON 1

Korea National University of Education, Korea Dankook University, Korea Email: sjkang@knue.ac.kr 2

In the creative problem solving processes, the core was to generate unique and various ideas. Thus, an assumption reversal thinking skill needed to be considered as the concrete method that could help students who had difficulties with generating ideas. In this study, we applied the assumption reversal thinking skill to the university students and explored characteristics of the idea generation process. On the basis of the results, we found that the assumption reversal thinking skill helped students generate the new ideas, inducing their perspective changes. Therefore, we could ascertain the possibilities of the assumption reversal thinking skill as the thinking frame supporting students' idea generations. However, there needed to develop methods for students to exclude the prejudice by the theoretical judgment, intervention of the value, and experience for fostering more effective assumption reversal thinking. And the ways should also be considered that students could cultivate the task commitment and courage of implementing new ideas, bearing criticism from others on them.

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Poster Exhibition research on nuclear energy and nuclear power generation from the first week up to the seventh week and would upload their assignments to an Internet bulletin board, after reading the other students’ assignments and their comments that were uploaded to the Internet bulletin board as replies in discussions. On the eighth week, it was arranged that the students would have a meeting where they would read their performance results.

A five-point Likert scale questionnaire with a total of 26 questions developed by Jang Woo-jeong and Woo Hyeong-taek (2002) was used as the test tool, and four subdomains of nuclear energy--technicality, manageability, usability, and safety--were established. Technicality is the domain that examines how much faith and trust there is in nuclear technology and scientists related to nuclear power generation, and manageability is the domain that examines whether the government or related companies appropriately control or manage nuclear power generation. Usability is the domain that examines the understanding of whether or not nuclear energy is a useful energy source in the production of electricity and in daily life. Safety represents the understanding of the degree of danger of using nuclear energy on the human body or on human life. The coefficient alpha value of the test tool was very high (0.95), and the interim correlation value was positive in the range of 0.17-0.74 (p = 0.0001), so the questions were homogeneous and reflected appropriate understanding of nuclear energy. The results of this research showed that the science-gifted students who participated in the project understood nuclear energy more positively than the science-gifted students who did not participate in the project, and that there were significant differences between the two groups.

The former students were found to have been significantly more positive in all the subdomains of technicality, usability, and safety than the latter students. In the subdomain of manageability, however, there were no significant differences between the two groups of students. Based on this, it is considered important to switch the government’s policy to give top priority to managing trust in and the safety of nuclear power generation, by checking the safety of nuclear power generation at times of power loss and through the preparation of initial reaction manuals, establishment of the decision-making process in emergencies, and provision and sharing of information during nuclear power accidents.

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Comparison of middle school science-gifted students’ understanding of nuclear energy through the nuclear waste storeroom construction project Hyong-Jae LEE*, Ji-Hong KIM, Sang-Tae PARK Kongju National University, Korea Email: faithll@hanmail.net

In this research, a survey was conducted on 68 middle school science-gifted students who participated in the nuclear waste storeroom construction project, and 94 middle school science-gifted students who did not participate in the project. The nuclear waste storeroom construction project was conducted for eight weeks. It was arranged that the science-gifted students who participated in the project would 71

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uncertainty. The distinctions and conceptual relations among the different meanings of uncertainty were not dealt with in the textbooks.

Especially, to connect the meaning of the ‘width of wave packet’ and that of the ‘standard deviation’ conceptually, the probabilistic interpretation of wave function needs to be introduced prior to the uncertainty principle. However, some textbooks presented the uncertainty principle prior to the probabilistic interpretation of the wave function.

Second, most of the examples in the textbooks focused mainly on estimating the values of physical quantities, e.g. size of an electron, rather than explaining the conceptual structure.

But it is very difficult to learn the different meanings of uncertainty only through this type of examples.

The results of our study suggest a critical re-evaluation of the previous researches on students’ conception of uncertainty principle.

Several researches took a limited position that only parts of three meanings of uncertainty were regarded as quantum mechanical concepts.

Especially, they overlooked the importance of the meaning of uncertainty as ‘the measurement noise and disturbance’. Therefore, a re-interpretation of the results of previous researches is required. And a careful consideration on the different meanings of uncertainty needs to be reflected in further research

Poster Exhibition the contents that the students described with regard to the evaluation questions, the concept of the inquiry ability of elementary school students with regard to the electric circuit inquiry ability questions could be grasped. In this regard, the inquiry elements and concepts that teachers and students find difficult to teach and learn were considered, and the educational implications of the pursuit of improvements were discussed.

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Analysis of the inquiry ability of elementary school science-gifted students and average students through elementary school electric circuit evaluation questions Hyong-Jae LEE*, Ji-Seon HA, Sang-Tae PARK Kongju National University, Korea Email: faithll@hanmail.net

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Understanding and correcting students' misconceptions in chemistry

In this research, questions were formulated to evaluate the inquiry ability of elementary school science-gifted students and average students in the electric circuit unit of the elementary school science curriculum. The questions were revised and supplemented in consideration of their levels of difficulty, validity, reliability, and discrimination, and of the evaluation objectives, evaluation criteria, and detailed evaluation objectives; and they were completed after they were verified by science education specialists. Twenty-five electric circuit inquiry ability evaluation questions were developed. Twelve of them were basic inquiry function questions, and 13 were integrated inquiry function questions. With regard to the evaluation questions on the elementary school students’ basic inquiry ability and integrated inquiry ability on the electric circuit, their inquiry ability was analyzed through the knowledge space theory. The knowledge space theory infers information on the entire body of knowledge related to the evaluation, beginning with the fragmentary information obtained from the individual students’ correct answers. In the interpretation of the evaluation results using the knowledge space theory, the students’ answers were analyzed merely based on whether or not their answers to the questions were correct or incorrect, without using numbers such as scores and grades, by which their grade was identified. Moreover, the concept of inquiry ability was analyzed through the contents that the students described with regard to each evaluation question on inquiry ability.

This research showed that through the knowledge space theory, as to the basic inquiry function and the integrated inquiry function with regard to the electric circuit evaluation questions for elementary school science-gifted students and average students, the inquiry ability grades of the science-gifted students were more structured than those of the average students. Moreover, through

Wing Suen TANG*, Wing Kwong CHAN Po Leung Kuk Laws Foundation College, Hong Kong Email: tws@plklfc.edu.hk

With reference to the publications of the Hong Kong Examinations and Assessment Authority in chemistry public examinations, it draws teachers' attention that students demonstrate quite a lot of misconceptions in the topic of acids and bases. For the sake of improving effectiveness of learning and teaching, it is important to diagnose students' misconceptions and to develop ways to correct them. In this study, students' understanding and misconceptions on the topic of acids and bases was investigated through written test and individual interview. The written test items included true or false statements and questions developed by Taber on the topic of explaining acid strength. In answering the true or false statements, students had to justify the validity of each statement. 10 secondary 5 students with low, medium and high capability in chemistry were interviewed individually to probe deeper into students' thinking. A set of teaching materials were then developed based on the findings in order to break down students' misconceptions.

The teaching materials developed could be adopted in the daily teaching in order to prevent the existence of the misconceptions.

References Taber, K. (2002) Chemical Misconceptions: Prevention, Diagnosis and Cure, London: Royal Society of Chemistry.

Http://www.rsc.org/Education/Teachers/Resources/B ooks/Misconceptions.asp

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Poster Exhibition The partnership program between Tokyo University of Science and Noda City Minoru ITO* Tokyo University of Science, Japan Email:

itohm@rs.noda.tus.ac.jp

This study explores about the Japanese partnership program between public school and university, especially in math and science education. We developed math and science experiment leaders training program that encourages students to acquire the manipulative skills of instruments on the base of forming attitudes, problem-solving, and developing cognitive strategies. Now, Japan is moving into a complex stage of economic and technological development that will require greater individual imagination, creativity, and sensitivity to international affairs. Many people are concerned over the challenge of meeting new national needs in science and technology to remain competitive in a changing world economy. On the other hand, Japanese school teachers are worried about a growing sense of student disaffection from the education system. It seems as if the younger generation is being blamed for a level of deterioration in the nation’s social fabric.

Anti-social attitudes and behavior by students strike at such core values as respect for authority and education and social harmony. Social tensions and labor market changes affect education.

Opinion polls have been reporting reduced public confidence in the education system.

This study conducted with the assistance of the Partnership Program between Tokyo University of Science and Noda City is one case developed the science education program. The purpose of this project is enhancing public school students’ interest in science and technology and further intellectual interest comprehensively. Its activities involved offering experiences provided by universities, public research institutes or enterprises.

We discussed and developed the survey for public school students who took part in this program in 2011-2012. A total of the over 100 public school students responded to our questionnaire which was designed on students’ interests, concerns, understandings, group discussion, group collaboration, and etc. This

References Ito, M., Shimano, A. & Aoki, T. “The Partnership Program of Mathematics and Science Education in Japan” at International Congress on Mathematics Education, 8 -15 July, 2012, COEX, Seoul, Korea.

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Fostering grade 11 students’ conceptual understanding of factors affected chemical reaction rate using an analogical approach and self-assessment Sorada NAMSANG*, Romklao ARTDEJ Khon Kaen University, Thailand Email: romklao@kku.ac.th

The purpose of this study was to investigate high school students’ conceptual understanding of factors affected chemical reaction rate. The study was carried out with 62 grade 11 students who studied in art-language program from two classes in a public high school in Thailand. Class A was designed as a control group taught with an analogy, whereas class B was designed as an experimental group taught by an analogy and self-assessment.

The pretest-posttest nonequivalent comparison group design research design was used in this study. The result showed that there was no statistically significant difference in the post test score between a control and an experimental group. However, the pre and post test scores were statistically significant difference for both groups of students. These suggest that an analogy could help students understand the difficult concept, but self-assessment is a strategy which pursuits students’ conceptual understanding.

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program based on group works in math and science education. To develop the good discipline in the class, the students did the group work before the math and science classes, because of handling of human beings not as isolated individuals, but in the social settings of groups.

We clarified the effect of this program that public school students were influenced on not only their studying science but also being aware of importance of social skills at science development in our society.

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Effect of a Model-Observe-Reflect-Explain (MORE) laboratory on grade 10 students’ mental models of chemical reactions Samran CHAMNANPHON*, Romklao ARTDEJ Khon Kaen University, Thailand Email: romklao@kku.ac.th

The purpose of this research was to investigate students’ mental models of chemical reactions as a result of the implementation of the Model-Observe-Reflect-Explain (MORE) laboratory works. The participants were Thai grade 10 students who studied in a non-science program.

The one-group pretest-posttest design was utilized in this study. The open-ended test questions were used to examine the characteristics of mental models. Students’ mental models were categorized based on their description and explanation. The results showed that, before implementation, a majority of the students could explain their understanding but they could not write the chemical reactions in symbolic notation. After implementation, most students could explain their understanding and write down the chemical reactions with symbols correctly. Also, the relationship between macroscopic and symbolic levels from students’ refined models that they constructed in the MORE laboratory works was found. The results from this study provide important information for teachers to design laboratory activities to help them understand scientific concepts.

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E˙A˙S˙E 2013 Contents (Abstracts Day 2) Friday, 5 July 2013 (Day 2) Keynote Speech……………………………………………………………………………………………….. 75 Oral Presentation………………………………………………………………………………………….....83 Workshop………………………………………………………………………………………………......... 125 Symposium………………………………………………………………………………………………….…..127 Poster Exhibition………………………………………………………………………………………..……134

Keynote Speech Keynote Speech (KS-02): Dr. Dana L. ZEIDLER University of South Florida, Tampa Bay, USA Email:

zeidler@usf.edu 5 July 2013, Friday, 09:30-10:15, D1-LP-02

Socioscientific issues as a socio-cultural approach to scientific literacy Most of us recognize the need for future scientists to be insightful and well grounded in their respective research programs and science teachers to be able to conceptually convey that knowledge to their students. Here, I have three main concerns: 1) In order to build an international platform for exchange between scientist and science educators, both will need to have some understanding of the humanistic, developmental and pedagogical needs that science teachers face in order to meaningfully engage their students; 2) both will need to be able to communicate their ideas in a manner that is conducive to a public understanding of science. 3) Perhaps most importantly, I am concerned about our students because I recognize that the while the larger majority will not seek scientific professions, all will, nonetheless, need to be functionally scientifically literate and make informed judgments about decisions that impact the biological, physical and social environment.

In recent years, the socioscientific issues (SSI) framework has provided researchers and educators with a viable means to connect students the with the world around them (Mueller, Zeidler, & Jenkins, Spring, 2011; Zeidler, Applebaum & Sadler, 2011), engaging them in the activity of science (Walker, & Zeidler, 2007; Zeidler, Applebaum, & Sadler, 2011), fostering evidence-based reasoning (Applebaum, Zeidler, & Chiodo, 2010), developing nature of science understanding (Eastwood, Sadler, Zeidler, Lewis, Amiri & Applebaum, 2012; Zeidler, Sadler, Applebaum & Callahan, 2009), facilitating scientific 75

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literacy (Zeidler & Sadler, (2011), and fostering a sense of ethical caring and character about the social and natural world (Fowler, Zeidler, & Sadler, 2009; Zeidler, Berkowitz & Bennett, 2011; Zeidler & Sadler, (2008). These studies (and others) provide a basis to raise viable questions about the nature of scientific identity and what it means to be scientifically literate in a pluralistic world.

The question that begs our attention is: what does it mean to think in scientifically responsible ways? What does it mean to think globally and act locally if words and deeds are to be viewed in a global context? That we live in a pluralistic world with competing values is brute fact to be reckoned with. Defining what it means to think responsibly in a pluralistic community is both an academically interesting challenge and a task that is necessary to support the quality of our physical, organic and social world. Here, I wish to argue that if we hope to achieve a common vision of sustainability and facilitate public understanding of science, then we will find that thinking in scientifically responsible ways requires features of character, which in turn requires the formation of conscience. For this to happen, there needs to exist a sense of community in the exchange of ideas between scientists and science educators.

If the crux of making informed judgments about worldly matters depends on being scientifically literate, and the expression of scientific literacy is defined in terms of responsible decision-making, then we find ourselves in the mist of tautology. To clear the mist, let us consider the following conceptual distinction. We need to ask ourselves if we can imagine a world where one can be properly identified as being scientifically literate, yet bear no responsibility to subsequent decisions made about policy, research, community, family and the like. We would likely agree that such an individual would possess technical competence, but lack the inclination to enact that knowledge with due consideration of the world around them.

In the alternative, can we imagine a scenario in which one makes consistently responsible decisions that impact the world around us and lacks scientific literacy? We would be hard pressed to imagine such decisions not being informed by knowledge of or about science. It would seem that some manner of scientific literacy is a prerequisite to making responsible decisions, though not a sufficient condition for such decisions to occur.

While literacy may not require a moral compass, scientific literacy, in the sense that I am prescribing, does.

Day 2 Keynote Speech

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Keynote Speech A moral compass, required for scientific literacy, depends on the development of character.

If aim of moral education can be nothing short of being moral, then character matters. Character is intricately tied to virtue – a sense of being true to oneself and appearing to others in a manner that is transparent; we appear to be who we really are, while we strive for excellence in all that we do.

Hence, our words and deeds are the signature of our character, and our character is bound up in the actions that impact others as well as the social and physical environments in which they dwell. In such matters, there should be no disconnect between our lives and the social and environmental spheres that we impact.

Unfortunately, the recent emphasis on Science, Technology, Engineering and Science (STEM) initiatives, particularly in the United States (NRC, 2011), in many ways, exacerbates the disconnect of sociocultural responsibility in that the dominant paradigms from which they originate carries with it shades of what Kincheloe & Tobin (2009) refer to as “crypto-positivism,” where an unexamined set of cultural epistemological beliefs becomes decontextualized and the knowledge derived from those beliefs becomes objectified and generalized (e.g., as in the case of “best practices”) so as to unwittingly endorse the norms and values already dominant in that culture. The failure to appreciate the unique temporal, cultural, economic, and political webs of social matrixes that make up the immediate lives of students’ epistemological views only furthers these hegemonic powers. This is precisely where the SSI framework offers a degree of pushback to the dominant norms of STEM program initiatives.

STEM initiatives, as typically advocated, fail to be embedded in a coherent developmental or sociological framework that explicitly considers the psychological and epistemological growth of the child and ignores the development of character or virtue. Missing, is explicit attention to socioscientific and sociocultural perspectives central to forming a fully developed sense of scientific identity that necessarily entails moral responsibility (Zeidler, Berkowitz & Bennett, 2012).

There has been much research in this area over the last several decades (Zeidler, in press) that can be organized into the following themes: 1) Socioscientific Issues as Engagement of Curriculum Practice – presents research that impacts the pedagogical application of classroom practice; 2) Socioscientific Issues as Epistemological Development – reviews research on

epistemological beliefs and the development of conceptual and psychological knowledge structures, including aspects of reflective judgment, discourse and argumentation; 3) Socioscientific Issues as Context for the Nature of Science – examines research on how SSI affords a contextualized setting of NOS; and, 4).

Socioscientific Issues as Character Development and Citizenship Responsibility – considers how SSI serves to promote the development of morality.

It is clear from this research that the SSI framework provides a sociocultural lens to fulfill a sociocultural approach to learning about science, and in the process, can lead to a functional sense of scientific literacy for all.

References Applebaum, S., Zeidler, D.L. & Chiodo, K. L. (2010). Using socioscientific issues as contexts for teaching concepts and content. In R. E. Yager (Ed). Exemplary science for resolving societal challenges. (pp. 147-163). Arlington, VA: NSTA Press.

Eastwood, J.L., Sadler, T.D., Zeidler, D.L., Lewis, A., Amiri, L. & Applebaum, S. (2012). Contextualizing Nature of Science Instruction in Socioscientific Issues.

International Journal of Science Education, 34(15), 2289-2315.

Fowler, S.R., Zeidler, D.L., Sadler, T.D. (2009). Moral sensitivity in the context of socioscientific issues in high school science students. International Journal of Science Teacher Education, 31(2), 279-296.

Kincheloe, J.L. & Tobin, K. (2009). The much exaggerated death of positivism. Cultural Studies of Science Education, 4, 513-528.

Mueller, M.P., Zeidler, D.L., & Jenkins, L.L. (2011). Earth's role in moral reasoning and functional scientific literacy. In J. DeVitis & T. Yu (Eds.), Character and moral education: A reader (pp. 382-391). New York: Peter Lang.

National Research Council. (2011). Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics.

Committee on Highly Successful Science Programs for K-12 Science Education. Board on Science Education and Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education.

Washington, DC: The National Academies Press.

Walker, K. A. & Zeidler, D.L. (2007). Promoting discourse about socioscientific issues through scaffolded inquiry.

International Journal of Science Education, 29(11), 1387-1410.

Zeidler, D.L. (In Press). Socioscientific Issues as a Curriculum Emphasis: Theory, Research and Practice.

In S. K. Abell & N. G. Lederman (Eds.), Handbook of Research on Science Education (pp. xxx-xxx). Mahwa, New York: Routledge, Taylor and Francis.

Zeidler, D.L., Applebaum, S.M. & Sadler, T.D. (2011).

Enacting a socioscientific issues classroom: T

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Keynote Speech ransformative transformations. In T. D. Sadler (Ed.), Socio-scientific issues in science classrooms: Teaching, learning and research (pp. 277-306). The Netherlands: Springer.

Zeidler, D.L., Berkowitz, M. & Bennett, K. (In Press).

Thinking (scientifically) responsibly: The cultivation of character in a global science education community. In M.P. Mueller, D.J. Tippins & A.J. Steward (Eds.), Assessing schools for generation R (Responsibility): A guide to legislation and school policy in science education. pp. xxx-xxx The Netherlands: Springer.

Zeidler, D.L. & Sadler, T.D. (2008). The role of moral reasoning in argumentation: Conscience, character and care. In S. Erduran & M. Pilar Jimenez-Aleixandre (Eds.), Argumentation in science education: Perspectives from classroom-based research (pp.

201-216). The Netherlands: Springer Press.

Zeidler, D.L. & Sadler, D.L. (2011). An inclusive view of scientific literacy: Core issues and future directions of socioscientific reasoning. In Linder, C. Ostman, L, Roberts, D.A., Wickman, P., Erickson, G. & MacKinnon, A. (Eds.), Promoting scientific literacy: Science education research in transaction. New York: Routledge / Taylor & Francis Group. (pp. 176-192).

Zeidler, D.L., Sadler, T.D., Applebaum, S. & Callahan, B.E. (2009). Advancing reflective judgment through socioscientific issues. Journal of Research in Science Teaching, 46(1), 74-101.

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Keynote Speech calls a ‘Vision 2’ approach, more generally called ‘education for scientific literacy’ or ‘science for all’(Fensham 1985). Whilst moves towards providing a ‘science for all’ education have taken place throughout the world, the need for the continued provision of a Vision 1 curriculum for some students, compounded by the ever-increasing production of scientific knowledge and novel technological artefacts, have led to an overloaded curriculum with multiple, hence unclear, aims. Meanwhile, almost no provision is systematically made for the non-specialist general public, the consequence being that the public understanding of science – however construed – remains poor , difficult to conceptualise, and hence resistant to improvement (Millar 1988).

Keynote Speech (KS-03): Professor John K. GILBERT King’s College London, U.K.; The University of Reading, U.K. Email:

john.k.gilbert@btopenwo rld.com 5 July 2013, Friday, 11:15-12:00, D1-LP-02

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Expanding the scope of science and technology education: making the most of informal resources

An approach to solutions of these problems Valiant efforts are continually made by national Ministries of Education to make the school science curriculum both more up-to-date scientifically and more likely to attract the sustained engagement of school-age students. These efforts have been echoed to some extent by the universities. Alas, these efforts are never fully implemented in the classroom and lecture room, for a variety of reasons (Van den Akker 1998). Ways must be found to augment formal attempts to modernise school science education. Provision must also be made for the science education of the general public in the approximately 60 years after the school leaving age.

Solutions made by found in the use of ‘informal educational resources’ in a variety of social settings. At one extreme, is the ‘free-choice’ (Falk, Storksdieck et al. 2007) use, where the learner – of any age, background, and interest – is using them on a voluntary, self-directed basis in an unstructured way without the anticipation of external assessment (Stocklmayer, Rennie et al.

2010)(p.9). That is, to acquire specific information for a personal purpose. At the opposite extreme, the same informal educational resources can to coopted to augment the formal school science curriculum, that is, their use is made compulsory, within a predetermined curriculum, and is subject to management by a teacher and to external assessment. That is, they are used to serve purposes that conventional school resources cannot.

Whilst science is a part of the compulsory school-age curriculum in most countries, its outcomes are often not considered satisfactory.

The extent of voluntary continuation of full-time science education is usually lower than is thought desirable, whilst almost no systematic provision is made for the general public. A greater use of informal resources in science and technology education can successfully address these three related issues.

The need and the problem Science and technology play major roles in all aspects of the lives of everybody. They do so in respect of people’s personal, social, economic, and cultural lives. Science and technology education must therefore be universal, comprehensive, and effective. At the moment, it is not.

The basic knowledge that underpins these important aspects of our lives has been largely obtained by professional scientists and technologists. The school and university systems, from the onset of the so-called ‘industrial revolution’, have focused on the education of those young people who were thought both able enough to understand the increasingly abstract ideas that were being produced and who were likely to become specialists in these fields. The curriculum provided was drawn from the existing processes and products of science itself, what (Roberts 2007) has called the ‘Vision 1’approach.

However, as the impacts of science and technology on people’s lives have grown ever-more complex and intrusive, the need for a curriculum that is more directly focused on these impacts has also become apparent. This is what (Roberts 2007)

Informal resources and their capabilities A wide range of types of informal resources are now available. They can be grouped according to 78

Keynote Speech the medium in which they are provided: paper-based, situation-based, conventional media-based, computer-based. Taking these in turn:

Bell, Lewenstein et al. 2009).

Conventional media-based Radio has great potential to provide information to large populations e.g.China or to low-density populations (Mazzonetto, Merzagora et al. 2005).

This potential has largely been overlooked by the advent of television and video, which although widely used in a range of formats, have been little researched (Coll, Gilbert et al. 2013).

Paper-based The most immediately available forms of paper-based resources are newspapers and magazines. However, the former tend not to carry many such articles and to usually treat the topics sensationally. There are some specialist magazines e.g. ‘New Scientist’, ‘Scientific American’.

A substantial proportion of paper-based resources are provided by what can be called ‘popular science’ books. Readily available in many types of commercial outlet, for example supermarkets, railway stations, airports, they are not textbooks but rather designed to communicate with diverse audiences (MacPherson and Della Sala 2008). In a recent study of such books when focused on chemistry, it was found that some relate closely to a (Roberts 2007) Vision 1 agenda whilst others are useful for Vision 2 purposes (Afonso and Gilbert 2013).

The use of ‘popular books’ requires the reader to be literate. However, for those who are less secure in their skills of reading, the potential –as yet unrealised in science education - of the ‘graphic novel’ and other forms have much to commend them. Broadly defined as a story presented in comic-strip format as a book (Gertler and Lieber 2004), the ‘graphic novel’ approach is allied to that of the Japanese ‘manga’ comic. In the latter case, the genre has been extensively used in the field of science fiction and therefore has potential for bona fide science education (Bosker 2007).Where the significance of the text recedes in the face of that of the illustrations, the result is the ‘comic’, consisting of a sequential series of cartoons . The potential of the comic in science education has been reviewed (Tatalovic 2009) and seems considerable.

Computer-based There is no doubt that the explosive growth in the availability of the internet is having an immense impact on informal learning. For example, anybody told by their physician that they have a particular condition can find out all about it within seconds.

The very recent advent of the so-called ‘social media’ e.g.Facebook offer great potential for the construction of knowledge by world-wide networks of people. It is perhaps inevitable that, given the vast amounts of effort being made to develop these computer-based forms of informal learning, that almost no systematic, insightful, and generalisable research has taken place so far (Coll, Gilbert et al. 2013)(p.250).

References: Afonso, A. and J. K. Gilbert (2013). "The role of 'popular' books in informal chemical education." International Journal of Science Education (B) 3(1): 77-99.

Bell, B., B. Lewenstein, et al. (2009). Learning science in informal environments: People,places, and pursuits.

Washington,DC, The National Academies Press.

Bosker, B. (2007). Manga mania. The Wall Street Journal.

New York.

Coll, R., J. Gilbert, et al. (2013). How to benefit from the informal and interdisciplinary dimensions of chemistry in teaching. Teaching chemistry: A study book. I. Eilks and A. Hofstein. Rotterdam, Sense: 241-268.

Falk, J., M. Storksdieck, et al. (2007). "Investigating public science interest and understanding: Evidence for the importance of free-choice learning." Public Understanding of Science 16: 455-469.

Fensham, P. (1985). "Science for all: A reflective essay."

Journal of Curriculum Studies 17: 415-435.

Gertler, N. and S. Lieber (2004). The complete idiot's guide to creating a graphic novel. New York, Alpha Books.

MacPherson, S. and S. Della Sala (2008). "Reviews of

Situation-based Museums consist of collections of static objects placed in a spatial or temporal order to generate a narrative for the visitor. In recent decades, the notion of the ‘interactive exhibit’ has emerged, in which the visitor is invited to perform some action on the exhibit, the consequences of that action then being made available to the visitor. Museums and Science Centres are heavily used and the most extensively researched of approaches to the provision of informal science education (Paris 2002; 79

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Discussion In my presentation, I will evaluate the potential of each of these formats for facilitating informal science education. I will also identify the challenges that must be faced if their potential is to be realised.

Keynote Speech

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popular science books." Cortex 44: 763.Mazzonetto, M., M. Merzagora, et al. (2005). Science in radio broadcasting. Milan, Italy, Polimetrica.

Millar, J. (1988). "The measurement of civic scientific literacy." Public Understanding of Science 7(203-223).

Paris, S., Ed. (2002). Perspectives on object-centred learning in museums. Mahweh, New Jersey, Erlbaum.

Roberts, D. (2007). Scientific literacy/science literacy.

Handbook of research on science education. S. Abell and N. Lederman. Mahwah,NJ, Erlbaum: 729-780.

Stocklmayer, S., L. Rennie, et al. (2010). "The roles of the formal and informal sectors in the provision of effective science education." Studies in Science Education 46(1): 1-44.

Tatalovic, M. (2009). "Science comics as tools for science education and communication: A brief, exploratory, study." Journal of Science Communication 8(4): 1-16.

Van den Akker, J. (1998).

The science curriculum:Between ideals and outcomes.

International handbook of Science education. B. F. Fraser and K. G. Tobin. Dordrecht, Kluwer. 1: 421-448.

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Keynote Speech Professor Fu-Kwun HWANG Department of Physics, National Taiwan Normal University, Taiwan Email:

hwang@phy.ntnu.edu.tw 5 July 2013, Friday, 13:30-14:15, D1-LP-02

When a physicist met science educators: what I have learned from science education research I am a physicist, I enjoy the fun of physics and I hope to share the enjoyment to others. However, I found that many students (especially high school students) in Taiwan do not like physics at all. Many of them think that they are forced to learn physics because it is a required subject for entrance examination. I want to do something to make the change so I became a novice in physics education.

It is not difficult to guess that I made several mistakes during the first few years. However, I also learn from my mistakes. For example: I tried to show physics demonstrations to students for several years, but I found out that the improvement was not significant. Students might get excited when they saw the demonstration, but it does not last long. And it does not help much on conceptual learning. I was lucky to be able to meet with physics education researchers and I learned that POE (Predict/ Observe/ Explain) works best with demonstration. It can be used for finding out students’ initial ideas, providing teacher with information about students’ thinking, generating discussion, motivating students to want to explore to related concepts. I found that many teachers turn his/her face to other students if the student he/she asked did not provide correct answer.

Mistake can act as catalysis if teacher treat it properly. The key is to help students learn from lesson and hopefully not making the same mistake twice. The fear of making mistakes can prevent one from trying anything new to make improvement.

I am grateful to the following conditions: (1) I was able to work very closely with science education researchers in Taiwan, and I learn to correct my mistakes through discussions with them (2) the internet became popular when I tried to 81

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share physics resources with others. I was able to communicate with students all over the world through a physics forum and I learn a lot by listening to students’ learning difficulty.

My web site became even popular and I was able to make contact with science educators worldwide. I learn a lot as results due to discussions and collaborations with them. There are similarity between physics research and physics education research. However, there are also differences between physics research and physics education research. I enjoy mapping some of the physics phenomena/law to science education situation. Examples will be shown to share my personal point of view.

I like the ideas: “Less is more”. It does not mean less content is always better. It means when students were overload, it is better to reduce loading to get a better learning outcome. I tried to organize physics content into four different categories: (1) essential physics related to everyday life: everybody should learn (2) Physics which make life/job easier or more efficient: required only for those who want to work on related field in the future (3) physics which help us enjoy the nature: for those who are interested. (4) Physics for those who want to become physicist/ professional scientific researcher. Education should provide opportunity for students to explore, to try, to make mistake, to think. The difficulty for education is everyone is different. Different student has different background knowledge.

Teacher need to design suitable learning process/environment for student to suit their need.

Newton’s law of motion can be applied to all objects in the universe. However, there is no single fixed teaching design which can be applied to all the students without modification.

Scientists tend to explore the natural world and discover new knowledge about the universe and how it works. Engineers apply that knowledge to solve practical problems, often with an eye toward optimizing cost, efficiency, or some other parameters. There are so many positive results from science education research. It is a pity that teaching/learning design was not be able to continue implemented in the school? I am not trying to provide the answer, but I would like to encourage discussion with questions.

The main theme for this year’s EASE conference is “Building an International Platform for Exchange between Scientists and Science Educators”, in the hope that such a platform can facilitate discussions and collaborations in research

Keynote Speech (KS-04):

Keynote Speech

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between science and science education communities. I am looking forward to the day it is come true!

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Oral Presentation Day 2 Oral Presentation

OP-2A2

Environmental knowledge and attitudes: a survey of freshmen students of the Far Eastern University, Manila, Philippines

OP-2A1

A comparative study on physics inquiry activities in science textbooks for primary school in Korea and Singapore

Myrna Paez QUINTO Far Eastern University, Philippines Email: mquinto@feu.edu.ph

Hana JUNG*, Youngseok JHUN Su-Song Elementary School, Korea Email: puri1031@hanmail.net

The purpose of this study is to provide some suggestions for future improvement of physics inquiry activities in Korean elementary science textbook. The modified framework of Lee(2005) and Millar et al.(1998) was used to compare physics inquiry activities in the Korean and Singaporean science textbooks. The results of this study are as follows: First, Singapore allots more time to each inquiry activity than Korea. Next, when it comes to ‘Inquiry Process skill’, Singapore and Korea commonly have two areas, ‘Basic Inquiry Process Skills’ and ‘Integrated Inquiry Process Skills’. Singapore sets two skills up almost equal, but Korea tends to be biased to ‘Basic Inquiry Process Skills’. Then, the results of comparing ‘Leaning Objectives’ of physics inquiry activities shows that Korean text books tend to focus on ‘Contents Objectives’, while Singapore’s text books similarly weight ‘Contents Objectives’ and ‘Process Objectives’. Consequently, Korean inquiry activities are more focusing on teaching and learning contents of science. Singapore’s inquiry activities more emphasize the process of inquiry by students. It can be thought like that Singapore’s science text books are more practical in doing inquiry. The differences of two nations seem to relate with the time that are allocated to each inquiry activity. This study implies that Korean science textbooks should guarantee enough time for each inquiry activity.

It will help Korean science text book encourage students to develop balanced ‘Inquiry Process Skill’ between ‘Basic Inquiry Process Skills’ and ‘Integrated Inquiry Process Skill’. Furthermore, Korean science text book will be able to include the contents of science as a result of inquiry and the procedures of inquiry without the pressure of time.

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This research employed a cross-sectional study design. A self-administered questionnaire was implemented among freshmen students enrolled in science and non-science programs in the Far Eastern University, Manila, Philippines. Stratified sampling was employed. Sloven’s formula was used to determine the number of respondents of the study.

The study aimed to determine the environmental knowledge and attitudes of the freshmen students of the Far Eastern University, Manila, Philippines. This study specifically determined the level of environmental knowledge of the students in terms of the following environmental issues: deforestation, biodiversity, pollution, climate change, population explosion, environmental health, and sustainable agriculture; determined the attitude of the students towards the environment; and determined if the following factors (socio-economic status, academic program, and gender) pose significant relationships to student’s environmental knowledge.

Results of the study showed that freshmen students of the Far Eastern University, Manila enrolled in either science programs or non-science programs have medium level to high level of knowledge about the environmental issues specifically on the different environmental issues such as deforestation, biodiversity, pollution, climate change, population explosion, environmental health, and sustainable agriculture and have positive to highly positive attitude towards the environment. Results also revealed that environmental knowledge is significantly related to socio-economic status of students’ family and the students’ environmental attitude.

However, it is not significantly related to gender and academic programs of the students.

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Oral Presentation OP-2A3

OP-2A4

Assessing Science problem-solving in a large-scale students' academic achievement evaluation program in China

The Impact of reading frame on multimodal representations in university students' science writing

Shiji FENG*, Xingkai LUO, Guangping ZHAO, Jing YUAN

Dongwon LEE*, Jeonghee NAM, Sunduck LEE, Hye Sook CHO

Guangxi Normal University, China Email: fengshiji999@163.com

Pusan National University, Korea Email: 2nd-potato@hanmail.net

Many science teachers and researchers are trying to elaborate more effective assessment methods which can promote more efficient science teaching.

Some rubrics and models that describe students’ cognitive processing when solving science problems have been developed. But another important factor that will influence the validity of the assessment, namely, the design of the science situation (context) that should be presented to students, has not been paid enough critical attention. Since 2005, we (members of Research Institute of Science Education from Guangxi Normal University) have been involving in a large-scale Students' Academic Achievement Evaluation (SAAE) project led by the China MOE Center for Curriculum & Textbook Development.

Designing science questions (items) and developing scoring schemes are very important part of our work. With regard to science situations as stages where students apply their science knowledge and skills to solve problems, we think a well-designed science situation should be very close to students’ daily lives and should be “between the known and unknown world” of the students. Compared to other large-scale academic evaluation programs, such as PISA (Programme for International Student Assessment), TIMSS(Trends in International Mathematics and Science Study) and NAEP(National Assessment of Educational Progress of America), our student classifications and rankings are much more detailed and diverse, which can provide more useful information for science teachers to improve their teaching. Several science items and scoring schemes from our practices will be presented as examples.

Students can get deeper understandings when they are able to make link between concepts or representations. However making multimodal representation is sometimes not easy to students who have a lack of background knowledge in many researches because this process can generate loads to students’ cognitive structure. Providing reading strategy to the students can be helpful to reduce cognitive load in that situation because it is able to help extract and summarize scientific concepts in other materials. Therefore this study aimed to examine the impact of reading-frame as a reading strategy on students’ multimodal representations in their writing. Participants of this study were freshman students majoring in science education at a National University in Korea. They participated in the general chemistry experiment course including argument-based inquiry investigations. We divided them into two groups.

Experimental group used a reading frame and Comparative group didn’t when they write their laboratory reports. Summary writing task, critical thinking test, scientific concept test were implemented to students as a pre and post test.

We also collect their laboratory reports for analyzing impact on their use of multimodal representations. We will discuss differences between groups.

OP-2B1

Typical flu images of undergraduates in Taiwan Show-Yu LIN , Pei-Yin LIU Aletheia University, Taiwan Email: a22342613@gmail.com

Flu is an important and hot medical socio-scientific issue worldwide; however, very few research studies have been conducted in higher education 84

Oral Presentation on how undergraduates understand of flu. This study investigated what the typical flu images of undergraduates (science majors and non-science majors) were on the contexts of society, history and culture in Taiwan by using the word association method. Content analysis and descriptive analysis were used for data analysis to reveal participants’ typical flu images from top 10 words, dimensions of genetic problems, the body defenses, infection, and physical-psychological interaction based on SMS-MAP Disease from SMDL, as well as dimensions of diseases, infection agents, symptoms, contexts, prevention, feelings/emotion, and routes of transmittance, etc. based on the self-developed rubric. The results will display, discuss, and then make important implications to improve science teaching, learning, curriculum designed in science education, further researches in medical education and official policies’ implementing in Taiwan as well as other countries.

developed and coined as “guessing behind science news” teaching model.

During the teaching, all participants were selected from students enrolled at the university-level within a general education program in Taiwan. Both of qualitative and quantitative data was collected. Preliminary results have shown that the “guessing behind science news” teaching could efficiently expanding students’ monitoring dimensions for science news.

The results also convince that a citizen with scientific literacy and media literacy simultaneously, will benefit from more opportunities to join in the discussions about scientific issues.

OP-2B3

Korean In-service elementary teachers’ first experience of learning NOS and Inquiry as a course in a graduate school

OP-2B2

Hanghwa Hong

How real science is hidden behind science news? –a preliminary study of constructing a teaching model for citizenship

Chonnam National University, Korea Email: hthree@hanmail.net

Chun-Ju HUANG National Chung Cheng University, Taiwan Email: subaru419@gmail.com

During our everyday life, there are so many issues related to science. Are our foods, water, and air healthy or not? Is our environment threatened by toxins or by some chemical elements? How will the most recent technology development affect human beings now and in the future? These scientific issues arise almost every day, and always have strong connections with individuals and society.

Science news is the most important and convenient materials available. With it, the public could achieve a certain level of scientific literacy due to its updated and accessible features.

However, the complicated procedures behind the science news could play a very important role to affect the public to understand the “real” science issues. Based on the premise, this study aims to promote students’ understanding of science by guessing something behind science news. With this idea, a teaching model including steps of reading, guessing, summarizing and clarifying was

OP-2C1

A cross-grade study of re-validating the evolutionary processes of students’ cognitive characters in electric circuit Jing-Wen LIN National Dong Hwa University, Taiwan Email: jingwenlin@mail.ndhu.edu.tw

A cross-grade study is valuable for understanding the impact of curriculum on students’ learning as 85

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This is a case study to explore how science education course affect Korean in-service elementary teachers’ views of NOS and inquiry.

The course developed base on explicit approaches related to the concept of NOS and Inquiry. In this study, self reflection was used as a method and 8 in-service science teachers were participated. The course focused on what NOS is, what Inquiry is, and how teachers teach NOS and Inquiry in their science classroom. Discussion will present how the result from this study should be applied into graduate programs in the future.

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Oral Presentation well as for facilitating the development of sequential curriculum content. However such studies are time and resource intensive. Lin (Lin, 2006; Lin & Chiu, 2006) proposed a cladistics approach in conceptual evolution to construct a hypothetical Conceptual Evolution Tree (CET; also called Evolutionary Parthway of Student Mental Models) in electric circuits which used computers to overcome the limitations of earlier cross-grade studies. The hypothesis of CET in electric circuits was preliminarily validated using 440 students from Grades 3 through 9 (Lin & Chiu, 2009). The aim of this study is to revalidate this hypothesis.

This study revises the cross-grade survey instrument and uses a Web-based mental model diagnosis system to collect and analyze data from 1,441 students. The results show that the empirical cross-grade survey data closely meet the hypothetical processes. The CET in electric circuits clearly represents a whole image of the evolutionary pathway of student cognitive characters of mental models in electric circuits from elementary to junior high school students and explains the relationship between student conceptual evolution and the curriculum by comparing the relationship to the empirical data.

The results support the success of the use of the cladistics approach in investigating conceptual evolution in science education. The revalidated CET in electric circuits could be a useful tool for science educators in designing curricula for classroom practice.

OP-2C2

The development of an instrument to measure pre-service science teachers’ views about the nature of science Surayot SUPPRAKOB*, Artitaya JITUAFUA, Pinthudit KLINKAJORN, Chatree FAIKHAMTA, Porntip CHAISO Kasetsart University, Thailand Email: kimjihoon_tomoko@hotmail.com

The nature of science [NOS] has become a central goal of science education. The purpose of this study was to develop an instrument for measuring pre-service science teachers’ views about the nature of science, and examine its validity and reliability. The instrument, Views about the Nature of Science (VaNOS), was developed based on various frameworks in NOS and science education.

It consists of 13-item essay test covering six aspects of NOS: goal of science, scientific knowledge, scientific method, scientific inquiry, scientist’s characteristics and scientific enterprise.

The systematic processes involved establishing in logical and empirical construct validity. The known group technique was used to test empirical construct validity and Inter-rater reliability was 0.5738 which indicated the consistency of two raters in scoring. The findings indicated that reliability of the VaNOS, which was calculated using Cronbach's Alpha Coefficient is 0.6587.

Based on the systematic processes used and associated evidence, the VaNOS appears to be construct valid instrument with moderate reliability for using with pre-service science teachers to assess their views about the nature of science.

References Lin, J. W. (2006). Investigating the influences of different teaching-learning sequences in textbooks on students with different mental models of electricity from the perspective of conceptual evolution. Unpublished doctoral dissertation, National Taiwan Normal University, Taipei, Taiwan.

Lin, J. W., & Chiu, M. H. (2006, April). Students' conceptual evolution in electricity-The Cladistical perspective. Paper presented at the NARST 2006, San Francisco, U.S.A. Lin, J. W., & Chiu, M. H. (2009). An across-grade study to investigate the evolutionary processes of students’ cognitive characters in series connection. Journal of Research in Education Sciences, 54(4), 139-170.

OP-2C3

Middle school students’ science inquiry skills enhanced through extracurricular science activities Mi Suk JUNG Pusan National University, Korea Email: physics1775@hanmail.net

Science inquiry is considered as the major goal of science education and science teachers try to practice teaching science inquiry skills in effective 86

Oral Presentation ways. Science clubs as extracurricular activities are likely to provide effective learning opportunities for students when students are allowed to initiate science inquiry from their interests. The study aims to investigate changes of students’ science inquiry skills and due to science club activities. Ten 8th graders of a middle school in Korea who participated in a science club were selected as research subject. During participating in a science club once per week for 34 weeks of one academic year, they were allowed to choose their research topics in science, formulate scientific problems, design and conduct experimental plans, collect and analyze experimental data, draw conclusions, and give presentation. Students’ science inquiry skills were measured quantitatively and qualitatively before and after participating in science club. Science inquiry skills of finding problems, formulating hypothesis, controlling variables, and analyzing data were tested and their changes in affective domain were investigated by in-depth interview. The research results showed that students’ inquiry skills, self-regulated learning were enhanced and students’ affective domain was also positively changed. But it is difficult for student to finding problems. The detail contents and teaching behaviors for science inquiry skills were discussed in consideration with individual students’ changes.

domain, and interaction. Each dimension consists of several subcategories. The purpose dimension in the framework relates to the intention of scaffolder what to scaffold and six subcategories emerge: verbal, procedural, conceptual, social, strategic, and metacognitive. The interaction dimension reflects the students interacting with scaffolder: dynamic (situation specific) and static (planned in advance). Lastly, the subject dimension is about the content: domain-general and domain-specific (such as science). The framework would be applied to dynamic interactions between docents and visitors. The data was collected during elementary school students’ family visits with the guidance of docents in science museum. Based on the discourse analysis and the results of analysis using the scaffolding framework, the implications on understanding how docent provides scaffolding to visitors in detail is discussed.

OP-2D2

Patcharin PANJABUREE*, Niwat SRISAWASDI Mahidol University, Thailand Email: panjaburee_p@hotmail.com

OP-2D1

Understanding the interaction between docents and visitors in terms of scaffolding in science museums

In science education community, researchers reported that learner often displayed learning difficulties in understanding and hold failures status of conceptual understanding for real world phenomena. Moreover, each learner has different preferences and needs. Those mentioned are very important factors affected on science learning ability for them and individualizing the learning experience for each learner is an important goal for educational systems. Therefore, it is very crucial to provide the different styles of learners with different learning environments that are more preferred and more efficient to them.

In recent years, web-based instructional tools have been considered as an effective learning environment for learners, and the issue of personalization in online-based learning has popularly become an important field of research and development in technology-enhanced learning and teaching. This paper proposes a framework for

Moon-Young CHOI, Eun Ji PARK, Chan-Jong KIM*, Seung-Urn CHOE Seoul National University, Korea Email: cmy8723@snu.ac.k

The purpose of this research is to understand the interactive learning which docents guide in terms of scaffolding in science museums. During guided visits, docents' knowledge about exhibits, guiding strategies, and communication skills are combined and provided to scaffold visitors’ learning through interaction. Attempting to understand the scaffolding by docents, we developed a scaffolding framework by collating the work of other researchers in related fields. The results show that scaffolding includes three dimensions: purpose, 87

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An adaptive learning system with integrative diagnosis of conceptual status and learning style for science education: a proposing framework

Oral Presentation adaptive learning system where the learner’s preferences are diagnosed, and then user interfaces are customized in an adaptive manner to accommodate the preferences, in order to emphasize on promoting scientific thinking. The framework, whose potential strength derives from integrating already established theoretical constructs, is presented as a proposal with the intention that it will be critiqued, tried, and improved upon where necessary and ultimately become innovative part of existing model of inquiry-based science learning by the way of using computer-based instructional technologies.

To develop an education program for the science-gifted students' parents, their needs and understanding regarding the education programs were investigated through surveys and interviews, and social and emotional issues of science-gifted middle school students and parents were analyzed.

As a result of surveys and analyzing science-gifted students' various problems, the study revealed that the emotional problems of the science-gifted students and science-gifted students' parents are expressed in various forms Regarding the second goal of this research, (the first, and the second) education program for parents that was developed on the basis of the parents' understanding and needs is as follows.

The contents of the education program includes the policy and direction of gifted education, gifted children and creativity, gifted children's character and their parents' role, guidance for gifted children's courses, case studies of gifted children's parents, role playing, gifted children's program experience, and discussions for constructing a positive relationship between gifted children and primary care-givers such as parents and teachers, Finally, the results of this study would render useful reference data to develop more accomplished education programs for gifted-students' parents.

OP-2D3

The study on the parents of science-gifted students in middle schools: emphasis on the development and application of education programs for parents 1

Bo-Kyung MIN , Sung-Won KIM* 1

2

2

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Dongkuk Girls’ High School, Korea; Ewha Womans University, Korea Email: sungwon21@gmail.com

The purpose of this study was to develop and actually implement an education program for the parents of science-gifted students in middle schools. We developed, applied and analyzed an education program on the basis of previous research which had investigated parents' needs and understanding of parent education as well as the emotional issues of the science-gifted students and their parents. In order to achieve this goal, the following study problems were addressed: First, what is the understanding of parents with science-gifted students regarding the education programs for the parents of science-gifted students and what are the social and emotional issues of science-gifted students and their parents?

Second, what should be the education program for parents in case it is developed on the basis of the knowledge and needs of the science-gifted students' parents, and what would be the result of applying the education program?

To address the above problems, the previous research regarding science-gifted students' character, parents' role, parents' education, and education programs for parents, were investigated.

OP-2E1

Scientists’ and science teachers’ understanding of green chemistry and their implementation Xiaoying FENG*, Sujing DONG Capital Normal University, China Email: fengxy@iccas.ac.cn

Green Chemistry has become one of the most important ideas of modern chemistry. It has been demonstrated and emphasized in both scientific research and chemistry education in high school.

Evaluation of understanding of the idea of green chemistry was carried out in both chemistry scientist and chemistry teachers in high school in Beijing area. It is illustrated that almost all scientists have a deep understanding of green chemistry and implement this idea in their research work positively. While for chemistry teachers, understanding of the idea of green 88

Oral Presentation chemistry differs greatly based on their education background, further training, working environment, scientific engagement after class and so forth. For high school chemistry teachers, implementation of the idea of green chemistry was not in accordance with the situation of understanding it. Even some teachers with better understanding of green chemistry cannot implement the idea thoroughly in chemistry class due to shortage of time, inadequate of equipment etc. Causes of different understanding and implementation of green chemistry between scientists and science teachers were discussed aiming to find a better way to improve the understanding of chemical science in science teachers.

OP-2E2

The status of the teaching ability of junior high school chemistry teachers on Chinese mainland and its influencing factors Yan-Ning HUANG, Lei WANG, Lan WANG China Email: yanningh@sohu.com

The researcher analyzes and studies the teaching ability and its influencing factors of nearly 5000 teachers participating in the National Training Program for Primary and Secondary School Teachers—the Junior High School Chemistry Program under the 2012 Long-Distance Training Program for Backbone Teachers in the Compulsory Education. The research methods include on-line questionnaire, putting up posts on-line by trainees and homework analysis. The research is composed of two subprojects: one is to learn the common teaching problems, teaching concepts and behaviors of junior high school chemistry teachers according to the participants’ performance in the on-line questionnaire, posts and Q&A tasks, and the other is to follow the performance of 34 teachers with better teaching ability in the four learning tasks, study the internal relations among teaching problems, teaching concepts and teaching behaviors of those teachers and further explore the status of the teaching ability and its influencing factors. The four tasks to be followed include: 1. Describing problems in teaching by the teachers themselves; 2. Overall plan to construct the particle concept in teaching chemistry during junior high schools and the PCK of several key

OP-2E3

An action research study of two “scientific inquiry” cases concerning high school biology Jing HUO*; Boqin LIAO Southwest University, China Email: huojing73@163.com

This study aims to find the better way to foster the scientific inquiry awareness and hand-on experience of high school students. Base on an action research study, two experiments were chosen. One is “the relationship between cell size and substances transfer”, the other is “The location of skin temperature sensor and body 89

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concepts such as molecule, atom, and element; 3.

Make the experiment plan for students for chemistry teaching in Grade 9; 4. Submit their best teaching plan for one teaching subject.

Findings of the Research: Though chemistry course in middle school is only introductory to the chemistry, disciplinary knowledge and ability remain the most important factors influence the teaching ability of junior high school chemistry teachers, and knowledge on structure of matter and explanation and exploration into the unusual experiment phenomenon are the biggest challenges to teachers.

The descriptive teaching concepts of the teachers are similar, but only teaching concepts supported by concrete teaching contents and strategies can be easily turned into teaching behaviors. Otherwise the teachers will think it cannot be implemented due to objective factors.

The core teaching contents need not only concrete teaching behavior, but also the explanation of the purpose of the behavior and the theoretical support for choosing the behavior.

The teachers are weak in deciding what should be teaching, and what not. Exercises in examinations and common supplementary materials are the primary standards for teachers to determine the teaching scope and the teaching effect.

Teaching plan that divides teaching processes based on students’ logic is better than those that take introduction, evolvement, conclusion and feedback as their teaching processes.

Oral Presentation temperature regulatory”. The students were assigned to retrieve relevant publications first.

Followed by pinpoint the key points of these explorations were chosen. 52 juniors’ students from the teacher’s college assigned to participate such pilot. From the first case that Measurable and tangible agar and color change were used as surrogates for intangible cell and substances transfer. The abstract conception of “Specific surface area” was established through the efficiency of transportation by measure and calculating. This new teaching procedure was proposed. The second case was established the relativity conception by the students’ skin perception of water temperature. The students learned how to transform hypothesis into method by measurement and analysis from the preparation of temperature probe and exploration the heat dot and cold dot by themselves. This methodology can be widely applicable to other science teaching and complement classroom learning.

some trials of the experiment learning programs are introduced.

References 1

http://www.mext.go.jp/english/elsec/1303528.htm

OP-2F2

Challenges of radiation safety education in Swedish and Russian teacher education viewed from the post-normal science perspective Oleg POPOV Umea University, Sweden Email: oleg.popov@umu.se

Radiation safety is an important socio-political issue in Sweden and Russia. It concerns security questions around nuclear power stations, monitoring of existing nuclear materials, means of transportation and their recycling, medical and technical use of radiation sources, as well as dealing with natural and artificial sources of radiation in everyday life. In science education research on this topic belongs to the field of socio-scientific issues (SSI) and also represents what educationalists call Socially Acute Questions (SAQ), defined by Simonneaux and Legardez (2010) as “a question which is acute in society, in background knowledge and in knowledge taught.”

The issues of “radiation risks” and “radiation education” once again surfaced and came into focus of public attention after the March 11 (2011) catastrophe at the Fukushima Nuclear Power Plant in Japan. While media and public debates on “radiation safety” are coloured emotionally and politically, this topic is rather weekly elaborated in science education discourse. This is where researchers working in the field of SAQs suggest we should make academic advancements through “socio-epistemological reflexivity in the processes of knowledge production and in the social conditions in which this knowledge emerges” (Simonneaux, Legardez, 2010). Theoretical perspective of post-normal science (PNS) was found useful to make deliberations on didactical framing of work with “radiation issues” in teacher education. This area has variety of epistemic, scientific and educational uncertainties. For example, science does not provide solid evidence

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OP-2F1

Development of the experiment learning program for science teacher education Haruo OGAWA*, Hiroki FUJII, Akira IKUO Tokyo Gakugei University, Japan Email: ogawah@u-gakugei.ac.jp

Challenges of teacher education for pre- and in-service in Japan have so far been made by the Ministry of Education, Culture, Sports, Science and Technology (MEXT)1 and the board of education in each jurisdiction prefecture in accordance with the guidelines of elementary and secondary education.

Beginning in March 2009, MEXT implemented a system in cooperation with a university for “certificate renewal course” that requires educators to acquire the most advanced knowledge and skills every 10 years. MEXT has also begun a comprehensive review of policies to improve the quality of teachers, including enhancement of pre-service teacher training courses in universities. We have developed an experiment learning program for science teacher education, and practice of some programs has been carried out to in-service teachers and/or students of teacher training. In this session, the current situation of teacher education in Japan and 90

Oral Presentation

Benjamin C. HERMAN, Dana L. ZEIDLER

epistemological patterns of reasoning about socioscientific issues (SSI), and to identify potential interactions of cultural and scientific identity.

Mediating factors associated with students’ argumentation and discourse about SSI, as well as the public’s understanding of science, has been identified as an important area of investigation in the field of science education (Driver, Newton & Osborne, 2000; Kolstø, 2006; Levinson, 2006; Sadler & Zeidler, 2009; Stocking, 2009). This mixed-methods design included over 300 students from Jamaica, South Africa, Sweden, Taiwan, and the United States. Students responded to instruments designed to assess their epistemological conceptualizations and justifications related to distributive justice, allocation of scarce medical resources, and epistemological beliefs over five dimensions related to scientific knowledge. Four iterations of a coding scheme produced over 97% inter-rater agreement for four independent coders. Results indicate there is a consistent trend toward epistemological congruity across cultures within inductively derived themes of: 1) Fairness; 2) Pragmatism; 3) Emotive Reasoning; 4) Utility; and 5) Theological Issues. Moreover, there were no discernible differences in terms of how students from these countries presented their beliefs on the sub-categories of each of the five major categories.

It appears that students displayed a high degree of congruence with respect to how they frame their reasoning on this SSI as well as their justifications for their epistemological beliefs. There were statistically significant differences regarding the ability to raise scientifically relevant questions among countries. Furthermore, Epistemological Beliefs Assessment for Physical Science (EBAPS) (Hammer & Elby, 2001) analyses show that statistically significant differences existed among each country’s participants in regard to how they conceptualized the structure of scientific knowledge and the nature of knowing and learning.

Commonalities as well as distinguishing characteristics in epistemological orientations are compared and contrasted and connections to a model of socioscientific reasoning with implications for research and pedagogy will be discussed.

University of South Florida, USA Email: bcherman@usf.edu

References

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Cross cultural epistemological patterns of reasoning on socioscientific issues

Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms.

Science Education, 84(3), 287–312.

The purpose of this investigation was to examine, from a cross-cultural perspective, students’ 91

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about health effects of low intensity radiation.

Teaching about ionizing radiation includes dealing with disputed values, uncertain facts and strong political and economic interests. Focusing on complexities and uncertainties is considered as strong side of PNS. The data for this paper was collected through curriculum documents analysis and a combined qualitative and quantitative study with a sample of about one hundred fourth- and fifth year physics teacher education students in Petrozavodsk and Blagoveshchensk (correspondently West and East of Russia) and Umeå (Sweden).

The paper, first, discusses the current state of ‘radiation education’ in the Swedish and Russian teacher education. The findings show that messages about Radiation Risks Assessment (RRA) are marginally presented in the curriculum documents and practice in both countries. This issue is complex and has not yet been well didactically developed. Secondly, findings related to students’ attitudes and understanding of risks of ionizing radiation are discussed. Our particular interest has been on what attitudes learners reveal towards radiation risks when related scientific knowledge and official information is uncertain.

National and regional differences have been identified in the answers.

An argument is provided for overt training of future teachers in ‘professional inquiry’ meaning enquiry-based learning undertaken by professionals aiming to gain better understanding of a complex phenomenon in order to find practical personally and socially valued solutions and outcomes. The study identifies specific context-bound areas of enquiry that can be targeted by further curriculum development work in the field of radiation safety education in both countries.

Oral Presentation Hammer, D., & Elby, A. (2001). On the form of a personal epistemology. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing. Mahwah, NJ: Erlbaum.

Kolstø, S.D. (2006). Patterns in students’ argumentation confronted with a risk-focused socio-scientific issue.

International Journal of Science Education, 28(14), 1689–1716.

Levinson, R. (2006). Towards a theoretical framework for teaching controversial socio-scientific issues.

International Journal of Science Education, 28(10), 1201–1224.

Sadler, T.D., & Zeidler, D.L. (2004). The morality of socioscientific issues: Construal and resolution of genetic engineering dilemmas. Science Education, 88, 4–27.

Stocking, S. H. (2009). Manufacturing doubt: Journalists’ roles and the construction of ignorance in a scientific controversy. Public Understanding of Science 18(1), 23-42.

It should be also noticed that after the outreach events, more participants supported that government should grand more scientific research and educational outreach activities to facilitate general public’s understanding about Burmese pythons. Overall, our study found that this educational event not only changed participants’ knowledge about but also their attitude toward to Burmese pythons in Kinmen, and could foresee their future positive behaviors of willing to understand and conserve Burmese pythons.

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Case study of embedded assessment integration into informal science learning on astronomy education activities 1

Chi-Feng LIN *, Chun-Yen CHANG

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Taipei Astronomical Museum, Taiwan National Taiwan Normal University, Taiwan Email: chifeng@tam.gov.tw

Documenting the Learning Outcome of a Conservation Outreach on Burmese Python in Kinmen, Taiwan, with the behavior change model 1*

Chi-Chang LIU , Bo-Chuan HSIEH

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For many years, the Taipei Astronomical Museum (TAM), has been working on the social science aspect of astronomy education. During this period, TAM has accumulated a wealth of Astronomy education activities experience, human resource, as well as developed a variety of teaching aids, teaching modes. Via the TAM teams to reach the remote areas of primary school, apply for the astronomy science education activities, training of teachers and students of the school. And the integration of environmental and educational resources to assist schools in remote areas, planning astronomical observations with scientific theory and will be the school create become a 「Starlight Primary School」. Also hope to become the base of the local astronomical science education to promote through the exchange of educational resources, increase the value of primary education for the remote areas, extending its educational cycle. The purpose of this series of activities is to help the remote primary schools in Taiwan to develop the characteristics of astronomical science education to become a “Starlight Primary School”.

Today astronomical science is of interest to students, but the astronomical content, complexity, and the abstract of the movement of celestial objects, may hinder the experience brought into the classroom. The traditional way of

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National Taiwan University, Taiwan; The Chinese Natural Resources Conservation Asiciation, Taiwan Email: chichangliu@ntu.edu.tw 2

This study was aimed to develop an instrument which could assess participants’ learning outcome in various aspects after attending a free- choice, informal educational activity for wildlife conservation. We investigated participants’ personal information, general conservation attitude, knowledge about and attitude toward to Kinmen Burmese python and evaluated their learning outcome after an outreach activity through pre- and post- event questionnaire. From 113 valid responses, we found that both indices of participants’ knowledge about and attitude toward to Kinmen Burmese python increased after the outreach activities, which suggested that the outreach program worked in changing participants’ knowledge and attitude. Moreover, participants who had higher index of general conservation attitude tended to have higher index of conservation attitude toward to Burmese python.

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Oral Presentation teaching must be coupled with new ideas, to provide multiple learning experiences. In this study, informal science learning through integration into embedded assessment is utilized to enhance students’ learning outcomes. This report establishes an astronomical education promotion model, to contribute to the use of school teaching, and establish a Bridge between both Formal and Informal Science Learning.

References Haim Eshach 2007. Bridging In-school and Out-of-school Learning: Formal,Non-Formal, and Informal Education.

Journal of Science Education and Technology, Vol. 16, No. 2.

Vosniadou, S., & Brewer, W. F. (1992). Mental models of the earth: A study of conceptual change in childhood.

Cognitive Psychology, 24, 535-585.

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The validation of mandarin Chinese scale of science academic emotion for the use in UK ＊

Wen-Wei CHIANG , Chia-Ju LIU National Kaohsiung Normal University, Taiwan Email: paltings@yahoo.com.tw

This study developed a scale to gauge academic emotions of university students regarding scientific and academic processes, and then examined the reliability and validity of this scale. A pre-trial scale examined three situations: attending science class, learning scientific subjects and problem solving.

We also prepared an examination of 15 emotional subtests: enjoyment, hope, pride, relief, anger, anxiety, shame, hopelessness, boredom, resilience, outlook, social intuition, self-awareness, context and attention. After the formal test, structural equation modelling was used on 150 university students.

Confirmatory factor analysis demonstrated the fitness of the model. The reliability coefficients for the scales are greater than .70, showing good reliability in the scales and high consistency among the question items. Due to the unsatisfactory fit between the model and the data, we adopted the modification index (MI) provided by Amos 19.0 to conduct a test for model modification. Once we derived the items corresponding to greater MI variation and residual set correlation, we performed a total of three modifications by releasing the residual covariance parameters of the following manifest variables in

References Allen, M. (2010). Learner Error, Affectual Stimulation, and Conceptual Change. Journal of Research in Science Teaching, 47(2), 151-173.

Areepattamannil, S., Freeman, J. G., & Klinger, D. A. (2011). Intrinsic motivation, extrinsic motivation, and academic achievement among Indian adolescents in Canada and India. Social Psychology Of Education, 14(3), 427-439.

Davidson, R. J., & Begley, S. (2012). The Emotional Life of Your Brain. New York: Hudson Street Press.

Kim, C., & Hodges, C. B. (2012). Effects of an emotion control treatment on academic emotions, motivation and achievement in an online mathematics course.

Instructional Science, 40(1), 173-192.

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the order shown: outlook↔self-awareness, pride↔enjoyment and relief↔resilience. All of the factor loadings for the manifest variables were greater than .45, revealing that the constructs showed good convergent validity. In the emotion scale, △χ2 ranged between 13.50 and 179.60; thus, the chi-square differences are all greater than 3.84, reaching the level of significance The results of exploratory factor analysis show that these emotions can be categorized as follows: (1) positive-activating emotions: pride, enjoyment, hope, outlook and attention; (2) positive-deactivating emotions: relief, resilience and context; (3) neutral emotions: self-awareness and social intuition; (4) negative-activating emotions: anger and anxiety; and (5) negative-deactivating emotions: shame, hopelessness and boredom. Academic emotions are very specific and the results demonstrate that the academic emotions experienced by university students in science class are indeed diverse. The current study lays a firm foundation for research regarding academic emotions and the findings should be expanded further. In terms of domain specificity, determination of whether the relationship among studies, family, and academic emotions is the same in other domains will require confirmation in future research.

Oral Presentation sound scientific concepts and hearing care, senior citizens are often troubled by hearing loss. Hearing loss not only affects the daily life communication, security and social activities closely related to the deterioration of cognitive function and quality of life. Therefore, this study aims to develop a program integrating sound scientific concepts and hearing care knowledge for the elderly. This program was designed not only for health promotion but also for enhancing scientific literacy.

Sixteen (6 males, 10 females) healthy elderly residents (70.3 Âą 5.2 y/o) were recruited from Beitou Community College as volunteers in this study. Total 200- minute program is divided into two courses. First 100-minute course of sound scientific concepts teaching includes: (1) the generation of the sound; (2) the propagation of the sound; (3) the sound three elements, and (4) noise sound. Second 100-minute course of hearing care includes: (1) the structure of the ear; (2) common hearing problems; (3) hearing care, and the actual hearing test. Two different six-item tests designed for the two courses respectively were conducted before and immediately after the teaching program to evaluate the teaching effects.

Semi-structured questionnaire and individual interviews were also conducted to explore the acceptance and feasibility of the program. Results revealed that the sound scientific literacy and hearing care knowledge of all subjects were improved significant (p <.01). Moreover, the feature of sound scientific concepts teaching emphasis on "learning by doing" improved their conceptual understanding of sound. In addition, all 16 subjects agreed that these courses coincided to their preference and applicable for their life. In conclusion, the program integrating sound science concepts and hearing care knowledge could be interesting and effective for elderly lifelong health education.

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Studentsâ&#x20AC;&#x2122; internet usage for research in science and mathematics Lowe Ana Marie L. Ligad-TRANCE*, Naci John C. TRANCE

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Western Visayas College of Science and Technology, Philippines Email: nacijohn@gmail.com

For more than a decade, the internet becomes the biggest library man has ever have. It contains almost all information, however, not all information shown are statements of truth. Hence, there is a need to verify whatever information we get from the net. The study aims to find out the internet usage of students for research in science and mathematics. Specifically, it seeks answers to the following questions: (1) what do students consider when they use the internet for research in science and mathematics?; and (2) what actions taken by the teachers upon receiving science and mathematics research reports whose main source of information is the net? Researcher-made questionnaires were used for data gathering.

Participants for this study were randomly sampled from students majoring in science and mathematics.

After they answer the questionnaires, they were interviewed to explain what they have answered. The top five websites were visited to have a closer look of the claims made by the students. Research teachers were also asked regarding the research outputs of their students. Results of this study will benefit not only research teachers but also for the studentsâ&#x20AC;&#x2122; awareness of their rights as well as that of the company or person authoring the internet site.

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Effects of program integrating sound scientific concepts with hearing care knowledge for the elderly in the community

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The Types and Features of Gestures in Science Discourse of Elementary Students

Chwen-Chi WANG, Jin-Jong CHEN, Chao-Ti HSIUNG

Jiyeon NA, Jinwoong SONG

National Taipei University of Education, Taiwan Email: wangchwenchi@gmail.com

Seoul National University, Korea

Email: jiyeonna80@gmail.com

Because of a general lack of correct knowledge of

Gestures are a common phenomenon of human 94

Oral Presentation communication. There exists little research concerned with the gestures in science education, and most researches of gestures have focused on individual gestures. However, learning occurs through sociocultural interactions with friends, family, teachers, and others in society. Hence, the purpose of this study was to investigate and identify the types and features of gestures which were made by elementary students to communicate with peers in science discourse. A group of six fourth-graders was observed in eight science discourses where they talked about ideas related to thermal concepts. The data was collected through interviews and questionnaires.

The analysis of the data showed that students’ gestures in science discourses could be classified into seven types: signal iconic gesture, illustrative iconic gesture, personal deictic gesture, object deictic gesture, beat gesture, emotional metaphoric gesture, and content metaphoric gesture. It was also found that these gestures had functions of repeating, supplementing, and replacing utterance to communicate with others.

Students frequently expressed scientific terms metaphorically as everyday terms through their gestures. Gestures were shared, imitated, and transferred in the communication process, and students’ gestures also made influence on other students’ ideas through these processes.

curriculum, for instance, to attempt the examinations, (ii) understand the enterprise of scientific inquiry, (iii) discuss socio-scientific issues from multiple perspectives. Despite such possible benefits, the students expressed diversified views on whether learning NOS could affect their interests in studying science and shape their identity as future citizens of the society. In particular, the low achievers found learning NOS neither related to promote their interests in the discipline, nor to help them establish a sense of citizenship. Implications on teaching NOS and on curriculum reform involving NOS will be discussed.

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Teaching photosynthesis based on a concept chain aligned with standards and students’ progressions Cheng LIU*, Enshan LIU Beijing Normal University, China Email: liucheng@bnu.edu.cn

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Learning nature of science in the eyes of students Wing-yan Valerie YIP The university of Hong Kong, Hong Kong Email: valyip@hku.hk

Teaching nature of science (NOS) has been a key issue of reforming the science curriculum in the globe. Taking an assumption that a better conceptual understanding of NOS would enhance better learning of science, previous research on students has focused on examining their conceptual understanding of NOS. This exploratory study examines the values of learning NOS held by nine students who had been taught by a teacher with the use of explicit approach for two years.

Other than mapping their views into the five dimensions of learning NOS, many students regarded learning NOS was useful as this could help them to: (i) meet the requirements of the 95

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Photosynthesis is one of the most important and difficult contents in K-12 science education. It contains a series of developing concepts that should be learned as a cumulative process in which prior knowledge forms the basis for current and future learning process. The research about learning progression of carbon-cycle has given educators empirical-based clue to consider how photosynthesis could be presented in an increasingly sophisticated way over multiple years.

Within the framework of k-12 learning progression, a micro-sequence, such as concept chain, representing a cumulative understanding process specific for high school students’ learning in a teaching unit might become an useful tool to help teacher transfer the finding from longitudinal learning progression research into the real classroom teaching. This leads to examining if a concept chain aligned with standards and students’ progressions could facilitate high school teacher plan a teaching unit helping student transform their understanding from lower level to higher level.

In order to answer this question, a concept chain of photosynthesis aligned with standards and students’ progressions was developed based on the analysis of 30 science standards from different countries or districts and a study of

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Oral Presentation investigation of students’ understanding about photosynthesis by using a two-tier test fitting for rasch model. 124 students and 2 biology teachers were divided into two groups and a new teaching plan based on the concept chain was used in treatment-group while control-group using the original plan. Teachers’ original teaching plans were collected at first and then they worked together with researcher to design their new plan based on the concept chain of photosynthesis.

Pre- and post- data of students’ understanding were collected by the two-tier test fitting for rasch model and a semi-structure interview.

Quantitative data collected from two-tier test showed students’ understanding of photosynthesis in both treatment and control groups were improved. And the qualitative data from pre and post interviews revealed students in treatment group could transform their understanding about photosynthesis from “phenomenal model” to “assimilatory model”, whereas students’ understanding were still at the “phenomenal model” in the control group. Based on the data, concept chains aligned with standards and students’ progressions did help high school teacher plan photosynthesis teaching unit for initiating students’ understanding transformation from lower level to higher level. Longitudinal study of using concept chains to design teaching plan, combining standards and student’ progressions at lower grades, should be initiated in order to check if the concept chains could help k-12 science teachers design and implement effective conceptual teaching as learning progressions’ expectation.

sufficient understandings about the ocean, either.

People have poor conceptions about the ocean, not to mention sharks. In a recent survey conducted in Hong Kong, a high proportion of 4th graders possessed negative perceptions and poor conceptual understanding of sharks. The author has designed marine lessons for years and also found similar results. This study was carried out in local context and meant to exemplify how marine education can be carried out in classrooms. The objective was to teach students about the biological and morphological aspects of sharks.

Besides, the author also intended to probe and correct their misconceptions. Students (N=12) from the mountainous area in northern Taiwan participated in hands-on activities designed by the author. The analysis of pretests and posttests indicates that students’ morphological misconceptions improved, suggesting this kind of instruction is effective. Although the sample was quite small, the data still shows a large amount of improvement on their knowledge about sharks.

For schools not near the ocean, how to carry out marine education is quite a big problem in Taiwan.

Although the objective is related solely to the content of sharks, findings of this study suggest if suitable teaching materials are ushered in and hands-on activities are offered, teachers can still “bring the ocean to the classroom” for their students.

References Brander, K. 1981. Disappearance of common skate Raja batis from Irish Sea. Nature, 290: 48-49.

Brody, M.J. 1993. A comparison of Maine and Oregon students’ science knowledge related to marine science and natural resources. Annual Meeting of the National Association for Research in Science Teaching, 16pp.

Casey, J.M. and Myers, R.A. 1998. Near extinction of a large widely distributed fish. Science, 281, 690-692.

Dulvy, N.K., Metcalfe, J.D., Glanville, J., Pawson M.G. and Reynolds, J.D. 2000. Fishery stability, local extinctions, and shifts in community structure in skates.

Conservational Biology, 14, no. 1: 283-289.

Feller, R. J. 2007. 110 Misconceptions about the ocean.

Oceanography, 20, no. 4: 170-173.

Hall, H. 2002. Things change. In Sharks. A. Ferrai (ed), New York: Firefly Books.

Tsoi, K.H. 2011. Children’s perceptions of sharks and understanding of its ecological significance for educational implications. Asia-Pacific Forum on Science Learning and Teaching, 12, no. 2: 1-37.

White, W. and Gunstone, R. 1992. Probing Understanding. Philadelphia, PA: Falmer Press.

Yen, C.F, T.-W. Yao, and J.J. Mintzes. 2007. Taiwanese students’ alternative conceptions of animal

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“Bring the ocean to the classroom”—how to overcome students’ misconceptions about sharks Hung Shan LEE National Taiwan Normal University, Taiwan Email: rexmir3@gmail.com

Children have superficial or poor understanding of basic concepts and principles related to the marine issues. According to the Ocean Project’s 1999 nationwide survey, most Americans show superficial understanding of the ocean. Based on local researches, Taiwanese students do not have 96

Oral Presentation biodiversity. International Journal Education, 29, no. 4, 535-553.

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student model or public model, Attitudes is the dominant factors influencing behaviors. And it is worth to note that factual knowledge has direct impact on Behaviors with negative effect in both models. Fortunately, the total effects of factors in cognition on Behaviors are positive but small.

Without attitude and responsibility as mediators, greater knowledge, however, indicated poorer behavior.

In the light of the study results, we suggest that increasing the positive attitudes and senses of responsibility in students and publics are more essential than conveying factual knowledge.

Otherwise, people may have concepts of green building but do nothing to contribute to sustainable living.

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Does knowledge matter?: a structural equation modeling study on green building literacy Quo-Cheng SUNG*, Ming-Liang LIN, Lai-Song KUO, Li-Ting HUANG, Jiu-Mei HAN Chien-Hsin University of Science and Technology, Taiwan Email: kc0729@uch.edu.tw

It is believed that publics have not developed good habits of green living due to lack of understanding of the green building concepts. However, according to the findings of many studies on environment literacy, how much environmental knowledge the public have was weakly correlated, or even unrelated, to their pro-environmental behaviors.

There is a question arises, does knowledge really matter to green residential behaviors? Moreover, our study moved beyond the above question to ask “what type of knowledge matters” and “what are the more effective factors”.

In this study, the structural equation model was used to investigate the relationships among knowledge, affects, and behaviors regarding green building literacy of undergraduates and publics in Taiwan respectively. The study subjects comprised a total of 1,214 undergraduates selected by purposive cluster sampling countrywide and a total of 270 residents selected by convenience sampling from several residential communities in northern Taiwan. The instruments were two different green building literacy questionnaires, one was developed for students while the other was for publics, the development and validity of both questionnaires was achieved using Delphi method.

The Cronbach’s Alpha reliability of each subscale for both students and publics were all between 0.73 and 0.88. Exploratory factor analysis showed that affects and behaviors composed the first two factors, and the part of cognition included two factors: factual knowledge (or descriptive knowledge) and action knowledge (or procedural knowledge). AMOS was employed to confirm the measurement model of cognition and then to conduct pathway analysis in order to obtain the structural model.

The results indicated that whether in the

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Community based activity: effect to students’ performance Joy R. MAGSAYO*, Amelia T. BUAN Mindanao State University-Iligan Institute of Technology, Phillipines Email: joyrmags@gmail.com

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Project-Based lessons engage student interest and motivation which allows learners to work collaboratively in order to solve a problem that people do in their everyday world outside the four corners of the classroom.

This research aimed to develop a project based lesson on Environmental Science. Students assessed different ecosystem that is found in the locality. Working in groups students collected data on the impact of human activities to the ecosystem.

The researchers explored the effect of the project based lessons on students’ performance st and the 21 century skills being developed. Result showed that there is an increase in the scores of the students after exposure to project–based activities. The students also expressed that the activity enhanced their creativity, collaboration and ICT competencies.

The researchers recommend that educators develop lessons that involved real world problems.

Teachers need to think about how to integrate community issues to the curriculum for students to get involve in solving the issues.

Oral Presentation in particular.

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Nursing students’ understandings of chemical equilibrium

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Melanie O. JUNIO

Improving students’ conceptual understanding in properties of elements and compounds via analogy incorporating formative assessment

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University of the Assumption, Philippines Email: melanie.junio@ua.edu.ph

Various processes taking place in the body are rooted on basic chemistry concepts. An informed view of their underlying principles will likely contribute to health practitioners’ better decisions while carrying out their tasks in the field. A particular case involves chemical equilibrium in relation to management of clients with O2-CO2 transport and acid-base balance problems.

Studies however reveal that chemical equilibrium is one topic in chemistry which is difficult to teach and learn. Consequently, students of medical professions may possibly possess inadequate or unacceptable conceptions about the subject matter. To explore understandings, a five-item multiple choice test was administered to 158 Level 1 to 4 nursing students who have already completed General Chemistry 1.

The explanations provided with each option were analyzed to determine their notions about the subject matter. In general, the students exhibited limited understanding about the nature of chemical equilibrium. Only about 50% of the students would get the correct answer for each multiple choice item and 60% would provide justifications for their options. Many of the responses were inadequate and similar to those found in literature, including the inability to interpret the meaning of the double-headed arrow, equality “of amounts of reactants and products” instead “of rates of reversible reactions”, among others.

A number also misconstrued an equilibrium reaction as an ordinary neutralization process involving Arrhenius acids and bases.

Quite interestingly, majority would associate equilibrium concepts with terms they might have learned in their other courses (e.g. “equilibrium” and “homeostasis”, “equilibrium shift” and “compensation”). Others were quite creative in rationalizing their answers by using situations familiar to them (e.g. hyperventilation). This did not however guarantee their success in giving the acceptable explanations. Implications of findings to teaching and learning chemical equilibrium are presented. The study is significant to chemistry teachers in general, and to the health professions,

Romklao ARTDEJ*, Noopaeng PAKIRACA, Naruemon SUWANNAPENG Khon Kaen University, Thailand Email: narumon_dora@hotmail.com

The research study reported an intervention involving of an analogical approach incorporated with formative assessment classroom technique.

The purpose of this study was to examine the role of an analogical approach and formative assessment classroom technique on students’ conceptual understanding of properties of elements and compounds. The subjects were 40 grade 10 students from one class in a public high school. Data were gathered from the conceptual test to evaluate students’ conceptual understanding with a one-group pretest-posttest research design. The t-test was used to analyze these data from implementing an analogical approach and formative assessment classroom technique. Interviews were also conducted with selected students in order to gain more information about students’ conceptual understanding. The results revealed that there was a statistically significant difference between scores in the pre-test and post-test (p < 0.05). This indicated that the intervention could improve students’ conceptual understanding of properties of elements and compounds. Recommendations for the use of an analogical approach and formative assessment classroom technique were discussed.

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Exploring the effectiveness of guided discovery teaching by authentic assessment on the concept of sound wave

The impacts of online dynamic assessment on five graders’ comprehension on science text Kuo-Chung HSU*, Li-Chuang TSU, Jing-Ru WANG Jhungjing Primary School, Taiwan Email: shukuochung@gmail.com

Bing-Hong KU*, Chyong-Sun CHEN, Meichun Lydia WEN National Changhua University of Education, Taiwan Email: kubinghong@gmail.com

The purpose of this study mainly aimed to design guided discovery teaching activities and explore their effectiveness on the sound wave concept by authentic assessment.

Two quasi-experiments were set in this study to explore the effects of different teaching styles ─ guided discovery teaching (GT) and the traditional lecture teaching (LT) ─ on the sound wave concept by using different assessment formats ─ authentic assessment (AA) and the paper-pencil test (PT).

We compared the effects of GT and LT by AA in the first experiment, and by PT in the second.

Both AA and PT assessments were two-tier diagnosis tests. The authentic assessment instrument was designed based on the paper-pencil test, but the researchers replaced the sentences that cannot describe the real characters of sound with words by true sounds, videos, and photos. For example, a video showing the oscillation of a ruler with different length for probing students’ understanding of frequency was provided in AA. In another example, actual sounds and wave diagrams created by computers was presented for testing students’ understanding of tonality and waveform.

Through both quantitative and qualitative data analyses, we found that students who received guided discovery teaching did not achieve higher in terms of concept learning than those who receive traditional lecture in the paper-pencil test, because of the failure of the paper-pencil test to probe the real understanding and abilities of students. Secondly, the results showed that compared with the traditional lecture teaching, guided discovery teaching provided better concept learning achievements in the authentic assessment, which meant that the authentic assessment had better effects on probing students’ concept learning than the paper-pencil test. Finally, based on the results mentioned above, this study also discussed about the importance of aligning the assessment format with the teaching style.

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The study aimed to investigate the impacts of online Dynamic Assessment for Reading Comprehension on Science (DARCS) on six graders’ comprehension on science text. The DARCS, developed by Wang (2012), included a series of 14 testlets. Each testlet contained a reading text and a set of item questions assessing students’ reading comprehension. The research used comparative analysis design with two groups of students. While the first group of students accepted GPA-DARCS treatment, in which students accepted a series of online and graduate prompts testlets, the second group of students were administered N-DARCS treatment, in which students accepted online, but no instructional graduate prompts testlets.

The Reading Comprehension on Science Texts (RCST) developed by Wang et al. (2012) was used to measure the changes of students’ reading comprehension abilities by the end of the treatment. The RCST included four important dimensions: (a) detecting the main idea of the text, (b) reasoning from textual information, (c) generating inferences from the text, and (d) understanding scientific vocabulary. The study will th completed by December 30 including pretest, posttest, interim test, and two-week-delay test.

The differences of the two treatment on the students’ reading comprehension and further suggestion for integrating reading in science classroom were discussed.

Oral Presentation designers in STM, and heads of higher education institutions will be inspired to review, update, or re-design their educational policies, academic programmes in STM as based on young people’s choices and interest of study and career and (b) how the local educators, education officers and teachers could provide well-informed guidance or advice on further study to their senior secondary students.

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University students’ choices of science and mathematics related programmes in Mainland China 1

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Yau Yuen YEUNG , Ka Luen CHEUNG , Svein 2 SJØ BERG 1

The Hong Kong Institute of Education, Hong Kong; University of Oslo, Norway Email: yyyeung@ied.edu.hk

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The booming economy of mainland China is contemporaneous with the large increase in both the number and percentage of high school students (especially female students) being admitted into universities. As already identified in many European Union countries and USA, there is a common concern among educators and academics that requires a rigorous study on factors influencing recruitment, retention and gender equity in science, technology, and mathematics (STM) higher education.

Based on the international comparative research project called IRIS (Interests & Recruitment in Science), we have administered the Chinese version of the IRIS questionnaire instrument to over 2,700 first year undergraduates in 3 large universities (with one comprehensive university, one focused on teacher training and one focused on science and technology) in Guangzhou of China. Those respondents are enrolled in 19 different majors as related to physics, chemistry, biology, food science, technology, computer and mathematics etc.

Around 5% of the respondents were further interviewed to collect detailed information about their views or rationales on certain questionnaire items. In this paper, we shall base on the present questionnaire survey to provide research-based evidence to address the frequently asked questions regarding the relationship between young people’s educational choices and their priorities, considerations, values and experiences on which young people base their educational choices. The IRIS instrument also includes questions on the relative importance of various kinds of school experiences and out-of-school experiences (as related to science and technology) on the students’ choice of university programmes.

The differences in findings between genders, university types and programme types will also be reported. Besides, we shall discuss about (a) the implications for the educational changes or reforms as those policy makers, curriculum

Promoting character and values as global citizens in science education 1

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Hyunju LEE *, Kyunghee CHOI , Sung-won KIM , 2 2 Benjamin C. HERMAN , Dana L. ZEIDLER 1

WCU Global Institute for STS Education, Ewha Womans University, South Korea; 2 College of Education, University of South Florida, USA Email: hlee25@ewha.ac.kr

The incessant occurrence of socioscientific issues (e.g. explosion of nuclear power plants, energy crisis, deforestation, unexpected dangers of bio and nano-technology, etc.) gives rise to the call for promoting character and values of students as global citizens. It is because character and values are the essential driving forces that serve as general guides for citizens to make more responsible decisions and to actively take an action about global issues. In this study, we introduce our conceptual framework on character and values for global citizens. The conceptual framework was initiated by the following two questions. First, what kinds of components of character and values should we educate for our students as future global citizens? And second, to what extent the current science educations contribute to promoting such components of character and values?

Based on our extensive literature reviews and empirical data, we identified three major components of character and values: i.e. ecological worldview, social and moral compassion, and socioscientific accountability. Ecological worldview includes such beliefs as 1) human beings as a part of the nature (i.e. inter-connectedness) and 2) human beings as sustainably developing and coexisting with other living organisms in nature (i.e. sustainable development). Social and moral compassion includes 1) moral and ethical 100

Oral Presentation large-scale assessment because of its high cost. In this study, we aimed to measure and compare students’ achievements in paper-pencil test and performance assessment.

This study was carried out in two senior high schools, which are located in Guilin, Guangxi, th Mainland China. In each school, we chose 9 grade students from two classes for taking paper-pencil test, and then picked up randomly 50 students from them for experiencing performance assessment. In paper-pencil test, students were asked to make hypotheses about one science question “Why the cooking dumplings will float after boiled” and design experiments to verify their hypotheses. In performance assessment, students were asked to make hypotheses about the same question and designed experiments as well, after that they moved into the hands-on processes to implement their experimental plans.

Researchers recorded students’ behaviors in performance assessment and created the evaluative rubric for coding and assessing students’ achievements in two tests.

This study found, addressing hypothesis making and experiments designing, students’ achievements in two kinds of tests did not show significant difference. Moreover, we found some interesting results from implementing experiments and self-reflection in performance assessment.

Students who got high sores in paper-pencil test did not demonstrate excellent performance in hands-on experiments. In addition, performance assessment can reveal students’ emotional attitudes thorough all processes of inquiry.

Performance assessment may be considered a strong complement to paper-pencil test. In the end, the implications for science teaching and assessing were discussed.

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A comparative study on students’ achievements in paper-pencil test with contextual items and in performance assessment 1

Dan Hwang* , Xian WU 1

Nanning NO.54 Middle School, China; Guangxi Teachers Education University, China Email: huangdan657749@163.com 2

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The validation of the motivation in learning science questionnaire

Assessing students’ ability of scientific inquiry is a common challenge for science educators around the world. Traditionally, the popular method is the paper-pencil test with highly realistic, contextual items. This kind of paper-pencil test is low-cost and can be used in large-scale assessment. However, there are some limitations on assessing students’ ability of scientific inquiry through paper-pencil test. Nowadays, performance assessment usually is regarded as the more appropriate way for assessing scientific inquiry learning. But, performance assessment is hard to be used in

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Tao-Yu WU , Hsiao-Lin TUAN , Ching-Hua 1 2 HSIEH , Chi-Chin CHIN 1

National Changhua University of Education, Taiwan; National Taichung University of Education, Taiwan Email: suhltuan@cc.ncue.edu.tw 2

The purpose of this research is to validate the Motivation in Learning Science (MILS) Questionnaire. MILS is a tool not only for measuring the learning motivation of all students, 101

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sensitivity to socioscientific issues, 2) ability to understand interests of various parties involved in SSI and to sympathize with them understanding their different points of views (i.e. perspective-taking), and 3) ability to feel empathy with those who suffer from socioscientific issues (i.e. empathetic concern). And, socioscientific accountability includes 1) feeling of responsibility regarding creating and resolving socioscientific issues, and 2) willingness to take sociopolitical actions for resolving socioscientific issues.

Our empirical data with pre-service science teachers and middle school students presented to what extent they enacted such components when confronting socioscientific issues, and what kinds of moral reasoning patterns emerged in their moral reasoning. They admitted that human beings are closely connected with the nature and we have responsibility to preserve the nature, but they tended to present anthropocentric views.

They also tended to approach socioscientific issues with empathy and compassionate to diverse people who are vulnerable to the unexpected danger of science and technology development.

However, they failed to perceive themselves as major moral agents capable of actively resolving global issues and struggled to demonstrate wiliness to take an action.

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Oral Presentation but also can discriminate between low and high-achievement students.

We integrated lately findings of researches on motivation, adopted scales as follows: learning environment stimulation, value of science learning, performance goal, achievement goal, self-efficacy, learning strategy, examination anxiety, and attribution of result . With these 8 scales, we developed 79 items for pilot study.

The samples of pilot study are 95 students from 2 junior high schools at central Taiwan. There are about 48% of samples failed at science examination. Factor analysis showed most of these items located in the original factors, but some items are grouped to different factors, especially the scale of “attribution of result ”, it seems more complex than predicted, so we devided this scale into 8 independent items to discriminated the attribution pattern of high-achievement student from low-achievement student. The Cronbach's α of 7 subscales are between 0.71~0.94, and the Cronbach's α of whole scale, including 47 items, is 0.95. We rethought the meanings of these items, adjusted wordings of some items and added more items in final questionnaire.

The samples for the final survey will be th around 1,500 8 graders from 28 junior high schools at central Taiwan. Findings will be checked to confirm factors with our pilot study.

methodology designed in this study. We offer opportunity of practical operation to students in order to learn the optical concepts. We study on the students who studies in a public elementary school in Wen-Shan Distinct, Taipei. There are totally 50 participants of two classes involved in this teaching. We have chosen one class as an experimental group, and the other as the control group.

A quasi-experimental design was conducted in this study. Researchers spent 7 weeks in a row conducting this experimental research, with “Optimal Chess Teaching Training” on the experimental group with the teaching aid, which is made from chess and optimal components, while without “Optimal Chess Teaching Training” on the control group. In the control group, only traditional teaching approach was used.

An instrument, The Test on Optical Concept, which developed in previous study was used for evaluating students’ learning on optical concepts before and after the comparative instructions. The validity and reliability have been examined and proved with an acceptable level. ANCOVA was used to compare the difference between the experimental group and the control group.

The result showed a positive and significant difference when students was taught with the optimal chess approach (F=69.290, p=.000). It is concluded that the using the optimal chess as a teaching aids has a positive effect on students’ learning on concepts of optics.

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The Effect of Chess Set of optical components as teaching aids on fifth grade student's science learning

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Chia-Mei WENG, Yu-ling LU*

Jeong yeon LEE, Jiyeong MUN, Sung-Won KIM*

Comparative study on inquiry processes in science and arts class

National Taipei University of Education, Taiwan Email: yllu@tea.ntue.edu.tw

Ewha Womans University, Korea Email: sungwon21@gmail.com

Student learns from his/her active exploration on questions and answers. From which, he/she gains growth during the process of experiencing and inquiring. Thus, providing students with the opportunity of learning science by doing has been regarded as an emphasis in science education.

The purpose of this research is to cultivate concept learning by implementation an innovative teaching approach which uses chess set of optical components as teaching aids. In this research, we introduce the chess set as teaching aid, which combines optimal components, and teaching

Learning inquiry skill is one of the important goals of science education, because the logical, analytic, and synthetic thinkings as well as creative thinking can be developed in inquiry process. In general, inquiry process had been regarded as the features of the science class only. Recently, it is reported that the art activities have been viewed as the process of inquiry rather than the emphasis on emotional expression (2009, Ok, Yeong-hui).

In this study, we investigated how middle school science and arts teachers helped their 102

Oral Presentation students to experience inquiry process in the their classes. The similarities and differences in the way of using inquiry between science and art classes are analyzed. To do this, sixteen art and science teachers were selected for interviews in consideration of their major, work experience, gender, and educational level.

The findings are as follows: First, inquiry process was experienced by verifying the theory in the textbook and deriving the correct conclusion through the precise control of variables in the science class, whereas that was experienced by designing creative artwork that showed students’ feelings and emotions in the art class. Second, inquiry process was shown in the art class, when students mapped out and communicated with their teachers about the concept of the artwork.

Third, students learned to make an objective observation excluding the theory dependence in the science class. On the other hand, in the art class, students learned to observe subjectively and consciously.

Through this study, we found that the inquiry processes are appeared not only in the science class but also in the art class. The results of this comparative study will also be the theoretical and methodological bases of the science-arts integrated activities in class.

used as tool of interpretation for students’ kindness in their biology laboratory. The findings revealed that majority of students had appreciation in laboratory practices. It seemed that they well took care of living things used in the studies and more concentration in laboratory and appreciates in living thing values. Students had more kindness to animals, no destruction or playing with animals. It indicated that they aware of sin of used animals in experiments when they composed biological song. This discussed suggestion of providing good students with generous mind, living in the society with happiness, and moral immunity.

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A study of integrating global education strategy into science instruction Ching-san LAI National Taipei University of Education, Taiwan Email: clai@tea.ntue.edu.tw

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The study of infusing ethic and moral issues in Grade 12 students’ biology laboratory 1

Janjira SAISANG , Chokchai YUENYONG

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Khon Kaen University Demonstration School, 2 Thailand; Khon Kaen University, Thailand Email: chok229@yahoo.com

The paper aimed to enhance ethic and moral issues in Grade 12 Students’ biology laboratory.

The participants included 45 Grade 12 students who studied in a school of Khon Kaen city, semester 2, year of 2012. Methodology regarded interpretive paradigm. Integration of moral in Biology laboratory was provided with concerning on infusing moral issue of kindness, doing mediation, biological music, and praying for awareness of animal merit. The intervention was carried out for 4 months. Students’ tasks, discussion and explanation, laboratory evaluation form, participant observation, and interview were

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Achieving Better Group Learning in College Science Classroom: Learning Tasks and Leadership Tzu-Ling PENG, Han-Ni LIN, Pi-Chu KUO* National Pingtung University of Education, Taiwan Email: esprit2006@gmail.com

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The greenhouse effect, El Nino, environmental pollution, and energy crisis are the major issues impacting the society during recent years in Taiwan.

The major purpose of this study was to explore the effectiveness of science instruction by integrating global education strategy. 24 in-service teachers were participated in this study.

In-service teachers designed 8 science learning activities and teach those activities to their students in order to enhance elementary school students’ global education literacy and scientific literacy. Results indicated that students have a better understanding on both science content and global issues after receiving science learning activities with global issues. In addition, elementary school students become willing to use environmental conservation skills actively involved in environmental conservation action.

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Oral Presentation The main purpose of this study was to reveal possible factors affecting the process and outcome of group learning in college science classroom.

Qualitative research method was used to investigate how the learning tasks implemented affect the percentage of active engager in a group, and also how the leading style influence the performance of a group. Qualitative data mainly focused on classroom observation collected from 4 different college-level general science education classrooms in Taiwan.In total, 33 working groups observed in this study. Individual’s role in the belonging group was identified by close inspection on the interaction among group discussion in classroom which was recorded for repeatedly coding by 3 researchers. Four roles were identified from the coding results:as Leader, Active Engager, Passive Engager and Outsider. The results showed that the trends of active engager’s percentage in a group were different when different learning tasks were assigned. Percentage of active engager in groups assigned by project-based tasks was over 50% in the beginning, and kept increasing along time. However, the percentage of active engager in groups assigned by issue-based tasks was less than 50% in the beginning and declined afterward. The results suggested that learning tasks with concrete goal of outcomes and flexible working processes can engage more active participation than those with uncertain goals and routine processes. The identification of leader styles was mainly decided by examining the interaction between the team leader and the members, supported by the content analysis of feedbacks and reflections from everyone as a part of assignments. Five leading styles were identified as Egocentric Commander, Egocentric Manager, Altruistic Supervisor, Altruistic Coordinator and Lax Chair. Among 33 team leaders in four classes, 14 were identified as altruistic supervisors, 6 were altruistic coordinators, 10 were lax chairs, 2 were egocentric managers, and only 1 was egocentric commender. In comparing to the overall team performance which was normalized according to team grade given by the instructor, leading style has significant impact on the performance of a team. Furthermore, except that the cases of egocentric styles were too few to conclude, the capability of the team leader seems to be a major factor to decide the outcome of a team. However, whether egocentric or altruistic makes no difference on the performance of a team.

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Developing students’ informed reasoning ability by implementation SSI Instruction Yoonsook CHUNG, Sung-Won KIM* Ewha Womans University, Korea Email: sungwon21@gmail.com

Informed reasoning is one of the essential competences for people who are living in rapidly developing society as face many challenges of socio-scientific problems such as global warming, environment pollution, and obesity, etc. We call these problems as Socio-scientific Issues (SSI). The premise of this study is that SSI instruction can play crucial role in promoting students’ informed reasoning by increasing peer interactions and stimulating their logical thinking. This study, therefore, aimed to investigate education effect of implementing a SSI program on informed reasoning. 11th grade students in Korea participated in the SSI program such as global warming, new & renewable energy over one semester. 4 main steps make up the program: Understanding content knowledge, critical analysis, being in other’s shoes, developing evidence. We adapted qualitative research method. We observed the classroom while teachers implemented the program with field note. And we interviewed with some of those students and teachers. In result, it revealed that the SSI program affected students’ informed reasoning in positive ways. Qualitative data showed that the students tried to have adequate scientific knowledge, logical thinking process, critical point of view, and open mindedness.

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Cognitive development in scientific reasoning ability among Grade 11 students in Khon Kaen, Thailand: A finding of current status Chakkrapan PIRAKSA*, Niwat SRISAWASDI Khon Kaen University, Thailand Email: niwsri@kku.ac.th

Internationally, scientific reasoning is recognized 104

Oral Presentation Motivation in Learning Science (MILS) Questionnaire. MILS is a tool not only for measuring the learning motivation of all students, but also can discriminate between low and high-achievement students.

We integrated lately findings of researches on motivation, adopted scales as follows: learning environment stimulation, value of science learning, performance goal, achievement goal, self-efficacy, learning strategy, examination anxiety, and attribution of result . With these 8 scales, we developed 79 items for pilot study.

The samples of pilot study are 95 students from 2 junior high schools at central Taiwan. There are about 48% of samples failed at science examination. Factor analysis showed most of these items located in the original factors, but some items are grouped to different factors, especially the scale of “attribution of result ”, it seems more complex than predicted, so we devided this scale into 8 independent items to discriminated the attribution pattern of high-achievement student from low-achievement student. The Cronbach's α of 7 subscales are between 0.71~0.94, and the Cronbach's α of whole scale, including 47 items, is 0.95. We rethought the meanings of these items, adjusted wordings of some items and added more items in final questionnaire.

The samples for the final survey will be th around 1,500 8 graders from 28 junior high schools at central Taiwan. Findings will be checked to confirm factors with our pilot study.

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NOS Teaching practices and factors accounting for those practices: implications for science teacher education

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Benjamin C. HERMAN*, Michael CLOUGH, Joanne OLSON

The validation of the questionnaire of science teacher’s perception on low-achiever’s need 1

University of South Florida, USA Email: bcherman@usf.edu

The phrase “nature of science” (NOS) is commonly used in science education to describe the integration of philosophy, history, sociology, and psychology of science in order to understand the core values and assumptions found in the development of scientific knowledge (McComas et al., 1998). Much literature has been put forth describing the benefits from NOS instruction

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Tao-Yu WU , Hsiao-Lin TUAN , Ching-Hua 1 2 HSIEH , Chi-Chin CHIN 1

National Changhua University of Education, Taiwan; National Taichung University of Education, Taiwan Email: suhltuan@cc.ncue.edu.tw 2

The purpose of this research is to validate the 105

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as an important key in order to the success of science learning for student, especially in precollege level of education. Accordingly, Thailand basic education program has been determined ability to reason scientifically is a necessary for all student, associating with development of cognitive process. The aim of this study was to investigate level of cognitive development in scientific reasoning ability for Grade 11 student in Khon Kaen, Thailand. To probe their development, 400 students from different size of school were administered to Lawson's Classroom Test of Scientific Reasoning (LCTSR).

The data were analyzed comparatively regarding student gender and size of school. Results revealed that there is no formal operational reasoner among them. Most of them, about 90 percent, for male and female showed cognitive development level of scientific reasoning in concrete operational stage and another in transitional operational stage, no one on formal operational stage. It seems gender had no influence on the students' cognitive development in scientific reasoning and they are lacked of potential scientific reasoning. According to size of school, almost in all size of school are concrete reasoners. Less than 10 percent of student in small and medium size expressed their cognitive development as transitional reasoner. In addition, there was none of formal reasoner among small, medium, large, and extra large size of school. This evidence implied that school science in Thailand had not succeeded in development of scientific reasoning for student in basic education program yet. There is a challenge for enhancing student's scientific reasoning and on the way to think how to gain more scientific reasoning ability for students.

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Oral Presentation Considerations for effective nature of science instruction.

Science Education, 15, 463-494.

Driver, R., Leach, J., Millar, R. & Scott, P (1996). Young people’s images of science.

Open University Press, Buckingham.

McComas, W. F., Clough, M. P. & Almazroa, H. (1998).

The role and character of the natureof science in science education in W. F. McComas (ed.), The nature of science in science education: Rationales and strategies (pp. 3-39). Kluwer Academic Publishers, Dordrecht, The Netherlands.

gained by students and society (Driver et al., 1996; McComas et al., 1998), and how to effectively teach the NOS (Abd-El-Khalick & Lederman, 2000; Clough, 2006). Despite the consensus on why and how the NOS should be taught, studies are lacking that examine the impact of NOS instruction on science teachers’ practices two or more years after completing a science teacher education program.

Extant studies focused primarily on preservice and first-year teachers' NOS teaching practices have had disappointing results, with few teachers valuing NOS as a cognitive objective or teaching it in ways consistent with literature regarding effective NOS instruction. In addition, little is known about teachers’ specific NOS practices due to a lack of observation protocols to assess teachers’ NOS instruction.

This study examined teachers’ NOS instructional practices 2-5 years after completing an intensive secondary science education program that included a NOS course and attention to NOS instruction throughout all other science education coursework. Also identified through this study were factors from these teachers’ secondary science education program that account for their NOS implementation practices. Twelve of the thirteen study participants explicitly taught NOS, and nine of the thirteen did so at moderate to high levels. Several factors from the teachers’ secondary science education experience were crucial in developing their NOS teaching practices.

These included (1) the development of support groups to implement the NOS; (2) the modeling of effective NOS teaching and heightened sense of teacher responsibility by the secondary science education program faculty; (3) perceived utility value for teaching the NOS; and (4) strategies to deal with teaching constraints. Also presented in this paper is a NOS Classroom Observation Protocol (NOS-COP) designed to make evident many facets of teachers’ NOS implementation practices that have not always been clear in prior research. This study demonstrates that accurate and effective NOS instruction appears achievable, but may require far more effort than found in typical science teacher education programs.

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Pre-service physics teacher’s implementation of constructivist teaching in Thailand: a case of Hong Kong pre-service teacher *

Jiraporn TUPSAI , Chokchai YUENYONG Khon Kaen University, Thailand Email: tjirap@kku.ac.th

The purpose of this study was to investigate a pre-service teacher’s innovative implementation of constructivist physics teaching. The paper analyzes the case of Hong, a young, Female, pre-service physics teacher. Hong enrolled in the internship course for teaching practice for Grade 11 students in Khon Kaen University Demonstration School, starting in first semester 2010. She was instructed on constructivist teaching methods. A mixed methods research design was used to monitor his subsequent classroom teaching practice. The quantitative perspective involved using the Constructivist Learning Environment Survey to monitor students’ perceptions of the constructivist nature of Hong classroom learning environment, in accordance with the five scales of the CLES: Personal Relevance, Student Negotiation, Shared Control, Critical Voice, and Uncertainty. Qualitative data was obtained from classroom observations and interviews of Hong and his students. The findings revealed that the pre-service teacher implemented key aspects of constructivist teaching as measured by the CLES. In particular, she successfully made science more personally relevant to students, engaged them in classroom discussion, and enabled them to ask questions of the teacher about their learning. This study has important implications for improving the pre-service teacher program in Khon Kaen University.

References Abd-El-Khalick, F. & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665–701.

Clough, M. P. (2006) Learners’ responses to the demands of conceptual change:

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Oral Presentation Enhancing students’ understanding of the dissolving process by an UbD lesson Sung-Pei CHIEN*, Yu-Chen LEE, & Yu-Ta CHIEN National Taiwan Normal University, Taiwan Email: cellist_2@hotmail.com

Enhancing students’ competency of using chemical representations is an important issue in chemistry education. Chemists usually use representations consisting of symbols and molecular structures in their practice to develop concepts and to communicate with other professionals in the scientific community. Failing in applying appropriate chemical representations may impede students to develop deep understanding about chemical reactions or complex mechanisms (Zhang & Linn, 2011). Additionally, some studies have also indicated that novice learners frequently encountered difficulties in developing concepts as well as translating between different modes of representations being used to describe the concepts (Kozma & Russell, 1997; Wu, Krajcik & Soloway, 2001).

Hence, some researchers used simulation to help students translate the representations and to promote their understandings of science (Schnotz & Bannert, 2003; Wu, Krajcik & Soloway, 2001).

However, fewer studies were focused on designing curricula to provide students an ample of learning opportunities to practice and elaborate their usage of multimodal representations. Besides, the ways that students view their own student-generated representations are also worthy of being analyzed.

Thus, this study applied an Understanding by Design (UbD) template as the design framework.

As Wiggins and McTighe (2008) asserted that, the main goal of a lesson is students’ understanding.

The understanding here includes both key knowledge and skills that students should learn over the lesson. In addition, the learning activities should be designed after the determination of goals and the learning activities should be in accordance with the goals of the lesson. Based on the aforementioned design principles, the researchers redesigned a lab unit about the mechanism of dissolving for senior high school students.

Since the goal of this study is to promote students’ understanding of the dissolving process by an UbD lesson, the learning activities designed

References Kozma, R. B., & Russell, J. (1997). Multimedia and understanding: Expert and novice responses to different representations of chemical phenomena.

Journal of Research in Science Teaching, 34(9), 949-968.

Schnotz, W., & Bannert, M. (2003). Construction and interference in learning from multiple representation.

Learning and Instruction, 13(2), 141-156.

Wiggins, G., & McTighe, J. (2008). Put understanding first. Educational Leadership, 65(8), 36-41.

Wu, H. K., Krajcik, J. S., & Soloway, E. (2001). Promoting understanding of chemical representations: Students' use of a visualization tool in the classroom. Journal of Research in Science Teaching, 38(7), 821-842.

Zhang, Z. H., & Linn, M. C. (2011). Can Generating Representations Enhance Learning With Dynamic Visualizations? Journal of Research in Science Teaching, 48(10), 1177-1198.

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in this study included students’ making predictions before the experiment of solubility, the hands-on experiment, and followed by a small group discussion about the experiment of solubility. In each activity, students were required to draw their own mechanisms about the phenomena of dissolving in the solution and to use the drawing to make the predictions and discuss the mechanism of dissolving in the solution. Overall, 64 high school students participated in this study and 90% of them finished all the required drawing in pre-test and post-test. After the 5-hours lesson, a follow up interview was conducted to explore students’ views on the representations generated and used by themselves.

The analysis of students drawing revealed that student-generated representations could be divided into 3 types. Some of their drawings were similar to the cubic picture which students saw in their daily life, others were imitations based on the cartoon shown in the simulation software, and still others were close to those pictures given in the textbook. Comparisons of students’ drawing in pre-test and post-test showed that most of the students got improvement in both their understanding of dissolving process and the quality of self-generated representations.

Moreover, no matter what types of representation used, students were able to make a reasonable claim after the lesson.

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Oral Presentation interest in science, but also help students construct knowledge by determining how a science issue affects other people.

Reflection and reciprocity are foundational concepts of service-learning. Reflection is a teaching method which connects personal experience with motivation and learning.

Reflection can take many forms: individual and group, oral and written, directly related to discipline-based course material or not. The process of reflection plays a critical role in the experiential learning cycle. Connors and Seifer (2005) suggested several reflection strategies that consider students’ diverse learning styles. Moses (2008) suggested that a supplementary reflection log which encouraging the students to document their affective, behavioral, and cognitive aspects of reflection, and provides feedbacks to students to foregrounding the three aspects, students could move from self-centered perspective toward global or systemic perspective of various issues.

With the characters and strategies of reflection concerned above, we evaluated selected digital learning platforms in terms of what aspects the platforms encouraged students for reflection and how effective are they in promoting knowledge integration for individual participants and effective tutoring by teachers. Based on the results, we suggest an innovative digital learning model for the Problem-based Service learning.

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The enhancement of professional service learning effectiveness through digital learning platform Hsin-Chueh CHEN

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National Taiwan Normal Univeristy, Taiwan Email: 696430459@ntnu.edu.tw

The study explores the possible approaches of integrating service learning into science education curriculum with digital learning platform. The digital learning platforms applied in current professional service learning curriculum in Taiwan can be categorized into five types. The first type has online lecture made as videos introducing basic science concept for service preparation. The second type has Internet forum for student discussion, where they can share the experience of service and represent argument about scientific topics. The third type of learning platform has Assignment module for teachers to design prompts for the reflection journal. The fourth type is built with the concept of curriculum map, which represents the core capability of this course and the relevance to student’s future development.

The last type combines several courses with different science field concerning about specific social issues.

According to the Council for the Advancement of Standards for Service-learning Programs, service-learning is defined as follows: “Service learning is a form of experimental education in which students engage in activities that address human and community needs together with structured opportunities intentionally designed to promote student learning and development.” With the requirement of acquiring and applying profound understanding about the knowledge learned in schools, an appropriate teaching strategy is crucial for integrating service experience into science learning.

One solution to the issue is called Problem-based Service learning, which students are presented with problems posed by community partners and asked to ameliorate them. Take a report written in the NSTA Reports as an example, an engineering instructor put this approach in action. After he taught students about fluid mechanics, two of his student teams worked with engineers to develop designs for the city’s new recycling center.

Combining community service projects with science teaching may not only increase students’

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A survey on science teachers’ ideal and achieved reformed goals of the science curriculum Yu-Chen LEE*, Husan-Ying HSIEH, Wen-Hua CHANG, Chia-Wen TSAI National Taiwan Normal Univeristy, Taiwan Email: 696430459@ntnu.edu.tw

Current science curriculum framework emphasizes cultivating students’ mainstream science literacy as citizens and developing science and technology practices (Ministry of Education, [MOE], 2006).

However, to what extent science teachers perceive the ideal goals of reformed science curriculum would impact on their adaptation and enactment of the curriculum (Biggers & Forbes, 2012; McNeill, Pimentel & Strauss, 2011), implementation of curriculum materials (O’Donnell, 2008), curriculum decision making (Levin & Nevo, 2009), and 108

Oral Presentation approaches to achieving the reformed curriculum goals (Bybee, 2011). Understanding the school teachers’ perceived ideal and achieved curriculum goals can provide insights into the plan and design of professional development programs. This survey study aimed to explore secondary science teachers’ perceived curriculum goals in order to determining objectives of professional development programs for secondary science teachers. Goal statements for Stage Four in the framework were compared with the Next Generation Science Standards (2012) to draft a list of 23 goal statements. Followed by experts written reviewing, group discussion, and trial on 8 science teachers, a list of 33 statements that address “Active enquire and research” (Scale A, 9 items), “Plan, management, and investigate” (Scale P, 8 items), “Think independently and solve problems” (Scale T, 8 items), and “Communicate, argue, and share” (Scale C, 8 items) were generated. Applying a stratified random sampling procedure, 178 secondary science teachers from 20 schools in northern Taiwan was surveyed to explore their perceived ideal curriculum goals as well as actual achieved goals. One hundred and fourty-two science teachers returned the questionnaire (return rate 80%). Cronbach α analysis revealed internal consistency values for perceived ideal goals of the overall questionnaire and subscales (0.97, 0.88, 0.86, 0.91, & 0.93); for actual achieved goals of the overall questionnaire and subscales (0.97, 0.88, 0.90, 0.91, & 0.91).

Pearson’s product-moment correlation coefficients of the total and each scale are .81 ~ .96. The teachers’ average response regarding ideal curriculum goals for each scale was between very important and important. Furthermore, the teachers’ average response regarding actual achieved curriculum goals was 27.43 for Scale A (SD = 4.88), 21.25 for Scale P (SD = 5.34), 22.81 for Scale T (SD = 5.00), 23.05 for Scale C (SD = 5.00).

The paired t-test data indicated that the teachers rated significantly lower scores for actual achieved goals compared to the scores for perceived ideal goals on all four scales (p < .001). We concluded that, in general, the science teachers in northern Taiwan are aligning themselves with the ideal science curriculum goals. However, the teachers’ self-rated achieving level was not satisfactory. The secondary science teachers reported that they seldom reach their ideal curriculum goals. We suggest further to systematically investigating science teachers’ planned actions and classroom teaching performance before determining the science teachers’ needs in terms of achieving their

intended curriculum goals.

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Primary schools’ teachers on principal instructional leadership and teacher morale in marine education ＊

Chin-San LIN , Li-Li CHU National Taipei University of Education, Taiwan Email: teac001@yahoo.com.tw

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An analysis of visitors’ conversation as a scientific argumentation in a science museum Eun Ji PARK*, Hye-Jin HAN, Chan-Jong KIM, Seung-Urn CHOE Seoul National University, Korea Email: cmy8723@snu.ac.kr

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This study aims to explore the current situation, differences, and relationships between principal instructional leadership and teacher morale in marine education in primary schools’ teachers of Keelung City. The research is conducted by using questionnaire and it is revised by the researcher according to literature and experts’ validity. The target of the research is the teachers of 40 primary schools. It uses stratified proportional sampling and got 347 valid questionnaires. After data collection, descriptive statistics, independent sample t-test, one-way ANOVA, and Pearson correlation are used for the discussion of data.

The main findings of this study were as follows: 1.

Teachers are satisfied with principal instructional leadership in marine education.

2.

Teachers agree with the targets of school marine education.

3.

Experienced teachers and small-size school teachers are more satisfied with principal instructional leadership in marine education.

4.

Small and medium school teachers have higher morale in implementing marine education.

5.

The better the principals use instructional leadership in marine education, the higher the teachers have morale in implementing marine education.

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Oral Presentation th

The purpose of this research is to understand the interactive learning which docents guide in terms of scaffolding in science museums. During guided visits, docents' knowledge about exhibits, guiding strategies, and communication skills are combined and provided to scaffold visitors’ learning through interaction. Attempting to understand the scaffolding by docents, we developed a scaffolding framework by collating the work of other researchers in related fields. The results show that scaffolding includes three dimensions: purpose, domain, and interaction. Each dimension consists of several subcategories. The purpose dimension in the framework relates to the intention of scaffolder what to scaffold and six subcategories emerge: verbal, procedural, conceptual, social, strategic, and metacognitive. The interaction dimension reflects the students interacting with scaffolder: dynamic (situation specific) and static (planned in advance). Lastly, the subject dimension is about the content: domain-general and domain-specific (such as science). The framework would be applied to dynamic interactions between docents and visitors. The data was collected during elementary school students’ family visits with the guidance of docents in science museum. Based on the discourse analysis and the results of analysis using the scaffolding framework, the implications on understanding how docent provides scaffolding to visitors in detail is discussed.

another 97 typical 4 graders were randomly selected to participant in the assessment and were used as the comparison group. The treatment for experimental group children emphasized scaffolding aesthetic science activities and inquiry strategies. The Elementary School Student Questionnaire (ESSQ) was administered to assess all children’s positive thinking, attitudes toward science, and anxiety about learning science. In addition, 9 target children from the experimental group with the lowest scores on either positive thinking, or attitudes toward science; or with the highest scores on anxiety about learning science in the pretest were recruited to be interviewed at the end of the intervention and observed weekly.

Confirmatory factor analyses, analyses of covariance and content theme analysis assessed the similarities and differences between groups. It was found that the disadvantaged families’ children were motivated by the treatment and made significant progress on positive thinking and attitudes toward science, and also decreased their anxiety about learning science. The findings from interviews and classroom observations also revealed that the intervention made differences in children’s affective perceptions of learning science.

Implication and research recommendation were discussed.

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Differences between Indigenous and non-indigenous experts’ thoughts about the science & technology competence indicators of Grade 1-9 curriculum guidelines for the indigenous youngsters in Taiwan

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The effects of aesthetic science activities on improving at-risk families children’s anxiety about learning science and positive thinking Zuway-R HONG*, Huann-shyang LIN, Hsiang-Ting CHEN, Hsin-Hui WANG, Tien-Chi YU, Chia-Jung LIN

Li-Yu FU*, Chih-Li CHANG Center for Teacher Education at National Tsing Hua University, Taiwan Email: lyfu@mx.nthu.edu.tw

National Sun Yat-sen University, Taiwan Email: a3803429@gmail.com

Through the quantitative analysis and qualitative methods the authors constructed a set of culturally responsive Science & Technology Competence Indicators of Grade 1-9 Curriculum Guidelines for the Indigenous youngsters in Taiwan from the indigenous perspectives. The Ministry of Education of Taiwan put the Grade 1-9 Curriculum Guidelines into practice in 2004. However, the Competence

The purpose of this study was to explore the effects of aesthetic science activities on improving elementary school at-risk families children’s positive thinking, attitudes toward science, and decreasing their anxiety about learning science. th Thirty-six 4 grade children from at-risk families volunteered to participate in a 12-week intervention and formed the experimental group; 110

Oral Presentation Multiple Intelligence (MI) theory broke up the old theory of single intelligence. It tells about ninth human intelligences areas. They are independent and have its characteristics and could be developed. The strongest intelligence areas are different for each human. It was influenced by the environment of their leave, study or work. This paper compared the MI profile of undergraduate students in two countries. It showed the differences of their intelligences score for the ninth area. Samples of this research were undergraduate science student in Indonesia (N=492) and Japan (N=62). Japanese sample are undergraduate student who have been taking chemistry, biology, physics, geology and science education major. On the other hand, Indonesia data were come from biology, physics, chemistry, mathematics, and computer science students. The data were collected with Multiple Intelligence Survey that were developed by Walter McKenzie and was translated into Japanese and Indonesia. The significant differences of each intelligences area were analyzed with ANOVA. The result explained that they were different significantly in Logical Mathematical and Interpersonal Intelligence in Japan, while in Indonesia the differences found on Naturalist, Logical Mathematical and Visual Spatial Intelligence. It could be concluded that Logical Mathematical Intelligence are different in each major of science for both countries. This intelligence showed students ability in logical and critical thinking. It described student ability in solving problem were different for each major influenced by the subject they have been learned.

The average score of logical mathematical Intelligence for science student in Japan is 47.27, while Indonesia science students reach higher score in this area (57.17).

References Baum, S. Vena, J. & Slatin, B. (2006). Multiple intelligences in elementary classroom: A teacher toolkit, New York: Teacher College Press.

Bruer, J.T. (1997). Education and the brain: A bridge too far, Educational Researcher, 26(8), 4-16.

Campbell, B (1992), Multiple intelligences in action. Childhood Education. 68. 97-200.

Ferros, E, G (2004). Project report: How multiple intelligence theory can guide teacher’s practice, Villanova University.

Furnham, A. (1999). Sex differences in self-estimates of lay dimensions of intelligence. Psychologist reports, 85, 349-350.

Furnham, A. (2001). Self-estimates of intelligence: Culture and gender differences in self and other estimates of both general (g) and multiple

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Comparison of multiple intelligence undergraduate students’ profile in Japan and Indonesia: an undergraduate mathematics and science student’s differences in logical mathematical intelligence area Irma Rahma SUWARMA*, Yoshisuke KUMANO Education University of Indonesia, Indonesia Email: rahmai@ymail.com

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Indicators included in the Grade 1-9 Curriculum Guidelines are not culturally responsive for the indigenous tribes although many researchers have identified the cultural influences on indigenous youngsters’ science learning. There were 33 indigenous experts and 19 non-indigenous experts of science and technology, education, and culture fields invited to review and modify the indicators.

Finally, there are 232competence indicators constructed including 60 indicators of process skill, 71 indicators of science and technology cognition, 18 indicators of the nature of science and technology, 23 indicators of the development of technology, 11indicators of scientific attitudes, 24 indicators of reasoning intelligence, 15 indicators of science application, and 10 indicators of design and production. The indicators constructed are to displayed in the presentation. The specific examples and associated priority weight of each indicator are listed for teachers to use in designing science teaching for indigenous students. The 33 indigenous experts and 19 non-indigenous experts expressed different ideas about the indicators during the three stages of the process of constructing the Science & Technology Competence Indicators of Grade 1-9 Curriculum Guidelines for the Indigenous Youngsters in Taiwan.

The paper is to present the differences between indigenous and non-indigenous experts’ thoughts about the Science & Technology Competence Indicators and how the experts reached a common view after the stages. The differences and reached common view as well as the process of reaching the common view provide school teachers with many suggestions on how to do science and technology curriculum and instruction design for the indigenous youngsters.

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Oral Presentation intelligences. Personality and Individual Differences, 31, 1381-1405.

Furnham, A., & Baguma, P. (1999).A cross-cultural study from three countries of self-estimates of intelligence. North American Journal of Psychology, 1, 69-78.

Furnham, A., Hosoe, T.,& Tang, T. (2001). Male hubris and female humility? A cross-cultural study ratings of self, parental and sibling multiple intelligences in America, Britain and Japan Intelligence, 30, 101-105.

Furnham, A., Rakow, T., & Mak, T. (2002). The determinant of parent’s beliefs about the intelligence of their children: A study from Hong Kong. International Journal of Psychology, 37, 343-352.

Furnham, A., & Fukumoto, S. (2008). Japanese’s parents estimate of their own and their children’s multiple intelligences: Cultural modesty and moderate differentiation, Japanese Psychological Research 50, 63-76.

Gazel, H. (2010). Profiles of university students based on multiple intelligence theory and its effect on their success in physics lectures, World Applied Science Journal 10(6). 665-674.

Gardner, H. (1994). The stories of right hemisphere, In W. D Spaulding (Ed), Integrative views of motivation, cognition and emotion, Vol. 41 of The Nebraska Symposium on Motivation (pp. 57-69) Lincoln: University of Nebraska Press.

Gardner, H. & Hatch, T. (1989). Multiple intelligences go to school: Educational implications of the theory of multiple intelligences, Educational Researcher, 18(8), 4-9.

Gardner, H. (1999). Intelligence reframed: Multiple st intelligences for the 21 century. New York. Basic Books.

Gardner, H. (2003). Multiple intelligences after twenty years, Paper presented at the meeting of the American Educational Research Association, Chicago.

Gardner, H. & Moran, S. (2006). The science of multiple intelligences: A response to Lynn Waterhouse.

Educational Psychologist. 41(4). 227-232.

Gardner, H., Brownell, H. H., Wapner, W., & Michelow, D. (1983). Missing the point: The role of right hemisphere in the processing of complex linguistic materials. In E. Perecman (Ed), Cognitive processing in the right hemisphere, New York: Academic.

Glass, G. V. & Hopkins, K. D.(1984). Statistical methods nd in education and psychology, 2 Ed. Boston: Allyn and Bacon.

Gunes, G. (2010). The graduate student’s multiple intelligences profile and their education routes.

Sosyal Blimber Ensititusu Dergisi, Mahmed Aktif Ersoy Universitesi. th Hewitt, P. G. (1993), Conceptual physics: (7 ed). San Francisco: Harper Collins.

Hinkle, D. E. Wiersma, W,. & Jurs, S. .G. (1988). Applied nd statistics for behavioral science: (2 ed). Boston, Houghton Mifflin Company.

Howland, D., & Fujimoto, T. (2009). Multiple intelligences perspective from Japan, In Chen, J., Moran, S., Gardner, H, Multiple intelligence around the world(pp. 76-93). John Wiley and Sons Inc. Lynn, R. (1993). Oriental American: Their IQ, educational attainment and socio-economic status.

Personality and Individual Differences. 15, 237-242.

Lynn, R. (2006). Race differences in intelligence an evolutionary analysis.

Washington Summit Publishers Augusta, GA. McKenzie, W.(2005). Multiple intelligences and nd instructional technology: (2 ed), Available at www.iste.org.

McKenzie, W. (1999). Multiple intelligences survey, Available at http://surfaquriun.com/MI/ Novak. J. D. (1964). Importance of conceptual schemes for science teaching. The Science Teacher 3(6): 10.

Ossorio, P. (2006). About Face: Forensic Genetic Testing for Race and Visible Traits, Journal of Law Medicine & Ethics. 34: 277 - 287.

Randi, J., & Corno, L. (2005). Teaching and learner variation. Pedagogy – Learning for Teaching, 47–69 BJEP Monograph Series II, 3, The British Psychological Society.

Seefchak, C. (2008). Factors that influence achievement and self-efficacy in developmental university students, Unpublished doctoral dissertation, North Central University.

Shimizu, H. (2001). Introduction: Japanese cultural psychology and empathic understanding: Implication for Academic and Cultural Psychology. In H. Shimizu & R. Le. Vine (Eds), Japanese frames of minds: Cultural perspectives on human development (pp.

1-261). New York: Cambridge University T. Hatch and H. Gardner (1993). Finding cognition in the classroom: an expanded views of intelligence’ in G. Solomon (ed) Distributed Cognition. Psycological educational concideration, Cambridge: Cambridge University Press.

Waterhouse, L. (2006). Multiple intelligences, the Mozart effect and emotional intelligence: A critical review, Educational Psychologist, 41(4). 207 – 225 Xie, J. & Lin, R. (2009). Research on multiple intelligences teaching and assessment. Asian Journal of Management and Humanity Science, 4(2-3).

106-124.

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The average meet the elite: strengthening high school students’ science identities Jung-Hua YEH National Museum of Natural Science, Taiwan Email: dailybiology@hotmail.com

The average met the elit: strengthen high school 112

Oral Presentation students’ science identity.

High school students with positive attitude toward science but average achievement have rare opportunity to communicate with the excellent. If the science average students got a chance to interact with those excellent international students, will the interaction encourage the average students or not?

According on the social identity theory, people behave to fit for their own social identity.

Different self categories processes among social factors compose one’s social identity (Augoustions and Walker, 1995; Abrams and Hogg, 1999). The National Research Council proposed that one of the important mission for informal science leraning institutes is to help the publics develop science identity over the life span (National Research Council, 2009, p46). The meaning of science identity is to think about themselves as science learners and an identity as someone who knows, uses and somehow could contributes to science. If students categorised themselves as “good at science” , they would put more attentation on science related affirs and more efforts on try for participate science firs. A real experience for the modiocres interact with the elites might help the modiocres to transit their self image on science learning much more aggressive.

This research investigates the science identity that high school students participate international high school students reception project. National Museum of Natural Science served an after conference reception for the mentors and students of 2011 Asia Pacific Economic Cooperation Future Scientist Conference.

The museum recruited local high school students to host the international students who came for APEC Future scientist contest. There were 20 high school students came from public high schools which located in Taichung City participated the international students reception activity (10 males and 10 femals). These students had positive attitude toward science whose Basic Aptitude Test for Junior High School percentile rank locate between 66 to 89. The museum provided a 3 days workshop for these students then required they grouped with international students for a one day reception in the museum. During the workshop and the reception period had created their personal profiles about their science identity by open-end questionaires, self reports and participative interviews. Descriptive statics is employed to illustrate the science identity of these host students before and after the reception.

The primary findings include that (1) before the international students reception host students made naïve internal attribution for their science learning outcomes and believed that the statement was static, (2) students aware of there are different thinking styles toward science questions after the reception, and (3) students feel much confident on engaging science research and progressive science learning outcomes.

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Negotiating beliefs about the universalism of science education Tracy ONUCZKO*, Susan BARKER University of Alberta, Canada Email: tracy.onuczko@ualberta.ca

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The Western frame of school science is attributed with creating barriers for student access and the diverse cultural backgrounds of students can be at odds with the content and philosophical underpinnings of Western science education (Aikenhead, 2001). Traditional Western or Eurocentric science in particular has claimed to be objective, value-free and promoting universal truths (Carter, 2008). Schools largely reflect white, Western or Eurocentric interests, and this is highly pronounced in science curriculum (Aikenhead & Jegede, 1999; UNESCO, 2009). International testing programs, and PISA in particular, identify Eurocentric science as science, and as such, test student’s skills and knowledge in Eurocentric science (see for example, Knighton, Brochu, & Gluszynski, 2010; Milne, 2011; UNESCO, 2009). The political, economic, social and ethical values of the West are both implicitly or explicitly represented in the science curriculum and students whose cultural backgrounds do not align with this perspective may be required to accept Western priorities in order to be successful in school science (Snively & Corsiglia, 2001).

Alberta Education (2011) has provided a framework for individual schools and jurisdictions to provide Alberta curriculum to students in international settings by obtaining Alberta accreditation. Data from the 2009 PISA, place Alberta students as the highest ranking Canadian province and the fourth highest ranking economic region in the world in the area of science education (Knighton, Brochu, & Gluszynski, 2010).

As such, there is interest in importing the Alberta

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Oral Presentation curriculum.

This paper will present findings from a recent pilot study at an international school in Macau, China accredited to teach the Alberta curriculum.

This study sought to identify whether teachers felt there were cultural barriers to student’s accessing science curriculum. In particular, this paper will address how teachers at this school were negotiating their own beliefs about the universalism of science and science education with the cultural challenges their students faced when they engaged with the curriculum. Data collection involved semi-structured interviews with teachers, informal conversations with school staff and students and observations of numerous science classes. Key findings suggest that teachers who held strong beliefs about the universalism of science were much less likely to engage in re-thinking their delivery of the Alberta science program even when they acknowledged cultural difficulties associated with their students accessing the science curriculum.

With the growing numbers of international schools who are importing curricula from other jurisdictions, dissimilar in context to the host country and the increased cultural diversity seen within classrooms throughout the globe, pedagogy associated with improving access to science education for students is a developing concern.

Data from this pilot study suggest there are barriers associated with accessing science education, apart from content, which even if one subscribes to the position that science is universal, is problematic and warrants further investigation.

textbooks published and disseminated from 1951 to 2012 were analyzed. The results indicated that: 1) there were very few pages of HPS and NOS in Japanese primary textbooks across all ages; 2) the old science textbooks published in 1951 had more HPS and NOS contents than the other textbooks; and 3) Galileo Galilee was the lone scientist introduced within some decades of publication.

The HPS and NOS contents in primary science textbooks were often limited to sidebars, and the word, “Science” never appeared in the textbooks.

It can be concluded that HPS and NOS were never adopted in Japanese primary science classrooms.

Japanese primary science education without ‘Science’ seemed to have its own tradition, aesthetics and philosophy.

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The laboratory as a resource for learning?: A case of the heuristic method Tetsuo ISOZAKI Hiroshima University, Japan Email: isozaki@hiroshima-u.ac.jp

Practical work conducted by students in laboratories is a standard feature of ‘Rika’ (science) teaching from elementary to upper secondary schools in Japan as like other countries.

Although T. H. Huxley (1887), who was one of the most influential scientists in England and also Japan, stated that knowledge was only to be obtained by practical work in the laboratory, practical work in those days meant the object lessons or ‘lecture demonstration’ (Jenkins 1989).

In general, students could not themselves perform experiments. After the Meiji Restoration in Japan, through the influence of Science Primers and other Western textbooks, and the efforts of M. Goto and K. Nakagawa, who made simple physics and chemistry experiment apparatus and workbooks influenced by F. Guthrie and B. Stewart in England, a few Japanese teachers recognised the importance of practical work in teaching science.

In Japan, the programme of science laboratory building which marked the first quarter of the twentieth century was encouraged and sustained through the strong initiatives of the Ministry of Education. This programme reflected the influence of H. E. Armstrong (1903) who was a strong advocate of the heuristic method. Practical

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Analysis on HPS/NOS in primary science textbooks in post-World War II Japan Manabu SUMIDA Ehime University, Japan Email: msumida@ed.ehime-u.ac.jp

The purpose of this study was to analyze the History and Philosophy of Science (HPS) and Nature of Science (NOS) in primary science textbooks during post- World War II Japan. During this period, there had been four wave societies and educations, and the National Science Curriculum was revised 6 times. In this study, the contents of HPS and NOS on primary science 114

Oral Presentation work based on the heuristic method in schools was promoted in Japan through a range of external and internal influences. External influences included the impact of World War I: internal influences included the results of science educators’ discussions on innovation in science teaching.

When Japan introduced the heuristic method with enthusiasm by G. Tanahashi (1913) and S. Ohshima (1917 & 1920), ironically in England there were a number of criticisms the method, e.g., Westaway (1912), BAAS (1918), Thomson Committee (1918).

Consequently, in Japan, secondary schools for boys and normal schools for elementary teachers had their own laboratories and were equipped with apparatus through financial support from the central and local governments and others. Many physics and chemistry workbooks, based on the syllabus in 1918, had been published and used for practical manuals.

Practical work in which students simply followed workbooks might appear to have very little to do with being a problem-solving scientist, caricatured as ‘guided discovery’ or ‘stage-managed heurism’ (Wellington 1981). Such activities concentrated on giving reliable results than more open-ended investigations, therefore it could be no more creative than following recipes.

The enormous amount of time, the effort of preparing and implementing practical work and the money spent on practical work, led to both teachers and students gradually regarded practical work as a waste of time and energy. Even if the heuristic method had not been as successful in Japan as Tanahashi and Ohshima had expected, the emphasis on experimental work filtered down into elementary schools and higher girls’ schools, leading to further laboratory buildings being funded and more apparatus supplied to schools.

As Millar (1991) suggests, we have to see practical work in science teaching as ‘a means to an end’. Therefore, a key point of the heuristic method in Japan was that the emphasis was on what students do and perform, not what students learn through practical work. Although practical work has been emphasised in every revision of the Course of Study in Japan, this case may be a good historical example that science teachers need to be aware of the aims, benefit and difficulties of practical work for students’ learning.

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Use Energy-Plus classroom of energy management teaching for the teachers and students Pei-Ju YEN*, Chien-Kuo KU, Gia-Yan SHEN Taipei Municipal University of Education, Taiwan Email: rose-yen@yahoo.com.tw

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Over-reliance on fossil energy and greenhouse gas of excessive emission were the problems that we need to solve in the century. Taiwan is lack of fossil fuel, and more than 99% is dependent of imported energy. This study is to explore the energy-plus school how to use a solar power generation system settings, to learn effective energy using and management, established through the school system, teaching process and life of action, can effectively improve the energy concept of the students. Cultivate the energy-saving concept to understand energy attitude of energy-plus classroom for the teachers and students.

Research as a case study, the research object to use energy-plus classrooms of fifth and sixth grade students, research tool were ”energy attitude questionnaire” for fifth and sixth grade students and “energy-plus classroom achievement test questionnaire” for all teachers and their students. Energy concept with energy education promotion gives great task to improve the regional school students learning.

The use of solar energy, energy-saving and carbon reduction, in the past few years, various organizations and schools were promoting energy education project. Energy-plus school, the establishment of "energy-plus classroom" or "low-carbon classroom”, owns unique instruments, facilities, energy efficient appliances and loop the children through observation monitoring system, through the teachers guide and learn how to operate equipment by the presence of actual objects, teachers and students on energy conservation and energy management have more specific knowledge concept.

Achieved by the energy-plus classroom in school, develop action to implement and promote to all homes and other field, for reaching the significance of sustainable energy. So that the concepts of renewable energy, energy conservation, and energy management for students will be developed in childhood. The greatest efficacy for all human being is green energy protecting the global environment

Oral Presentation OP-2P4

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Content analysis of high school biology textbooks by using perspectives of philosophy of science: genetics

The role of parents in promoting their children’s creativity through science learning in informal settings: theoretical perspectives and practical applications

Se Jin YOUN, Hae-Ae SEO

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Pusan National University, Korea Email: sejin.youn@gmail.com

Ai Noi LEE Nanyang Technological University, Singapore Email: ainoi@yahoo.com

Research in science education has recognized the importance of philosophy of science (POS) and paid attentions to students’ understandings of POS with reflection on current changes of scientific knowledge. However, a difficulty in promoting students’ understandings of POS related to current scientific knowledge seems to come from how science contents are presented in textbooks. Given this perspective, the study was designed to develop a framework for examining the way in which genetics contents in biology textbooks introduce POS. The framework was developed by a logical reconstruction of seven perspectives of POS based on Mattews’ ideas (Yalaki & Cakmakci, 2010). Seven perspectives of POS include naturalism, empiricism, determinism, experimentalism, communalism, fallibilism, and criticism. For a research method, content analysis using a POS framework was employed and contents of genetics in four newly developed high school biology textbooks developed under the 2009 revised national curriculum were analyzed. It was found that genetic contents appeared in four textbooks can be interpreted as contents which students may obtain biased perspectives heavily weighing on naturalism and experimentalism without balancing with other perspectives, communalism, criticism, and fallibilism. Genetic contents presented in biology textbooks can be perceived as absolute truth. Students might easily develop a strong belief in ‘determinism’ from the genetic contents. If genetic contents are presented without appropriate and balanced perspectives of POS, this may lead students’ misunderstandings about currently developed knowledge of genetics.

Parents can play a vital role in unleashing their children’s creative potential through engaging them in intrinsically motivating science activities at home and in other informal settings. The ability to think creatively by drawing on knowledge and skills from multiple disciplines in problem-solving st can be regarded as an essential life skill in the 21 century, characterised by a rapid advancement in science and technology as well as an increasingly globalised, knowledge-based economy. However, due to constraints in curriculum, classroom instructions and administration in schools, infusing creativity into children’s daily learning has often been a challenge in the formal classrooms. By partnering their children in daily science explorations in informal settings, parents can promote their children’s creativity in science learning by helping them make meaningful connections of science concepts to real world applications and encourage them to try out new ideas and new ways of problem-solving. According to the sociocultural theory, an individual’s learning is strongly influenced by the social interactions which take place in meaningful contexts. The self-determination theory also advocates that an autonomy-supportive learning climate which satisfies the individual’s basic psychological needs, in terms of autonomy, competence and relatedness, is likely to exert a positive influence on the individual’s intrinsic motivation and self-regulation in learning. Furthermore, empirical studies have provided support for the link between intrinsic motivation and creativity in educational and work settings. Hence, it is essential that parents are aware of the possible cognitive and psychological mechanisms which underlie their children’s learning process in order to play an effective facilitating role to promote their children’s creativity through informal science learning activities. This paper has two main objectives. First, it will draw on the perspectives 116

Oral Presentation from the sociocultural theory and self-determination theory to describe a theoretical framework for empowering parents to create an autonomy-supportive learning climate to promote their children’s creativity though the learning of science outside the school. Second, by using practical examples and daily scenarios, it will discuss and elaborate on how parents could be trained and supported to promote their children’s creativity through science learning outside the school. This paper thus has important implications for educational policy, research and practice related to promoting children’s creativity and science learning through parent-child partnership outside the school.

game came out with more inquiries, such as ‘why does the water surface look like a drum with a number of clips in the cup?’ and better observation, such as the floatation of clips on the water. This indicates that, compared to the motivation derived from the non-competitive game, the competitive-induced motivation better enhances adults’ interest in exploring the phenomenon of water surface tension.

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Measurement in levels by areas for the characteristics of task commitment appeared in the science gifted

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Jyungeun JANG, Yoonsook CHUNG, Yanghee CHOI, Sung-Won KIM*

A competition-induced game to stimulate adult’s motivation of exploration: a case study of surface tension of water

Ewha womans University, Korea Email: sungwon21@gmail.com

National Science and Technology Museum, Taiwan Email: nelson@mail.nstm.gov.tw

This study investigates the impact of competition-induced motivation on adults’ exploration at a four-day science fair held by National Science and Technology Museum (NSTM).

A water game, exploring the phenomenon of water surface tension, was designed to be done in two forms: non-competition and competition. The first experiment, the non-competitive water game, was carried out in the first two days of the fair where the adults (N=40) with voluntary participation put paper clips in a full cup of water individually. While the second experiment, the competitive water game, was performed to stimulate the adults (N=56) to explore further the phenomenon of water surface tension. It was held in the last two days of the fair where four adult participants, sitting in a circle, took turns to drop paper clips into a full cup of water. Anyone who had the water spill over the side would lose the game and was out, and the last one who did not have the water spill over the side would win the game. The results revealed that the adults in the non-competitive game spent much less time in observing the water surface tension than those in the competitive game. Also, the participants of the competitive 117

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In this research, we tried to explore and measure the characteristics of task commitment appeared in the science gifted by analyzing the experiences which have shown task commitment from the science gifted. In order to do this, we inductively explored the characteristics of task commitment shown from the experiences of the science gifted.

As a result, it is found that there are nine kinds of characteristics: confidence, establishing challenge of goal, challenging approach to resolve task, controllability, loss of sense of identity, change in concept of time, endurance in hard work, initiative, and continuity (patience, endurance).

These nine characteristics can be categorized into three dimensions: challenge, flow, and willingness.

On the basis of these three dimensions, we established the standard tool and rubric which are able to analyze and measure levels of the task commitment of the science gifted.

By applying the rubric, we measured the levels by areas of the characteristics of task commitment shown in the experiences which the science gifted had by deeply exploring the cause or the principle. The rubric which is based on the dimensions of challenge, flow, and willingness well expresses task commitment and it is able to explain and measure that of the science gifted.

It can be stated that not only did the gifted have excellent school record and scholarly ability but they have also affective factors such as motive, passion and self-conception. The task commitment

Nelson C. C. CHEN, Chia-Ju LIU, Issac M. J. SU , Young-Shin PARK

Oral Presentation is one of the affective factors indicating giftedness and it can accurately discover the gifted and anticipate their chance of success. By searching and measuring the characteristics of task commitment shown in the science gifted, this can offer good implications regarding the identification of the gifted and the education.

students’ program and matching learners and techniques. Practicing flexibility is observed when teachers practice resourcefulness and exploring options. Keeping students interests is shown when teachers do the following: making the class enjoyable, making subject matter interesting, creating a relaxed classroom environment and considering students interest when presenting a lesson. Finally, they believe that teaching should facilitate learning. To facilitate learning teachers should act as coaches or learning facilitators. The use of instructional materials such as books, laboratory manuals and references materials to serve as guides for discussion and for evaluation, and to align the concepts in the lecture and in the laboratory is one way teacher facilitating learning.

OP-2Q2

Excellent Science teachers’ beliefs in teaching Myrna P. QUINTO

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Far Eastern University, Manila, Philippines Email: mquinto@feu.edu.ph

The research study is descriptive and qualitative.

The purpose of this study was to investigate the teaching beliefs of excellent science teachers. It involved science teachers who are consistent recipient of the Teaching Excellence Award in Biology, Chemistry and Physics at the Far Eastern University, Manila, Philippines.

They were selected using the purposive sampling. The multiple method of collecting data was used in the study namely interview, classroom observation, and students’ comments from their evaluation.

These modes of collection (document, interview, observation) provide important data needed in this study. All data collected were analyzed. The study revealed that excellent science teachers believe that teaching should promote meaningful learning by allowing the students to experience authentic learning and by contextualizing teaching.

Authentic learning can be done by relating lessons to real life situation, contextualizing concept, emphasizing to students application of learning, connecting lessons to real life, connecting lessons to life situation, allowing experiential learning, and by considering practical activities/importance of the subject matter. Contextualizing teaching is when teachers are going beyond the lessons, making lessons more meaningful and keeping students updated. They also believe that teaching should be student centered which is manifested by using adaptive teaching, practicing flexibility, and keeping students’ interest. Adaptive teaching is manifested in the following ways: considering individual differences, teaching according to students needs, simplifying concepts to students’ level, considering the kind of students, adjusting strategy to the type of learners, considering

OP-2Q3

The implementation of chemistry module in the secondary school syllabus Haslida binti RESELI MARA Junior Science College, Baling Email: haslida_240283@yahoo.com

The Chemistry module utilized mastery learning strategy – a learning activity that engages students, assesses their performance and improves the student learning outcomes. It is implemented in the chemistry secondary school syllabus to anticipate students in conquering the chemistry concepts using simple and easy methods to achieve their understanding. These module used pneumonic activities to helps students learn important concepts especially to prepare them for the public examination. As students could learn the common problem skills questions, teacher could also save some time to achieve the examination syllabus. It is also essential as a guide or references for teachers particularly the new chemistry teacher. Finally the chemistry module helps to enrich students’ knowledge and problem solving skills therefore would nurture students’ interest in the chemistry secondary school syllabus.

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Oral Presentation constructed, (2) Thought economy in constructing energy, (3) Understandings of energy are changing, (4) The conflict between science teaching and scientific custom. Related misconceptions of energy, which are generated by the metaphor itself, generated by thought economy and generated in the structuralizing process, are also discussed in the paper.

At last, issues and challenges of energy education come forward, including deficiencies in current practice and research. And two different approaches of curriculum design are discussed: (1) Indicate where the analogy/metaphor breaks down, (2) Show analogy/metaphor as the mechanism of constructing science.

So this paper will contribute to understanding the way of knowing energy, the methods of knowing energy, and the characteristics of knowing energy, while clarifying misunderstandings of energy and considering how to teach energy from the above perspectives.

OP-2Q4

How energy-related concepts in chemistry were constructed and its implications for chemical education: an analysis from a metaphorical perspective 1

1

Rui WEI *, Lei WANG , William REED

2

1

Beijing Normal University, China; Thomas Kelly High School, USA Email: weirui@bnu.edu.cn 2

Energy is one of the most important unifying themes in science. Although the way energy is conceptualized varies greatly from discipline to discipline, metaphor plays an important role in the process of inquiring “What is energy?” and “How were energy-related concepts constructed by scientists?” Previous studies focus more on what metaphors are used to understand energy concepts, i.e. the result of constructing concepts.

This paper focuses more on how to use metaphors to construct an energy concept, i.e. the process and method of constructing concepts.

In this paper, using metaphor theory, the process of constructing energy-related concepts are analyzed, so that mechanisms and methods of constructing energy-related concepts are summarized: (1) Create a frame of thinking with metaphors, (2) Obtain all the data as variations (amount of change) between systems, (3) Determine how to convert variations between systems into a function of a single substance, (4) Determine how to construct the system of energy concepts. In the analysis, several energy-related core concepts in chemistry - orbital energy, bond energy, enthalpy, entropy, free energy, and so onare discussed as cases. Among the many metaphors of energy, object and location metaphors are the two basic metaphors for understanding energy in chemical systems and chemical changes from four lenses: (1) Lens of static state- existence and storage of energy, (2) Lens of dynamic process- transformation and transfer of energy, (3) Lens of law- spreading and conservation of energy, (4) Lens of explanationkinetic energy and potential energy as the basic forms of energy.

Then we reflect on how to view energy from the metaphorical perspective, so that four characteristics of energy-related concepts are elaborated: (1) Energy-related concepts are

References

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Amin, T. G., Jeppsson, F., Haglund, J., & Strömdahl, H. (2012). Arrow of time: Metaphorical construals of entropy and the second law of thermodynamics.

Science Education, 95, 818-848.

Amin, T. G. (2009). Conceptual metaphor meets conceptual change, Human Development, 52, 165-197.

Brewe, E. (2011). Energy as a substance like quantity that flows: Theoretical considerations and pedagogical consequences. Physical Review Special Topics - Physics Education Research, 7, 020106(1-14).

Brown, T. L. (2003). Making truth: Metaphor in science.

Champaign, IL: University of Illinois Press.

Duit, R. (1991). On the role of analogies and metaphors in learning science. Science Education, 75, 649-672.

Lambert, F. L. (2002). Entropy is simple, qualitatively, Journal of Chemical Education, 2002, 79, 1241-1246.

Revised web version: http://entropysite.oxy.edu/entropy_is_simple/index.ht ml.

Lancor, R. A. (2011). Investigating student conceptions of energy through the lens of metaphor theory.

Unpublished Ph.D. dissertation at the University of Wisconsin Madison.

Leff, H. S. (2007). Entropy, its language and interpretation. Foundations of Physics, 37, 1744-1766.

Mach E. (1905). Knowledge and Error: Sketches on the Psychology of Enquiry (in Chinese, translated by Li, X. M.). Beijing: The Commercial Press, 2007. Originally published in 1905.

Nagel E. (1961).The Structure of Science: Problems in the Logic of Scientific Explanation (in Chinese, translated

by Xu, X. D.). Shanghai: Shanghai Translation Publishing House, 2002. Originally published by New York:

Oral Presentation Harcourt, Brace & World, Inc. in 1961.

National Academy of Sciences [NAS]. (1996). National science education standards. Washington, DC: The National Academy Press.

Retrieved from http://www.nap.edu/catalog/4962.html.

National Research Council [NRC]. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press.

Retrieved from http://www.nap.edu/catalog.php?record_id=13165.

Rosenberg, A. (2000). Philosophy of Science: A Contemporary Introduction. Florence, KY: Routledge.

ferromagnetic materials. This demonstration, though attractive and extensively studied experimentally, may be less effective to high school physics students or even undergraduate students who will directly start to visualize the connection of the clicking sound to the invisible shifting of magnetic domains.

In order to increase the level of effectiveness of Barkhausen effect in visualizing the shifting of magnetic domains, 28 second – year elementary college students under the College of Education of Okayama University were presented an improvised set-up of Barkhausen demonstration, crackling noise from both crumpled paper and plastic sheet.

Then students’ pictorial representations of magnetic domains gathered through POE activity, drawing and diagrams, and answers to the questionnaires were analyzed based on the “modes of pictorial representations of magnetic phenomena” by Botzer & Reiner (2007).

Students’ pictorial representations were roughly categorized into three levels, sensory based, pure imagery and formalism based representations. A tally frequency result showed that students’ sensory – based representations are the highest. It may be related to the concrete nature of the activity. Pure imagery representation followed as the second highest and formalism based representations as the third highest.

These results showed that although even naïve students use imagery in physics reasoning, their imagery and corresponding pictorial representations evolve with time and context of interaction. Sensory – based representations are somewhat obvious and expected while pure imagery representations are interesting mixed of connections between sensory based and pure imagery itself. Interestingly, the learning experiences from sensory based and pure imagery representations helped ‘bridge’ students’ pictorial representations of the shifting magnetic domains as explained in the improvised Barkhausen experiment.

OP-2Q5

Wave in physics: The study for effective teaching and learning strategy Shamsul Waheeda SHAHRIM, Wan Nor Akmal Wan SULAIMAN MARA Junior Science College, Malaysia

Day 2

Email: waheeda_f@yahoo.com

Some students feel that it is difficult to master Waves topic in Physics because the waves cannot be seen with their naked eye except the water waves. Furthermore, a lot of misconceptions occur among students and new teachers during studying process about waves. In addition, questions on the application of wave topic usually require students to explain the phenomena in essay form. Therefore, students cannot arrange their points and sentence structure properly to obtain good marks. This study will explore many teaching strategies using creative way of teaching physics to students. The strategies would utilize mastery learning strategy and hands-on activities to achieve the student learning outcomes. Hence, methods used would anticipate students’ interest and ameliorate their thinking skills especially in Waves topic and physics secondary school syllabus OP-2Q6

Tangible visualisation as bridge for Barkhausen effect

References [1] Gilbert, J. (2007) Visualization in Science Education.

Dordrecht, Netherlands. Springer [2] Tufte (2001), In Gilbert, J. (2007) Visualization in Science Education. Dordrecht, Netherlands. Springer [3] Lewin, W.,8.02 Electricity and Magnetism, Spring 2002. (MIT OpenCourseWare: Massachusetts Institute of Technology), http://ocw.mit.edu/courses/physics/8-02-electricityand-magnetism-spring-2002/ (Accessed May 17, 2010) License: Creative commons BY-NC-SA

Gerald G. Tembrevilla University of Cebu, Philippines Email: tembrevillagerald@gmail.com

Demonstrating Barkhausen effect is a popular method used in physics classes to support the existence and fluctuations of magnetic domains in 120

Oral Presentation [4] Rapp and Kendeou (2003), In Gilbert, J. (2007) Visualization in Science Education. Dordrecht, Netherlands. Springer [5] Coffey, R. (2011) Discover Magazine. Online available at http://discovermagazine.com/2011/jul-aug/20-thing s-you-didnt-know-about-magnetism (Accessed January 2, 2012) [6] Magnet Lab (1995-2011) Available online at http://www.magnet.fsu.edu/education/tutorials/jav a/barkhausen/index.html (Accessed January 2, 2012) [7] Sethna, J.,Dahmen, K. and Myers, C. (2001) Nature 410, 242-250 [8] Houle, P. and Sethna, J. (1996) Phys. Rev. E 54(1), 278-283 [9] Kramer, E. and Lobkovsky, A. (1996) Phys. Rev. E 53(2), 1465-1470 [10] Perković, O., Dahmen, K. and Sethna, J. (1995) Phys.

Rev. Lett. 75(24), 4528-45

OP-2R1

Fourth graders’ individual and group concept structures on insects before and after teaching Sheau-Wen LIN*, Pei-Fen LIAO, Yu LIU National Pingtung University of Education, Taiwan Email: linshewen@mail.npue.edu.tw

The purposes of this study were to explore and compare students’ concept structures on insects from individual and group work before and after teaching. Students’ group discourse types on constructing maps were explored also. The th participants consisted of four 4 graders, two male and two female, with three different learning achievement levels. The students were asked to draw their individual and group concept maps before and after teaching on “insects”. The data base included video-tapes of group concept mapping, concept maps, interview records, and classroom observation field-notes. The number of concepts and relationship between concepts of concept maps were compared. In addition, group discussion transcripts were analyzed through discourse analysis to generalize the discourse category. Other documents were used to cross check the validation. The findings were as follow: 1. The group discussion induced students to co-construct their group concept map by adding examples, expanding concepts, and adjusting hierarchy before and after teaching. After-teaching group discussion made fewer modifications of 121

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individual maps than before-teaching group discussion did. The high achiever’s wrong ideas did not change during the before-teaching discussion.

The difference in concept structure between group concept map and individual concepts maps drew by one middle achiever’s and one low one’s both before and after teaching was bigger than others.

2. Students’ individual and group concept maps became more completed after teaching. However, after-teaching individual concept structures regressed to before-teaching individual concept structures. The before-teaching discussion seemed to have little effect on the after-teaching individual concept structures. The high achiever adjusted a few of relationships between concepts, one middle achiever reconstructed his map, and the others maintained their linear maps after teaching.

3. The mostly used group discourse strategies were “based on facts or experiences”, “argument”, and “asking” before teaching. The percentage of used strategies in “based on facts or experiences”, “elaboration”, and “echoing” was increased in their after -teaching group discussion. The high achiever acted as a leader during the discussion, showed more “argument”, “asking”, and “based on facts and experiences” than the other members. The two middle achievers acted as a recorder and follower who always used “based on facts and experiences”, “asking”, and “argument”. The low achiever was quiet and showed “based on facts and experiences” and “I don’t know or I am not sure” sometimes.

Concept map can be a good tool to reflect students’ science concept structure. By pooling and dealing with different ideas of insects, the group of students developed a more sophisticated concept structure than they did as individuals.

Some students’ original ideas on insects seemed not easy to change through teaching and discussion while checking their individual concept maps. The recommendations and implications for science teaching especially on concept mapping and group discussion were proposed.

Oral Presentation findings have implications for the design of science methods courses in both localities.

OP-2R2

Inquiry-based science learning and teaching: a comparison between the perceptions of pre-service elementary teachers in HK and the US 1

OP-2R3

Knowledge is fundamental step in increasing metacognitive strategy skill: comparison of metacognitive levels on undergraduate science students

2

Lee Yeung CHUNG *, Carole LEE , Wing Mui 1 1 1 Winnie SO , Chung Man LAM , Ping Wai KWOK 1

The Hong Kong Institute of Education, Hong Kong Uniersity of Maine, US Email: yclee@ied.edu.hk

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2

Ilman ANWARI, Kumano YOSHISUKE Shizuoka University, Japan Email: kagaku_hito@yahoo.com

International studies on science education such as TIMSS and PISA have revealed disparities in students’ achievement in science learning across various nations. These findings have naturally prompted the nations involved to seek possible causes to explain such disparities. While it is certainly inappropriate to pinpoint any single factor in light of the complexity of such causal relations, it will be constructive for different nations to examine in greater detail their specific educational context and compare it with others in order to gain insights for improvement. Teacher education is an important part of the educational context that has not attracted as much attention as it deserves in international studies. This study compares the perceptions of pre-service elementary teachers with respect to inquiry-based science learning and teaching between Hong Kong and the U.S., and the relative impacts of the science teaching methods course in the two localities on teachers’ perceptions. Teachers’ perceptions across the two localities were compared at the beginning and at the end of the methods course by means of a 26-item questionnaire with open-ended questions and interviews. Analysis of the data collected was based upon four factors obtained previously by exploratory factor analysis. These factors are confidence in teaching science concepts, understanding of inquiry-based science learning, intention to adopt open-ended inquiry approaches, and competence in facilitating inquiry-based science learning. Independent t-tests and paired t-tests showed that teachers of the two localities differed significantly in most of the factors in both the pre-test and post-test, and the change in teachers’ perceptions after the methods course was much more marked amongst US teachers than amongst their Hong Kong counterparts. These

Most of students can solve the familiar and simple tasks. In order to solve the complex problems, students require initial knowledge, intellectual ability, and metacognitive skills. In some references suggest that metacognition is independent partly of intelligence, but intelligence has big role of metacognition. Besides that, the knowledge needed to solve problem in a complex domain such as chemistry or biology is composed of many principles, examples, technical details, generalizations, heuristics, and other pieces of relevant information. This study is to investigate whether initial knowledge has influence to metacognitive strategy on specific problem (in this study is chemistry). The participants are 41 undergraduate second years students (11 physic students, 12 chemistry students, 8 biology students, and 10 geology students). The problem has been adapted from IMMEX-hazmat software that developed by Ron Steven (2001). It is adapted into simulation cards in Japanese language.

Nonparametric Mann Whitney test, Strategy Performance Thinking (SPT) category, and investigation of strategies conducted to analysis the data. The results showed that the average of metacognitive score is rated from the highest to the lowest namely; chemistry students (2.57 points), biology students (2.00 points), geology students (1.90 points), and physic students (1.73 points). According to Mann Whitney test, chemistry students have good performance in strategy (metacognition). Therefore, initial knowledge has influenced to metacognitive strategy and the one important thing in education is knowledge because knowledge is used as fuel to other skills in education.

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Oral Presentation References

OP-2R4

A Study of microcomputer-based laboratory into the POE teaching strategies on students’ scientific attitude for sixth-grade students in elementary school Huang, Ming HUANG, J. P CHYUAN NTUE Department of Natural Science Education, Taiwan Email: mingpapa@gmail.com

The purposes of this research we tried to explore were as follows: In this research we investigated the influence of elementary school students’ science attitude with the microcomputer-based laboratory (Micro-computer-Based Laboratory, MBL) into the POE teaching strategies (MPOE). 2.The researcher used MPOE to designed ‘weather change” unit to investigate how to integrate MBL experimental tool and POE teaching strategies.

The study employed mix methods. Twenty-eight sixth-grade students in New Taipei City elementary school participated in the study. fourteen students in one class were assigned to experimental treatment (EG) involved the use of MPOE experiment. The other students were assigned to the control treatment for the control group (CG) involved the use of a traditional laboratory. the students in these two groups would fill out the questionnaires of” Science Attitude evaluation

OP-2R5

Teaching through active learning and its implications to students’ anxiety in mathematic Manuel R. TANPOCO Universiti Pendidikan Sultan Idris, Malaysia Email: mtanpoco@gmail.com

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sheet” in one week both before and after the experimental teaching. Data collect included students’ self-evaluation of scientific attitude , peer evaluation on group activities and semi-structured interviews analyzed by focus-group-interviews. Then compared with teachers observation,teachers’ journal .The results and the suggestions offered in this research could serve as reference for teaching and guide the direction of future MBL research in science education.

According to the results, the conclusions are as the following： 1.

Most students had an initial understanding for the varyious position of temperature and the reasons of its formation.

2.

87.3% of MPOE students (EG) could enjoy to explore the experiment of temperature and explain the causes.

3.

60.6% of non-MPOE students (CG)did not explore temperature change and ask new questions with multiple ways ..

4.

MPOE could support sixth-grade students better to active collect information and integrate varied information.

The results suggested are as the following： More MBL experiments should be developed to let elementary school students who have insufficient materials to enjoy the fun of MBL experiments.

MPOE with inquiry learning by teachers including how to guide students to make sense of the experiment context and develop questions in the MBL environment ,and guide students to explain the experimental results and connect to real life may enhance students’ enjoyment of science laboratory and significantly improve their conceptual learning.

Policies should support MBL-related teaching integrated environment that encourage both students and teachers to play an active role in teaching/learning activities.

Cooper, M. M. 2008. Reliable multi method assessment of metacognition use in chemistry problem solving.

Chemistry Education Research and Practice, pp. 18-24.

Flavell, J. H. (1979). Metacognition and cognitive monitoring. A new area of cognitive-development inquiry. American Psychologist Association. 34, 10, 906-911.

Novak, J. D. (2011). A theory of education: Meaningful learning underlies the constructive integration of thinking, feeling, and acting leading to empowerment for commitment and responsibility.

Meaningful Learning Review, 1(2), 1-14.

Stevens, R. H., and Cayetano, J. P. (2003). Design and performance frameworks for constructing problem-solving simulations. Cell Biology Education. 2, 162-179.

Van Loon, M. H., (2012). Activation of inaccurate prior knowledge affects primary school students’ metacognitive judgments and calibration. Learning and Instruction, 24(2013), 15-25.

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Oral Presentation Though numerous instruments that measure math anxiety have already been developed and published, very few have researched on possible interventions for mathematically anxious students.

This study is an attempt to determine if teaching mathematics by active learning could be one.

Using a quasi-experimental design with non-equivalent group pretest-posttest design, the effects of teaching with active learning strategies on students’ math anxiety were examined. The experimental group was taught using active learning strategies, mostly focused on group dynamics, games, and paired activities, while the control group was taught using convention. To measure math anxiety before and after treatment, Bai’s Math Anxiety Scale-Revised (MAS-R) was used. The findings indicated that there is a significantly lower math anxiety (p<0.01) among students from the experimental group than those from the control group after treatment. Further, there is a significant difference in the pretest and posttest scores of students in the experimental group (p<0.01), while no significant difference was noted in the control group (p<0.05). These results are supported by statements and comments from students of the experimental group. Thus, it can be implied that teaching mathematics through active learning is an effective intervention in lowering students’ anxiety level in mathematics.

correlated to their over-all self efficacy and science motivation ratings. Results showed that there is a strong relationships between self- efficacy and science motivation. Analysis of the sub-dimensions in the science motivations questionnaire such as career motivation, intrinsic motivation, self-determination and grade determination and in the self-efficacy inventory showed varied results.

There is concordance between the descriptive results and interview with the students which showed that they have high preference for laboratory experiments to lectures. Implications of this study include the following: student should participate in curriculum assessment to enable curriculum developer to identify students’ curricular needs and to use real-life examples, and to empower students in improving the science course curriculum.

OP-2R6

Understanding college students curricular needs in relation to self-efficacy and self motivation Nilda W. BALSICAS*, Rosalinda MAKALINTAL St. Dominic College of Asia, Philippines Email: nilds2609@yahoo.com

Curriculum improvement should not only be singlehandedly improved by teachers but a shared responsibility with students. When students share responsibility in the teaching-learning enterprise, seemingly it empowers them, self-motivation improves.

This study determined the relationships of student’s science motivation , self-efficacy, GPA and the student ratings to the science course curriculum. More than 150 science students were asked to rate their science course curriculum.

Students’ academic achievement (or GPA) was

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Workshop established a means of knowledge transfer through public seminars on Reef Check and local marine ecology, as well as guidance and co-working with team scientists. Skills of the participants, in terms of field survey and ecological data collection, have been strengthened during their execution of the Reef Check survey. Thus the message of marine conservation has been successfully propagated to different sectors of the community through their participation in the activity, and becoming a diver more responsible for conserving our environment.

Hong Kong Reef Check has become not only a programme enhancing the public engagement into an academic research project, but also a model project emphasizing on the multidisciplinary collaboration in science education.

Day 2 Workshop WS-05

AFCD workshop-Hong Kong Reef Check â&#x20AC;&#x201C; a programme to promote sustainable management of corals and science education 1

1

Wai-chuen NG *, Chi-chiu CHEANG , Keith 2 3 1 KEI , Kwok-ho TSOI , Wing-kuen CHOW 1

Agriculture, Fisheries and Conservation 2 Department, Hong Kong; Hong Kong Reef Check 3 Foundation; Hong Kong; The Hong Kong Institute of Education, Hong Kong

Reef Check Foundation is a non-profit organization founded in 1996. In 1997, Reef Check conducted the first-ever global survey of coral reef health that scientifically reflected the status and threat of the coral reefs around the world.

Hong Kong Reef Check is part of the global programme to promote sustainable management of coral reefs in Hong Kong, starting in 1997. In collaboration with the Reef Check Foundation, the Agriculture, Fisheries and Conservation Department (AFCD) has been coordinating this annual survey since 2000. The aims of the Hong Kong Reef Check are to raise public awareness on the ecological importance of coral reefs and the need for coral conservation; and to provide updated information on local corals for conservation and management purposes.

Groups of enthusiastic divers from various sectors of community, such as universities, non-government organizations, diving clubs and even secondary schools, conduct surveys in the coral areas under the instruction of marine ecologists (team scientists) each year in the Reef Check. The international standard transect method was used in the underwater surveys and it included the identification, counting and size estimation of indicator species of reef fishes and marine invertebrates, estimation of the coral coverage, as well as recording the health condition of corals.

With the effort in promoting the event over 12 year, the number of participants in Hong Kong Reef Check has reached 570 divers from 48 teams in 2012.

In addition, Reef Check fulfilled the three major aspects of general education programme, namely knowledge, skill and attitude, to serve as a successful role model for science education programme. The programme has

WS-06

Chemistry by modelling Sau Kheng AU Ministry of Education, Singapore Email: au_sau_kheng@moe.gov.sg

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The Chemistry curriculum provides a study of matter and their reactions. Some of the concepts are abstract but central to further understanding of chemistry and other science concepts. This requires the linkages and application of conceptual understanding in meaningful ways. Often we find that what is taught in classroom may not always be what is learned by the students. Because of the intrinsic nature and complexity of chemistry, chemical knowledge has been learned at three levels of representations, the macroscopic, microscopic and symbolic. It is thus important for students to be able to relate the three levels of representation for conceptual understanding of abstract concepts. However, it is often assumed that students are able to relate a symbolic representation to both the macroscopic and microscopic realities simultaneously during a classroom lesson.

The workshop aims to introduce the use of modelling in chemistry lessons. Modelling will be used as an approach to help teachers to introduce chemistry concepts to students. This workshop introduces the Chemistry by Modelling (CbM) Framework and demonstrates how it can support a modelling and inquiry pedagogical approach that engages students in activities that will help them understand and explain abstract chemistry concepts, and relate the three levels of

Day 2

Workshop representation for conceptual understanding. CbM is developed from some ideas that were used in the approach of two previous science projects done in Singapore. A brief account on the project features of modelling, visualization and technology to promote inquiry-based and student-centred learning in chemistry will be given at the beginning of the workshop.

As scientific inquiry is central to the science curriculum in Singapore, schools are encouraged to use various pedagogical approaches and assessment strategies to nurture students as inquirer. Exemplars of chemistry activities, developed based on the CbM framework, will be used in the workshop to show how the modelling and inquiry pedagogical approach promotes the inculcation of the spirit of scientific inquiry and infusion of 21st century competencies. To enthuse educators to create instructional materials for this approach, the workshop will demonstrate how modelling with laboratory, physical models and technology in chemistry activities can support teachers to engage students in establishing links and connections among the macroscopic, microscopic and symbolic realms in chemistry lessons. The challenges that they will face in the development of ideas and instructional materials for this pedagogical approach of chemistry instruction will be discussed in the workshop too.

secondary level play a very significant role in science instruction for students’ learning. Yet, there is limited documentation of the components of quality science instruction and few tools for conducting research about them. In order for researchers to conduct research about science instruction and profile the components of best science instruction by teachers, which we call as teachers’ profession, tools are necessary to document such practices in the science classroom.

In this workshop, first we will introduce one research of improving science teachers’ teaching for teacher profession through Practical On-site Cooperation Model (POCoM) in Korea, where we emphasize science teacher profession with the view of teachers’ instruction in the classroom.

What components of practices must teachers display in the classroom for teacher profession?

How do we measure them? How do we indicate its change? The main purpose of this workshop is to describe the process undertaken to develop one new tool that can be used by science education researchers and evaluators to comprehensively and reliably measure the details of secondary science teaching through classroom observation, where we call tool as “K-TOP (Korean-Teacher Observational Protocols)”. This tool also can be used by teachers themselves for self-guide manual to improve teachers’ teaching. K-TOP contains a set of indicators that measure the followings; teachers’ view of constructivism, the aspects of nature of science embedded in science teaching and learning, the practices of helping students understand science concepts as well as carry out scientific inquiry, the types of verbal practices employed by the teacher for students’ developing thinking skills, the strategies of motivating students and communicating with them in groups, the connection of science learning with real life, the use of materials for teaching and learning’ effectiveness, and finally the evaluation of learning.

Participants in this workshop will experience how to use K-TOP by using real classroom science teaching videotaped in Korea and discuss how to measure and interpret teachers’ improvement of science teaching. We will discuss K-TOP’s strengths when profiling teachers’ practices for their profession as well as its limitation as participants become familiar with its use. We will also introduce one research where we employed K-TOP to profile the component of best science instruction in the classroom and indicate how to track its change for improvement in science teaching.

WS-07

The development and its application of K-TOP (Korea-Teacher Observational Protocols) to profile the improvement of science teaching for teachers' expertise 1

2

Young-Shin PARK *, Jongwon PARK , 3 4 Youngmin KIM , Jongseok Park , Jin-Su 5 JEONG 1

Chosun University, Korea, Chonnam National University, Korea, 3 Pusan National University, Korea, 4 Kyungpook National University, Korea, 5 Daegu University, Korea Email: parkys@chosun.ac.kr 2

Science education policies and programs put the emphasis of developing and promoting science teachers’ quality, teacher profession. The pedagogical approaches for science teaching at 126

Symposium SS-01

Teaching chemistry in Hong Kong classrooms Maurice M.W. CHENG The University of Hong Kong, Hong Kong Email: mwcheng@hku.hk

This symposium aims at demonstrating the role of multiple representations, namely, the marco, submicro and symbolic representations, in daily chemistry teaching in Hong Kong. The symposium is research-informed and practice-oriented. By being research-informed, the papers will report some practices of Hong Kong chemistry teachers in the light of current chemical education literature – particularly on the role of the triplet relationship (Gilbert & Treagust, 2009) and the role of visualization in chemistry teaching and learning (Gilbert, Reiner & Nakhleh, 2008). By being practice-oriented, these papers will report how ideas in the literature are realized in a context in which there is a prescribed official curriculum for all students, curriculum time is limited while the content is massive, textbooks predominate students’ expectation of how they are taught, all students will take a high stake school-leaving public examination in which teachers are, in one way of another, held accountable for the examination results.

The first paper addresses some strategies that the author used in facilitating students’ understanding of the role of different representations in learning chemistry. She will demonstrate (through videos of her own teaching) a way students’ learning of stoichiometry, which is traditionally conceived by students as algorithmic problem solving, can be facilitated by the use of diagrammatic representations of submicro phenomena. They way she emphasizes the triplet relationship as a recurrent theme in the teaching of the whole chemistry course in senior secondary level (Grades 10-12) will be explored. Students’ work and feedbacks will be reported.

The examination administering body (Hong Kong Examinations and Assessment Authority) publishes exam reports that describe students’ performance in each subject. These reports and corresponding seminars attract the attention of

References Gilbert, J. K. (2005). Visualization: a metacognitive skill in science and science education. In J. K. Gilbert (Ed.), Visualization in Science Education (pp. 9-27).

Dordrecht, Netherlands: Springer.

Gilbert, J. K. (2008). Visualization: An emergent field of practice and enquiry in science education. In J. K. Gilbert, M. Reiner & M. Nakhleh (Eds.), Visualization: Theory and Practice in Science Education (pp. 3-24).

Dordrecht: Springer.

Gilbert, J. K., Reiner, M., & Nakhleh, M. (Eds.). (2008).

Visualization: Theory and Practice in Science Education.

Dordrecht: Springer.

Gilbert, J. K., & Treagust, D. (Eds.). (2009). Multiple Representations in Chemical Education. Dordrecht: Springer.

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teachers. It was especially the case in the school year 2011-2012 when Hong Kong held the first public examination for the new senior secondary school structure. In the second paper, the chemistry examination paper will be analyzed in the light of the idea of meta-visualization (Gilbert 2005, 2008). The authors will argue how an emphasis on the use of students’ mental visual representations can potentially facilitate students’ meaningful learning of chemistry while improving students’ performance in public examinations.

The third paper focuses on strategies that deal with textbooks’ mis-representations of scientific inquiry, i.e., how macro phenomena should be approached. Instead of reinventing the wheel by creating scientific inquiry tasks for students from scratch, which is not likely to be realistic, the authors would illustrate how they modified textbooks that facilitated students’ acquisition of inquiry skills.

The last paper report a research project that investigated students’ mental visual representations of metallic bonding and the malleability of metals. Implications for teaching, learning and the design of diagrams will be discussed.

Given the research-informed and practice-oriented nature of this symposium, speakers will not only include a science education researcher, but also Hong Kong teachers teaching in different schools whose students’ capability ranges from the highest to the lowest. Targeted audience includes science educational researchers who are interested in hearing the voice of schools teachers, graduate students and school teachers.

Day 2 Symposium

Symposium improving curriculums, teaching, learning and assessment, many different stakeholders in the society seem to concern mainly on assessment that is manifested by high stake public examinations. For example, teachers may tend to pay a lot of attention to what is asked in examinations, what type of answers is worth scores in examinations, what subject exam reports and exam administering body say about students’ performance. It is especially the case in Hong Kong in 2012 when the first public examination on the new senior secondary school structure was held.

It is in this context we find that science education research can match with the expectation of teachers. In this presentation, we will report an analysis of the Hong Kong Diploma of Secondary Education (HKDSE) 2011 chemistry examination paper through the lens of ‘metavisualization’ (Gilbert 2005, 2008).

The way that metavisualization should facilitate students’ reasoning about the chemistry tasks will be exemplified. We argue that metavisualization plays a key role in the meaningful learning of chemistry, and is a key in helping students to excel in public examinations. It is suggested that metavisualization should play a more prominent role in the daily teaching and learning of chemistry.

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Multiple representations: an alternative way for students’ learning of mole and stoichiometry Yin Fong Ploe LO

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Ho Yu College and Primary School, Hong Kong

Learning chemistry can be regarded as a process of associating macro, submicro and symbolic representations. While chemists and chemistry teachers can do it at ease, sometimes it is not the case for students.

In this paper, I will exemplify some explicit teaching strategies that I have used to develop students’ capability in linking these representations. Particularly, strategies of teaching and learning of the topic “Mole and stoichiometry”, which is regarded by many students as the most challenging topics in chemistry, will be illustrated through my own classroom video clips (with English subtitle). In the lesson, students would explore the macro phenomena of the combustion of magnesium. They were also asked to predict the change in the mass of the piece of magnesium before and after burning. Many of them predicted that the mass of the product being lower than the piece of magnesium.

Their pre-conception was then scrutinized with the use of a diagram that represented the reaction at a submicro level. Students’ learning outcomes from that teaching strategy will be shown and discussed.

As the role of the triplet in chemistry is emphasized in my teaching, some more examples from various chemistry topics will be discussed in my presentation.

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Problems and solutions of learning scientific investigation in junior secondary science - a Hong Kong experience *Kam Yuen CHAN, Maurice M.W. CHENG TWGHs Mrs Wu York Yu Memorial College

The official Junior Science (Grades 7-9) curriculum and Chemistry curriculum (Grade 10-12) have emphasized the role of scientific investigation for more than a decade. Nevertheless, there are still rooms for improvement in Hong Kong students’ understanding and conducting scientific investigation. For example, Hong Kong students’ performance in TIMSS 2007 revealed that many of them were unable to differentiate observation from conclusion. Also they were weak in writing experimental procedures and interpreting experimental results. An analysis of textbooks for Junior Science level in Hong Kong shows that the way that they frame practical activities are

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Metavisualization and students’ learning: an analysis of Hong Kong Diploma of Secondary Education chemistry examination paper *Wing Suen, TANG, *Annie K.L. CHAN Po Leung Kuk Laws Foundation College, Hong Kong

While science educational researchers focus on 128

Symposium problematic. Very often, there was no clear indication of the purpose of the activities, what data to be collected from the activities, how to interpret the data and how to approach drawing conclusion from the activities.

In this paper, we will exemplify these problems, which we believe are general to an international context, through an analysis of local textbooks. Based on the identified problems, strategies that the first author used in enhancing students’ learning of scientific investigation will be reported. They included a modification of the presentation of laboratory activities based on these textbooks; the use of a consistent framework in representing laboratory investigations; and supporting students in drawing conclusions. The presentation will also report students’ learning outcomes on scientific investigation after the first author experimented these strategies.

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Assessment as ‘fire’: Insights from 35 years of experiences Benny Hin Wai YUNG The University of Hong Kong, Hong Kong Email: hwyung@hku.hk

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Students’ visual representation of metallic bonding *Maurice M.W. CHENG The University of Hong Kong, Hong Kong

This study investigated students’ mental visual representations and interpretations of diagrams in a physical science (metallic bonding) topic. Data collection and data interpretation were guided by dual coding theory. Three Grade 10 students who represented high, medium and low achieving in chemistry were interviewed. There were striking similarities between the mediumand low-achieving students. Although their verbal recalling could be accurate scientifically, their visual representations (through drawing) of such verbal recalling were very different from the accepted scientific views. They might have adopted the same strategy in their drawing: they made a dominant, if not a sole, use of verbal recalling and then transferred such mental verbal representation into a drawing. The case studies thus highlight the importance of a combined use of verbal and visual/ diagrammatic representations in the teaching and learning of science. Principles for good practice in designing diagrams are also discussed.

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Assessment, in whatever form it takes, is widely recognized as one of the main determinants of educational practice. In recent years, new approaches to assessment have been advocated.

These have come primarily from a variety of overlapping debates concerning the purposes of assessment, and their impact on the process of teaching and learning. For instance, ‘Assessment for Learning’ is understood in different ways, and these different meanings may not always benefit students’ learning. Drawing on my personal experiences, I will use authentic examples to illustrate how I perceive the role of assessment and its impact on classroom teaching and learning.

The examples range from strategies I used when I was a secondary school teacher, public examination questions I set when I was a public examination officer, homework assignments I crafted for students as an author of school science textbooks, classroom videos and student work that I have collected as a teacher educator, and research findings from international comparative studies on student achievement in science.

To organize the discussion in the symposium, I will use a metaphor of fire to illustrate how assessment can be a good servant or a bad master of classroom teaching and learning, depending on how the teacher makes use of it. Through the various examples, I will bring into light the crucial role of teachers in mediation and in bringing about changes envisaged in the new assessment reform.

In particular, the importance of raising their awareness and competencies in creating opportunities for classroom assessment is stressed.

It is hoped that the audience will find the assessment exemplars useful in the following ways: (1) as a source of models of practice to apply and test in their own classroom; and (2) as a set of ideas to be debated upon and to act as a springboard to reflection on their own existing practice.

Symposium reviewer comments, and some strategies for revision and re-submission of manuscripts. We also share insights from editors of top journals and engage participants in small group discussion while examining some common mistakes made by first-time submitters. The final part of the workshop is organized as a general Question and Answer (Q&A) session where participants can ask their manuscript publishing questions. We conclude the workshop by providing participants with helpful resources for their writing and by encouraging them to develop a “publishing-plan” for their current and future research.

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Publishing in science education: useful information for graduate students and early career scholars 1

*Sonya N. MARTIN , Lawrence LIU

2

1

Seoul National University, Korea Springer Publishing Email: sonya.n.martin@gmail.com

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2

Publishing research in academic journals is necessary for graduate students and faculty members to secure employment, successfully receive promotion and tenure, and become recognized as a leader in the field of science education. However, graduate programs rarely provide students with opportunities to learn how to successfully submit and publish their research in reputable journals. In this workshop, a faculty member who serves on editorial boards for four different science education journals teams up a representative of one of the world largest journal publishing companies to offer graduate students and junior scholars the opportunity to learn how to get started on publishing their research in academic journals in the field of science education.

Major goals for this workshop is for junior scholars to gain practical information about journal publishing, to take away useful tips and resources, and to have an opportunity to ask questions and to begin preparing a publishing plan to help support their future success in academia. The target audience for this workshop are graduate students and early career scholars.

In the first part of the workshop, we provide basic information about the top journals in the field of science education and we discuss current issues facing authors as they compete to have their research published in these journals.

Specifically, we discuss some key issues related to why we need to publish research, how to choose a suitable journal for submitting manuscripts, and how to navigate the manuscript submission process. As part of this discussion, we provide a basic overview of the process for preparing and submitting manuscripts to journals and we offer an inside examination of how a paper moves through the peer-review process to publication. In the second part of the workshop, we provide tips about the writing process, understanding submission guidelines, and developing a publishing plan as a new researcher. We discuss how to write a cover letter for submission, how to respond to

SS-05

Culturally embedded elementary science teaching in East Asia 1*

2

Hisashi OTSUJI , Kyojo SAWAGAKI , Fujio 3 4 HIRAMATSU , Mitsuru NAKAJO , Ken 5 KAWASAKI 1

Ibaraki University, Japan; Former superintendent of Kami-ichi Town, Japan; 3 Attached school of Tsukuba University; 4 Kochi University, Japan; 5 Kochi University of Technology, Japan Email: otsujih@mx.ibaraki.ac.jp 2

Whatever we try to enhance in science education, the most important stakeholder, besides students, is teachers. Especially at the elementary level, where students gradually gain an inquiry manner, logical thinking skills, etc., day by day, it is important for teachers to be sensitive to each student’s subtle changes. There is an alternative way for us to establish adequate curriculum and instruction, based not on any imported learning theories but on our own cultural codes and practical experience which are drawn out of our students. In this symposium, after a brief introduction by the coordinator, distinguished practitioners of science teaching from Japan will share their expertise. Mr. Otsuji, Ibaraki University (Japan), will illustrate how science teaching in East-Asia is embedded in culture, giving an example of elementary science in Japan. He will argue that it is influenced by Bushido or Samurai education, Mahayana Buddhism and Confucianism.

Mr. Kyojo Sawagaki, the former superintendent of Kami-ichi Town (Japan) and a monk, also known as the old elementary science teacher who educated the Nobel Prize winner, Dr. Koichi Tanaka, when he 130

Symposium was young, will address the purpose and methodology of elementary school science and illustrate why he developed his own hand-made materials, the importance of making students communicate with each other, and the importance of problem-solving process, in terms of Mahayana Buddhism. Mr. Fujio Hiramatsu, former vice principal of the attached elementary school of Tsukuba University, which is known as the first national elementary school established in 1873 in Japan, and who has been a leader of elementary science teaching for the country, will introduce concrete examples of how he developed, with his students, a few learning experiences that were adopted by school textbooks. Mr. Mitsuru Nakajo, Kochi University (Japan) and Dr. Ken KAWASAKI, Kochi University of Technology (Japan) will reveal an inconspicuous perspective on elementary science teaching, based on linguistic research in science education, showing an example of students’ and teachers’ conceptual gap.

be said that such a strong image is accepted and shared widely and unconsciously. Observing such cultural influence in the following presentations by distinguished speakers, it is claimed that awakening the self and one’s own cultural background is important for a future science education that leads to a sustainable society.

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Teleology and methodology in elementary school science teaching Kyojo SAWAGAKI Former superintendent of Kami-ichi Town, Japan

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How much primary science education is embedded in culture?

1

Hisashi OTSUJI

Ibaraki University, Japan

Whatever the learning contents or subjects are, and going to school is part of students’ daily life so far, any aspect of the educational enterprise is embedded in their cultural customs or codes.

Teachers are regarded as beings who ‘stay beside’ students, practicing and developing themselves, in Japan. When we see that many cultural features are influenced by Christianity in the West, we may naturally infer that the East-Asian society may go with different cultural ways of living. Through my recent study, I reached the conclusion that in Japanese education the underflow is Buddhism, Confucianism and Bushido. Buddhism in Japan has been changed on its way from its original place in India. About 100 years after the originator’s death it was divided into two major groups: Mahayana and Theravada. Mahayana set the middle way and emptiness as its main concepts and the Bodhisattva takes an important role. Bodhisattva is a being who postpones his/her own enlightenment while preferring to lead other sentient beings to their enlightenment. Most people in modern society do not notice that the images of Bodhisattva and teachers overlap. However, it can 131

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When a student offers his/her idea when replying to an adult’s question and unfortunately it is not taken as a suitable expected answer, many adults would deny its legitimacy too easily and unconsciously. Consequently, in Japan, not only does the student come to refrain from offering his/her own idea, but also other classmates hesitate to answer the teacher’s questions: “Oh, what do you mean? Can you explain in other words?”, “Oh, I see. You mean, …” Teachers should have the ability and readiness to capture the hidden meaning in a student’s idea at a glance. It is not good to close down the conversation between the student and teacher, but make it open to the class. “How many understand what he said?” “He introduced to us a unique idea.” When the student feels that he is accepted by the teacher, he will be happy, comes to like going school, and may get ready to offer another idea for the next questioning. The influence may spread to the whole class. “Oh, such an idea was expected.” They learn and the class may become active and filled with good circumstance. One of the ways for teachers to orient student in this way is “comparison”, including their answer to bridge the phenomenon and what s/he learned or experienced previously.

A well-sharpened sensibility is stimulated by a natural phenomenon, “Oh, What? Why?” Such inner voice turns to “wonder” and then to “question” which is the start of the problem-solving or inquiry process. This is what many Japanese talented elementary science teachers have tried and practiced. Though, this discussion may be treated as methodology, it is a teleological discussion at the same time. “What kind of person does the teacher want students to become?” Such an ultimate purpose of education, which teachers need to hold to at all times, should

Symposium appear in their methods at any moment. Showing a few of examples of how Dr. Koichi TANAKA, the Nobel Prize winner of chemistry in 2002, offered his idea when he was young in my elementary science class a long time ago, how I was helped by him, I introduce my perspective toward science education not as transferring knowledge and skills but as a part of educating the whole person, standing beside students at the same level.

disclosed, using video tape, to participants in my presentation which was adopted in school textbooks across the whole country.

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Distinguishing universality from particularity in the science classroom 4

Mitsuru NAKAJO , Ken KAWASAKI Kochi University, Japan; Kochi University of Technology, Japan

SS05-3

5

Developing innovative school science experiment along with the nature of students

This presentation explains how to have primary students deepen their understanding of a distinction between universality and particularity in science lessons in Japan where people are not identified with linear successors to Greco-Roman civilization. According to this tradition, particularity belongs to the phenomenal world and universality is a characteristic feature of things happening in the world of Ideas, to use Platonic terms.

In the sense of school science, particularity is embedded in information obtained from students’ experiments. By contrast, universality belongs to what they verbalize on the basis of their understanding. In other words, when a phenomenon is described in scientific terms, the description unavoidably includes an abstracting process that relates the phenomenon with a counterpart in the world of Ideas.

However, science teachers are usually unaware of this scientific abstracting process because the Japanese language has never had any fully established method of composing abstract nouns to refer to things in the world of Ideas.

Consequently science teachers’ unawareness produces conceptual confusion in students’ minds.

In particular, when a teacher arranges inquiry-based learning, he or she has to show today’s issue that is inevitably described as a happening in the world of Ideas. However, when students conduct an experiment on a counterpart that is particular by nature, their description of experimental results is about the phenomenal world.

By contrast, drawing a conclusion from their experiment, students conduct unwitting abstraction of a phenomenon they have just observed. Obviously, what they have just observed belongs to the phenomenal world whereas their conclusion refers to what happens in the world of Ideas. Although this is the essence of the scientific

Fujio HIRAMATSU Attached school of Tsukuba University, Japan

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5

4

In school science, the experiment has an important role since it tests students’ hypothetical ideas which derive from students’ reasoning. We have observed a lot of school science experiments, however, some of the difficult ones do not match student ability and some give inaccurate results because of coarse treatment. To overcome such inconvenience, I have developed a way of experimenting which, as far as possible, matches their ability and learning. In my presentation, I shall introduce how I developed a unique experiment with students, which can verify that plant leaves produce starch. The learning unit was the function of plants in grade 6. In this unit, students perform a typical experiment. The procedure is follows: (1) Expose leaves to sunshine, (2) Pick up the leaves and put them into hot water for a while, (3) Take them out of the hot water and soak them in alcohol to remove the chloroplast, (4) Rinse with water, (5) Place a drop of iodine solution on it, and (6) If the color has changed to dark blue it shows that it contains starch. This experiment has been very popular for a long time until around 1975, because the result is clear.

However this experiment has deficiencies.

Students face many incomprehensible steps in the process. They usually wonder: (1) why do we soak leaves in hot water? (2) does starch come out as glue in hot water? (3) why do we put leaves in alcohol to remove chloroplast? (4) does starch come out as alcohol with chloroplast? In such a situation, of necessity there is room to discover or develop an alternative experiment through discussion with students. An innovative way will be 132

Symposium

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way of thinking, science teachers are not conscious of the abstraction.

Taking this into account, one of the authors so arranged a science lesson that students might be able to pay attention to the distinction between universality and particularity, and taught that “heated air and water move, raising the temperature of the whole.” This is for the fourth grade according to the Course of Study authorized by the Ministry of Education in Japan.

In the lesson the teacher used a 3% solution of “thermoink” for students’ experiment. Thermoink changes its color from blue to pink when its temperature exceeds around 40 degrees Celsius.

Students observed what happened to the color of a thermoink solution in a beaker when it was heated by a spirit-lamp. In this case students observed that the pink layer became thicker on the surface of the thermoink solution. Against the teacher’s expectation described in abstract terms, students did not observe a circulation of the thermoink solution, a circulation which is identical with a convection current. Actually they did not observe a downward current from the surface.

There is a definite gap between what students really observe and what science teachers expect students to observe. Students’ observation belongs to the phenomenal world whereas teachers’ expectation refers to the world of Ideas.

In the presentation, I will demonstrate an example of how to bridge the gap.

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Poster Exhibition the learners advance their science knowledge in a seamless learning environment supported by their own mobile devices?” The study situates in an on-going one-year project of “Bringing Your Own Device (BYOD) for seamless science inquiry” in a class of Grade Six with twenty-eight students in a primary school in Hong Kong, adopting a case study approach (Yin, 2003). In this study, to guide young learners for science inquiry, in our pedagogical design, we adopted the inquiry-based learning model consisting of five elements of explore, observe, explain, reflect and share. Edomodo – a free social network platform was used for students to communicate, share information and work, submit assignments, and coordinate learning activities seamlessly. Evernote was used for students to record their learning journeys, make reflections and share with peers. Skitch – a mobile app was also recommended to the students for annotating images. Students were divided randomly into seven groups, each with four students. The study has been carried out for half a year, and involved 3 science units with 6 topics. In this paper, we chose the topic “The Anatomy of Fish” in the unit of “Varieties of Living Things” to examine students’ science inquiry. The learning activities were carried out in a seamless learning environment across class, home, school lab and online learning spaces. Data collection included student artifacts (postings on Edmodo, postings on Evernote, captured photos, captured recordings, captured videos, worksheets), student interviews and class observations. In the data analysis, to examine learners’ knowledge advancement in the inquiry, we focused on examining how students constructed, refined, elaborate, and create knowledge artifacts both collaboratively and individually. The research findings show that the students made great knowledge advancement in understanding the anatomy of fish beyond the knowledge in the textbook in the course of BYOD for mobile-assisted seamless science inquiry.

Day 2 Poster Exhibition PS-201

Bring your own device for mobile-assisted seamless science inquiry in a primary school 1

2

Cheuk Lun Alvin MA* , Yanjie SONG , Tsz Wing 1 1 CHU , Fung Yee Priscilia KO 1

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The Hong Kong Institute of Education, Jockey Club 2 Primary School; The Hong Kong Institute of Education, Hong Kong Email: clma@iedjcps.edu.hk

In the digital age, mobile technologies have become embedded and ubiquitous in students’ lives. Paralleled with it are the booming studies on “mobile-assisted seamless learning” which refers to seamless learning mediated by 1:1 setting (Wong & Looi, 2011).

In general, these mobile-assisted seamless learning studies have provided students with a uniform type of devices for seamless learning (e.g., Song, Wong, & Looi, 2012; Toh, So, Seow, Chen, & Looi, 2012). Nevertheless, nowadays more and more learners bring their own mobile devices wherever they go for their learning and communication needs. How school learners use different types of devices brought by them to support their science inquiry in a seamless learning environment has rarely been explored.

In addition, despite that inquiry-based learning in science supported by technologies has been promoted for decades, it is reported that science inquiry practices are challenging tasks for students, especially for young learners due to various issues (Krajcik, Blumenfeld, Marx, & Soloway, 2000,de Jong, 2006). To guide young learners in science inquiry, it is suggested that guided inquiry be adopted in the pedagogical design (Colburn, 2000).

Further, with seamless learning studies on the rise, new research issues emerge such as how to track learners’ inquiry learning processes and outcomes in continually moving and re-constructed contexts in the seamless learning environment (Looi, Wong, & Song, 2012). The distributed and sparse nature of interactions through and over mobile devices poses a challenge for tracing students’ knowledge advancement.

In the light of the above issues, this study aims at investigating into the question: “how do

References Colburn, A. (2000). An Inquiry Primer. Science Scope, 23, 42-44.

Krajcik, J., Blumenfeld, P., Marx, R., & Soloway, E. (2000).

Instructional, curricular, and technological supports for inquiry in science classrooms. In J. M. E. H. v. Zee (Ed.), Inquiring into inquiry learning and teaching in science. Washington American Association for the Advancement of Science.

Looi, C.-K., Wong, L.-H., & Song, Y. (2012). Discovering mobile Computer Supported Collaborative Learning. In

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Poster Exhibition C. Hmelo-Silver, A. O’Donnell, C. Chan & C. Chinn (Eds.), The International Handbook of Collaborative Learning(pp. 420-436). New York: Routledge.

Song, Y., Wong, L.-H., & Looi, C.-K. (2012). Fostering personalized learning in science inquiry supported by mobile technologies. Educational Technology Research and Development, 60(4), 679-701.

Toh, Y., So, H. J., Seow, P., Chen, W., & Looi, C. K. (2012).

Seamless learning in the mobile age: a theoretical and methodological discussion on using cooperative inquiry to study digital kids on-the-move. Learning, Media and Technology.

Wong, L.-H., & Looi, C.-K. (2011). What seams do we remove in mobile-assisted seamless learning? A critical review of the literature. Computers & Education, 57, 2364-2381.

Yin, R. K. (2003). Applications of case study research (2nd ed.). Thousand Oaks: Sage Publications

PS-202

An example of a high school in Hong Kong to develop a school-based neuroscience curriculum as a pull-out program for scientifically gifted students Ka Chun SUEN*, Kit Yan CHU, Raymond Chuen Chung CHANG, Wing Kwong CHAN Po Leung Kuk Laws Foundation College, Hong Kong Email: skc@plklfc.edu.hk

Like all secondary schools in Hong Kong, our school provides Integrated Science for all of our junior form (Secondary 1 - 3) students. To further help them develop interest and acquire knowledge in science, a school-based biotechnology curriculum has been established based on Renzulli’s enrichment triad model since 2004. The biotechnology lessons have a role as a whole-class gifted curriculum in which scientifically gifted students are able to conduct investigation of real problems. As we observed that these gifted learners were highly curious about and interested in new topics and need more challenging tasks, as similarly reported by other educationists (Yang et. al. 2012; Davis et. al. 2011), a pull-out neuroscience class titled “Neuroscience Club” was established to help scientifically gifted students to further develop their literacy, curiosity and interest in science. While most students have learnt a few topics about neuroscience, our neuroscience

References Davis G. A., Rimm S. B. and Siegle D. (2011). Education of th the gifted and talented (6 ed.). New York, NY: Pearson.

Yang Y., Gentry M. and Choi Y. O. (2012) Gifted students’ perceptions of the regular class and pull-out programs in South Korea.Journal of Advanced Academics. 23(3) p.270-287

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curriculum is designed based on the Purdue Three-Stage model and targets to provide the scientifically gifted for experience to be a scientist to solve novel questions. The present report aims to share practical experience and procedures to establish a pull-out gifted program in science based on the Purdue Three-Stage model.

Qualitative data from lesson observation, interviews and teacher’s reflection were employed to evaluate the neuroscience curriculum as a pull-out gifted program. The procedures of the development of pull-out neuroscience curriculum are discussed as follows: (1) Why neuroscience? As most junior form students in Hong Kong are not familiar with neuroscience, it is chosen to give them new challenges. (2) The gifted pupils are identified based on their academic results in the science subjects, teacher’s recommendation, self recommendation and interview assessing students’ ability to do scientific investigation. (3) About the Purdue Three-Stage model, students in group are asked to present the structure and functions of the nervous system at stage 1. At stage 2, each group studies a health problem related to the nervous system (e.g. Alzheimer’s disease and Parkinson’s disease). At stage 3, students are asked to conduct a scientific research to look for treatment against the diseases. To further provide students for challenges, they are asked to present their research data in international conferences in which the gifted learners can explore the variety of researches and scientific knowledge. Evaluation of the pull-out neuroscience lessons indicated that all scientifically gifted students participating in Neuroscience Club showed high commitment in their research. This suggests that the scientifically gifted students get achievement and encouragement of interest from the pull-out neuroscience program.

Poster Exhibition those with less school science experience (grade 7) did in several SVNOS dimensions, suggesting Singapore secondary school students may be experiencing the “transformation” of the science teachers’ teaching practices in the science classrooms. The results suggest that the roles of Singapore culture and educational environment might have an impact on the students’ views of nature of science. For instance, in order to help students to do well in the highly competitive examinations, the assessment forms in typical Singaporean classrooms might focus mainly on strengthening students’ unfruitful conceptions of learning science including memorization, calculating and practicing, or preparing for tests, which are related to individuals’ nature (epistemology) of science. Practical implications and future research directions were proposed and discussed.

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An initial investigation of Singaporean secondary school students’ views of nature of science Tzung-Jin LIN, Yoong Shin Amos GOH, Ching Sing CHAI, Chin-Chung TSAI*

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Taiwan Email: tzungjin@gmail.com

Due to the distinctive Singapore socio-cultural and education contexts and the significance of investigating secondary school students' VNOS, this study was an initial attempt to survey Singaporean secondary school students’ views of nature of science by developing a new instrument named “Students’ Views of Nature of Science (SVNOS).” The SVNOS instrument included various key aspects of nature of science that are generally agreed by science education community and was validated through confirmatory factor analysis.

Moreover, the relations between some demographics factors including gender and grade and students’ VNOS were explored in order to clarify the equivocal results documented in the literature. A total of 359 Singaporean seventh and eighth graders (192 female and 167 male) were invited to participate in this survey. The confirmatory factor analysis result indicated that SVNOS instrument was a reliable and valid tool for probing Singaporean secondary students’ views of nature of science. In addition, the mean correlation coefficient between scales also suggested satisfactory convergent and discriminant validity. In order to probe the effects of grade-level and gender on students’ views of nature of science, a two-way multivariate analysis of variance (MANOVA) was conducted with grade-level (grade 7 and grade 8) and gender (male and female) as the independent variables and the seven scales of SVNOS as the dependent variables. The results show that, first, Singaporean secondary school male students tended to hold more constructivist-oriented views of nature of science in most of the scales measured by the SVNOS instrument than the female students did.

Furthermore, this study also found some distinct differences between students of two grade levels.

Overall, the results suggested that Singaporean students with more school science experience (grade 8) unexpectedly revealed more empiricist-oriented views of nature of science than

PS-204

Using museum programs to promote science learning for students with low achievement in science An-Shun YU*, Jui-Chen YU Taiwan Email: aisin@mail.nstm.gov.tw

In schools, students with low achievement in science (LAS) often have a low interest in learning science and teachers have limited time to pay attention on these students’ individual needs. As an informal learning setting, science museums are anticipated to complement formal learning. In this study, by using science museum resources, a science program is designed and implemented to help LAS students’ in learning science. The science program is delivered in the National Science and Technology Museum, Kaohsiung, Taiwan. Topics and content of the program are selected and developed from the science exhibitions within the museum. Every session offers hands-on activities to enhance students’ understanding of these science topics. Participants of this study include 28 LAS students from elementary and junior high schools and their science scores ranked below 70% of the class. Also, 12 college freshmen are invited to participate as mentors to assist LAS students throughout the program.

The science museum program runs every 136

Poster Exhibition Saturday for 10 weeks from June 30 to September 1, 2012. Morning sessions of the program are offered to elementary students and afternoon sessions are offered to junior high school students. The study uses a pre- and post-test method to measure program outcomes in four dimensions: interest in learning, environmental motivation, self-efficacy, and active learning strategy.

The questionnaire is administrated to both LAS students and their mentors. After the program, the results show that the LAS students gained significantly in two dimensions: interest in learning and active learning strategy.

Unexpectedly, mentors gained significantly in all four dimensions. It can be concluded that the science museum program can promote science learning for both LAS students and mentors.

that ‘experience-practice’ model has already improved normal college students’ lab-teaching capacities effectively.

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A study of integrating iPod strategy on mountains and rivers unit for fifth graders Ching-san LAI*, Hao-Tsung TSAI National Taipei University of Education, Taiwan Email: clai@tea.ntue.edu.tw

Keywords: Science museum, Science learning, and Students with low-achievement in science

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Exploring and Implementing of the Teaching Model of Experience-practice Juan Li, Cui Hong, Yiyi LI, Wang HONG Central China Normal University, China Email: uxqw@yahoo.com.cn

Experiments play a central and distinctive role in biology education, so lab-teaching skills are very important for normal students. Based on observation and analysis of normal students’ lab-teaching behavior in high school, we found that prior knowledge is important in influencing how students perform lab-teaching. After few years’ experiments, the ‘experience-practice’ teaching model has been created and put into practice. The teaching model involved three stages: the first stage is experience--- students are guided not only to do the experiments, but also to observe teacher’s teaching behavior during the professional lab-working curricula (botany lab-working, genetic lab-working , etc); the second stage aims to improve the integration of teaching theory and practice ---students are directed to learn theory and practice in the microteaching; the third stage is practice in high school which provides students a chance to experience in real teaching scene. The results of experiments showed

Keywords: iPod strategy, learning achievement, mountains and rivers, scientific attitudes

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A case study of using iPod strategy into science units for sixth graders Ching-san LAI*, Shih-chang CHEN National Taipei University of Education, Taiwan Email: clai@tea.ntue.edu.tw

The main purpose of this study was to explore the learning outcomes of using iPod strategy into 137

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The major purpose of this study was to explore the effectiveness of science learning by integrated iPod strategy into Mountains and Rivers unit for fifth graders. A quasi-experimental design was used with two classes students at an elementary school in New Taipei city participated in this study.

Students in experimental group (N=28) were given the iPod strategy while the control group (N=28) received the traditional teaching method. Two research instruments were used in this study include a science achievement test and a scientific attitudes scale. The results were undergone by ANCOVA analysis. Additionally, qualitative data from different sources were collected and analyzed, including student’s learning sheets, student interviews, teacher’s teaching journals, and photos.

The results of this study include (1) the results of the science achievement test were that students in the experimental group got higher scores than students in the control group (F= 7.806, p < .01); (2) the results of the scientific attitudes scale were that students in the experimental group got higher scores than the control group did (F= 13.174, p < .001).

Poster Exhibition science units for sixth graders. A case study method was used in this study. A class with 10 students participates in this study. Two science activities were conducted in this study which includes earth science unit and chemical solution unit. Data were collected include observation, interview, teaching journals, and students’ learning sheets. The findings indicated that students have a better understanding on both science units by using iPod strategy. Strategies on improving science learning were discussed.

PS-209

A study of biodiversity learning at Taipei zoo for 3rd graders Ching-san LAI*, Li-Ju CHEN National Taipei University of Education, Taiwan Email: clai@tea.ntue.edu.tw

The purpose of this study was to develop a biodiversity conservation program at Taipei zoo, and to evaluate the effectiveness of this science rd instruction for 3 grade students.

A quasi-experimental design was used with two classes students in Taoyuan County participated in this study. Students in experimental group (N=32) were given 14 weeks of biodiversity conservation program and one day field trip in Taipei zoo, while the control group (N=31) received traditional instruction. Two research instruments were used in this study include a science achievement test and a conversation attitude scale. The results were undergone by t-test and ANCOVA analysis. The results of this study include (1) the results of the science achievement test were that students in the experimental group got higher scores than students in the control group (t= 4.38, p < .001); (2) the results of the conversation attitude scale were that students in the experimental group got higher scores than the control group did (F= 31.781, p < .001).

Keywords: case study, concept learning, iPod strategy, science learning

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A study of 4th graders’ science learning at Amphibious Reptile Hall in Taipei zoo Ching-san LAI*, Mei-Tzu CHUANG

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National Taipei University of Education, Taiwan Email: clai@tea.ntue.edu.tw

The major purpose of this study was to evaluate the effectiveness of science field trip at Amphibious Reptile Hall in Taipei zoo for 4th graders. Two classes with 57 fourth graders from an elementary school in Taipei participate in this study. The teaching activities include a biodiversity unit and one day field trip at Amphibious Reptile Hall in Taipei zoo for teaching period of eight weeks. Two research instruments were used include a science achievement test and a scientific attitudes scale. The results were undergone by t-test analysis. The main findings of this study are as following: (1) the results of the science achievement test were that students got higher scores on the post test (t= 20.76, p < .001); (2) the results of the scientific attitudes scale were that students got higher scores on the post test (t= 8.78, p < .001). Therefore it can be concluded that biodiversity activities and one day field trip is effective for 4th graders’ science learning in this study.

Keywords: biodiversity, conservation attitude, outdoor learning, science learning

PS-210

A study of iPod strategy for fourth graders' science learning on optics unit Ching-san LAI*, Hui-Lee HSIEH National Taipei University of Education, Taiwan Email: clai@tea.ntue.edu.tw

The purpose of this study was to investigate the learning outcomes of using iPod strategy into th science instruction on the optics unit for 4 graders. A quasi-experimental design was used with 4 classes students at an elementary school in New Taipei city participated in this study. Two classes were assigned as the experimental group (N=55), and the others were the control group (N=53). Students in experimental group were given

Keywords: Amphibious reptile hall, Biodiversity, Field trip, Taipei Zoo

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Poster Exhibition the iPod strategy while the control group accepted the traditional teaching method. Two research instruments were used in this study include a science achievement test and a scientific attitudes scale. The results were undergone by ANCOVA analysis. The results of this study include (1) the results of the science achievement test were that students in the experimental group got higher scores than students in the control group (F= 4.811, p < .05); (2) the results of the scientific attitudes scale were that students in the experimental group got higher scores than the control group did (F= 27.956, p < .001).

different mass movements. Through this comparison, the students could be induced to come to the conclusion that if a large force acting on the force by acting differently in different mass movement that always does not rapidly move and also to understand the basic principles of the movement in free fall.

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Research for curriculum about function and equation Okawa SHUHEI Tokyo University of Science, Japan Email: jc112609@ed.tus.ac.jp

Keywords: attitude towards science, iPod strategy, science learning

A new learning strategy for elementary school student’s conceptual changing of movement infree fall Seungwoo YI*, Jinkyu JUNG, Ji-Ae LEE, Youngmin KIM Pusan National University, Korea Email: seungwoo@pusan.ac.kr

In this study, when a heavy object and a light object that were same height on the air fall free, 6-grade students in elementary school were questioned about which one come down to a floor first and we investigated their answers and reasons in regard to the question. Most of the students answered that a heavy object falls more quickly, that force pulling down related a heavy object is lager than force related a light object because of the size of a heavy object. We could find that students have the faith, the motion occur easily if an object is applied large force and that the students replied "fall at the same time." told simply the reason, using the knowledge acquired through simple stories in a book with not understanding exactly the reason of movement in free fall.

So, we suggest a learning strategy that can improve the inconsistency of scientific principles caused by empirical thinking of students when students try to understand the movement in free fall. The Students were guided to compare each other by forces acting on the same two mass movements and by the same force acting on two

・Read the literature of curriculum development and the previous work about an understanding of a function. ・Research for the method of instruction of the function field of the guidelines of the present and the past. ・Create the curriculum of function. ・ The created curriculum will be practiced (if possible) and is evaluated.

3. Contents 3.1 Japanese student's present situation Japanese junior high school student can't set up an equation. And they can't represent it with a graph needs for problem solving. But they can solve problems of equations or graphs only. In other words, equations and graphs aren't effective tools for them.

3.2 About integration of a function and an equation To understand the things mathematically, it is 139

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1. Purpose In the junior high school government guidelines for teaching, about seventh grade, "It is necessary to represent proportion and inverse proportion with a table, a formula, a graph, and understand those features". About eighth grade, "It is necessary to understand linear function with a table, a equation, and a graph". About ninth grade, "It is necessary to understand function y=ax^2 with a table, a formula, and a graph".

In the government guidelines for teaching, relate a function with a table, an equation, and a graph, it is made to understand, and it is expected that a student can use this for problem solving.

2. Method

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Poster Exhibition necessary to recognize variables in it and to denote the relation with a table, a formula, a graph. They aren't skill but tools for problem solving. If the relation of the variable in things can be denoted by them, many problems can be solved using them.

Especially at the elementary school in Japan, the tape figure, the line segment figure, and the number line are used as a tool on the problems.

Then, We want Japanese students to be able to use a graph as an effective tool in junior high school.

4. Result

PS-214

Development of a school-based science curriculum in a primary school in Hong Kong Pik Wa LUI*, Yuk Lun CHENG, Tin Ching CHAN, Wing Kwong CHAN Po Leung Kuk Laws Foundation College, Hong Kong Email: lpw@plklht.edu.hk

Our school has established a school-based science curriculum for all of our primary school students (Primary 1 – 6) since 2006. The curriculum design is based on BSCS 5E Instructional Model which consists of 5 phases: engagement, exploration, explanation, elaboration, and evaluation. The present study aims at evaluating the effectiveness of this school-based science curriculum in a primary school in Hong Kong. Questionnaires were employed to collect students’ and parents’ views about the curriculum. Key findings of this study are: (1) In our school, a laboratory is well equipped to facilitate the development of experiment-based science curriculum. (2) Students are active to design and conduct experiments. (3) Students’ awareness and interest in science are enhanced. (4) Students’ problem-solving skills, abilities to make prediction, observation, skills to record data, critical thinking, analysis and ability to make comparison are augmented as reflected from formative and summative assessments. (5) Parents show appreciation that their children can learn science by hands-on experiments. (6) Parents have positive feedback that their children’s interest in science is promoted. Taken together, the present school-based science curriculum can help primary school children develop interest and acquire necessary skills for learning science, bridging these young scientists to further develop their scientific literacy in our through-train secondary school in which a school-based biotechnology curriculum and a pull-out neuroscience program for the scientifically gifted have been established.

・The students using graphs and tables when they solve problems. ・There are students also using them purposely even though they can solve problems easily by using equations.

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Scientific reasoning skills of Malaysian primary school pupils Fazliza Che AMAT*, Abdul Majeed AHMAD, Zurida ISMAIL, Nooraida YAKOB

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Malaysia Email: fazliza02@yahoo.com

This paper will present the findings from a study aimed at investigating the primary school pupils’ scientific reasoning using Lawson’s Test of Scientific Reasoning. The test was administered to 70 Year 5 (age 11 years) pupils. The findings show: i) In general the scientific reasoning skill among pupils was at the low level achievement; ii) There was a significant difference between high academic performance pupils and moderate academic performance pupils in scientific reasoning skill achievement; and iii) There was no significant difference between boys and girls in scientific reasoning skill achievement. The revised instrument by Lawson is considered appropriate for primary pupils.

PS-215

Universe awareness activity in Japan Tomita, Akihiko Wakayama University, Japan Email: atomita@center.wakayama-u.ac.jp

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Poster Exhibition Astronomy education has a great potential in science education in informal settings especially for very young children and their parents and teachers. Young children are very much interested in the world of stars, and storytelling about stars by astronomers can make the activity much more effective in science education point of view. I, as an astronomer, have been doing Kids Fun astronomy activity at nursery schools and other day care houses for children for more than six years in Japan, and now collaborating with a world-wide activity, Universe Awareness. I will introduce examples of the activities and how to evaluate the activities, and would like to appeal to East Asian astronomy educators and researchers to collaborate with each other to develop the materials together.

PS-217

Research for â&#x20AC;&#x153;Use of Mathematicsâ&#x20AC;? to the third grade of junior high school Haruka YAMAGUCHI Tokyo University of Science, Japan Email: jc112934@ed.tus.ac.jp

PS-216

Study on the Influential factors of high school chemistry pre-service teachers' reasoning ability in instructional design Wenhua Zhang, Zuhao WANG, Yang DENG, Xiajun MA Central China Normal University, China Email: wenhuazhang@mail.ccnu.edu.cn

High school chemistry instructional design is composed of sevaral basic elements such as teaching object, teaching goal, teaching strategy, teaching media, chemical experiment and teaching evaluation. Chemistry teaching design process is a process that constantly analysising the above elements inference and then designing the instructional activity. By the means of investigation and interview with 60 chemical pre-service teachers combining section analysis of their high school chemistry teaching design task text and text design discuss video, our research indicated that the main factors which influence the chemical pre-service teachers of chemistry teaching design reasoning ability are the language reading and expression ability, chemistry discipline knowledge (CK), scientific methodology knowledge (CMK), general teaching knowledge(GTK), chemistry pedagogical content knowledge (CPCK) (rep-esentational thinking and conceptual change strategies), education circumstances knowledge (ECK).

PS-218

Program development of Ondol, the Korean traditional heating system Sukyung SUNG*, Donghee SHIN Ewha Womans University, Korea Email: sk2825@ewhain.net

Korea's traditional heating system with 2,300 years of history, Ondol, is a very important cultural code to understand Korean culture in general. Especially, we can know about ancestor's wisdom and scientific superiority through the principle and material of Ondol, which can be applied to teaching and learning materials. The purposes of 141

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For the revision of the course of study, the subject of "Use of mathematics" was established newly.It is a subject which can improve student interest in mathematics and the student's mathematical hate.However, few schools have established it as compared with other subjects.We wanted to teach the contents of the same as it, except in the subject of "Use of mathematics".

Therefore, we teach it to the third year junior high school is a period of compulsory education.It is also they can be learned.Because it has been established as a subject that students can learn with a variety of characteristics.We are necessary to choose the materials that they can understand for it to do so.And we think it would also help in understanding of high school mathematics.

Therefore, in this study, we will create a lesson plan of the subject of "Use of mathematics" for the third year junior high school.Based on it, actually conduct classes, we consider the improvement of the student's interest based on the questionnaire before and after class.We're going to do the investigation several times from April.

Poster Exhibition this study were to develop Ondol program for secondary school students and to investigate its effect. The developed program was composed of 10 hours focusing on ‘history and science of Ondol’, whose specific programs of "Historical and cultural aspects of Ondol", "Ondol story", "Scientific principles of Ondol", "Concept mapping of Ondol", and “Ondol field trip". There are various learning activities such as lecture, debate, experiment, and th field trip. The program was applied to eight 10 grade girls in science-core schools in Seoul. The results are as follows. First, students` scientific knowledge about Ondol has been improved through this program. Second, their integrated thinking ability has been improved by adapting a real-life context of Ondol. Third and the most importantly, students’ pride of Ondol has been dramatically increased through this program. We found a new possibility of the subject of Ondol for Korean students to perceive it as a traditional scientific enterprise.

solar observation when students were asked to classify the sunspots and identify patterns of change in sunspots over time. Careful analysis of the photographic images led the students to discover four distinctive patterns of sunspot evolution, and the students were further guided to express each pattern using a mathematical resource – graphs. After data models of sunspot evolution were established, students began theoretical modeling in which they were asked to explain why sunspots changed over time in such ways that were indicated in the four evolutionary patterns. It was expected that the students’ theoretical models of sunspot evolution should be disciplinarily rigorous, so that the students could acquire core ideas of astronomy as they created and revised the models. The students were therefore offered opportunities to learn relevant knowledge and information from conceptual resources and use them as they expressed their theoretical models in the forms of drawings.

Consequently, when the students’ final models were compared with their initial ones, it was evident that the final models provided more detailed, scientific mechanisms of sunspot evolution. Two major implications were drawn from the experience with incorporating modeling practices in the extra-curricular science program.

First of all, sustained engagement with both natural phenomena and conceptual recourses is crucial to successful modeling practices.

In addition, students should be encouraged to use a variety of semiotic media to represent natural objects and processes, as well as their ideas, when they learn science through modeling.

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PS-219

High school students’ experience with modeling as science: a Korean case Phil Seok OH*, Sung Jin OH, Young Joon SHIN, Myoungsun KIM Gyeongin National University of Education, Korea Email: philoh@ginue.ac.kr

Model-based views of science have been studied extensively by science education researchers for the last few decades and are now applied in teaching and learning several domains of science at all levels of schools. In line with this important trend, this presentation addresses how modeling practices have been adapted in an extra-curricular science program of a Korean high school.

Especially, it is described how two different types of modeling practices – data modeling and theoretical modeling – were implemented in the context of high school astronomy education.

Students in this study have been engaged in a multiple year-long project of observing and taking photographs of the sun using a telescope equipped with solar filters and digital cameras and installed on the roof of their school. As a result, they have produced a number of photographic images of the sun obtained in about two thousand days. Data modeling was incorporated with the photographic

PS-220

Review of literature on the perspective of students toward scientists Yunkyung LEE*, Donghee SHIN Ewha Womans University, Korea Email: imdaria@naver.com

Today, students recognize scientists as professionals involved in research activities which are limitedly given to being reasonable, objective, logical, and intellectual. However, from the social aspect of science, an attempt to introduce the human side of scientists in the science class can give educational meaning to the students.

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Poster Exhibition Therefore, by analyzing about 50 theses related to the perception of scientists, this study examined the students' image of scientists and identified which aspect of scientists the students recognize the most. After analysis, the theses were categorized into the view toward scientists, the image of scientists, the attitude toward scientists, the occupational characteristics of scientists, the personal characteristics of scientists, etc. The result of the analysis indicated that students viewed scientists as researchers equipped with objectivity and logic, and relative to other categories, they tended not to easily recognize the human aspect of scientists.

PS-221

The development and effect of the model of family grouping learning in a science museum Trai-shar KAO*, Hui-fen KAO, Yi-jen TSAI, Pai-Tuz CHANG Taipei Municipal University of Education, Taiwan Email: Kaots@mail.tmue.edu.tw

This study examines how families in a science museum automatically get together to organize different learning groups, and what the outcomes are about for family members in learning science.

The target samples are groups of the multiple-visit families, the museum goers, who visit the science museum frequently in the weekends at regular intervals. Based on the different duration of the family groups organized, leaders of five groups are interviewed. Being a pioneer, the earliest established group is selected in the study as the focus group which consists of 16 parents (with 24 children). Methods applied to the focus group include observation and semi-structured questionnaire survey, and two members in the focus group are seleted for in-depth interview.

Meanwhile, data of observation and informal discussion from on-site educators are also collected for cross reference. The study on such family grouping learning has following findings: 1. Yet automatically organized by parents, the family groups are based on the common goal of facilitating childâ&#x20AC;&#x2122;s learning. Most families have participated their groups since their child were in kindergarten.

2. The family groups are good at using social media to connect group members and to infom learning

Keywords: family visitor, family grouping learning, science museum

PS-222

Thai primary school constructivist learning environment Supawadee SERIKATAKUN, Chokchai YUENYONG Khon Kaen University, Thailand Email: kruauy_2109@hotmail.com st

Education in 21 century focuses on constructivist.

Constructivist learning also gained much attention of Thai schools and government. However, how good Thai teachers can employ constructivist in their classrooms is still a critical issue. This study aimed to investigate the science constructivist learning environment in Thai primary students. We considered the information from this study could be use for curriculum planning and for teacher professional development programs, as well as for the teachers themselves to revise their teaching.

Data were collected from 3 teachers and 98 143

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plans.

3. Except the learning purpose, the social relationship between families, and the family tie between family members are achieved.

4. Not only being facilitators for their child, parents in the model of the family grouping learning but also get more interests in science and have their own goal for achievement.

5. Families in groups have specified learning plan, and they are familiar with and effective in using museum resources.

6. The model enriches family memberâ&#x20AC;&#x2122;s popular science and let them experience the joy of science exploring.

Parents play critical role in the family grouping learning model in a science museum.

Owing to a long term participating in such family grouping learning, parents support both their child and themselves in science learning. It is suggested a science museum cultivate the public science literacy on the family basis. In the development of this model, a museum is not only a resource supplier but in a position to be a mediator to train the group leaders. In other words, a science museum can be a platform for the family groups to exchange experience and to get feedback, and the model of family grouping learning can be a path for public science learning.

Poster Exhibition students in primary school Nong ruea district, Khon Kaen province by classroom observations and teachers and students’ interviews through the lens of the 5 scales of the constructivist learning environment survey (CLES) which was originally developed by Taylor and Fraser (1991). The findings suggested that positive implications to classroom learning environments, and to get knowledge based on constructivist theory and apply it into classroom.

using smart device such as smart phone and/or smart pad.

The goal of the ‘smart’ activities was to help students construct scientific aspects of our precious historical heritage. Students’ ‘smart’ skills and scientific pride of the Korean traditional heritage had been increased after the two-day filed trip in WHS.

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Applied research on the open science educational resources in the university of Mainland China

PS-224

Development of science field-trip program with a smart device in the World Heritage Sites of South Korea

Guoyan WANG University of Science and Technology of China, China E Email: gywang@ustc.edu.cn

Jihye LEE*, Seolhee KIM, Donghee SHIN Since the University has a variety of science educational resources, it not only assumes the functions of the systematic education and scientific research, but also has an important social function, that is, carrying out the public-oriented science education to improve the scientific quality of citizens.

There are three categories of open science educational resources in the University: human resources, facility resources and soft resources. ① As for human resources, the University has excellent scientists, college students with better scientific literacy and integrated application abilities and other science education talent teams.

As for facility resources, the University has laboratories, libraries, museums, specimens centers, exhibition halls and other open science educational facilities. ③ Soft resources are the cultural atmosphere gestated by the University environment as well as the normal and the abnormal science education activities. For the soft resources, part of the mainland universities also carry out online public video lessons, scientific pulpit, science and technology week, laboratory open day, even creative design for the science and education products and other scientific and educational activities open for public. What’s more, they organize teachers and students propaganda teams to preach science education in the remote rural and western regions, to improve the scientific literacy of the general public.

With the combination of the activity of 2012 Anhui Science and Technology Week, this study conducts the sample survey on the public science

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Ewha Womans University, Korea Email: leejihye0909@hanmail.net

There were 10 World Heritage Sites(WHS) in South Korea. The WHS has a very meaningful value for using educational places for students as well as adults. Despite such educational value, we have not paid much attention to WHS. In this study, we chose two WHS, Changdeok-kung Palace and Hwa-sung fortress, both located in and around Seoul metropolitan area.

The Changdeok-kung Palace was the main palace of the Chosun Dynasty(15th-18th century) for about 270 years and is famous for its beautiful ancient buildings and eco-friendly environment.

The Hwa-seong fortress in Suwon was built for the purposes of defending enemies from outside of the country in the late 18th century. It is famous for the scientific devices such as ‘Geojung-gi’(a cable driving system) and ‘Nok-ro’(a potter’s wheel), both were used to build the fortress.

These two WHS are highly valued because they have a lot of scientific, historical, and artistic excellence. People have got more interests of the Chang-deok Palace and Hwa-seong fortress after they were listed as World Heritage by the UNESCO in the same year of 1997. Whereas these two cultural heritages contain many scientific factors, there has been few discussion of the connecting possibilities between science field trip and historical heritages. In this study, we tried to develop educational program focusing on science content in WHS. We tried to actively adopt ideas

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Poster Exhibition education needs and expectations of tens of thousands of people participated in the activity, and finds out the common problems faced by the University in carrying out the public-oriented scientific and educational activities: ① low utilization rate of the public resources; ② lack of incentives; ③ narrow radiation range, with small spreading area; ④ unlively and unpopular form and content. We should address the difference between university educational resources and public demand, take the innovative form and content, and seek for the common development mode of the science education and the education industry reasonably, so as to drive the positive interaction between the public and the University.

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Research on visualization of top scientific results based on cover stories of nature and science Guoyan WANG University of Science and Technology of China, China Email: gywang@ustc.edu.cn

As the publicly issuing platform for top basic science results, in addition to publishing academic research results in various disciplines, Nature and Science also show the major researches in the journal cover with beautiful art visual images. And this scientific visualization form plays an important role for scholars in the professional field and even the public in understanding the cutting-edge science, the science communication and the science education.

The fusion form of science and art reveals a novel interdisciplinary phenomenon, which is different from the scientific visualization of computer graphics, and also different from traditional advertising or posters. According to the data analysis of the Nature, Science papers and cover stories from 2008 to 2012, the comparative data in the five years on the one hand reveals the phenomenon that the academic attention and influence of results in the cover story are much higher than those of the ordinary scientific results, on the other hand, the scientific visualization of the United States, the United Kingdom, Germany and France always ranks the top four, and to a certain extent, the differences in the visualization of the scientific results in each country reflect the characteristics of the fusion of science and art. At

References Wang guoyan and Tang shukun,“Visualization of Scientific Research—Nature 、 Science and Cell as Examples,” Studies in Science of Science,2013(Accepted) Wang guoyan,“Illustrated explanation of the visual communication of scientific results—— Visual interpretation in the case of cover story in top academic journals,”Science and Society,2013 (Accepted)

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present, the visualization of China’s first class scientific research achievements relatively highly rely on the American scientific image creating institute and their own independent creative ability is not enough, which reflects the split of 1 China's scientific research and arts & humanities .

Effective visual solutions should give consideration to three elements simultaneously: beauty, accuracy and novelty. Among all these elements, the core element of visualization is to understand the science content effectively and refine and restructure visual representation elements appropriately. In the creation of visualization, the rationality must be penetrated in the perspective of scientific image: the visual should express the structure of the studied object, interpret the scientific principles, or explain experimental process. The characteristics of scientific image visual mainly contains the following types: ①showing the structure of the scientific research object (macro: biology) or the studied object (micro: chemical); ② revealing scientific principles (landscaping treatment on the basis of experimental schematic diagram, or revealing the scientific principles in an analogue pattern); ③amplifying an aesthetic moment during the experiment process; ④visualizing the “researched question” to display a problem, dilemma or conflict; ⑤drawing the research results in the future social applications. At the same time, different basic disciplines such as physics, chemistry, and biology also have different 2 visualization performance characteristics .

In the visual expression of scientific results, accurate visual representation of the core elements should be chosen, along with rich scientific connotation and vivid expressive form, to achieve more effective mass communication. If accurately understand the scientific contents and properly visualize, China and some other countries may have more achievements to be published on the cover of journals as Nature, Science and Cell.

This paper is the achievement of 2013’Soft Science of Anhui Province

Poster Exhibition PS-227

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The research on construction mode of science education cloud service platform

The research on the construction scheme of the citizen participation platform of science education game

Rongting ZHOU, Yazheng LI

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University of Science and Technology of China, China Email: ongting@ustc.edu.cn

Rongting ZHOU*, Lu GUO University of Science and Technology of China Email: rongting@ustc.edu.cn

At present, the global IT industry is undergoing a monstrous "cloud computing" wave. Cloud computing refers to service delivery and use mode, namely the users can obtain the IT infrastructure or service through the Internet, according to their special needs. Nowadays, the cloud service has been widely used in many areas, such as remote education, e-commerce, network storage, online office, search engines and logistics etc. But in science education domain, cloud service is still something strange. If we can integrate science education digital content products to build a unified, open, collabotative, sharing popular science education resource platform, it will be a great help to solving the problem that China's local science education resource distribution is uneven.

Based on cloud computing technology, the science education cloud service platform will integrate excellent science education products resources to build an on-demand science education resource database and realize the clouds storage and management of the resource. Whatâ&#x20AC;&#x2122;s more, the platform will adopt the WAP, 3G, RFID technology to provide the audience with cloud services, which can allow the audience to get science education resources as needed via personal computers, mobile phones, and digital televisions etc.

This paper will study how to scientifically and reasonably construct science education cloud service platform mode, including software and hardware scheme of cloud service platform, channel construction plan, content resources cooperative construction mechanism, operation management mechanism and supporting service system, etc. The research may guide science education enterprise to apply cloud service mode to carry out public science education activities with low cost, high efficiency and benefit wide ways, so as to enhance the public's scientific Literacy.

At present, the global IT industry is undergoing a monstrous "cloud computing" wave. Cloud computing refers to service delivery and use mode, namely the users can obtain the IT infrastructure or service through the Internet, according to their special needs. Nowadays, the cloud service has been widely used in many areas, such as remote education, e-commerce, network storage, online office, search engines and logistics etc. But in science education domain, cloud service is still something strange. If we can integrate science education digital content products to build a unified, open, collabotative, sharing popular science education resource platform, it will be a great help to solving the problem that China's local science education resource distribution is uneven.

Based on cloud computing technology, the science education cloud service platform will integrate excellent science education products resources to build an on-demand science education resource database and realize the clouds storage and management of the resource.

Whatâ&#x20AC;&#x2122;s more, the platform will adopt the WAP, 3G, RFID technology to provide the audience with cloud services, which can allow the audience to get science education resources as needed via personal computers, mobile phones, and digital televisions etc.

This paper will study how to scientifically and reasonably construct science education cloud service platform mode, including software and hardware scheme of cloud service platform, channel construction plan, content resources cooperative construction mechanism, operation management mechanism and supporting service system, etc. The research may guide science education enterprise to apply cloud service mode to carry out public science education activities with low cost, high efficiency and benefit wide ways, so as to enhance the public's scientific Literacy.

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Poster Exhibition Development and implementation of creative design and scientific inquiry-based STEM education program Hyonyong LEE*, Bohyun SEO, Kyungsuk PARK, Yongkee KIM, Yunhee PARK, Byungyeol PARK AFFILIATION Email: hlee@knu.ac.kr

The purpose of this study were to develop engineering design and scientific inquiry based on STEM (Science, Technology, Engineering and Mathematics) education program and investigate the effects of STEM on students’ attitude toward STEM. The subjects of the study were 28 first-graders of Y middle school and 21 second-graders and 26 third-graders of K middle school. One sample pre-post paired t-test was conducted on �Student Attitude Toward STEM� (Mahoney, 2009) was translated, modified and supplemented to measure the interest and attitude toward STEM. The results are as follows : First, engineering design and scientific investigation based on STEM education program was developed on the basis of literature reviews and the results of survey. The program was composed of four major steps: Analysis, Design, Building, and Assessment. Second, the program was effective for middle school students’ improvement in cognition, ability, value, and commitment in every subject. Third, the program was effective, as well, for increase in students' attitude through engineering design and scientific investigation based STEM education. This program can be utilized in schools to enhance students’ understanding on science and technology and interest on mathematics and science. This program will be used as a basis in fostering convergence talents through education which cultivate integrated thinking based on science and technology, and problem–solving ability.

References International Technology Education Association[ITEA](2010).

ITEA's 71st annual conference. Retrieved January 27, 2010, from http://www.iteaconnect.org/.

Kuenzi, J. J.(2008). Science, Technology, Engineering, and Mathematics (STEM) Education: Background, federal policy, and legislative action. Congressional Research Service Report for Congress (RL33434).

Kwon, H. & Lee, H.(2008). Motivation issues in the

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science, technology, engineering and mathematics (STEM) education: A meta-analytic approach.

Secondary Education Research, 56(3), 1-22.

Kwon, H., Park, K. & Lee, H.(2009). Research Trends on the Integrative Efforts in Technology Education: Reviews of the Relevant Journals. Secondary Education Research, 57(1), 245-274.

LaPorte, J. E., & Sanders, M.(1993). Integrating technology, science, and mathematics in the middle school. The Technology Teacher, 52(6). 17-21.

Mahoney, M. P.(2009). Student attitude toward STEM: Development of an instrument for high school STEM-BASED Programs. The Ohio State University.

Merriam, S. B.(1998). Case study research in education.

San Francisco, CA: Jossey-Bass Publishers.

Merriam, S. B.(2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass Publishers.

Minogue, J., & Guentensberger, T.(2006). Paper tower: Building students’ understanding of technological design, Science Scope, 18-20.

National Research Council[NRC](2012). A Framework for K-12 science education: Practices, crosscutting concepts, and core Ideas. Washington, DC: The National Academies Press.

Norton, S. J.(2006). The use of design practice to teach mathematics and science. International Journal of Technology and Design Education, 18(1), 19-44.

Puntambekar, S., & Kolodner, J. L.(2005). Toward implementing distributed scaffolding: Helping students learn science from design. Journal of Research in Science Teaching, 42(2), 185-217.

Sanders, M.(2009). STEM, STEM education, STEM mania.

Technology Teacher, 68(4), 20-26.

Sanders, M., Kwon, H., Park, K., and Lee, H.(2011).

Integrative STEM (Science, Technology, Engineering, and Mathematics) Education: Contemporary Trends and Issues. Secondary Education Research, 59, 729-762.

Scarborough, S. R., & White, C.(1994). PHYS-MA-TECH: An integrated partnership. Journal of Technology Education, 5(2), 31-39.

U. S. Congress(2006). Department of labor, health and human services, education, and related agencies.

Appropriations for 2007. Hearing before a subcommittee of the committee on appropriation. U.S. House of Representatives, One Hundred Ninth Congress, Second Congress, First Session. Washington, DC: Government Printing Office.

Van Langen A., & Dekkers, H.(2005). Cross-national differences in participating in tertiary science, technology, engineering and mathematics education.

Computer Education, 41(3), 329-350.

Venville, G., Wallace, J., Rennie, L. J., & Malone, J.(1998).

The integration of science, mathematics, and technology in a discipline-based culture. School Science and Mathematics, 98(6), 294-302.

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Poster Exhibition PS-230

PS-231

Investigation of the network learning platform Instruction model on students’ learning effectiveness on “wave”

Instructional context, motivation, and teaching strategies in genetics for conceptual changes Phairoth TERMTACHATIPONGSA Khon Kaen University, Thailand Email: phater@kku.ac.th

Kuan-Ying LEE*, Sheau-Wen LIN

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National Pingtung University of Education, Taiwan Email: lky0109new@yahoo.com.tw

The research aimed to study context and strategies for Grade 12 genetics teaching, Grade 12 students’ scientific concepts about gene and chromosome, their level of understanding, their conceptual change of gene and chromosome, their motivation toward instructional contexts, and the relationship between Grade 12 students’ beliefs about motivation and their conceptual change of gene and chromosome. Research method consists of 3 phases. First phase was phase of studying context and teaching strategies. Target group included 10 teachers, from different schools, who were teaching about gene and chromosome; 100 students. Second, the action research in a classroom was carried out for development and improving genetics teaching strategies. The findings revealed that context of genetics teaching, teachers and students perceived that gene and chromosome was abstract concepts. The lack of science instructional strategies seems to be the problem of the science teachers. The paper then discusses what lesson learned from changing and improving in action research phase. The issues of how genetics teaching strategies for conceptual change were applied and changing in students’ concepts and motivation were discussed. This paper has implications for genetics teaching in Thailand.

Physics is one of subjects most of high school students feel difficult. For example, the concept wave is abstract and hard to understand. Through the instruction, integrating inquiry teaching, multimedia animation, and network platform, students’ learning effectiveness can be improved.

Based on the theory of inquiry teaching, the researcher designed learning activities through “network learning platform” that providing individualized, visualized, and diversified learning opportunities on wave to help students learn. The quasi-experimental study design was used to explore the teaching effectiveness. The subjects of this research were 200 grade 10 students from four classes in a high school. Two classes of them, as the experimental group, adopted the inquiry teaching with network learning platform, on the contrary, the others were the control group only adopted the inquiry teaching without the support of network learning platform. The self-developed “Wave Concept Test” and “Students' Learning Motivation Scale” (Tsai, Tuan & Chin, 2007) with good reliability and validity were applied to collect all students’ performances including before and after instruction. Twelve student interviews were supplemented to explore the effectiveness of teaching. Through the ANCOVA analysis, it was found that, students of experimental group performed significantly higher scores on motivation and concept learning. It indicated that the network learning platform is a great benefit for how students learn the concept of wave. The interview data also supported the results that online learning platform can improve students’ learning, especially on students’ motivation in performance goal and learning environment stimulation.

Keywords: instructional context, motivation, genetics, conceptual change

Keywords: concept, inquiry teaching, motivation, online learning platform, wave

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Poster Exhibition PS-232

PS-233

Matayomsuksa 4 students’ learning achievement, and attitudes toward sciences titled “blood circulatory system, lymphatic system, and homeostasis by using Inquiry Teaching Model (5Es)”

Embedding formative assessment into computer-based learning of science for remediating student's alternative conceptions about rock: A case of guided-inquiry learning through interactive learning object

Phairoth TERMTACHATIPONGSA*, Sumalee TERMTACHATIPONGSA

Thongchai PHUTHANONNOK*, Niwat SRISAWASDI

Khon Kaen University, Thailand Email: phater@kku.ac.th

Khon Kaen University, Thailand kaew.edkku@gmail.com

How to potentially use formative assessment as a tool to enhance conceptual learning for student as same as improve teaching practice of instructor is still an ongoing research issue in science education community. There were a few studies on investigating the way to effectively use formative assessment in context of science classroom. This research aims to investigate impact of formative assessment in simulation-based inquiry learning and also to explore effect of different methods of formative assessment in computer-based inquiry class. A learning object about rocks was used to help student realizing rock phenomena and Grade 8 student were involved separately to undertake three different learning environment: learning object-based guided-inquiry learning (LoIn); learning object-based guided-inquiry learning incorporated formative assessment by agree and disagree statement (LoIn-FA1); learning object-based guided-inquiry learning incorporated formative assessment by agreement circle (LoIn-FA2). They were exploring conceptual understanding at before and after participating the learning environment by a two-tier conceptual questionnaire. In addition, video and sound recordings of group conversation during participating the learning environments were transcribed and analyzed in order to explore process of change within their conceptions. Results on comparing LoIn with LoIn-FA1 and LoIn-FA2 showed that formative assessment did work to improve students' conceptual understanding by changing their alternative conception and enhance initial conception. In addition, by comparing LoIn-FA1 and LoIn-FA2, there was also significant difference on students' conceptual understanding scores. Particularly, discourse protocol analysis

Keywords: Learning Achievement, Attitudes toward Sciences, Homeostasis, and Inquiry cycle (5Es)

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The objectives of this research were: 1) to study the learning achievement of Biology titled “Blood Circulatory System, Lymphatic System, and Homeostasis” by using Inquiry Teaching Model (5Es) compared with the specified target criterion of school as 70% of full score, and not less than 80% of total number of students, and 2) to compare the students’ attitudes toward sciences between pretest and posttest. The studied target group consisted of 48 Matayomsuksa 4 Students during 2011 school year. The research design was Pre-experimental design. The research instruments consisted of: 1) the instrument using for experiment included 6 Learning Management Plans using Inquiry Teaching Model (5Es), and 2) the instrument using for data collection included 30 items of Learning Achievement Test with Reliability Coefficient of total issue = 0.85, and the Attitudes toward Sciences Test with Reliability Coefficient of total issue = 0.93. The statistic using for data analysis included the Percentage, Mean, Standard Deviation, and t-test. The research findings found that there were 91.67% of total number of students obtaining their learning achievement passing the specified criterion, and the students’ posttest average score of attitudes toward sciences, was significantly higher than the pretest at .05 level. This paper has implications for biology teaching in Thailand.

Poster Exhibition revealed that the students' initial conceptions were processed remedially to be accurate conceptions in science. This evidence suggested that embedding formative assessment into learning object-based guided-inquiry science activity could induce the improvement of student's conceptual learning in geoscience of rock. In the environment of learning object-based guided-inquiry learning, each formative assessment method did impact on student learning of geoscience concept differently.

learning environment. They were exploring conceptual understanding at before and after participating the learning environment by a two-tier conceptual questionnaire. In addition, video and sound recordings of group conversation during participating the learning environments were transcribed and analyzed in order to explore process of change within their conceptions.

Results on quantitative data indicated that student's conceptual understanding scores was improved comparing between pre- and post-test of their conceptions. Analyzed qualitative data supported consistently with the data that the students' initial conceptions was processed remedially to be accurate conceptions in science.

Moreover, some of their conceptions were extended accurately in term of scientific conception. This evidence indicated that formative assessment can enhance the improvement of student's conceptual change in work-energy theorem within simulation-based inquiry with dual-situated learning model environment.

PS-234

Enhancing the change of students' conceptions in work-energy theorem by the support of formative assessment during simulation-based inquiry with dual-situated learning model: An experimental research Ampaiwan BUNKONG*, Niwat SRISAWASDI

PS-235

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Khon Kaen University, Thailand Email: niwsri@kku.ac.th

Using public examination resources as teaching materials for experimental sessions in the hkdse chemistry curriculum: effects and outcomes

According to gradually form the way how to teach for instructors and how to learn for student, formative assessment is a strategic tool in classroom management in order to enhance both of ways in school. Currently, there are not many researches in science education to investigate impact of formative assessment, particularly different methods of formative assessment, on student's conceptual learning in physics. This research aims to investigate impact of formative assessment in simulation-based inquiry with dual -situated learning model (SimIn-DSLM) and also to explore effect of different methods of formative assessment in the SimIn-DSLM class. Vocational education student were involved separately to undertake three different learning environment: simulation-based open inquiry activities o (SimIn -DSLM); simulation-based open inquiry incorporated formative assessment by agree and o ads disagree statement (SimIn -DSLM-FA ); simulation-based open inquiry incorporated formative assessment by agreement circle o ac (SimIn -DSLM-FA ).

This mixed research methodology was conducted to investigate evidence of change of students' conceptions in the

Peter Peng Foo LEE*, Timothy Ter Ming TAN National Institute of Education, Singapore Email: peter.lee@nie.edu.sg

The results showed that Group A, taught with “experimental sessions,” had a remarkable increase in their academic knowledge. There was a 37.5% difference between their pre-and post-tests.

Group B, taught with “lectures,” had only a minor increase of 10.8%. The detailed statistical results and the interview findings will be presented at the conference.

This project investigated the effects and academic outcomes of using public examination questions as teaching materials for experimental sessions. Three chemistry topics, chemical cells, redox reactions, and electrolysis, were covered in this study. Thirty-four F.5 students (grade 11) were randomly divided into two groups, A and B. Group A had three hours of “experimental sessions” that used public examination questions as teaching 150

Poster Exhibition materials; Group B had three hours of “lectures” with the same public examination questions used as teaching materials. Pre- and post-tests and post-interviews were conducted.

Scientific experiments provide students with “hands-on” experience. They train them in laboratory skills, in logical analysis techniques, and in scientific writing. Moreover, teachers can effectively assess their students’ understanding of scientific concepts if ample experimental sessions are included in the curriculum. However, due to the strong public examination pressure existing in the present Hong Kong education system, many students and teachers regard laboratory practices as a minor element of the learning and teaching process. Only four experimental sessions are required for the Chemistry School-based Assessment in the Hong Kong Diploma for Secondary Education (HKDSE) Combined Science (Chemistry part) Curriculum. Although teachers may offer more than four experiments during the three-year curriculum, most of them prefer to train their students’ in public examination skills rather than in practical skills.

combinations of dyes, it is possible to model common teaching applications that use electrophoresis, such as determining the size of an unknown DNA fragment, DNA fingerprinting and DNA genotype analysis. Example protocols for educators to use in hands-on classroom teaching will be presented.

PS-237

An experiential approach to instill creativity in the learning of science Shek Nin WONG Aberdeen Technical School, Hong Kong Email: wongsheknin@gmail.com

PS-236

Developing a simple model for the teaching of gel electrophoresis in the classroom Peter Peng Foo LEE*, Timothy Ter Ming TAN National Institute of Education, Singapore Email: peter.lee@nie.edu.sg

A simple system for the teaching and demonstration of DNA gel electrophoresis was developed. The use of DNA, agarose and TBE buffer have been eliminated, while the substitution of biological stains and dyes in place of DNA samples and the use of agar-agar based gels and weak electrolyte solutions provides for a simple, low-cost and reproducible protocol that can be adapted to a range of instructional needs. The use of an improvised electrophoresis apparatus will also be described. The migration of colored bands during electrophoresis provides an effective visual demonstration of the concept of electrophoresis. For students, the ‘real-time’ observation of colored band migration appears to be what is most engaging about this system, allowing them to grasp the concept of electrophoresis easily.

Using different 151

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Creativity and innovation are core attributes for advancement of science and technology. The current trend of education reform strongly advocates higher order thinking and promotes experiential learning. Hence, science teachers are vested with an indispensable responsibility to develop students’ creativity within and outside the classroom context.

To nurture students’ creativity has always been a challenge in a packed and structured science curriculum.

Nevertheless, this can successfully be done through hands-on extracurricular workshops.

Encouraging outcomes are observed.

One successful showcase is launching a structured science workshop titled ‘Young Inventors’ that comprises a series of experiential photoelectric activities to stimulate the creativity of students at senior primary, junior and senior secondary levels incrementally.

The ‘Young Inventors’ workshop emphasizes students’ problem-solving skills, diverging thinking and translation of ideas into practice with the ultimate goal of nurturing inventors.

The workshop spans for three hours, during which students will be provided with ample opportunities to explore and construct their own knowledge and ideas.

The workshop is composed of three key learning stages, namely cognizance, practice and invention. It starts with the introduction of the theory of photoelectric effect and light sensors to primary and junior secondary students and the recapitulation of such to senior secondary students. In order to arouse the interest the

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Poster Exhibition interest of the participating students, they are given the chance to personally experience and explore the operating principles of eight photoelectric toys readily available in the market.

At the second stage, students are required to construct their own light-switching circuit using electric-circuit building blocks. At the final stage, students are required to present on paper an initial idea on inventing a device with the light-switching circuit.

Depending on the level of studies of the students, different extent of scaffolding is provided by the facilitator. The workshop has been launched thrice in Hong Kong and four times in the Sichuan Province of the Mainland China for a total of around 40 and 120 students respectively. A pre-test and a post-test questionnaire have been given to each participating students to complete to gauge any change in their scientific knowledge, skills and attitude.

Preliminary findings of evaluation reveal that this approach is equally successful in both places, regardless of any difference in the cultural and academic background of the students. The most evident positive change is in the enrichment of students’ knowledge in photo-electricity. This is followed by skills and scientific attitude. In respect of skills, majority of the students found their hands-on ability largely improved and their innovative thinking and problem-solving skills enhanced. As regards attitude, students’ interest in inventing science devices is raised.

Details of the workshop and the evaluation results will be charted in the poster presentation.

students’ mental model of properties and particle arrangement of matters.

The model-observe-reflect-explain (MORE) laboratory works were administered on Thai grade 7 students.

The open-ended test questions were used to identify the characteristics of students’ mental model before and after implementation of the laboratory works. The initial and refined models that students constructed in each laboratory work were used to explain the relationship of mental model at macroscopic and microscopic levels. The findings from testing indicated that most of students’ responses presented the description and drawing regarding properties and particle arrangement of matters in three main states correctly. Fewer students could not draw particle arrangement of solids. In addition, the refined models showed that most students presented their understanding at both macroscopic and microscopic levels. These suggest that the MORE laboratory work is an instructional tool promoting students’ mental model.

PS-240

Development of program for Improving problem finding ability by discussion about scientific phenomena observation or experimental results 1

2

Gilson LIM *, Jang-Hyuk KWON , Youngmin 3 KIM 1

2

Korea Science Academy of KAIST, Korea; Korea Advanced Istitute of Science and Technology, Korea; 3 Pusan National University, Korean Email: lgsunny20@hanmail.net

Keywords: Creativity, experiential learning, science and technology

PS-238

Too many people think science in schools is an academic course where content is revealed, recited, reviewed, and represented in textbooks.

But science is really about wondering, questioning, and thinking about the objects and events that we humans encounter in the natural universe. Korean Science Academy was designated as a school for scientifically gifted students by the Korea Government to nurture creative scientists who will contribute to human society in 2003. KSA aims to educate students to grow into creative global leaders by emphasizing three main values-Creativity, Passion, and Service. For completing those aims, KSA tried to figure out the

Using Model-Observe-Reflect-Explain (MORE) laboratory to promote middle school students’ mental model of properties and particle arrangement of matters Monthakan SEEDUM*, Romklao ARTDEJ Khon Kaen University, Thailand Email: romklao@kku.ac.th

This study aimed to examine middle school 152

Poster Exhibition approach in middle school science. School Science and Mathematics, 106(5),

most appropriate instructional models to teach. A KSA Problem finding model consisting of four steps was used: 1) Finding Problems: Students recognize problem situations and finalized the problems to solve by discussion. 2)Proposing strategies: Students create strategies to solve the problem.

They assign roles to one another and suggests detailed research plans that suggests different problem solving strategies by discussion 3) Solving problem: Students conduct experiments in the laboratory and in the field. 4)Evaluating solutions: Students reconfirm their understanding of principal concepts and enhance mutual intellectual interactions through colleague and teachers’ evaluation. Science students and teachers from the science academy in Korea, participated in the KSA Problem finding program for 20 school hours. A Survey and presentation were applied and Peer assessment analyses were performed in order to identify the significant results. The major results revealed are: 1) students who participated in the KSA Problem finding program showed significant increases in the area of motivation to study; 2) students who participated in the KSA Problem finding program demonstrated a better understanding of what real science is, as defined in the study; 3) students who participated in the KSA Problem finding program shared ideas with each other more frequently with other students and teachers compared to students. All of these features exemplify outcomes of the STEAM teaching approach in school science.

This approach makes science real and helps improve creativity for all learners.

PS-241

A study on math reading and teachers’ professional development Yi-Wen SU Taipei Municipal University of Education, Taiwan Email: yiwen@tmue.edu.tw

keywords: STEAM approach, Web-based instructional model, creativity, scientifically gifted students

References Lim, G. S. (2003). Establishment and development of STS education based on modern scientific theoretical approach. Unpublished paper presented at the 41st Annual Winter Conference of the Korean Science Education and General Meeting, Gongju: Gongju National University Lim, G. S. (2004). The effects of a web-based STS program for gifted science education.

Yearbook of Winter Conference of Korean Biology Education. 107-134.

Lim, G. S. & Chung, W. H. (2004). Development of a web-based STS model for gifted science education: Centered on biology education.

Journal of Korean Science Education, 24 (5), 851-868 Yager, S. O., & Author., Co-Author (2006). The advantage of an STS approach over typical textbook dominated

Keywords: math reading, community of practice, teachers’ professional development.

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This is a collaborative action research mainly conducted by teacher educator and in-service senior high school teachers working together and designing different methods integrating mathematical texts to enhance students’ mathematical dispositions. From this community of practice, teacher educator observes how teachers master mathematical disposition and comprehension through the use of various reading strategies in discussing different mathematical problems. This study was conducted using practical reading of mathematical texts of probability, limits, and logarithms. From the feedback given by students, the research team discussed and shared the different approaches. The study discovered through this community of practice that teachers experienced a deep awareness of math reading, integrating and designing this into their lesson plan, and appreciating its diverse aspects. The researcher proposes the following strategies for teachers’ profe s si on al d e vel op m ent : (1) an extensive review of related literature on math reading; (2) discussion and consultation with experts; (3) designing materials on math reading; (4) building a school-centered community of practice.

E˙A˙S˙E 2013 Contents (Abstracts Day 3) Saturday, 6 July 2013 (Day 3) Keynote Speech………………………………………………………………………………………….…... 154 Invited Speech………………………………………………………………………………………….....…...155 Oral Presentation……………………………………………………………………………………….….… 161 Symposium…………………………………………………………………………………………………….…...184 Poster Exhibition…………………………………………………………………………………………...……193

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Keynote Speech on and persistent in pursuing this goal, including cloning the first plant gene and discovering intervening sequences in a plant gene; first demonstrating that the nutrition (essential amino acid level) of a plant can be enhanced through biotechnology approach; a transgene could lead to food allergy; and the more recent research on enhancing the nutritional quality (essential lysine) of rice, which is a component of an international research consortium on the ProVitaMinRice project supported by the Bill and Melinda Gates Foundation’s Grand Challenges of Global Health Initiative, and on improving the yield of Chinese hybrid rice.

By way of a brief walking through my research experiences and the springheads that I believe have been sustaining this long undertaking, I would try to answer the questions posted.

Day 3 Keynote Speech Keynote Speech (KS-05): Professor Samuel S.M. SUN Research Professor of School of Life Sciences and Master, S.H. Ho College, The Chinese University of Hong Kong, HK Email: ssun@cuhk.edu.hk

6 July 2013, Saturday, 09:30-10:15, D1-LP-02

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Essence of science: the springhead of scientific innovation Scientists devote their lives to scientific research, with energy, persistence, and diligence. Where are their motivations coming from? Scientific research pursues new ideas, new approaches, and new discoveries. Where are these seemingly endless innovations coming from? To answer both questions, we need to get to the origins or springheads of these motivations and innovations, as expressed so well in the poem “Reflection on Study” by Zhu Xi (Song Dynasty): “Tell me why the spring water is so clear? Because it is the running water coming from the springhead”.

In brief, the motivation to become a scientist could be purely individual, i.e. to satisfy one’s intellectual curiosity through being able to connect, to understand, and to explain; or for bettering the scientific community, resulting in gaining reputation, influence, and respect; or for bettering the society as a whole, so as to achieve wide public usefulness and benefit; and/or a combination of these motives.

As to the springhead of innovation, it can be traced to one’s creativity and then to imagination. The questions are then on how to discover, nurture, and motivate our next generation of scientists and whether innovation can be learned or enhanced through training.

My career in scientific research can be traced back to my pursuit of a Master of Science degree in plant biochemistry, with my research interest in improving human food supply and nutrition in 1968. In the past 45 years, I have been focusing 154

Invited Speech skills for example i.e. adaptability, complex communication/social skills, non-routine problem solving, self-management/self-development and system thinking (NRC, 2010). Attention is thus needed to clarify the purpose of science and st technology education in the 21 century for greater employability, social responsibility and an interest in life-long learning in an ever-developing, knowledge-based, science and technology world.

NESCO (Fensham, 2008) identified 11 emerging issues in the field of science education, these stemming from issues about: 1. Scientific Literacy.

2. How Technology relates to Science in Education.

3. Interest in, and about, Science.

4. Science in Schooling and its Educational Purposes.

5. The Nature of Science and Inquiry.

6. The Quality of Learning in Science.

7. The Use of ICT in Science and Technology Education.

8. The Development of Relevant and Effective Assessment in Science Education.

9. Science Education in the Primary or Elementary Years.

10. Access and Equity in Science Education.

11. The Professional Development of Science Teachers.

From a consideration of these 11 topics, this paper relates to the first 6 issues.

Day 3 Invited Speech Invited Speech (IS-03) Professor Jack HOLBROOK University of Tartu & ICASE, Estonia Email: john.k.gilbert@btopenw orld.com 6 July 2013, Saturday, 10:15-10:45, D1-LP-02

An education through science approach to promoting 21st century skills

Scientific and Technological Literacy A common goal, expressed in school curricula, is promoting scientific literacy. Although many definitions of scientific literacy have been developed, the trend is to seek wide meanings to encompass societal and workforce concerns and concentrate on a few big scientific ideas, rather than stress content informational knowledge (Feinstein, 2010). Holbrook & Rannikmae (2009) put forward a definition of scientific literacy to encompass the creative use of evidence based knowledge and skills while recognising personal and social attributes. A later paper (Choi, 2011) suggested the need to include further aspects such as meta-cognitive and self-directing student abilities alongside content knowledge, habits of mind, character and values and science as a human endeavor. As the interpretation of scientific literacy comes closer to the needs of the future workforce, so is the need to interrelate science and technology as promoting scientific and technological literacy. So also is 155

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An important need for science and technology education is to meet society expectations. Rapid changes in the world relating to technological advancement, scientific innovation, increased globalization, shifting workforce demands and pressures of economic competitiveness are redefining the broad skill set that students need to be adequately prepared to participate in, and contribute to, todayâ&#x20AC;&#x2122;s society (Levy & Murnane, 2005).

There is a recognition that creative and innovative learning skills are important for an increasingly complex life and work environment in the 21st century. And within science education, related attributes encompass critical thinking, problem solving, communication and collaboration (Binkley et.al, 2012; Griffin et al., 2012). Naturally skills, such as successful problem solving, require a strong relevant knowledge base (Lazonder et.al., 2008; Lewis, 2006) as well as the will (Paris, Lipson & Wixson, 1983). The â&#x20AC;&#x2DC;willâ&#x20AC;&#x2122; (the motivation to approach difficult problems and to persist towards a solution) is a concern. The lack of interest in science education, particularly perceived from its lack of relevance and abstraction (Osborne et al., 2003), seems to be a particular concern identified by the European Commission (EC, 2007).

There is a growing recognition that science and technology educations can play a role in guiding students towards their expected role within society as responsible citizens, while still building a background for future or higher education and for lifelong learning (Fernandez et al., 2013). This incorporates a range of generic

Invited Speech the need to see science teaching towards STL in a more meaningful or relevant focus with respect to society.

the relevance of the learning in the eyes of students (Holbrook, 2008). This relevance is clearly associated with the establishment of meaningful goals for science education (and hence education itself) and with the giving of attention to addressing the emerging issues in science education. In particular, it is recognised that through science education:  Students need to see the relevance of the learning, as it applies to them personally (their own lives, their career expectations, the wishes of their parents), or the relevance as it applies to society (wishes of the community, employers, the school, the curriculum) (Fensham, 2008).  While the science provision in school, i.e. the science (or science and technology) education, is expected to guide students to achieve the goals of education through science, there is also the motivational factor to consider (Ryan & Deci, 2000).  It is important for students to better appreciate the relevance of the science component in their education (Holbrook & Rannikmae, 2009).

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Education through Science The concern with the standard approach to the teaching of science, referred to here as ‘science through education’ is twofold: (a) students do not see this educational provision as interesting; (b) educational learning is limited to attributes seen by scientists as important for acquiring a scientific base.

An alternative approach, focusing heavily on concerns 3 and 4 in Fensham’s list is seen as ‘education through science,’ (Holbrook & Rannikmae, 2007). The educational learning to be acquired through science lessons is thus the focus and science is the vehicle (that which is providing the content). The range of education goals identified for schooling are all considered important for science education and science teaching is intended to promote student learning in all such goals, irrespective of whether they have a specificity to science content, or are transversal and developed in a similar manner across all taught subjects. This means that both cognitive knowledge and process skill goals intended as part of the intellectual development of students are important, as well as skills associated with the development of the person and the development of skills related to the social situation, social values and interpersonal relations.

In most educational systems, science education is an integral part of the total education provision within a school. Unless it is argued that different subjects cover different educational domains, all subjects taught need to relate to the full spectrum of educational goals. By recognising that science education is part of the education provision within schools, the teaching of science subjects can be expected to promote the development of a range of skills and values, identified within the educational goals and especially to enable students to solve problems of a scientific nature and make appropriate socio-subject decisions, in this case, socio-scientific (Holbrook & Rannikmäe, 2002). Science education is thus far more than an understanding of science conceptual ideas.

st

21 Century Skills With attention on workforce skills and skills for st responsible citizenry in the 21 century, it is important to elaborate education through science further, paying attention to aspects (Partnership st for 21 century skills, 2008) seen as: Adaptability; the ability and willingness to cope with uncertain, new, and rapidly changing conditions: Complex communication/social skills; seen as the ability and willingness to cope with uncertain, social perceptiveness, persuasion and negotiation, instructing and service orientation.

Non-routine Problem Solving; seen as not only diagnosing a problem; but reflecting on whether a problem-solving strategy is working and able to generate innovative solutions.

Self-Management/Self-Development; the ability to work remotely/autonomously and have the capability to acquire new information/skills.

Systems Thinking; conceived as appreciating and handling the whole process, whether for problem solving or decision making in an appropriate communicative and collaborative environment.

Notwithstanding the need to gain mastery of core subjects, there is also the need to develop high levels associated with global awareness,

Making Science Education Relevant A major factor in making science in school more popular, and expected to lead to greater public awareness of science by students in the future, is 156

Invited Speech Holbrook, J.; Rannikmäe, M. (2002). Scientific and technological literacy for all- and important philosophy for Science subjects. In: K. Niinistö; H. Kukemelk & L. Kemppinene. (Eds.). Developing teacher education in Estonia). Tartu, Turku: Painosalama Oy, 205- 214.

Lazonder, W., Pascal, W., & Hagemans, M. G. (2008).

The influence of domain knowledge on strategy use during simulation-based inquiry learning. Learning and Instruction, 18, 580-592.

Levy, F., & Murnane, R.J. (2004). The new division of labor: How computers are creating the next job market. Princeton, NJ: Princeton University Press.

Lewis, J. & Leach, J. (2006). Discussion of Socio-scientific Issues: The Role of science knowledge. International Journal of Science Education 28 (11), 1267-1287.

National Research Council (NRC) (2010). Exploring the Intersection of Science Education and 21st Century Skills: A Workshop Summary. Margaret Hilton, Rapporteur. Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education. Washington, DC: The National Academies Press.

Osborne, J., Simon, S. & Collins, S. (2003). Attitudes towards science: a review of the literature and its implications. International Journal of Science Education, 25(9), 1049-1079.

Paris, S.G., Lipson, M.Y., and Wixson, K.K. (1983).

Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316.

Partnership for 21st Century Skills. (2008). 21st Century Skills, Education and Competitiveness: A Resource and Policy Guide. Retrieved from: www.21stcenturyskills.org.

Ryan, R.M. & Deci, E.L. (2000). Intrinsic and Extrinsic Motivation: classic Definitions and New Directions.

Contemporary Educational Psychology, 25, 54–67.

health literacy and environmental literacy (perhaps integral to education for sustainable development).

Such a focus on learning and innovation skills can of course be expressed in different ways. The focus st of a workshop on inter-relating 21 century skills with science education and curricula, still seen as essential to prepare students for the future (NRC, 2010), saw education through science as: creativity and innovation, critical thinking and problem solving, communication and collaboration with others.

However the workshop also drew attention to: information, media and technology skills, media literacy, flexibility and adapting to change, showing initiative, manage goals and time and being a self-directed learner, interact effectively with others, accountability in being able to manage projects, guide and lead others.

The paper elaborates on these aspects.

References

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Binkley, M., Erstad, O., Herman, J., Raizen, S., Ripley, M., Miller-Ricci, M. & Rumble, M. (2012). Defining Twenty-First Century Skills. In: P. Griffin; B. McGaw & E. Care. (Eds). Assessment and Teaching of 21st Century Skills. (pp. 1-45). London: Springer.

Choi, K., Lee, H., Shin, N., Kim, S-W. & Krajcik, J. (2011).

Re-Conceptualization of Scientific Literacy in South Korea for the 21st Century. Journal of Research in Science Teaching, 48(6), 670-697.

EACEA P9 Eurydice. (2011). Science education in Europe: National policies, practices and research. Brussels: Education, Audiovisual and Culture Executive Agency (EACEA P9 Eurydice).

European Commission. (2007). Science Education Now: A renewed pedagogy for the Future of Europe. Report by a High Level Group on Science Education. Brussels: author.

Feinstein, P. (2010). Salvaging science literacy. Science Education, 95(1), 168-185.

Fernandez, C.; Holbrook, J.; Malmok-Naaman, R. & Coll, R. K. (2013). How to teach science in emerging and developing environments. Teaching Chemistry - A Studybook Sense Publishers, 299 - 326.

Fensham, P. (2008). Science education policy-making.

Paris: UNESCO. Griffin, P., Care, & E., McGaw, B. (2012). The Changing Role of Education and Schools. In: Griffin, P., McGaw, B., Care, E. (Eds). Assessment and Teaching of 21st Century Skills. (pp. 1-45). London: Springer.

Holbrook, J. & Rannikmae, M. (2009). The Meaning of Scientific Literacy. In: Richard K. Coll & Neil Taylor (Eds.). International Journal of Environmental & Science Education, 4(4), 275-288.

Holbrook, J. & Rannikmae, M. (2007). The Nature of Science Education for enhancing Scientific Literacy.

International Journal of Science Education, 29(11), 1347-1362.

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Invited Speech towards teaching, general pedagogical skills and socio-cultural issues. Complicating the construct further, Gess-Newsome (1999) argued PCK could be “transformative” or “integrative”, depending on whether components, respectively, convert or blend completely with subject matter knowledge.

Overall, the plethora of models and viewpoints create a confused picture. Lack of clarity makes the topic a productive research field for investigating teacher development and practices, as researchers seek consensus, common ground, and enjoy debate. However, this also distracts and prohibits from PCK being used fully as a tool to drive and promote high quality teacher education practices.

Invited Speech (IS-04) Dr. Vanessa KIND Senior Lecturer, School of Education, Durham University, UK Email: vanessa.kind@durham.ac .uk 6 July 2013, Saturday, 10:15-10:45, D1-LP-03

Pedagogical content knowledge as a tool for developing high quality science teachers: evidence from research

A popular PCK model Magnusson, Krajcik & Borko (1999) proposed a PCK model that has become a popular theoretical framework for PCK science teacher education research. This model has five components: representations and instructional strategies, knowledge of students’ understanding, knowledge of assessment, knowledge of curriculum and teachers’ orientations towards teaching.

“Orientations” refer to the underlying approach a teacher takes to achieve students’ learning.

Grossman describes orientations as “beliefs about the goals for teaching their subject” (1990, p 86).

Magnusson et al list nine, including “academic rigour”, “inquiry”, “process”, “conceptual change”, and “didactic”. They suggest PCK is transformative, with subject matter knowledge as a separate teacher knowledge base component. Their proposals do not draw extensively on empirical data, but combine professional judgements arising from teacher education with research. In adopting this model as a background for their studies, researchers attribute “correctness” and acceptance. However, exploring the extent to which the model represents PCK accurately is worthwhile.

Day 3

Training science teachers by recruiting science graduates into university-based teacher education programmes is common practice in many countries.

To justify investment in these programmes, ensuring they produce high quality teachers is essential. Pedagogical content knowledge provides a useful theoretical framework for research that offers insights into developing and maintaining the best teacher education methodology. This lecture will draw on empirical evidence to explore strengths and weaknesses of pedagogical content knowledge as a theoretical construct, as well as its relationship with subject matter knowledge. A model for pedagogical content knowledge based on empirical findings will be presented, together with suggestions for applications and implications for improving teacher education.

Pedagogical content knowledge Pedagogical content knowledge (PCK) was proposed by Shulman (1987) as one part of a teacher’s knowledge base. He described PCK as a “special amalgam” of two components, representations and instructional strategies and knowledge of students’ understanding that teachers use to “transform” subject knowledge to enable students’ learning. Shulman’s ideas became regarded as valuable for understanding teachers’ procedures and practices. Over time, researchers have suggested the construct is more varied than Shulman originally proposed. This has resulted PCK models of differing degrees of complexity (Kind, 2009) including a wide variety of possible components, including school context, assessment, curriculum, teachers’ personal beliefs/ orientations

Pre-service teachers’ PCK A small-scale investigation of over 200 pre-service science teachers (PSTs) in which data were collected over a six year period revealed that their initial PCK, at least, is simpler than many models, including that of Magnusson et al (op cit), propose (Kind, 2013). Responses to three vignettes about specific classroom events, one each in chemistry, physics and biology, revealed PSTs’ responses included only three components: representations and instructional strategies; knowledge of students’ understanding, and orientations towards teaching.

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Invited Speech No evidence was found for knowledge of assessment or knowledge of curriculum, or other components researchers have suggested. Further, the range of orientations found was small, and limited mainly to didactic, based on telling, showing, explaining or questioning students, and very small numbers consistent with conceptual change, inquiry, and academic rigour. Of course, limitations apply. At the time data were collected, respondents did not have experience of schools as teachers, so they could only draw on personal learning. Hence, lack of school curriculum and assessment knowledge, as well as other possible PCK components, is, perhaps, expected. However, as PSTs were successful, academic science graduates, the complete lack of any other components is surprising. Next, the range of orientations was limited perhaps by contexts for the vignettes, which focused on addressing situations arising from students’ misconceptions.

These may have led PSTs towards didactic-type answers. Nevertheless, these data point towards orientations requiring a much clearer definition.

Together, findings lead towards Shulman’s original proposals for PCK being a better model for the construct, with other components playing a less significant role.

(2007), points out that school science differs from academic science in logical, social, psychological and epistemological aspects. Possessing a degree may indicate facility with and an ability to assimilate knowledge, but is not a guarantee that a graduate has appropriate knowledge of school science. Articulating the precise requirements of school science and supporting graduates in transforming their academic SMK into school SMK is an important component of teacher education.

In particular, the notion of “specialist” science teachers is important. Many countries lack specialist physical science teachers, including the UK, where a majority of entrants into teaching hold degrees in biology-based sciences (The Royal Society, 2007). Ensuring that these graduates have the SMK required to teach chemistry and physics to students up to the age of 16 is a necessary “fact of life” for teacher education programmes. I argue (Kind 2013) that we make too many assumptions about the knowledge held by science graduates and that remedial action is needed to ensure the subject is taught well.

Subject matter knowledge PCK is subject-specific. Hence, to teach effectively, teachers require subject knowledge. Models describing this knowledge include Schwab (1978), who distinguished between two types of subject matter knowledge (SMK), proposing substantive knowledge as the key concepts, principles, structures, explanatory frameworks that comprise a discipline; and syntactic knowledge as the rules that govern evidence, truth, and the nature of enquiry in a discipline. Cochran & Jones (1998) suggest a more precise four-component structure comprising content knowledge as facts and concepts; substantive knowledge as explanatory structures or paradigms; syntactic knowledge as the methods and processes by which new knowledge is generated; and learners’ and teachers’ feelings about various aspects of the subject as beliefs about subject matter.

From a teacher education perspective, an underpinning assumption for teacher education held by some is that science graduates have “good” SMK, sufficient to enable them to teach science well. While possessing a Bachelor’s degree confers some advantage, and is a necessary pre-requisite for a teaching as a graduate profession, Deng

Discussion 159

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PCK - SMK connections When the vignette responses mentioned above were analysed for evidence of subject matter knowledge using Cochran & Jones (1998) model as a basic structure, PSTs showed content knowledge of varying quality. Besides evidence for correct understanding, some stated misconceptions.

Others expressed “partially correct” ideas which lacked evidence for correct understanding of science concepts and indicated no misconceptions.

Very few used substantive ideas, suggesting that their focus was entirely on the specific situations described. No evidence for syntactic knowledge was found.

When SMK and PCK data were compared, four classifications of “connector” were apparent.

Three stated content or substantive knowledge explicitly: these were labelled “transformative”.

One type made no explicit reference to subject matter knowledge: this was labelled “integrative”.

Of the three transformative connectors, one gave correct content knowledge, another gave incorrect content knowledge and a third used a substantive statement. Integrative connectors implied correct SMK. Examination of PCK -SMK links showed that the best quality responses were transformative, backed up by correct content or substantive knowledge.

Invited Speech In my presentation I will offer empirical evidence for a PCK model that reflects science graduates’ starting position on entry to the profession. I propose this as an accurate PCK model that offers a meaningful structure from which teacher educators can work with clarity. I will also suggest that besides developing their PCK, attention must be paid to the science subject knowledge held by graduates, as, in many cases, this does not seem appropriate for teaching school science. Evidence will point to the critical role played by universities in teacher education, suggesting key tasks and approaches that promote development of high quality science teachers.

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References Cochran, J. & Jones, L. (1998) The subject matter knowledge of pre-service teachers. In: International Handbook of Science Education Eds: Fraser, B. & Tobin, K. Dordrecht, Netherlands: Kluwer Deng, Z. (2007) Knowing the subject matter of a secondary school science subject. Journal of Curriculum Studies 39 (5), 503 – 535 Kind, V. (2009) Pedagogical Content Knowledge in Science Education: Perspectives and potential for progress Studies in Science Education 45 (2): 169 – 204 Kind, V. (2013) Pre-service science teachers’ pedagogical content knowledge and subject matter knowledge for teaching aspects of science Oral presentation, European Science Education Research Association Conference, Nicosia, Cyprus, 2013 Gess-Newsome, J. (1999) Secondary Teachers’ Knowledge and beliefs about subject matter and their impact on instruction. In: Examining Pedagogical Content Knowledge Eds. Gess-Newsome, J. & Lederman, N.G. Dordrecht, Netherlands: Kluwer Grossmann, P.L. (1990) The making of a teacher: Teacher knowledge and Teacher Education. New York: Teachers College Press Magnusson, S., Krajcik, J. AND Borko, H. (1999) Secondary teachers‘ knowledge and beliefs about subject matter and their impact on instruction In: GessNewsome, J. and Lederman, N.G. Eds (1999) Examining Pedagogical Content Knowledge Dordrecht: Kluwer Academic Publishers p 95 – 132 Schwab, J.J. (1978) Education and the structure of the disciplines In Science, Curriculum and Liberal Education Eds I Westbury and N.J. Wilkof p 229 - 272 Chicago: University of Chicago Press Shulman, L. (1987) Knowledge and teaching: foundations of the new reform. Harvard Educational Review 57(1), 1-22 The Royal Society (2007) The UK’s science and mathematics teaching workforce A ‘state of the nation’ report. London: The Royal Society

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Oral Presentation their missions as academic centers in their local communities. Nagasaki University established the Center for Regional Educational Partnerships and decided to continue the projects independently to support local schools to innovate their education.

This paper reports the outcome of our projects and the role of the center.

Day 3 Oral Presentation OP-3A1

The next step of the national university for regional educational partnerships in science 1

1

Tateo HASHIMOTO , Kyonmi YOU＊ , Yukari 2 HASHIMOTO 1

OP-3A2

Assessing students’ collaboration and problem solving skills in a group activity

2

Nagasaki University, Japan; Fukuyama University, Japan Email: hasimoto@nagasaki-u.ac.jp

Many of the leading Japanese companies are saddled with their chronic deficits, showing that their technologies are no longer at the top of the world. Japan, which was once a world leader in the field of science and technology, is on the precipice.

The Japanese could not make a correct prediction about the current situation. However, several policies which were started to improve science education in order to deal with its poor results in PISA hold great potential for addressing the problem.

1) The revision of official curriculum guidelines The content of science and mathematics were improved and the classroom hours of those were increased in the revision of official curriculum guidelines in 2008.

2) The projects for science education implemented by Japan science and technology agency (JST): science education courses in high schools, science teacher training programs and educational programs for scientifically talented students.

The latter projects have been carried out in cooperation with universities. Nagasaki University, a national university located on the southern tip of Japan, has also played an important role in many of the projects to improve science education in the region of Nagasaki. However, budgetary supports from the government usually end in three to four years. The decision as to whether a project is to be continued belongs to a university. It is a financial burden for a university to carry out a project by itself, so that many of the projects were given up along with the end of the supports.

Japanese Universities are facing a rapid change of society. The ratio of those who go on to universities exceeded 50 percent, while the number of over 18 years-olds has been decreasing.

It is time for universities to seriously carry out

Joy R. MAGSAYO*, Jun Karren V. CAPAROSO, Jannie Grace C. ATES, Rizalyn C. SILAGAN Mindanao State University-Iligan Institute of Technology, Phillipines Email: joyrmags@gmail.com

This study was conducted to assess the collaboration and problem-solving skills of students through an activity on earthquake.

Working in teams, students were tasked to design an earthquake-resistant building using drinking straws. Students made observations on what happened to their building when tested for durability.

Using collaboration and problem solving checklist, the researchers observed the students as they planned, designed and constructed their models. Result showed that out of seven teams, six teams scored “fair” and one group scored “poor”.

This implies that students still need support on how to enhance their collaboration skills in a group activity. Results further showed that students’ common practice of solving problems are the following: a) identify the problem, b) identify resources to be used c) plan out the task and d) relate the problem to real- life situations.

A significant increase in students’ posttest scores was also noticed as compared to the pretest scores. The researchers then recommend that in every group activity in a science class, teachers may employ other forms of assessment to support learning.

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Oral Presentation Making decisions about socio-scientific issues (SSI) is one of the important goals in school science (NRC, 1996). Developing the appropriate criteria is a crucial dimension during a decision-making process, however, several studies have reported students’ difficulties with the usage and development of the criteria (Hong & Chang, 2004; Kortland, 1996; Papadouris & Constantinou, 2010; Uskola, Maguregi, & Jimenez-Aleixandre, 2010).

This study intends to scaffold high school students’ usage and development of criteria in a reservoir-building context upon a meta-cognitive approach. A software tool called “Reservoirs in Taiwan” which embedded the information of two famous reservoirs in Taiwan was used to support students’ discussions on generating criteria. By using a quasi-experimental research approach, th twenty groups of eight-six Taiwan 11 graders from two classes (each for forty-three students) participated in this study and they were assigned into the experimental and control groups. The two groups were asked to record their own criteria for building a reservoir and explain the reasons for each criterion in the instruments. For the experimental groups, some meta-cognitive prompts were embedded in their instruments. Two qualitative indicators were used for assessing the quality of students’ criteria in this study including criteria formation and criteria content. The ‘criteria formation’ assessed if students describe the criteria in a quantitative and comparable manner.

The ‘criteria content’ assessed if students generate appropriate criteria with correct reasons according to the task context. The inter-rater reliability was respectively .94 and .85. Mann-Whitney's U test was adapted to analyze the differences between the experimental and control groups and the effect size index r was calculated to explore the practical effects of the treatment. The results showed: (1) the experimental group performed significantly better than the control group in ‘criteria formation’ indicator and in ‘criteria content’ indicator (U=16, Z=-2.64, p<.05, r=.83) and both effect sizes reached large. In light of the results, we concluded that meta-cognitive scaffolding could improve the quality of students’ criteria development and usage within SSI decision-making.

OP-3A3

A comparative study on the new science curricula of Korea, USA and China Jungmin YOO, Eunjin KIM, Lei GAO, Sung-Won KIM Ewha womans University, Korea Email: ultracat81@naver.com

The purpose of this study is to analyze comparatively how conceptions about energy are shown in new science curricula of Korea, the United States and China. The comparison focused especially on the basic science concept ‘Energy’, because energy is a primary and integrated idea in science. In the United States, energy is a core idea and a cross-cutting concept in ‘A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2011)’. All of the researchers analyzed the conceptions and contents in the K-12 framework together to get a community of interests. Based on the comparative analysis of the curricula we studied the use of ‘Energy’ in each country. In this study, we found that each country’s goal setting level in each grade was different. Goals provided for each grade were more specific and elaborated.

The concept of energy was identified as the entity of interactions, the transfer and conservation of energy were explained with cycle of matter in the case of the K-12 framework.

Meanwhile, the idea of energy concept itself was appeared, and the concepts energy and matter were in different categories in the case of China and Korea curricula.

OP-3A4

Scaffolding the development of decision-making criteria on socio-scientific issues: a meta-cognitive approach 1

1

2

Yu-Kai CHEN* , Ying-Shao HSU , Shu-Sheng LIN , 3 4 Miao-Li CHANGLAI , Hsiao-Fang LIN

Day 3

1

2

Nation Taiwan Normal University, Taiwan; Graduate institue of mathematics and science education, 3 Taiwan; China university of technology, Taiwan; 4 Mingdao university, Taiwan Email: frank_kai@yahoo.com.tw

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Oral Presentation follow, an analysis will be performed of shifts in the above-mentioned percentages for particular proficiency levels.

3. Significance The results obtained at the following stages will be used in: conceiving tools to help teachers in implementing the new science curriculum and in preparing students to take the new format final exam after completing ISCED 2, formulating conclusions for improvement and enhancement the new science curriculum, identifying the areas of students’ competence deficiencies focusing on helping them avoid social exclusion after graduation (as ISCED 2 is the last compulsory educational stage).

4. Acknowledgements This project is cofunded by European Union within European Social Fund.

OP-3B1

Laboratory of thinking – diagnosis of science education in Poland Marcin M. CHRZANOWSKI*, Krzysztof SPALIK, Barbara E. OSTROWSKA Educational Research Institute, Poland Email: m.chrzanowski@ibe.edu.pl

1. Objectives The aim of the study has been to achieve a reliable diagnosis of science knowledge level in graduate students at ISCED 2. The need of such a diagnosis stems from the shortage of similar studies in Poland.

2. Overview In 2008 a new curriculum was introduced in Poland.

It emphasises improving students’ performance in the ability of using their knowledge together with critical and creative thinking skills, not merely recalling information. In order to verify the actual results of this reform and its practical implementation and execution, the Science Section, Educational Research Institute, launched in 2010 a study called Laboratory of Thinking – Diagnosis of Science Education in Poland. In the present paper the results of the first stage of this long-term study are shown.

In the study in question 208 standarised items were used. They consisted of tasks measuring complex skills, simple skills and knowledge in four science subjects: biology, chemistry, physics and geography. The study was carried out on a representative random sample of more than 7000 students at the very beginning of ISCED 3 from all over Poland.

The data analysis was carried out according to: the Classical Test Theory, Item Response Theory and Factor Analysis. Thus proficiency levels for each of the four science subjects were defined as well as the key competences for science: understanding and analysis of information, using scientific research methodology and reasoning.

Furthermore the percentage of students from different types of schools at different proficiency levels was determined (for liceum – general secondary school, technikum – technical secondary school and zasadnicza szkoła zawodowa – basic vocational schools).

We are currently analysing the results of the second study stage and preparing for comparative analyses of those with the results of the first stage.

At a further stage of the study, in the years to

OP-3B2

The impact of initial knowledge to metacognitive strategy level in undergraduate students through simulation card assessment of chemistry Ilman ANWARI*, Kumano YOSHISUKE Shizuoka University, Japan Email: kagaku_hito@yahoo.com

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Most of students can solve the familiar and simple tasks. In order to solve the complex problems, students require initial knowledge, intellectual ability, and metacognitive skill. In some references suggest that metacognition independent partly of intelligence, but intelligence has big role of metacognition. Besides that, the knowledge needed to solve problem in a complex domain such as chemistry or biology is composed of many principles, examples, technical details, generalizations, heuristics, and other pieces of relevant information. This study is to investigate whether initial knowledge has influence to metacognitive strategy on specific problem (in this study is chemistry). The participants are 41 undergraduate students second years (11 physic students, 12 chemistry students, 8 biology students, and 10 geology students). The problem has been adapted from IMMEX-hazmat software that developed by University of California professor.

Oral Presentation It is adapted into simulation cards in Japanese language. ANOVA, Strategy Performance Thinking (SPT) category, and investigation of strategies conducted to analysis the data. The results showed that the average of metacognitive score is rated from the highest to the lowest who are chemistry students (2.57 points), biology students (2.00 points), geology students (1.90 points), and physic students (1.73 points). According to ANOVA test, the average of each major is difference significantly with alpha 0.1. Therefore, initial knowledge has influence to metacognitive strategy and the one important thing in education is knowledge. Because knowledge as fuel to other skills in education.

understand Webb’s studies impersonally in the New Curriculum Reform.

OP-3B4

An investigation of current implementary situation of China’s ordinary high school chemistry curriculum standard (experimental version) Wei DING East China Normal University, China Email: wding@chem.ecnu.edu.cn

We’ve investigated the implementation of Chinese Ordinary High School Chemistry Curriculum Standards (experimental version) by interviewing high school chemistry teachers, researchers, and high school students from 70 high schools in 24 districts in 8 provinces and cities. The result has indicated that the chemistry education in China has been greatly improved and of highly vitality, and teachers, following the principles of the curriculum reform, have gained great improvement in professional development since the Ordinary High School Chemistry Curriculum Standards (experimental version) was carried out in 2003. However, some exsiting focal points have been still worth noting and discussing: (1)Focus on curriculum orientation, among the fundamentality, contemporaneity and selectivity of subjects’ curriculum, which part should be put more emphasis on? The experts believed that fundamentality is the most important and basic one. On the other hand, the members of curriculum standards putted more emphasis on diversity. (2)Focus on curriculum structure, it should be carefully argued whether the modular design was suitable for the logic of chemistry discipline system or not. Some subject specialists interviewed have valued the systematic of the content knowledge during the high school much.

(3)Focus on curriculum content, what content should be in the compulsory courses during high school? The disciplinary basic and core knowledge should be emphasized.

OP-3B3

The alignment between assessment and curriculum standards of science education in Chinese Mainland Yuqiang ZHANG

Day 3

Qufu normal university, China Email: zhangyu7486@163.com

Academic achievement assessment must be standards-based, also means the alignment between assessment and curriculum standards, and it must embody the high expectation of the nation and society. There are four typical alignment models, such as, Webb model, Surveys of Enacted Curriculum model, Achieve Inc. model, Council for Basic Education model.

This article introduced the prominent works of Webb N.L., who is one of the most famous researchers on the alignment between assessment and standards, focusing on the Webb Alignment Tools composed of alignment criteria, alignment procedure, and alignment methods. Webb used four dimensions to judge the alignment between assessment and curriculum standards, for example, Categorical concurrence, Depth of knowledge consistency, Range of knowledge correspondence, Balance of representation.

The author and his partners had used Webb model to study on the alignment between assessment and curriculum standards, in chemistry and English of junior and senior high school. At last, the author argued the effectors of the alignment between assessment and curriculum standards.

And the author considered that in china we must 164

Oral Presentation populations. About 400 students from 10 junior secondary schools were involved in the large scale paper and pencil test, using 1 instrument when they finished learning. About 40 students from the same class were involved in each paper and pencil

OP-3B5

Evaluation on Junior secondary school students’ learning progression of chemical change

test (that means 3 times test，on different time point)as well as student interviews and think-aloud tasks. The 46 teachers participating in the interview came from 3 districts. Three chemistry educators finished the work of scoring. Scorer reliability was calculated by SPSS program. And the program was used to calculate the constructive validity, and some other analysis, to know the influent factors of students’ progressions on chemical change. Rasch model was used to (1) review if certain items were necessary to add/delete; (2) divide different progressions.

From the study, we can conclude that: there were different progressions; students’ learning progressions of chemical change were not quite consistent with which were expected; instruction is the most important external factor corresponding to different progressions; teachers’ understanding of core concepts is very important.

Lina ZHANG, Lei WANG Beijing Institute of Education, China Email: zln000407@163.com

Several studies proved that students’ deep understanding of big ideas was closely related to their chemical epistemic patterns. For the development of students’ progressive and deep understanding of chemistry big idea, the study aims to evaluate students’ progressions of chemical change. It is important to know: (1) What is the students’ learning progression of chemical change after instruction?

(2) Which factors may influence students’ progression?

From the perspective of chemical epistemic patterns, we built a multiple-dimensional hypothetical learning progression of chemical change. We unpacked the big idea-chemical change into smaller constructs represented by a concept map on the inspection of chemistry standard, university chemistry textbooks, junior secondary school chemistry textbooks. As reliability check, in order to ensure the underlying concepts and propositional knowledge statementepistemic perspectives referred to the same topic, seven concept maps were developed. All the concept maps and epistemic perspectives were validated by a college expert who was involved in teaching chemistry, a junior secondary school chemistry teacher, a college expert who was involved in teaching chemistry education.

Assessment tasks were informed by the analysis of three large scale assessments- PISA, TIMSS, NAEP, and the inspection of the national standard.

Three instruments were used to make empirical progressions. Each instrument tested the same abilities with different content. Two parts were contained in one instrument :( 1) paper and pencil test, including 3 types of items:①concept map, ②Likert five scale,③multiple choice items and constructed- response items. (2) Student interviews and think-aloud tasks. Each item was designed to a certain score. And students’ progressions were corresponded by the total score.

Teacher interview was implemented to help students’ progressions building.

The students in this study belonged to two

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Knowledge structure assessment of students in selected topics in chemistry using concept maps Carmencita GARCIA-PALANCA Palawan State University, Phillipines Email: cgpalanca@yahoo.com

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The study aimed to assess the changes in structural complexity and nature of structural changes in knowledge held by students in selected topics in general chemistry after intervention.

Changes in knowledge structure of students were assessed by the use of pre- and post-intervention concept maps. Knowledge structure assessments were done before and after the students are exposed to a cooperative type of teaching intervention. The study also determines if changes in knowledge structure as an output of learning is affected by learning mode.

Inventory for Learning Process, pre- and post-intervention concept maps in each chemistry topics, criterion concept map for each chemistry topic and interview guide questions were the instruments used for gathering data.

Oral Presentation Ten highest scorers and ten lowest scorers in the Inventory of Learning Process are the meaningful learners (ML’s) and rote learners (RL’s) respectively.

Findings: (a) ML’s and RL’s have comparable overall pre-intervention knowledge structure. After intervention, (b) both the ML’s and RL’s improved their knowledge structure but ML’s have more complex knowledge structure than the RL’s; (d) tuning and restructuring were the predominant nature of structural change in knowledge in both ML’s and RL’s.

Cooperative type of learning activities improved the knowledge structure of both ML’s and RL’s, although the improvement in the former is greater.

The results of the study provides an evidence on the importance of social process combined with meaningful learning attitude of students to improve their knowledge restructure in chemistry

also showed that BS Biology students have significantly higher level of very positive attitudes as compared to the Computer Education students.

In conclusion, animal dissection is still preferred rather than alternative dissection methods and that the prevalent motivation to engage in actual animal dissection is to learn effectively. Dissection is still considered to be the best learning tool in teaching anatomy in biology.

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Designing a differentiated curriculum for gifted children In Grade 1 science 1

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Harris Memorial College, Philippines; Ehime University, Japan Email: joelbfaustino@yahoo.com.ph 2

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Gifted children’s skills and learning preferences and how to cater to their unique needs have been tackled in researches in childhood education.

Recent studies in the field of gifted education dealt on differentiation in designing curriculum for the gifted, specifically in the field of science, to address this issue. The approach, however, needs further clarification in some countries, where studies on differentiation for gifted education is scarce. The purpose of this paper was to design a differentiated curriculum for gifted children in grade 1 science. The study was divided into three phases. Phase 1 focused on identifying the needs, interests and learning preferences of each child through survey/interview. Phase 2 involved designing the differentiated curriculum based on the data gathered from the first phase. Finally, the last phase is the tryout of the differentiated curriculum to 27 grade 1 children from a special science class in one school in the Philippines, but only two of which will be presented in this paper.

This phase was done to investigate the observable behaviors of the teacher and the children during the lesson. Aside from the observation, several questions were asked to the teacher and selected children to identify their impressions on the differentiated curriculum. The learning of science became more meaningful, relevant, and interesting to the gifted children. It was observed that teacher successfully engaged and motivated gifted children to the lesson. Several concerns and

Students’ attitude toward actual animal dissection as a tool in teaching biology Luz Gracia C. ITURRALDE Western Institute of Technology Email: lgciturralde@yahoo.com

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Joel FAUSTINO , Manabu SUMIDA , April 2 Daphne HIWATIG

This study verified the attitudes towards actual animal dissection of 24 Liberal Arts students from the BS Biology, BS Computer Education and AB English degree programs who are enrolled in Biology classes for Academic Year 2010-2011 at the Western Institute of Technology, La Paz, Iloilo City.

Students’ attitudes were determined through an attitudinnaire, focus group discussion (FGD) and in-depth interview. During the survey, students’ attitudes towards dissection were determined based on the items in a 7-point Likert scale. For FGD, guide questions were patterned from Bowd (1993) and de Villiers and Sommerville (2005).

For the in-depth interviews, guide questions by Boyce and Neale (2006) were used. Results showed that both sexes have very positive attitudes and that there was no significant difference in their attitudes. Grouped according to degree programs, the BS Biology and AB English students have very positive attitudes while Computer Education students have only positive attitudes towards actual animal dissection. Results 166

Oral Presentation issues raised by the first-time participants were noted.

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Analysis and discussion on stem education movement in science education in the us and possible implication to the Japanese contexts

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Investigation of factors influencing PISA 2006 science achievement of top 5% students in Korea with structural equation modeling 1

Yoshisuke KUMANO*, Tomoki SAITO, Jinichi OKUMURA Shizuoka University, Japan Email: edykuma@ipc.shizuoka.ac.jp

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Hae-Ae SEO *, Dong-Hwa KIM , Jeongwoo 2 3 4 SON , Bongwoo LEE , Mijung KIM 1

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Pusan National University, Korea; Gyeongsang 3 National University, Korea; Dankook University, 4 Korea; University of Victoria, Canada Email: haseo@pusan.ac.kr

Science achievements in PISA 2006 in Korea brought about much attention since the th th achievement rank was decreased as 7 -13 from th 4 in PISA 2003 and the rank for the level 6 as top th nd students was also dropped 17 from 2 in PISA 2003. In addition, students in Korea are known as showing the lowest level in affective domain in science. This study aims to construct a structural equation model between variables considered to be associated with Korean students’ science achievement scores and their responses to student questionnaire and compare differences between the top 5% and the total populations. Two hundreds and seventy students for the top 5% in science achievement scores were selected for the top 5% population and 270 students were randomly sampled for total population of PISA 2006. For data analysis, having identified the observed variables and the covered variables, the variables thought to predict science achievement and the relations holding between them were determined; and thus the extent to which the recommended pattern of relations was compatible with the real data was shown. On examining the structural equation modeling, it was found that the variables influencing students’ science achievement were science affective domain as direct effect and teaching method as indirect effect. Affect domain variables of ‘enjoyment of science’, ‘value of science’, and ‘preferences of future jobs related to science and technology’ were more strongly related to science achievement for the top 5% students than the total student population.

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In the March 2010, the “Blueprint for Reform, the Reauthorization of the Elementary and Secondary Education Act” was reauthorized in the US. On th the 19 July 2012, “A Framework for K-12 Science Education” was released and by the end of December, 2012, “Next Generation Science th Education” was released on April 9 , 2013. Many of the people who were concerning to science education were helping to develop the new ideas for the future classrooms.

STEM education is the new model of learning and teaching for crosscutting seven common scientific ideas, core concepts of four areas of science and engineering, eight important practices in science and engineering.

As I described in the book chapter, Kumano (2010) titled “The Research Movement towards the New National Science Education Standards in the US, Chapter 3, Section One, in the Dissemination and Characteristics of the Modern Innovation of Science Education, now is the important moment in the US when so many new STEM education models and implementations are coming up and competing each other.

For three months from September to December of 2012, I have been finding so many things concerning to STEM education as the visiting Fulbright scholar at the University of Iowa.

STEM education is the states and federal wide movements and the innovation models of STEM education are not only for science and mathematics education, but also for the innovation of engineering education. Also STEM education movements are the great systemic reforms of all components of STEM education that all subsystems are put together to innovate the quality of education in all area of the US. There are about twenty four states where the leading models are taking places in the US. Like the state of Iowa and Minnesota, exemplary STEM models

Oral Presentation are energetically moving forwards with the real learning contexts in local districts. In the case of Iowa, I had two opportunities to attend executive committees of the Governorâ&#x20AC;&#x2122;s STEM Advisory Council and I found that innovation and systemic reform, so called STEM education were really forwarding. All of the local areas of STEM education were activating and subcommittees were developed and each subcommittee developed the action plans which explained all of the possible innovation and predicted consequences.

My laboratory at Shizuoka University collaborated with three local Boards of Education at Shizuoka, Fujieda, and Yaizu, has started STEM education action research with 60 students in the context of informal science education. Basic program of our program is to help students to developing 6 months scientific or engineering practices by themselves.

We will develop activities which need STEM literacy. University scientists, engineers, graduate students and school science and technology teachers can communicate with students through e-learning system. This yearâ&#x20AC;&#x2122;s trials will be discussed at ASTE conference, January 2014.

standard implementation on the national investigation and interview. When it refers to the objects of investigation and interview, we choose physics teachers, research staffs and managers, students from 24 cities of eight provinces, which based on its economy and education level. The content of questionnaire and interview outline involves objectives, framework, content, implementation, evaluation of physics curriculum etc. According to the data, we presents the achievements, problems and suggestions.

The main performances are: (1) The vast majority of physics teachers and students have accepted the advanced ideas reflected in the new curriculum and practice part of them in actual teaching;(2)The physics course orientation---the physical subject is the basic course of science learning areas, has been universally accepted; (3) The most obvious performance of physics curriculum reform is the transformation of teaching way and the reform of teaching method, the cooperative learning, inquiry learning, learning case guiding and other many kinds of learning ways and methods have been put into practice in physics teaching practices;(4) The teaching material is no longer the only Curriculum resource, physics teachers begin to pay close attention to abundant teaching resources in community and society;(5)The professional development of physics teachers get increasingly attentions, which performs in the development of the teachers' training of various levels, the investment of training funds and the implement of teachers access qualification system .

The problems of implementation mainly embodied: (1) Though the rich meaning of physics curriculum objectives is recognized by almost physics teachers, they hold different understandings for connotations and levels of the three dimensions of the teaching goal of physics course. Meanwhile, the maneuverability of the three dimensions of the teaching goal and the accuracy of the texts' expression is insufficient; (2) As the selective of physics curriculum content is concerned, physics teachers have no initiative to choose what series and module suitable to their students. It presents that the simultaneous deficiency of students' selective and the structure of discipline knowledge at different degrees;(3)The implementation of each module of physics course shows the contradictions on the present sequence of the content , the difficulty of the content, the class hour and the evaluation of each module;(4)The cohesion of course content not only

References Rodger W. Bybee, (2013). The Case for STEM Education, Challenges and Opportunities, NSTA press, 1-130 National Research Council (2011). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas, Washington, DC: National Academies Press.NGSS: http://www.nextgenscience.org/next-generation-scien ce-standards Yoshisuke Kumano (2010). The Research Movement towards the New National Science Education Standards in the US, Chapter 3, Section One, in the Dissemination and Characteristics of the Modern Innovation of Science Education, Toyokan co., 132-140.

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Investigation and Reflection: implementation of physics curriculum standard of senior high school in mainland Day 3

Xiao HUANG*, Changyun MAO, Liwei SUN Zhejiang Normal University, China Email: huangxiao@zjnu.cn

This paper will explore the physics curriculum 168

Oral Presentation present the disruptions among the different modules of the physical discipline content and in the related content of physics and mathematics.

And also shows the connected problems in the content, learning method, the difficulty of the primary and high school physics course;(5) Due to the factors such as the economy, resources, class number, it showed the imbalance of physical implementation, science inquiry, comprehensive practice activities in practice in different provinces and cities;(6) The credit system cannot be practiced effectively and the physics curriculum implementation. The university entrance exam is still the only observed evaluation standard in physics curriculum implementation, and it presents the deficiency of the process evaluation's implementation.

Some reflections and suggestions will further put forward, which are: (1) Improve the maneuverability of physics objectives, (2) Improve the physics course contradiction on content and class hour, curriculum continuity, students selectivity and the discipline structure;(3)Improve the effectiveness of the implementation of diversified teaching methods and the possibility of the development of various evaluation method.

conditions for conceptual change. Posner et al. state that to reconstruct students’ conceptual frameworks they have to be dissatisfied with the existing concepts; and accept the new conceptions that are intelligible, plausible, and fruitful. To start the “Explore” stage in the Conceptual Change Model, the researcher employed one of the 1997 TIMSS (Third International Mathematics and Science Study) practical tasks for fourth graders as the lead activity. The TIMSS practical tasks are good teaching resources as the activities integrate science content knowledge with practical skills.

During the analysis of class results, the PSET were faced with cognitive conflicts and dissatisfaction as various containers were identified by their classmates. Through refutation and consensus, the PSET were able to diagnose the errors, understand their misconceptions and construct the science concepts. In this conceptual change process, the PSET learn about what misconceptions are, how misconception can be changed and how the process of conceptual change can be taught to students. Most importantly, PSET realize that their science content knowledge and their awareness of students’ misconceptions are essential for helping students acquire the correct science concepts.

References Harmon, M., Smith, T. A., Martin, M. O., Kelly, D. L., Beaton, A. E., Mullis, I. V.S., et al. (September, 1997).

Performance Assessment in IEA’s Third International Mathematics and Science Study (TIMSS). Chestnut Hill, MA: Boston College.

3 McComas, W. F. (1995). ED U model. Class notes taken

by Richard Shope. Project 2061, American Association for the Advancement of Science (1993). Benchmarks for science literacy. New York, NY: Oxford University Press.

Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.

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How to demystify preservice elementary teachers the misconception of heat energy Carole K. LEE University of Maine at Farmington, USA Email: carole.lee@maine.edu

This study examines the existing knowledge that preservice elementary teachers (PSET) have regarding heat energy and insulation and how related misconceptions are resolved. PSET’s knowledge was initially assessed by using a TIMSS Practical Task: Determining which container would be best to keep hot water warm for the longest period of time. Results showed that PSET could not explain the science concept of insulation and heat transfer. Moreover, they largely hold the naive belief that a container deemed best to keep water warm would not be the best container to keep ice cream cold.

In this qualitative study, the researcher uses 3 the ED U Conceptual Change Model (McComas, 1995) integrated with Posner et al.’s (1982)

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Ting-Chun CHOU, Silvia Wen-Yu LEE* National Changhua University of Education, Taiwan Email: silviawyl@cc.ncue.edu.tw

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A survey research of high school students’ epistemological believes and learning approaches to different topics of biology

Oral Presentation The aim of this study is to examine the differences of students’ epistemological believes and learning approaches between various biological topics: the Cell, Genetics, Evolution and Biodiversity, and Physiology. The instruments adopted include the Biological Epistemological Believes Questionnaire (BEB; Conley et al., 2004) and the Approach to Learning Biology Questionnaire (ALB; Lee, Johnson & Tsai, 2008). BEB questionnaire tapped into four dimensions of beliefs, namely source, certainty, development, and justification. ALB questionnaire included two dimensions of approach -- surface approach and deep approach. We sampled senior high school students in the central area of Taiwan, resulting in 676 valid data.

In the comparison of students’ epistemology among different biology topics, results showed that students’ believes of Certainty in Physiology (M=2.32) was significantly higher than Genetics (F=3.226, p<.05) (M=2.15) and higher than Evolution and Biodiversity (M=2.15) as well. These results were supported by the semi-structured interview data. Students indicated that the genetic topic has been developed rapidly with technology innovation in recent history of biology, so that there may be more new discoveries in genetic than physiology. On the other hand, students interviewed also mentioned that the theories of evolution and biodiversity are modifying with new findings, so there may be more new theories in evolution and biodiversity than physiology, too.

In terms of students’ approaches to learning, deep approach to Cell (M=3.11) was significantly (F=3.876, p<.05) higher than to Physiology (M=3.31) and Evolution and Biodiversity (M=3.32).

The results indicated that students showed deeper motive and better learning strategies like analysis, integration, critical thinking, when they were learning cell biology than physiology or evolution.

The results of path analyses indicated that scientific epistemological beliefs had predictive effects on academic achievement through approaches to learning science. For example, students’ belief of certainty and justification can predict students’ deep motive; and consequently, deep motive had a positive impact on students’ achievement in biology.

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To explore EGG alpha and theta activities during the memory retrieval of physical concept of different representations Chih-Ping LIANG*, Hsiao-Ching SHE, Wen-Chi CHOU, Senge-Cheng CHENG, Li-Yu HUNG National Chiao Tung University, Taiwan Email: t082@mail.whjh.tc.edu.tw

Previous researches on memory retrieval have focused on dealing with nonscientific messages activating different brain areas through text, images, sounds, sources or locations. There are relatively fewer researches on memory retrieval of scientific conceptions and brain area activation. To make up for this, our research discussed retrieval of physical conceptions in human brains, especially how learners’ cognition of memory retrieval activates in different brain areas when they face different conceptions from characterized materials (text and images).

The research found that retrieval of physical conceptions caused activation of theta crosses brain areas and suppression of alpha in parietal and occipital lobes. Furthermore, suppression of alpha in left frontal and parietal lobes was caused possibly because characterization of either text or images needs long-term semantic memory retrieval. By comparing retrieval of different characterizations (of text and images), the research showed that characterization of images caused more suppression of alpha, which is possibly because retrieval of image conceptions needs more mental effort and visual processing.

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College entrance examination and China’s science curriculum reform – through the eyes of secondary school science teachers Hongming MA

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Monash University, Australia Email: Hongming.ma@monash.edu

This paper analyses the alignment between teaching strategies proposed by secondary school science teachers and values promoted by the new science education curriculum standards in China.

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Oral Presentation Currently, China is undergoing science curriculum reform. This reform echoes the trend in many English-speaking countries, which emphasizes education for not only knowledge, but also processes and attitudes. Along with the curriculum reform, changes are being made to the most influential test in China, the College Entrance Examination (CEE), to reflect the values advocated by the new curriculum standards. The positive and/or negative impact of CEE on the development of individual students and society as a whole has been much debated. However, fewer discussions have gone into detail about what values advocated by the new CEE are reflected in teachers’ choice of pedagogical strategies.

This paper identifies proposed strategies for dealing with CEE by reviewing articles written by secondary school science teachers. Then, the alignment (or lack of alignment) is analysed between values reflected by these strategies and those advocated in the science curriculum standards. Findings show that although CEE has positive impact on some aspects of teaching strategies, the positive change is very limited. The findings are discussed in terms of four dilemmas that current science education reform in China encounters.

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The preliminary study on senior high school students' scientific explanation and its background Xiaoyan ZHOU, Xian WU China Email: zhouxiaoyan108@163.com

Scientific explanation is the core of scientific career.

To improve scientific explanation is an important goal of scientific education, but researches have shown that in real life, students' overall interpreting ability is not good enough. Especially when students face with authentic situations, students' explanations are usually based on their own assumptions and imagination, which are not proved and even are lack of scientific logic relationship. It is an important research topic of scientific education to study on students how to explain in real situations , what is the situation of students' scientific explanations level, and influencing factors of students' scientific explanation.

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This research uses three similar scientific activity as a tool ,such as primarily “peeing doll”, examines 42 high school first grade students in total with interview method, trying to understand the students' scientific explanation skill levels in scientific inquiry activities which include studying the way they conduct scientific activities and the level of their techniques, cognitive beliefs, knowledge background, experience, gender, and the influence caused by difference between art students and physical students.

The evaluation framework of students' scientific explanation is divided into three sections: statement, evidence and logic. The author created a new scientific explanation evaluation questionnaire on the base of previous research achievements. According to PISA, students' scientific explanation ability can be classified into three levels: high, middle, low. Each level can be subdivided to study the subtle distinctions of students' scientific explanation level.

According to the classification standards, the author analyzes the students in "peeing doll” activities of interpreting level status, the research shows that students' overall explanation level is not high. And in the student provides evidence and logic analysis, according to a relationship of students in scientific explanation 52.4% offer evidence, and put forward the scientific explanation 47.6% students do not offer evidence.

In those 52.4% students, about half of students in the evidence presented by the support of his statements can be obtained, which indicate that students have some difficulty in providing evidence, also has some problems to provide evidence to support in their presentation.

In the analysis of cognitive belief interpretation of the impact on students' science explaining skill, through the classification of the student's cognitive beliefs, the use of Spss for the chi-square independent inspection(sig> 0.05). It shows that the cognitive belief has no correlation with students' science explaining skill.

This research also shows that(sig<0.05) the knowledge background has correlation with students' science explaining skill. It also shows that 64.3% of the students have had relevant experience, and 35.7% of the students did not have relevant experience. It shows that the experience has correlation with students' science explaining skill. Finally, the results indicate that (sig> 0.05) the students major in different classes,

Oral Presentation students' gender do not have influence on students' science explaining skill.

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Argumentation and metacognition of physics classroom in thai context

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Data transformation abilities of Korean middle school students

Jirutthitikan PIMVICHAI, Chokchai YUENYONG, Gegory P. THOMAS Khon Kaen University, Thailand Email: Fern_699@windowslive.com

Jiyoung JANG*, Jinhee KIM, Kyunghee CHOI

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Ewha Womans University, Korea Email: jyjang@ewhain.net

This research aimed to explain Thai physics learning environment for enhancing argumentation and metacognition. The two cases included an urban physics classroom and a rural physics classroom. These classrooms were observed for 4 months. Teachers and students interactions, their discourses, tasks, and classroom environments were interpreted in order to explain how argumentation and metacognition were enhanced in each case. Augmentative learning was clarified based on Toulminâ&#x20AC;&#x2122;s Augment pattern or TAP. This model has 6 components: Claim, Data, Warrant, Backing, Rebuttal/Reservation, and Qualification. A metacognition orientation in physics learning was clarified by looking for metacognitive knowledge, metacognitive awareness, and metacognitive control. The findings from there two cases of argumentation and metacognition could provide some suggestions for enhancing argumentation and metacognitive orientation in Thai Physics Classroom contexts.

Scientific inquiry skills are an effective way to promote scientific literacy for twenty-first century citizens (NRC, 1996). In Korea, science curriculum reformers emphasize the importance of scientific inquiry skills whenever the science curriculum is revised because scientific inquiry skills are the features distinguishing science from the other subjects. Data transformation, which is one of the essential scientific inquiry skills, is defined as recording the data from observations or measurements and managing (or transforming) the data into tables or graphs (AAAS, 1990). Also, Data transformation is an important method in problem-solving, helping by interpreting the data and expressing the relationship of variables.

Korean middle school students are accustomed to interpreting the transformed tables and graphs presented in a textbook. However they have a lack of experience in transforming the data themselves.

Therefore, the research questions are as follows: (1) How do Korean middle school students currently approach data transformation do real data? (2) What difficulties do Korean middle school students have when they transform the real data?

In this research, Korean middle school students transformed real data about average temperatures and rainfall amounts from 1950 to 2011 based on records kept by the Korea Meteorological Administration. The results of the research show that most students transformed average temperature and rainfall using a polygonal line graph and a few of them transformed average temperature using a polygonal line graph and rainfall using a bar graph. Also, students had difficulties in managing the data available and differentiating the independent and dependent variables because of the massive amount of data.

These results suggest that teachers should be trained how to teach data transformation in order to promote the scientific inquiry ability of middle school students.

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Quizzers of science and mathematics: their answering patterns and study habits *

Naci John C. TRANCE , Lowe Ana Marie L. 1 Ligad-TRANCE Western Visayas College of Science and Technology, Philippines Email: nacijohn@gmail.com

Studentsâ&#x20AC;&#x2122; ways of learning and understanding of the concepts in science and mathematics are now different and are more dynamic than before.

Measures to facilitate understanding of these ways are conducted regularly. One of these measures is by academic competition. Many competitions related to this body of knowledge were organized and winners are given recognition. This study aims 172

Oral Presentation to determine how students participating in academic competitions answer science and mathematics questions similarly or differently as compared to regular students of the same year level. Specifically it aims to determine whether answers of these quizzers show patterns that are similar and or different from that of the regular students of their level. The study also aims to determine the study habit of these quizzers.

Researcher-made questionnaire were utilized to gather data. Routine and non-routine questions were used for the respondents to answer. Routine questions come from standard textbooks in national circulation. Non-routine questions come from academic competitions in science and mathematics. Interview sessions follow after the respondents answered the given questions for clarifications and verification of their answers.

Discovered patterns can be made a useful technique not only to teachers’ delivery of the subject matter but also in helping students who have difficulty in understanding their textbooks.

between scientific concepts and scientific experience to enhance understanding through reflection on concept journal. Eighteen junior high school students (10 gifted students and 8 high-science-achieving students) participated in this three-day inquiry course held in the summer vacation. One of the authors was the instructor of this course. This study aims to explore gifted and high-achieving students in terms of learning performance and scientific metacognitive abilities through this inquiry course. The researchers gathered information regarding learning performance and scientific metacognition via achievement test and Scientific Learning Metacognition Awareness Inventory. The results showed that students’ post-test achievement performance was significantly higher than pre-test (p<0.05) and they had good retention of learning.

However, the performance of the retention test and the post-test were not significantly different from each other (p=0.228). The metacognitive performance of gifted and high-achieving students were not statistical different significantly after intervention; nevertheless, the average score of gifted students in posttest has slightly enhanced.

The results suggest that more teaching involvement and time for students to absorb and practice the taught concept may be needed to significantly improve students’ metacognitive abilities. It is concluded that this inquiry course can enhance conceptual understanding of central dogma in molecular biology for gifted and high-achieving students. Due to the limitation of participants, the influence of the teaching module on the development of metacognition ability needs further research in the future.

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Development of two metacognitive inquiry activities: a preliminary study on central dogma concept Pei-Shang CHANG*, Meichun Lydia WEN National Changhua University of Education, Taiwan Email: g104914@gmail.com

The concept of central dogma in molecular biology is difficult to learn because its microscopic processes cannot be visualized. Within the framework of Metacognitive Learning Cycle model, we developed an inquiry teaching module for gifted students and high-science-achieving students regarding the concepts of DNA replication and protein synthesis, including two hands-on activities for students to experience the process of scientific inquiry. For example, the Button Code is an activity which takes advantage of the match of buttons to help students discover and explore the rules of base-pair. The other activity is making polypeptide chain, which uses different beads to represent amino-acids, offering students with the experience of protein synthesis. We also apply multimedia animations to assist students with the visualization of microscopic concepts. Students were expected to strengthen the connection

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Students’ perception of usefulness and visual representation of their concepts of mathematics and physics Jonny Bernas PORNEL*, Raphael BELLEZA University of the Phillipines visayas, Phillipines Email: jonnybpornel@yahoo.com

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How students perceived the usefulness of the subject will affect their motivation to learn. This paper explored students’ perception of the usefulness of mathematics and physics. The paper also determined how students visually represent

Oral Presentation their concept of mathematics and physics. Sixty two third year high school students participate in the study. The paper used thematic qualitative data analysis to process the data. It was found that students’ perception of the usefulness of physics is one dimensional, that is, a students’ perception differs only by degree: not useful, vaguely/generally useful, or useful in some clear/specific uses.

However, students’ perceptions of mathematics usefulness were found to have at least three dimensions namely: which part of it is useful (all of math, only basic math, none at all), where is it useful (daily life, irrelevant to daily life, in all fields of endeavor, only in specific jobs), and how is it useful (as a tool for application, or as training for personal development). Further, only a few respondents found physics not useful at all, while a significant percentage of respondents responded that only basic mathematics (arithmetic) is useful, and also a few claimed that mathematics is not relevant to day-to-day living. The students’ visual representations of mathematics and physics were used to understand better students’ perception and learning of the two subjects. This paper also explored how their perception of the subjects related to their achievements in the subjects. The results of this paper could help educators identify some ways to improve the way the two subjects should be taught.

Then, in the post-lab discussion, the teacher guided students to reflect on their own experience and explicitly taught about theory-ladenness. This study employs a quasi-experimental pretest-posttest design using the historical approach as the control group. The results show that the manipulated lab inquiry approach was much more effective than the historical approach in fostering students’ theory-laden views, and it was even more effective when the two approaches were combined. Besides, the study also sought to examine the practical epistemological beliefs of students concerning theory-ladenness, but limited evidence could be found.

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Narration-based coaching for the will and willingness to do science Wai-Yin NG The Chinese University of Hong Kong, Hong Kong Email: w.ng@cantab.net

Children love stories, and much learning happens alongside storytelling, whether listening to or telling stories themselves. Narration implies a catch broader than stories, but no less captivating when it manages a good sail for the young mind.

Science holds two great stores of narrations. The first is historical, with accounts of scientists and significance incidents. Archimedes' Eureka moment, Galileo's struggle, Charles Darwin's observations, even atomic bombing of Japan are familiar examples. The other is pedagogical, with accounts of model building and problem solving.

Standard science textbooks abound in descriptions of taxonomies, life cycles, maps, mechanisms, experiments, etc., which provide contexts in which worked examples and exercises are posed. How a problem is solved is a narrative that introduces the context, identifies relevant aspects, reasons, brings in tricks, etc., until a satisfactory ending.

In the normal course of childhood, the two stores are separate in time and space: the first sits in libraries of general readers for children's pastime, and the second is part and parcel of school curriculum. Sadly, curriculum requirements tend to develop the second store for the knowledge content, often at the expense of the quality of narration, when problem solving becomes standard routines to be repeated, for

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Teaching theory-ladenness to secondary students using lab inquiry with manipulated NOS aspects Victor Kwok-Chi, LAU

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The Chinese University of Hong Kong, Hong Kong Email: lau.kwokchi@gmail.com

This study seeks to develop and evaluate a modified lab inquiry approach to teaching about nature of science (NOS) to secondary students.

Different from the extended, open-ended inquiry, this approach makes use of shorter lab inquiry activities in which one or several specific NOS aspects are manipulated deliberately so that students are compelled to experience and then reflect on these NOS aspects. In this study, to let students experience theory-laden observation, they were provided with different “theories” in order to bias their observations in the lab inquiry.

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Oral Presentation instance, and at the expense of time spent in the first store, which finds no significant place in the typical curriculum. Good narration recedes, children are less captivated, and learning through narration does not happen as much as it could be.

In the worst case, children lose interest in science for its lack of good narration.

In the past two years, I have experimented with short courses that teach back-of-envelope estimation in classes of two age groups, eight to ten year old and fifteen to seventeen year old, the first in everyday life arithmetic, geometrical and basic science problems, and the second in mathematics, physics and general quantitative reasoning. Narration is central to the course design, with narratives of both kinds juxtaposed and connected. Archimedes Eureka story, upthrust measurements and problems together make an interesting lesson for young children. Fermi's famous estimation of the Trinity bomb test is an effective persuasion for students to grapple with back-of-envelope, order-of-magnitude estimation for information-poor problems. Narratives of the first kind are demonstration of the scientist's will to do science, which encourages students to develop a willingness to go into narratives of the second kind, and learning to do science after the scientist's manner.

gathered/elicited and interpreted the assessment data together with their underlying pedagogical decisions suggested that, instead of genuinely listening to students’ ideas, the teachers carried out the embedded assessments mainly to confirm their initial conjectures of students’ ideas or to check students’ understanding. The teachers were also found to have limited abilities to listen interpretively to students’ ideas and to recognize the potential misconceptions uncovered in the instructional dialogues. These subsequently constrained their development of knowledge for teaching the new topic. Implications for teachers’ professional development for supporting teachers to teach new science topics are discussed.

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Use of combining computer simulation into traditional interactive lecture demonstration to enhance physics learning of simple harmonic motion of spring Krittapuk KHOTHANAM*, Niwat SRISAWASDI Khon Kaen University, Thailand Email: niwsri@kku.ac.th

Assessment practices of experienced teachers in their first attempts at teaching a new science topic Kam Ho CHAN*, Hin Wai YUNG The University of Hong Kong, Hong Kong Email: h0204121@gmail.com

This case study investigated the ways experienced teachers designed, planned and implemented assessment for learning when they taught a new science topic for the first time in light of a curriculum change. Data sources included classroom observations, field notes, classroom artefacts, and semi-structured interviews.

Although all the teachers espoused the importance of probing students’ ideas concerning the new topics to inform instructional design, they employed different strategies to gauge students’ ideas. A close examination of how they 175

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Teaching by the use of interactive lecture demonstration (ILD) has been currently treated as a pedagogical method for physics classroom and also physics education research in order to enhance student learning in physics. Basically, the ILD was used to teach physics lessons with a particular support of microcomputer-based laboratory (MBL). There are only a few studies to perform physics teaching by using ILD with an alternative support of computer-simulated experiment or computer simulation (CS). Moreover, there is no record on the use of combining MBL and CS in order to support teaching physics with ILD. The aim of this experimental study was to investigate if it would be more beneficial to combine CS into MBL-based ILD than to use them separately in teaching of simple harmonic of spring.

Grade 10 students were placed into three different classroom learning environment: ILD with MBL; ILD with CS; ILD with MBL-CS combination. Results on students’ reasoning and learning achievement showed that there were improved by the enhancement of ILD incorporated computerized laboratory environments. The results reveal a

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Oral Presentation benefit of incorporating CS into traditional ILD for improving students’ reasoning and learning achievement in this study. This evidence suggested that combining CS into MBL-based ILD can enhance students’ learning in physics concept of simple harmonic motion effectively.

Therefore these reflections lead to their reflective practice that shows progressive changes in their teaching behavioral activities. The extent of these changes varies according to beginning teachers' individual disposition toward reflection and the issue of whether beginning teachers' reflective practice is in accordance with priorities in motivational ZDP or not. Also based on the result of this study, the teachers' reflection was not all accompanied with reflective practice even if the beginning science teachers made some partial changes in reflective practice by reflection.

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The effect of cooperative mentoring on beginning science teachers' reflective practice in their teaching performance

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Jeonghee NAM*, Munsuk GO, Sunduk LEE

Perceptions between science teachers and science museum staff on the role of and education in science museums

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Pusan National University, Korea Email: jhnam@pusan.ac.kr

The purpose of this study was to examine the change in the classes of the beginning science teachers through the cooperative mentoring program that induces reflective thinking practice.

The one-year program consisted of five one-on-one mentoring meetings, weekly science education seminars, weekly mentoring group discussions, and self-evaluation activities. The participants were three beginning science teachers and three mentors at the middle school level th- th (7 9 grades) in an urban area of South Korea.

Five lessons taught by each beginning teacher were video-taped during the one-year mentoring program. Each lesson was transcribed for analysis.

Each beginning teacher’s five lessons were evaluated using the RTOP (the Reformed Teaching Observation Protocol). Each one-on-one mentoring meeting was audio-taped and transcribed for analysis. The beginning teachers’ and mentors’ journals and lesson plans were also collected as data sources. The open-ended questionnaires and interviews were conducted three times: at the beginning, middle, and end of the mentoring program. The interview questions were prepared based on the beginning teachers’ responses to the questionnaires. This study showed that a cooperative mentoring program encouraged the beginning teachers to reflect on their own perceptions and teaching practice, which led to changes in their teaching practice. The beginning teachers recognized their teacher-centered teaching styles, misconception, and lack of content knowledge. Interactions with mentor-teachers through cooperative mentoring process stimulated beginning teacher's reflections on their lessons.

Jinhee KIM*, Kyunghee CHOI Ewha Womans University, Korea Email: kkjjeneb@naver.com

The purpose of this study was to investigate the differences of perception between science teachers and science museum staff on the role of and education in science museums. Based on previous research reviews, we developed a 22-item Likert-type scale questionnaire on the role of and education in science museums, and conducted a survey of science teachers and science museum staff. From analyzing the results, we found that there were statistically significant differences about the role of science museums, especially, display, research, and education between the two groups. Also, both groups had a lack of perception of the importance of educational roles of science museums. Lastly, there was a difference in the perception of the connection to school education, particularly whether school education had an effect on the policy of science museums. Overall, the responses of science museum staff were higher than science teachers.

Therefore, a curriculum about the informal education is needed for science teachers and science museums need to provide professional programs including the pedagogy and the school curriculum for science museum staff.

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Oral Presentation undergraduates engineering who took chemistry subject in year 2011. Research tools were developed from concepts of Scientific Literacy (SL) by researcher. The Chemical Literacy Test (CLT) included multiple choice, open–end questionnaire, likert scale, and the semi-structures interview. The tools were tried out with 400 undergraduates in Northeast of Thailand. The effective as the follows; the multiple choice had Item –Objective Congruency Index (IOC=0.87), Difficult (p=0.21-0.61), Discrimination (r = 0.21-0.67) and Kuder Richardson’s validity (KR-20 = 0.72), the open – end questionnaire had the coefficient alpha (rtt) = 0.86 and the likert scale had rtt = 0.87. The mean, standard deviation, and the percentage were employed in this study. The finding showed low levels in each terms of the chemical literacy components as the following; a) the knowledge that engineering undergraduate performed rather

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Developing thai pre-service science teachers’ teaching competencies for science communication by reflection Sasithep PITIPORNTAPIN Kasetsart University, Thailand Email: fedustp@ku.ac.th

The purpose of the study was to enhance pre-service science teachers’ teaching competencies for science communication through the use of reflection in a 15-week Science Communication course. Participants of the study were 12 pre-service science student teachers.

Multiple data gathering techniques were used: observation, informal interview, analyzing related data such as journal entries, science communication tests, a science communication attitude test, evaluation form about course, and informal interview logs. The researcher analyzed quantitative data with finding frequency, percentage, mean, and standard deviation. For analyzing qualitative data, content analysis was used. The findings showed that most pre-service science teachers increasingly understood about science communication in all topics: science and communication; science language; science resources; science and technology issues; critical thinking; scientific listening, speaking, reading, and writing. Moreover, they also continually developed their listening, speaking, reading, and writing skills as well as had positive attitude towards science communication and learning in this course.

Therefore, the reflection was recommended as a tool for enhancing pre-service science teachers’ teaching competencies for science communication.

and understanding of chemical content was X =20.32,S.D.=7.46(23.1 %), b) the knowledge understanding of relationship between chemical

X social and technology was =6.27,S.D.=2.69(62.7%), c) the awareness of morality was X =3.31,S.D.=2.22(55.47%), d) the application rationally in daily life was X =5.14,S.D.=4.06(28.56%), e) the application of critical thinking was X =1.70,S.D.=2.25(17%) and f) the awareness of chemical attitude had the mean score as 3.20 and S.D. as 0.93, In addition, The results had yet consistent with the result of interviews. Therefore, It was suggested that the reformation of teaching and learning in chemistry classroom for undergraduate engineering students is necessary.

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The exploring chemical literacy of undergraduate engineering in thailand contexts Runrat THUMMATHONG*,Kongsak THATTONG Khon Kaen University Thailand Email: rungrat44@hotmail.com

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This research aimed to explore the undergraduate’s Chemical Literacy (CL) in Northeast of Thailand. Participants were 319 177

Oral Presentation that students’ metacognitive knowledge is unsatisfactory for their learning about STSE issues in the Thai science classrooms in this study.

Student’s reported only surface declarative knowledge and showed little evidence of consideration of their thinking and learning processes. They did not present adequate procedural and conditional knowledge that is necessary for developing deep science understanding. Further, most of the students reported they had never considered such matters before. These matters, adverse to metacognition, have the potential to impede students’ science learning and more is needed to be done to address the lack of metacognitive knowledge that these Thai students evidenced. Moreover, contextual and cultural factors that potentially influenced the participants’ metacognitive knowledge are also discussed as factors that need to be considered in any interpretation of and response to these findings.

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Investigation of constructivist science learning environment in Thai primary schools Pornpaka CHAMNANWONG*, Chokchai YUENYONG Khon Kaen University, Thailand Email: chamnanwong@hotmail.co.th

The purpose of this study was to investigate the science learning environment in Thai primary schools by using the Constructivist Learning Environment Survey (CLES) which was originally developed by Taylor and Fraser (1991). Data were collected from 132 grade 5 students of Bannakanlueang School, Phu Wiang District, Khon Kaen province, Thailand by the CLES questionnaire and 10 hours classroom observations. Interviews with 3 participating teachers and the teachers’ profiles were also made. Results from this study can be used planning teachers’ professional development programs. The different cultures and contexts allowed us to learn how the socio cultural view affect classroom learning environments, and to get knowledge base for applying constructivist teaching into classroom. This may has implications for enhancing constructivist teaching in school context.

Keywords: Metacognition, Metacognitive knowledge, Thailand, Science Education, STSE

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Relating students’ learning approach and knowledge level to social interaction in small-group scientific argumentation

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Jihye CHOI*, Heui-Baik KIM

Secondary school students’ metacognitive knowledge in thai context

Seoul National University, Korea Email: wisdom01@snu.ac.kr

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This study was performed to explore the dialogic differences according to students’ learning approach style and science knowledge levels and how students’ dialogic differences contribute to the change of interaction patterns through science small group argumentation. The activities were developed in order to justify students' arguments on structure and functions of human circulation organs through small group argumentation based on various data. Transcripts of video and audio recordings of the discourses during small group argumentation, semi-constructed student interviews, students’ argumentation worksheets were analyzed. The result of discourse analysis from the small group argumentation showed the individual interaction was formed during the initial stage. It appeared in the form of question and

Warawun CHANTHARANUWANG *, Kongsak 2 3 THATHONG , Chokchai YUENYONG , Gregory P. 4 THOMAS 1

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Khon Kaen University,Thailand; University of Alberta, Edmonton, Canada Email: chamnanwang@hotmail.co.th

This study investigated the metacognitive knowledge of 219 secondary school students in the Northeast of Thailand. The Questionnaire of Metacognitive Knowledge (QMK) was used. Three main constructs: students’ declarative, procedural and conditional knowledge of learning, students’ knowledge of thinking, and their knowledge and thinking about STSE issues were explored. A qualitative element of the study was the use of interviews with 20 students. The main finding is 178

Oral Presentation answer between the students who displayed the surface learning approach style, and the teacher.

The pattern of students' participation was changed from individual to multiple interaction and eventually to collective interaction. During the interaction, students who displayed deep learning approach style provided cognitive and emotional support to other students while promoting their participation. A student who has high academic achievement and follows deep learning approach style, enhanced other students thinking as a leader, while the student who has low academic achievement and follows the same approach did as a cognitive helper. Such result implies the need for organization of small groups in which individual traits should be considered in order to promote students' participation in small group argumentation activities.

large effect of PBL in the development of students’ conceptual understanding such as the nature of the PBL process; the employ of tutor-guidance role by the facilitator; their motivation to learn; the long term retention of the content; and the large effect of PBL in the development of students’ conceptual understanding may also be attributed to the role of the students in the PBL setting. The students, not the teacher, take the primary responsibility for what is to learn and how. The value-added effect of Problem-Based Learning in terms of attitude was determined through the use of attitudinaire. A positive mean difference of 0.48 was obtained after the implementation of the study. This indicates that the use of PBL had caused a large improvement in the attitude of the students. Data show that there was a significant shift in their attitude from pretest to posttest. This is perhaps because many students get to like the topics under “Diversity of Materials in the Environment” after having been introduced to a lesson using PBL. Another reason for this positive result could be the novelty of PBL approach. PBL as a new teaching strategy presented to the students, offers a variety of learning experiences.

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The effects of problem-based learning in Grade 7 science curriculum Mark Anthony H. RUPA, MA Chem. Ed. Department of Education, Philippines Email: markrupa1216@gmail.com

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The image of the scientist of Korean Science teachers and non-science teachers

The incorporation of multiculturalism in science education particularly the use of Problem-Based Learning (PBL) is an attempt to provide equal educational opportunities for all students to enjoy and learn quality science. This study examines how Problem-Based Learning developed multiculturalism in the classroom and determined its effect on student’s conceptual understanding and attitude. The results of this study showed that PBL is an effective approach to develop multiculturalism in the classroom. After the students were exposed to PBL approach, all the topics tested under the unit “Diversity of Materials in the Environment” which includes solutions, acids and bases, substances and mixtures, elements and compounds, and metals and non metals obtained an average mastery level with percentage scores ranging from 45.50 to 61.80.

From these results, the effect size value obtained from the mean scores in the pretest and posttest is 0.9. This implies that the use of PBL in teaching Grade 7 Science had a large effect in the development of student’s conceptual understanding. Several factors can explain the

Hanghwa Hong Chonnam National University, Korea Email: hthree@hanmail.net

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This is a comparative study of an image of a scientist held by Korean teachers from science majors and non-science majors in a graduate school. Modified DAST-C including various illustrated images was used to investigate any differences of the scientist image between teachers from science majors and non-science majors. Participants were 135 teachers; 46 teachers from science majors and 89 teachers from non-science majors. The similar physical image of the scientist was appeared among Korean teachers regardless of their majors. The feature of the scientist was a middle-aged male with having neat hair and wearing a laboratory coat and glasses instead of goggles using a microscope mainly in a lab. However, the result from illustration choices slightly difference

Oral Presentation compared to what they choose from the presented words. Implications from the result of this study will be discussed for science teacher education.

formulation, prediction and verification functions of scientific models. Consequently, there is a need to teach them how scientific models are used in the formation of scientific theories and in exploration and prediction in science.

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The relationship between students’ perception of the scientific models and their alternative conceptions of the lunar phases

A framework for characterizing students explanations in science Jennifer YEO, John K GILBERT* King’s College London, U.K. Email: john.k.gilbert@btopenworld.com

Su-Kyeong PARK

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Kyungnam University, Korea Email: psookyong@naver.com

The purpose of science education is largely to enable learners to appreciate the meanings of currently agreed explanations and the ways in which these were arrived at. While research has been carried out to find out what teachers do when they explain science to students, we need to also know more about what students do as they produce explanations when they learn science. Yet, there are few comprehensive frameworks (e.g., Gilbert, Boulter, & Rutherford, 2000) that can be used to characterize and evaluate students’ competencies in constructing a science explanation. In this paper, we extend Gilbert et al.’s (2000) typology of science explanation, in three ways: function, form and level, drawing upon traditions of philosophy of science, theories of semiotics and science education.

Function. According to Salmon (1989), explanations can be distinguished between ‘explanation-seeking’, such as offering an explanation for some fact during a science examination, and ‘evidence-seeking’, such as providing grounds for believing or need/value of an explanation. In other words, science explanations can be described in terms of their cognitive or social functions.

Form. Science explanations can also be characterized by their linguistic organization and features. Functional linguists (e.g., Schleppegrell, 2004) described the language of science explanation as being technical, abstract, and marked with consequential/causal relations. Veel (1997) found distinct generic stages of different types of explanation based on their functional purposes.

Level. A science explanation can be further described by the degree to which it serves the purposes for which it is sought, which can be

The purpose of this study was to reveal whether there were differences in the understanding of scientific models according to their conceptions of lunar phases. Participants of this study were 252 students in grade 10 attending a science high school and a regular high school in South Korea.

They were asked to respond the SUMS (Students Understanding of Models in Science) questionnaire developed by Treagust et al. (2002) and to draw and explain why the different lunar phases occur.

Students’ conceptions were analyzed qualitatively based on established criterions and the differences in the perception of scientific models depending on the type of lunar conception, the one-way ANOVA was conducted. First, according to the findings, Korean students’ conceptions of the lunar phases were classified into five types: scientific, alternative, incomplete, eclipse explanation, and naïve conception. Second, the participants appeared to have different epistemological perceptions concerning each of the five sub-factors in the scientific models. The students with a scientific conception of lunar phases tended to understand that multiple representations (MR) could be used to express the different dimensions of an object, in contrast, students with a naïve lunar conception perceived models as being one representation of an actual existence. It was found that Korean students have a good understanding of the role of models as explanatory tools (ET) and the changing nature of scientific models (CNM).

Third, there was statistically significant differences were shown in ET, USM (uses of scientific models) and CNM factors depending on the types of conceptions of the lunar phases. More precisely, numerous students having the naïve conceptions of lunar phases do not understand the theory 180

Oral Presentation separated into its complexity, abstraction and precision. By complexity, we refer to the extent in which an explanation aligns with the function of the question, Abstractness of an explanation has to do with the kinds of entities and processes one believes/sees to give rise to the phenomenon, which manifest in the types of signs and symbols used to depict them. We make use of Peirce’s (as cited in Chandler, 1994) categorization of signs – iconic, indexical and symbolic, to characterize the abstractness of science explanations. By precision, we refer to the precision of the model used in the construction of science explanation. Drawing from the history of science, one model supersedes another on the basis of its accuracy of depiction of properties of target phenomenon and the range of examples of the phenomena to which an explanation could be applied. In school science, students learn more precise models as they progress through the years of learning science in school. Hence, a Grade 9 student is expected to use a more precise model in constructing an explanation than a Grade 3 student.

This multi-dimensional framework will be illustrated with examples of students’ explanations of an electromagnetic induction phenomenon during a think-aloud interview. Video data of students’ explanations were studied using Lemke’s (1998) multimodal analysis framework. We found different types of explanations constructed albeit answering the same question.

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The effectiveness of argumentation in science learning: a systematic review 1,2

Qun XIE , Winnie Wing-miu SO

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Teacher Education College, The Zhejiang Normal 2 University, China; The Hong Kong Institute of Education, Hong Kong Email: s0948794@s.ied.edu.hk

References Chandler, D. (1994).Semiotics for beginners. Retrieved on 19 February 2012 from http://www.aber.ac.uk/media/Documents/S4B/.

Gilbert, J. K., Boulter, C. J., & Rutherford, M. (2000).

Explanations with models in science education. In J. K. Gilbert & C. J. Boulter (Eds.), Developing models in science education (pp. 193-208). Dordrecht: Kluwer.

Wesley Salmon (1989). Four decades of scientific explanation. Minneapolis: University of Pittsburg Press.

Scheppegrell, M. (2004). The language of schooling.

Mahwah, NJ: Lawrence Erlbaum.

Veel, R. (1997). Learning how to mean – scientifically speaking: apprenticeship into scientific discourse in the secondary school. F. Christie and J. Martin (eds), Genre and institutions: social processes in the workplace and school. London: Continuum (pp.

161–95).

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Background: The paradigm shift in science education, along with a number of research studies, calls for the implementation of argumentation in science classrooms. The value of argumentation has also been examined in some past research studies; however, few synthetic perspectives have been put forward.

Objectives: The aim of this study is to systematically review the effectiveness of argumentation in science education. Specifically, the objectives of this study are twofold: mapping the results and characteristics of the research studies with regard to argumentation effectiveness in science education, and evaluating the strength of the evidence of target research studies.

Methodology: English journal articles and dissertations published in four electronic data-bases, EBSCO, Pro-quest, the British Education Index, and the Australia Education Index, were obtained using the pre-determined keywords, argument*, science, student, and learn*, from their inception to December 2012. The searching initially yielded 2,768 studies. All these research studies were examined according to both exclusion and inclusion criteria by two independent reviewers. Then, the included studies were mapped and assessed using measuring instruments by the two reviewers independently.

Results: A total of 24 studies satisfied the inclusion criteria. All these research studies reported that argumentation can stimulate students’ science learning in different dimensions, such as: scientific conceptual understanding, thinking skills, understandings of the nature of science, and argumentation skills. However, the quality of evidence in the target studies is not strong enough.

Less than one third of the studies were classified as high-quality studies, meaning that in most selected research studies, the evidence to prove the positive effectiveness of argumentation in science education is relatively weak.

Conclusions: Argumentation does impact students’

Oral Presentation science learning. However, more high quality evidence must be provided in this area in the future.

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Common misuses of Likert Scale 1

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Jonny Bernas PORNEL , Giabelle A. SALDAñA , 2 Maricar R. PORNEL 1

Univeristy of the Philippines Visayas, Phillipines; Dominican College of Iloilo, Phillipines Email: angel5041@gmail.com

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Enahncing the capability of creative problem soloving-a case study of problem representation development

Likert Scale is a popular instrument in educational researches in the field of science and mathematics.

It is commonly used in gathering data like attitude, self efficacy, motivation, self concept and others.

However, the proper use of Likert Scale and the analysis of the data it generates are points of controversy among statisticians and researchers.

This paper discusses the characteristics and proper use of Likert scale. It also examined 53 doctoral dissertations in a certain region in the Philippines.

The criteria used in selecting the sample dissertation were: a) the dissertation was written after the year 2000, 2) it is written by Ph.D. in Education or Ed.D. candidate, and 3) it employed Likert Scale in data gathering. The paper also determines the appropriateness of their use of the scale. It found four (4) common misuses of Likert scale, namely: unwarranted length of the scale, asymmetric verbal anchor, unevenly-spaced verbal anchor, and unwarranted interpretation of the mean. The result of this study will help educational researchers especially in the field of mathematics and sciences to construct, field and analyze a better Likert scale.

An-Chi YEH, Chia-Ju LIU National Kaohsiung Normal University, Taiwan Email: angel5041@gmail.com

The aim of the study is to explore how an experienced teacher to promote the abilities of creative problem solving through problem representations by the event of science fair.

The phenomenon of “ disappearance of color from the clothes polluted by blue magic ink that evoked the problem representations of four students, then the interpretative research methods were applied in the study. During the process of problem solving, subjects’ problem representations were changed, and then the researcher collects the problem representations of subjects through the intensive interviews. By analyzing these data, through the problem representations of problem solving ，this study interpretative the meaning of developing problem representations of students. The results of this study revealed the key point that the subjects could show different problem representations, which was related to their prior knowledge and experience. And in the situations of problem solving, the concept of subjects, problem representations could serve as the foundations for developing solutions to the problem, through the cooperation and interaction of the teacher and students, the problem space was developed. The promoting abilities of creative problem solving lie in the change of the problem representations of the group of the students.

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Learning science with mobile game on iPads in Hong-Kong-based international schools context Tianchong WANG The University of Hong Kong, Hong Kong Email: shaohua3@gmail.com

Digital games are becoming more prevalent in teaching and learning contexts as a number of studies have showed the potential benefits of introducing digital games in education. Recently, the popularity and the affordances of the iPad, Apple's now famous tablet computer, have prompted innovative teachers to take advantages of its potential as a mobile-game-based learning

Keywords: problem representations, creative problem

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solving, problem space

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Oral Presentation platform in science education classrooms. This paper discusses findings from a small-scale pilot study investigating the effectiveness of a popular mobile game on iPads, Minecraft, on student learning performance in junior secondary science classes of a Hong-Kong-based international school.

Drawing on the data from a quasi-experiment and individual interviews, it is concluded that the introduction of the mobile game on iPads may contribute to learning performance improvements in science. Implications of the findings in terms of engagement, motivation and pedagogy are discussed, and directions of future research are considered.

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Symposium influence students understanding. Yao Zhi(2011) complete the theory model of epistemic development theory which includes chemical epistemic model and epistemic development level model for students .

The common procedure of research from the perspective of epistemic development theory includes two steps: firstly researchers developed an epistemic model which aims at revealing mechanism influenced the learning. Researchers need to unpack the core idea, extracted the key elements, by analyze subject matter, test paper and literature about learning then constructed the epistemic model which serves as a Hypothetical Learning Progression. Then by data collection and analysis students’ performance, researchers built epistemic development level model. This step include review on misconceptions and interviewing students do the item design, then do the piloting and build the scaling rule according to students’ performance. Questionnaire survey then followed, to get the evidence of students’ performance. Data analysis is based on rasch model from which to revise the item and characterize the development level.

The team’s researches involve research on core ideas and key competences. Core ideas includes matter, reaction and energy ,such as: Inorganic elements and compounds(Cheng Pan,2010); Chemical equilibrium and reaction rate(YingZhang,2009); Primary cell(Tao Jiang2010).Competence including chemical inquiry (Dongfang Liu2012) and chemical reasoning(Qiong Huang,2012). The research results can describe the characteristics of students’ learning in different grade span, and the epistemic model has been proved to be validated. Meanwhile the results have been used to evaluate textbooks and curriculum design.

This symposium will focus on five parts : Research on the progressions of Chemistry Learning in Secondary School from the Perspective of Chemical Epistemic development theory :A case study of organic compounds (Yao Zhi); Research on Electrolyte solution’s learning progressions in secondary school (Boyuan Yin); Development of a Learning Progression for the structure of Matter in secondary school(Mingchun Huang); Evaluation on Junior Secondary School Students’ Learning Progression of Chemical Change(Lina Zhang); A Study on the composition and development of secondary school students’ chemical inquiry competence(Dongfang Liu).

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Research on core chemical idea learning progressions and key competence development in secondary school ——from the perspective of epistemic development and using RASCH model 1

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Lei WANG* , Yao ZHI , Boyuan YIN , 1 1 Mingchun HUANG , Lina ZHANG , Dongfang 3 LIU 1

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BeiJing normal universityn isititute of chemistry education, China ; 2 Teachers’ training school of Beijing Haidian district, China; 3 ShenYang normal university, China Email: wangleibnu@126.com

Science educators have started to explore learning progressions as a means for understanding how students develop their knowledge of complex science content over time(Merritt, & Krajcik, 2012).The development of LPs in science education include science core ideas ,skills and practice.

Recently, Learning Progression (LP) has been discussed as a promising tool for designing a coherent science curriculum (Smith, et al.,2006; Duschl, Schweingruber & Shouse, 2007). The research results of LP are highly valuable to learning, curriculum, instruction and evaluation area.

The researches in Beijing Normal University Institute of Chemical Education which is guided by professor Lei Wang focused on students learning and development for almost ten years. Instead of exploring what kind of misconceptions that students in secondary school will have, researchers pay more attention to describe the level and progressions of students’ concepts, as well as mechanism which can influence and regulate students’ misconceptions. By reference to LPs research and doing research practice successively, the research team gradually constructed the epistemic development theory which concerns about students’ concepts development and regulatory mechanism. Since HongXiao(2005), The team kept exploring the core elements which can 184

Symposium of the questionnaire.

2. A total of 674 students in different grades and different types of high schools in Beijing, Weifang and Nanjing were selected as samples of measurement, according to the evaluation tool (a: 0.88). Then, the study analyzed the current learning procession of senior high students at different grades and levels and used Rasch model to obtain the "map" (level and distribution) for students' development and analyzed its inherent mechanism.

3. By comparing the epistemic progression of students that use different textbooks, this study explored how the selection and organization of course contents could impact students' epistemic progression for organic compounds.

The following conclusions were reached: 1. After learning the compulsory parts, most students were able to recognize the composition of organic compounds based on physical matter and facts. After the learning of elective parts, some students were able to recognize the composition, structure and properties of organic compounds based on functional group while some were able to know the bonding pattern of organic compounds based on shared electrons.

2. It can be seen from the perspective of chemical epistemic style that students' epistemic progression is mainly manifested as a rich variety of epistemic perspectives (from the composition to the composition, structure and properties, etc) and a change in epistemic style types (from macro-isolated to submicroscopic-systematic or microcosmic-isolated).

3. Teacher's teaching activity will have an important effect on students' chemical epistemic style. However, when a certain chemical epistemic style in the textbook has become a refinable key clue that runs through a theme and there is practical experience, textbooks will become the major factor influencing the construction and development of students' chemical epistemic style.

The above research findings will contribute in providing an important basis for the selection and organization of the course contents of organic compounds.

SS06-1

Research on the progressions of chemistry learning in secondary school from the perspective of chemical epistemic development theory and a case study of organic compounds 1

Lei WANG , Yao ZHI

2

1

BeiJing Normal Universityn Isititute of Chemistry Education, China ; 2 Teachers’ training school of Beijing Haidian district, China

The present research on chemical learning progression is mainly about Matter and the Atomic-Molecular Theory (Liu Xiufeng, 2005, 2006; Joe Krajcik, 2006). The above research described the learning progression of relevant concepts, but the research findings are mostly realistic description, which lacks rational analysis and research on the inherent mechanism of learning progression. From the perspective of organic epistemic style (Wang Lei & Xiao Hong, 2004) and taking chemical compounds as an example, this study mainly investigated the chemical learning progression of senior high school students, with a purpose of discussing the inherent mechanism for learning progression. These specific research topics are as follows: 1. To build the chemical epistemic style model and epistemic development level model for senior high school students based on organic compounds.

2. To explore the learning progression of different grades of senior high school students for organic compounds and analyze the inherent mechanism from the perspective of chemical epistemic style.

3. To explore the impact of course and teaching on senior high school student's epistemic progression for organic compounds The following present the framework and method of this study: 1. A model of chemical epistemic style and a model of epistemic development level were built based on analysis of students' understanding performance of organic compounds and text analysis of different grades of course standards and textbooks from the perspective of chemical epistemic style. Then, evaluation tools were developed based on the model of chemical epistemic style (a: 0.922, KMO: 0.849, Bartlett sig.

0.000). A survey on 764 students was conducted to verify the model through construct validity analysis

References

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1. Xiufeng Liu. Using and Developing Measruement Instrumennts in Science Education：Printed in the United States of America：2010 IAP – information Age Publishing, 2010. 206-208 2. XiuFeng Liu, Kathleen M. Lesniak. Students’

Symposium Progression of Understanding the Matter Concept from Elementary to High School[J]. Science Education, 2005, 89(3): 433-450 3. XiuFeng Liu, Kathleen M. Progression in Children’s Understanding of the Matter Concept from Elementary to High School[J]. Journal of Research in Science Teaching[J]. 2006, 43(3): 320-347 4. Carol L. Smith, Marianne Wiser, Charles W. Anderson, Joseph Krajcik. Implications of Research on Children’s Learning for Standards and Assessment: A Proposed Learning Progression for Matter and the Atomic-Molecular Theory[J]. Mesurement, 2006, 14(1&2):1-98 5. Xiao Hong. Study on the Style of Hige School Students’ Understanding Chemistry Conceptions [D].Beijng：Beijing Normal University. 2004

structure of questions. We try to combine with these epistemic perspectives to describe the Learning Progression of electrolyte solution and hope to find its inner mechanism.

Questionnaire survey is used as major evidences in this study and text analysis and interview as a supplement. The assessment tool is developed, then modified with RASCH Model and applied in survey. Data were collected from 362 students, across 4 schools in Beijing. Difficulty of items is analysis by RASCH Model and the levels of students’ understand on electrolyte solution are determined by a series of items with similar difficulty and probability of occurrence.

In a lower level, the understanding of interaction of particles could be most important.

Students who can comprehend complex interaction in electrolyte solution perform better in other epistemic perspectives such as species of particle. Lacking of deep understanding of interaction can be the major reason that students make mistakes in solving electrolyte solution problems. But in a higher level, a single concentrate on interaction is not enough. Students need multi-perspectives reasoning ability and systematical analysis ability to solving problems.

And lacking of these abilities may limit students’ further development.

Obvious levels of Learning Progression of electrolyte solution are found in this study. Typical performances and mistakes of students show similarities in a certain level. And the characteristics of each level could be related to the lacking of epistemic perspectives and abilities.

SS06-2

Research on learning progression about electrolyte solution in secondary school Boyuan YIN

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Teachers’ training school of Beijing Haidian district, China

Electrolyte solution is an important complex system in chemistry. It tests students’ systematical analysis ability and reasoning ability with multi-components and chemical equilibriums. An appropriate teaching of electrolyte solution promotes students’ understanding of chemistry while it’s hard to learn because of its complexity.

Therefore, it’s important to know the state and development of students’ understanding of these contents.

This study focuses on the performances, differences and features of students at different stages when solving problems of electrolyte solution. We also interesting in discussing the mechanism of these performances, differences and features.

Hypothetical Learning Progression is built basing on existing research and interview. In this study we suppose students’ development from five epistemic perspectives including composition of the solution, interaction of particles, species of particles, amount of particles and phenomenon. A small-sample survey is used to examine the Hypothetical Learning Progression. Unlike other kind of learning progression research, this study is not only concerned with the development of single perspectives but also discussed the relationship between different epistemic perspectives and the

References 1. Shawn Y. Stevens, Ce´sar Delgado, Joseph S. Krajcik， Developing a Hypothetical Multi-Dimensional Learning Progression for the Nature of Matter. [J]. Journal Of Research In Science Teaching Vol.47, No.6, PP.687–715 2. Carol L. Smith, Marianne Wiser, Charles W. Anderson， Joseph Krajcik. Implications of Research on Children’s Learning for Standards and Assessment: A Proposed Learning Progression for Matter and the Atomic-Molecular Theory. [J]. Measurement， 14(1&2)， 1–98 3. 尹博远. 中学生水溶液认识发展层级研究——层级 模型建构与应用[D].北京:北京师范大学硕士论文, 2012.

4. 支瑶. 高中生化学认识方式及其发展研究[D].北京: 北京师范大学博士论文, 2011.

186

Symposium the item and characterize the development level.

Three instruments were used to develop LPs of SM: Items to test the statements about the structure of matter, Items to test the performance expectation, and Items to test the epistemic pattern of students. Those items including two types: ①two-tier items ②multiple choice items.

The students in this research included three parts, about 100 students in junior secondary schools, about 200 students in grade 11 after they finished their compulsory course, about 50 students in grade 12 after they finished their elective course.

The 100 teachers participated in the interview and questionnaire. Three chemistry educators finished the work of scoring. Scorer reliability was calculated by SPSS program. And the program was used to calculate the constructive validity, Rasch model was used to revise the certain items and show different levels..

From the research, we can conclude that: three elements of LPs can express students learning validly; students’ conceptions about SM from particle to interaction of particles have different characteristics in different grade span, students’ competences also have unique features ; students’ learning progressions of SM can influence students’ learning in other chemical ideas. Curriculum content is the most important external factor corresponding to different LPs; teachers’ understanding of core ideas is very important.

SS06-3

Development of a learning progression for the structure of matter in secondary school Mingchun HUANG BeiJing Normal University Insititute of Chemistry Education, China

The structure of matter(SM) is a core idea of chemistry. while recently in secondary school，it has become less important. Meanwhile, many researches which concerned about its learning progressions appeared abroad, and some results were directly used in curriculum design. This research raised research questions in those aspects: 1：What are the elements of learning progressions?

2：what’s the construct map of the “structure of matter”?

3：How to map the progression of SM in secondary school ?

The following paragraphs present the framework and method of this study: The research procedure design is based on the Construct-Centered Design（Namsoo Shin,2009）。 (1) Based on literature review, to build the elements model of learning progressions.

(2) Based on international curriculum standards comparison, to obtain the statements about the structure of matter in junior and senior high school (3) Based on the results of the International Comparison, through questionnaires to teachers, content analysis with textbooks and test papers, split the statement about the structure of matter into compulsory stage and the elective stage.

(4) Based on performance expectation from “Framework for K-12 science education: Practices, cross-cutting concepts, and core ideas”, through questionnaire to teachers and students split the performance expectation about the structure of matter into compulsory stage and the elective stage.

(5) Based on the existing research results of epistemic developments in Bei Jing Normal University, through curriculum standard analysis, expert interviews and subject matter analysis, to build the epistemic model of structure of matter, then by student’s test to build development model of students structure of matter which shows the level of epistemic pattern of students in different grade span.

(6) Processing data based on rasch model to revise

References

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1.Stevens, S.Y., Delgado, C., & Krajcik, J. (2010).

Developing a hypothetical multi-dimensional learning progression for the nature of matter. Journal of Research in Science Teaching, 47(6), 687-715.

2.Wilson, M. (2009). Measuring progressions: Assessment structures underlying a learning progression. Journal of Research in Science Teaching, 46(6), 716-730.

3.National Research Council (2012). Framework for K-12 science education: Practices, cross-cutting concepts, and core ideas. H. Quinn, H. Schweingruber, and T. Keller (Eds.), Washington, DC: National Academies Press.

4.Merritt, J. (2010) Tracking students’ understanding of the particle nature of matter. Unpublished doctoral dissertation, University of Michigan, Ann Arbor, MI. 5.Liu, X., & Lesniak, K. (2006). Progression in childrens’ understanding of the matter concept from elementary to high school. Journal of Research in Science Teaching, 43(3), 320-347.

Symposium secondary schools were involved in the large scale paper and pencil test, using 1 instrument when they finished learning. About 40 students from the same class were involved in each paper and pencil test (that means 3 times test，on different time point)as well as student interviews and think-aloud tasks. The 46 teachers participating in the interview came from 3 districts. Three chemistry educators finished the work of scoring. Scorer reliability was calculated by SPSS program. And the program was used to calculate the constructive validity, and some other analysis, to know the influent factors of students’ progressions on chemical change. RASCH model was used to (1) review if certain items were necessary to add/delete; (2) divide different progressions.

From the study, we can conclude that: there were different progressions; students’ learning progressions of chemical change were not quite consistent with which were expected; instruction is the most important external factor corresponding to different progressions; teachers’ understanding of core concepts is very important.

SS06-4

Evaluation on Junior secondary school students’ learning progression of chemical change lina ZHANG

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BeiJing Normal University Insititute of Chemistry Education, China

Several studies proved that students’ deep understanding of big ideas was closely related to their chemical epistemic patterns. For the development of students’ progressive and deep understanding of chemistry big idea, the study aims to evaluate students’ progressions of chemical change. It is important to know: (1) What is the students’ learning progression of chemical change after instruction?

(2) Which factors may influence students’ progression?

From the perspective of chemical epistemic patterns, we built a multiple-dimensional hypothetical learning progression of chemical change. We unpacked the big idea-chemical change into smaller constructs represented by a concept map on the inspection of chemistry standard, university chemistry textbooks, junior secondary school chemistry textbooks. As reliability check, in order to ensure the underlying concepts and propositional knowledge statementepistemic perspectives referred to the same topic, seven concept maps were developed. All the concept maps and epistemic perspectives were validated by a college expert who was involved in teaching chemistry, a junior secondary school chemistry teacher, a college expert who was involved in teaching chemistry education.

Assessment tasks were informed by the analysis of three large scale assessments- PISA, TIMSS, NAEP, and the inspection of the national standard.

Three instruments were used to make empirical progressions. Each instrument tested the same abilities with different content. Two parts were contained in one instrument :(1) paper and pencil test, including 3 types of items:① concept map, ② Likert five scale,③ multiple choice items and constructed- response items. (2) Student interviews and think-aloud tasks. Each item was designed to a certain score. And students’ progressions were corresponded by the total score.

Teacher interview was implemented to help students’ progressions building.

The students in this study belonged to two populations. About 400 students from 10 junior

References 1. Louise M. Tyson, Grady J. Venville, Allan G. Harrison,David F. Treagust.A Multidimensional Framework for Interpreting Conceptual Change Events in the Classroom[J]Science Education,1997, 84(4):387-402.,1997． 2. XiuFeng Liu, Kathleen M. Lesniak. Students’ Progression of Understanding the Matter Concept from Elementary to High School[J]. Science Education, 2005, 89(3): 433-450 .

3. Shawn Y. Stevens, Ce´sar Delgado, Joseph S. Krajcik.

Developing a Hypothetical Multi-Dimensional Learning Progression for the Nature of Matter[J].

Journal of Research in Science Teaching, 2010, 47(6): 687-715.

SS06-5

A Study on the composition and development of secondary school students’ chemical inquiry competence Dongfang LIU ShenYang normal university, China

Internationally, scientific inquiry ability is an important area of research and practice in science education. At the end of the 1980s, China viewed the scientific literacy as an important goal of 188

Symposium science education, emphasizing the significance of scientific inquiry.

This research belongs to basic research of the area ,and mainly for the following aspects: 1.The composition of general inquiry ability; 2. The composition of chemical inquiry ability;3. The status of the development of secondary school students’ chemical inquiry ability.

First of all, this study compared science curriculum documents from 10 countries and regions using the method of text-analyzing. And the constituent elements of general inquiry abilities were obtained in according to the frequency. Secondly, this study analyzed the inquiry perspective and ideas by which chemical inquiry activities can be completed, and then provided the composition model of chemical inquiry ability. Chemical inquiry ability includes general inquiry ability and specific inquiry ability( it is composed of chemical inquiry perspective and ideas) . Both of two merge organically and form the chemical inquiry ability which is necessary in a chemical inquiry activity. Chemical inquiry activities includes six types: chemical properties of substances, composition and structure of substances, preparation of substances, testing of substances, separation and extraction of substances and laws of chemical changes.

This research developed the testing tools and scoring standard of chemical inquiry ability based on the theory of Rasch model. 480 junior and senior high school students are selected from 4 schools in Beijing as the samples to test the development of chemical inquiry ability. The quantitative analysis of investigation data was taken by the use of Bond&Fox Analysis software.

The data obtained from testing had a good consistency with the ideal model. The tool had good reliability, fitted well with the expectation model and was one-dimensional in the measurement of chemical inquiry ability.

The results showed that to the student sample: (1) the overall score of chemical inquiry abilities was not high, and the scores of three learning stages, the junior-compulsory, compulsory-elective and elective-senior Grade Three, significantly improved. (2) Elements of general inquiry abilities (such as the ability to pose questions) developed differently and showed a significant difference in the development between some stages. (3) the White Diagram, distributed according to students’ abilities, showed high, medium and low levels. (4) the overall score of chemical inquiry abilities was not high, and the

development between some stages had significant differences. (5) the White Diagram of students’ specific chemical inquiry ability showed high, medium and low levels.

The research results can reasonably provide a basis for establishing training target of secondary school students’ chemical inquiry abilities. It can help us to research the selection of curriculum content, the style of content organization and presentation from the perspective of promoting the development of students’ chemical inquiry ability.

References 1.National Governors Association and The Council of Chief State School Officers. Common Core State Standards(Draft).2010,03 2.Ontario Ministry of Education. The Ontario Curriculum Grades 11 and 12：Science[S].2008 3.Hofstein ,Navon, Kipis, Mamlok-Naaman (2005).Development Students’ Ability to Ask More and Better Questions Resulting from Inquiry –Type Chemistry Laboratories, Journal of Reasearch in Science Teaching ,42(7)1-16.

4.Kanari ,Z﹠Millar R (2004).Reasoning from data: How students collect and interpret data in Science investigations, Journal of Reasearch in Science Teaching,41 748-769

SS-07

3D computer educational game for supporting science teaching: the system, the game developing, and outcomes Chi-jui LIEN*, Yu-ling LU*, Jian-da CHEN, Wen-tsen LUO, Jiun-Hung CHEN, Chien-Ju LI, Ling-Chen CHIU, Cheng-Hung KE, Jian-Da CHEN National Taipei University of Education, Taiwan Email: stsweb@tea.ntue.edu.tw

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The field of Educational Technology has been noticed as an emerging research area in science teaching (Tsai, Wu, Li, & Liang, 2011). Computer education game is able to provide authentic learning and/or exploring experiences for students, thus, gains much attention recently.

This research group has studied on: 1. how to create an editing system for science educators/teachers to develop computer educational game to support science learning; 2. to develop models for creating computer

Symposium education games for helping content developers to make their own computer games; 3. to produce quality computer educational game for students to use. Moreover, to evaluate the effectiveness and acceptances of the system and the games developed.

This symposium consists four parts: 1. An Innovative Approach for Developing 3D Computer Educational Game: The System and the Processes 2. An Innovative Computer Educational GameEnergy Saving and Carbon Reduction and its Effectiveness on Concept Learning 3. Cultivating Students’ Scientific Creativity by integrating Computer Educational Game with Creativity Education 4. Students’ Science Learning Experiences with Computer Educational Games It is expecting that the symposium may give the audience ideas about the recent development in computer educational game and may trigger in-depth sharing and discussions about this interesting research field.

(Figure 1: Snapshot of the UeBond Editing System for Developing 3D Computer Games) The innovative way of creating 3D situated learning games included three easy steps: 1.

Create the world, 2. Build the society, 3. Make the world alive. Some of the 3D computer educational games developed with this editing tool will be introduced (Figure 2). The feasibility and the usability have been tested and the results show that science teachers with minimal training can design computer educational games to support their instruction. This new approach of developing science learning materials has regarded to be potential to change the way of student’s learning in science, is potential to broaden students learning experiences in science classes and is also potential to enhance students learning in science.

References Tsai, C.-C., Research Analysis [Article].

352-363.

Wu, Y.-T., Li, L. Y.-C., & Liang, J.-C. (2011).

Regarding Science Learning in Asia: An of Selected Science Education Journals.

Asia-Pacific Education Researcher, 20(2),

SS07-01

Approach for developing 3d computer educational game: the system and the processes Yu-ling LU, Chi-Jui LIEN

Day 3

National Taipei University of Education, Taiwan

The paper will introduce the e-learning editing tool, UeBond, which is developed by the research team in National Taipei University of Education (Figure 1). By which, computer educational games can be easily developed to support science teaching and learning. The structure, operation processes, typical computer educational games to support science learning, and exemplary RPG-e-leaning modules for science and technology education will be introduced and demonstrated.

(Figure 2: Snapshot of one of computer educational games developed in this study)

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Symposium SS07-02

SS07-03

An Innovative Computer Educational Game- Energy Saving and Carbon Reduction and its Effectiveness on Concept Learning

Computer educational game and its effectiveness on cultivating students’ scientific creativity Jiun-Hung CHEN, Chien-Ju LI, Chi-Jui LIEN, Yu-Ling LU*

Jian-Da CHEN, Wen-tsen LUO, Yu-ling LU National Taipei University of Education, Taiwan

National Taipei University of Education, Taiwan

This study was to explore the effect of a computer educational game of Energy Saving and Carbon Reduction (ESCR) on students learning about related concept. Participants were students of five classes in an elementary school in Taoyuan County, Taiwan. Four of these were assigned as experimental group; one class was assigned as contrast group. The experimental group was taught with a self-developed ESCR 3D computer educational game. An instrument, “Concept Achievement Test of ESCR,” was developed and used for pre- and post- tests for observing the growth of concept learning.

Statistics methods included paired t-test, ANOVA and independent sample one-factor ANCOVA, were used for data analysis.

The findings of this study are as follows.

1. After children learned with the computer educational game, their concept of ESCR was significantly improved.

2. Gender effect was significant on how well students learned with the computer learning games. When, the pre-test score “Concept Achievement Test of ESCR” for boy and girl were between 16.31 and 23.42, there was no significant different of gender. However, when score was higher than 23.42, the concept learning outcome for girl was better than boy. On the contrast, if pre-test score was lower than 16.31, the learning concept of outcome for boy was better than girl.

3. When grouping students according to their pretest scores of “Concept Achievement Tst of ESCR,” students’ learning on ESCR showed low score group learned better than those in middle and high scoring groups significantly.

4. When grouping students according to their scores in report card and used these scores as the covariate, students’ learning on ESCR showed middle and high score groups learned better than those in low scoring groups significantly.

Students’ scientific creativity is important to their future competitively and is also an important domain in school teaching. However, this is regarded as very difficult to be taught in school science classes. This study developed an instructional model of using computer educational game with a creativity teaching approach for elementary students and to understand the effectiveness of that on students’ scientific creativity.

The teaching approach used in this study integrates a creativity teaching methods, which consists of four steps (awareness, planning, executing and evaluation), into a computer educational game. A pre-post test design has been adopted. Subjects consist of two fifth grade classes and two sixth grade classes of elementary school in Taoyuan City, Taiwan. Experimental group used the creative teaching approach with a computer educational game. Control group adopts computer educational game only. Quantitative as well as qualitative data are collected. The tools of this study include: Creativity Test Based on Science and Technology Context. Statistics methods used included descriptive statistics, one-way analysis of covariance (ANCOVA), dependent T-test. In addition, students’ notes and feedbacks are collected and analyzed.

It is found that students’ scientific creativity of the experimental group is superior to that of the control group on “total scores (F=16.345, p=.000)”.

Other significances were also found in domains of “fluency” and “originality” This indicated that, when the computer educational game integrating with adequate creativity instructional approach, students’ scientific creativity can be significant improved.

Day 3

191

Symposium those were: “1. Learning”, “2. Fun”, “3.

Human-Computer Interaction” and “4. Usability.”

It found that students about 8 in a 10-point scale, respectively. It is found that the “3.

Human-Computer Interaction” was relative low when comparing with other dimensions, thus, suggested the operation and interface were foci of improvement. This study also compared the differences between Groups A, B, and C. The data showed a consistent tendency. This study has provided ways of developing learning contents and, subsequently, developing educational games for supporting learning in science and in other possible subjects. This study also gave evidences of how students accept the computer educational game and has pointed out directions of improving the design of computer educational game.

SS07-04

Students’ science learning experiences with computer educational games Ling-Chen CHIU, Cheng-Hung KE, Jian-Da CHEN, Chi-jui LIEN, Yu-ling LU* National Taipei University of Education, Taiwan

Many studies have revealed that computer educational games can be useful in helping students’ learning. This study used UeBond 3-D game editor to create eight computer game to support science learning. The objectives of this study were: 1. To develop different types of educational games, 2. To observe students learning experiences after using educational games in a whole and in different types of games.

The eight games were in three types. The 6 first followed the format of PISA (Program for International Student Assessment) items, which was context-based. Students practiced concept learning and practiced abilities in indentifying issues, explaining phenomena, and using evidence in the games. There were three games in the first type; those are 1.“The Bike that we Rode (那一年 我們一起騎的腳踏車)”, 2.“The Missing Taiwan Scimitar-babbler (快樂森林懸案之消失的小彎嘴 畫眉鳥)” and 3.“The Green House Effect (地球的 溫 室 效 應 ).” The second type of game was designed based on school curricula. The new designed game provided students a new different learning experience and in some way strongly connecting with their school curricula. The game designed for this purpose was “Shang Kingdom, It Molded! Make it Right! (泫泫國，有”黴”有搞錯

Day 3

呀！). This game was used to support one of 6th grade textbook units, “The Preservation of Food.”

The third type of game was focusing on environmental protection. The title of the game was “”The Global Warming and Carbon Reduction(全球暖化與節能減碳)”.

A total of 182 students involved the study: 53 of them designated as Group A, who played the first type of game; 27 students as Group B, who played the second type of game; 102 students as Group C, who played the third type of game. The experiment lasted for 2 hour in Group A and B; 6 hours for Group C. A questionnaire then was used to collect students’ opinions in four dimensions; 192

Poster Exhibition PS-301

Development and implementation of engineering design and scientific inquiry-based STEM education program Hyonyong LEE*, Bohyun SEO, Kyungsuk PARK, Yongkee KIM, Yunhee PARK, Byungyeol PARK Kyungpook National University , Korea Email: hlee@knu.ac.kr

The purpose of this study was to develop engineering design and scientific inquiry based on STEM (Science, Technology, Engineering and Mathematics) education program and investigate the effects of STEM on students’ attitude toward STEM. The subjects of the study were 28 first-graders of Y middle school and 21 second-graders and 26 third-graders of K middle school. One sample pre-post paired t-test was conducted on Student Attitude Toward STEM (Mahoney, 2009) was translated, modified and supplemented to measure the interest and attitude toward STEM. The results are as follows: First, engineering design and scientific investigation based on STEM education program was developed on the basis of literature reviews and the results of survey. The program was composed of four major steps: Analysis, Design, Building, and Assessment. Second, the program was effective for middle school students’ improvement in cognition, ability, value, and commitment in every subject. Third, the program was effective, as well, for increase in students' attitude through engineering design and scientific investigation based STEM education. This program can be utilized in schools to enhance students’ understanding on science and technology and interest on mathematics and science. This program will be used as a basis in fostering convergence talents through education which cultivate integrated thinking based on science and technology, and problem–solving ability.

References International Technology Education Association[ITEA] (2010). ITEA's 71st annual conference. Retrieved January 27, 2010, from http://www.iteaconnect.org/.

Kuenzi, J. J. (2008). Science, Technology, Engineering, and Mathematics (STEM) Education: Background,

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federal policy, and legislative action. Congressional Research Service Report for Congress (RL33434).

Kwon, H. & Lee, H. (2008). Motivation issues in the science, technology, engineering and mathematics (STEM) education: A meta-analytic approach.

Secondary Education Research, 56(3), 1-22.

Kwon, H., Park, K. & Lee, H. (2009). Research Trends on the Integrative Efforts in Technology Education: Reviews of the Relevant Journals. Secondary Education Research, 57(1), 245-274.

LaPorte, J. E., & Sanders, M. (1993). Integrating technology, science, and mathematics in the middle school. The Technology Teacher, 52(6). 17-21.

Mahoney, M. P. (2009). Student attitude toward STEM: Development of an instrument for high school STEM-BASED Programs. The Ohio State University.

Merriam, S. B. (1998). Case study research in education.

Francisco, CA: Jossey-Bass Publishers.

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation. San Francisco, CA: Jossey-Bass Publishers.

Minogue, J., & Guentensberger, T. (2006). Paper tower: Building students’ understanding of technological design, Science Scope, 18-20.

National Research Council[NRC](2012). A Framework for K-12 science education: Practices, crosscutting concepts, and core Ideas. Washington, DC: The National Academies Press.

Norton, S. J. (2006). The use of design practice to teach mathematics and science. International Journal of Technology and Design Education, 18(1), 19-44.

Puntambekar, S., & Kolodner, J. L. (2005). Toward implementing distributed scaffolding: Helping students learn science from design. Journal of Research in Science Teaching, 42(2), 185-217.

Sanders, M. (2009). STEM, STEM education, STEM mania.

Technology Teacher, 68(4), 20-26.

Sanders, M., Kwon, H., Park, K., and Lee, H.(2011).

Integrative STEM (Science, Technology, Engineering, and Mathematics) Education: Contemporary Trends and Issues. Secondary Education Research, 59, 729-762.

Scarborough, S. R., & White, C. (1994). PHYS-MA-TECH: An integrated partnership. Journal of Technology Education, 5(2), 31-39.

U. S. Congress (2006). Department of labor, health and human services, education, and related agencies.

Appropriations for 2007. Hearing before a subcommittee of the committee on appropriation. U.S. House of Representatives, One Hundred Ninth Congress, Second Congress, First Session. Washington, DC: Government Printing Office.

Van Langen A., & Dekkers, H.(2005). Cross-national differences in participating in tertiary science, technology, engineering and mathematics education.

Computer Education, 41(3), 329-350.

Venville, G., Wallace, J., Rennie, L. J., & Malone, J. (1998).

The integration of science, mathematics, and technology in a discipline-based culture. School Science and Mathematics, 98(6), 294-302.

Day 3 Poster Exhibition

Poster Exhibition The Teaching Practicum of the Japanese undergraduate student is carried out for about four weeks. It is a very short period, so student teachers are very busy because they need to write their lesson observation records every day in order to get their tutor's comments written in red, make the document called "lesson plan" which is a traditional custom for Japanese teachers, and discuss with school teachers after their practice teaching. Thanks to these activities, the student teachers become more conscious of paying their attention to the status and growth of students by their science lessons. Therefore, it is thought that student teachers' growth of their science teaching ability can be brought from promoting their communication with students, their deep understanding of students' situation, and their reflection for their lesson plan. By this presentation, I will examine the influence of the promotion of student teachers' communication with students for the growth of their science teaching ability based on their answer results for the self-evaluation sheet and the post teaching practicum questionnaire sheet.

PS-302

An Analysis of changes on the science teachers’ stages of concern on STEM education and STEM-PCK *1

2

2

Heejin OH , Hyonyong LEE , Byungryeol PARK , 2 2 Jaedon JUN , Mirang KIM 1

Korea Advanced Institute of Science and Technology, 2 Korea; Kyungpook National University, Korea Email: mirbow@gmail.com

The purpose of this study was to investigate the changes on the science teachers’ stages of concern toward STEM education and their STEM-PCK. The specific research questions are as follows:(1) How does science teachers change their stages of concern toward STEM education?;(2) What are the components and structure of STEM-PCK?;and (3) How does science teachers change their STEM-PCK during the stages of planning and implementation of STEM education? A total of 9 in-service teachers participated in this research and they were three elementary school teachers and six secondary teachers. Hall(1979)’s questionnaire of the stages of concern had used to explore the changes on the stages of concern of teachers about STEM education. Therefore, this study developed a framework describing components and sub -categorise by analyzing PCK which is appeared in actual class of science, technology, mathematics teachers. Then, this study checked participant’s STEM-PCK through in-depth interviews. Results are below: First, there are three types of the transitional patterns in terms of the science teacher’s’ stages of concern toward STEM education. Second, STEM-PCK is composed of six types of knowledge. Third, teacher’s STEM-PCK has been changed in both development and practice stages of STEM education.

PS-304

Relationships between Science teaching efficacy beliefs, attitudes towards teaching science, and behavioral intention in teaching science amongst pre-service science teachers Yoon Fah LAY, Chwee Hoon KHOO Universiti Malaysia Sabah, Malaysia Email: layyoonfah@yahoo.com.my

Self-efficacy and attitudes of pre-service teachers have been the focus of many studies. This is mainly due to the expected effect these might have on teachers’ behaviors in classroom teaching.

Low self-efficacy beliefs and negative attitudes could have varying classroom effects from less time teaching the subject, employing didactic approaches, affecting students’ achievement to passing on to students’ negative attitudes towards science and teaching. The main purpose of this study was to investigate the possible relationships between science teaching efficacy beliefs and attitudes towards teaching science, which both measure issues related to the expected behaviors

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The growth of student teachers' science teaching ability by the promotion of their communication with student Toshihide HIRANO Aichi University of Education, Japan Email: schirano@auecc.aichi-edu.ac.jp

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Poster Exhibition teachers adopt when teaching science. In this study, the ‘Science Teaching Efficacy Belief Instrument- Form B’ (STEBI-B) was used to measure pre-service science teachers’ science teaching efficacy beliefs. The ‘Dimensions of Attitude towards Science’ (DAS) was used to measure attitudes towards teaching science whereas ‘Behavioral Intention Scale’ was used to measure behavioral intention in teaching science among pre-service science teachers. Pearson product-moment correlation and multiple linear regression analysis were used to investigate the relationships among science teaching efficacy beliefs, attitudes towards teaching science, and behavioral intention in teaching science among pre-service science teachers.

males and wore experiment suits with tubes in the laboratory. Besides, scientists’ images of gifted-science students were affected by their gifted characters such as loved reading, owned higher cognitive abilities and wide interests, which held the stereotype of scientists’ gender and used more abstract representations and creative tools drew their images of scientists. Based on these findings, the research proposes several suggestions for gifted-science curriculum design and further research in the science and gifted education fields.

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What makes school success in science education? - eight characteristics of excellent schools

Keywords: Science teaching efficacy beliefs; attitudes towards teaching science; behavioral intention in teaching science; pre-service science teachers, science education; teacher education

Wei WANG Sichuan Normal University, China Email: wei_sicnu@126.com

Teaching study on Ferroelectric Physics Lianwei SHAN Harbin University of Science and Technology, China Email: shlw0531@163.com

Ferroelectric Physics is main curriculum for inorganic non-metal specialty. Inorganic material preparation equipment is also cross curriculum.

The teaching innovations were studied from two aspects. One is teaching contents design. Another one is innovations and design in teaching methods.

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How gifted students in science see scientists?

Yu-Chi CHAO*, Chiung-Hui TSENG National Taipei University of Education, Taiwan Email: gscience333@gmail.com

This study used “Draw-A-Scientist-Test, DAST” (Chambers, 1983) to investigate the scientists’ images of 52 science-gifted students (35 males and 17 females) in Hualien County (located on the east of Taiwan). The results showed half of science-gifted students thought scientists were

 195

Two

characteristics

of

the

teachers.

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The competition of School of Distinction Award(SODA) was organized by Intel that had been introduced into China in 2010. As a national competition, SODA evaluating the power of primary and secondary schools in science education in China. My research is based on the project that is “Construction of competition’s evaluation criteria “, which aims to discover and summarize the same characteristics of the top science education schools.

The study is divided into three stages: first, construction of competition’s evaluation criteria in science education; second, assessment and select primary and secondary school`s application materials of 33 national provinces; and third, investigate an in-depth study in the top 20 schools during two years, which they are at the national level. Through the three stages of evaluation, I found excellent schools in science education with eight key characteristics:  Two Characteristics of students. Favorable capability of exploration and good communication.

Students’ ability in exploration are performance for innovative ideas, careful empirical and favorable operational capabilities; communication skills which are able to clearly and fluently express their views, cooperation and communication with others in Perfect.

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Poster Exhibition Teachers are good at guiding students and they have a strong love for science education.

Because of good relationship between teachers and students, Teachers are good at guiding students, the process and methods of guide has reflected teacher's understanding in science education and teaching skills. Devoted to science education career that give teachers creative inspiration and courage them to overcome the difficulties.  The characteristic of school leaders. They are very trusting staff and they decentralize.

School leaders decentralize, director more active in the organization, and trust science teachers, they have broader space to develop, and maximize their education potential. In addition, because of universities entrance examination, school leaders pay more attention to science education, that impact science education in school.  Two characteristics of school resource.

Parents and Professional guidance staffs who are outside the school.

The main task of the science teachers in school are training scientific literacy of all students, professional guidance staff outside the school play more important role in the process of attaining to high-level scientific and technological achievements. The importance of parents is reflecting in the students learning science and technology concepts, and this affection is more than school's science education for the most of students.  The characteristic of curriculum. They have different levels to face the different students' needs.

Student ability level corresponding to the existing curriculum can be most effectively promoted to active learning, and the students with specialty can take advantage of high-level courses for more in-depth research platform to learn.

The significance of the study has two aspects: first, the characteristics of excellent science education of the schools showed the reasons for the success of science education. Second, the conclusion of the study provides a basis reference and learning for the nationwide primary and secondary schools.

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The Features and Quality of students' argumentation in debate activity 1*

2

Yu-Ren LIN , Jeng-Fung HUNG , Kai-Yi (Clark) 1 1 HUANG , Hui-Ling WU 1

2

National Chiao Tung University, Taiwan; National Kaohsiung Normal University, Taiwan Email: titiyoyo@msn.com

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The purpose of this study is to analyze the features of students’ argumentation in social scientific issue debate activity. A graphical representation was developed as analysis framework to tracks the feature and quality of students’ argumentation process. Four categories of dialogue were identified in analysis framework: supporting a position, rebutting an opposing position, coordinating opposing positions and looking for teacher’s intervention. Result indicated that in supporting and coordinating dialogue, students’ dialogue interactions shows the feature of co-constructional in which they tend to share their knowledge build a quality argument cooperatively.

On the other hand, when student generated a rebutting dialogue to show their disagreement or opposition, they tended to rebut low-quality argument spontaneously without caring what others had said. The role of teacher’s intervention therefore was important for dealing with this kind of situation. Through the researching of features in students' arguments, we suggested the teaching of science argumentation could be more student-centered and providing guidance to form scientific knowledge subjects for co-constructional discussion and then improving the quality of their arguments.

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Poster Exhibition PS-309

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Applying repertory grid to assess inexperienced and experienced teachers’ teaching of argumentation

The relationships between conceptions of and approaches to learning chemistry among chemistry-majored college students in Taiwan

1*

Yu-Ren LIN , Jeng-Fung HUNG 1

2

2

National Chiao Tung University, Taiwan; National Kaohsiung Normal University, Taiwan Email: titiyoyo@msn.com

Wei-Ting LI*, Jyh-Chong LIANG, Chin-Chung TSAI National Taiwan University of Science and Technology, Taiwan Email: M10011015@mail.ntust.edu.tw

In recent years, a growing number of studies have been focusing on the analysis of argumentation teaching in the science curriculum. A study was conducted in Taiwan to investigate the teaching of argumentation. Two college science teachers were selected for the study, one experienced and one inexperienced in teaching argumentation. They were invited to design two social-scientific issues respectively during one semester and integrate argumentation into their science classroom which included forty-five students majoring in nursing.

The purpose of this study was to investigate and compare both teachers’ design of argumentation activities. Instructional objectives and strategies were main units for the comparison which were extracted from interviews of both teachers before and after their teaching. Repertory grid techniques were applied to generate and analyze these explainable objectives and strategies. The results indicate that both teachers have their own meaningful design of argumentation teaching although the contents of objectives and strategies from the experienced teacher were more explainable, accurate and related to students’ argumentation practice. The inexperienced teachers’ design was based on teaching strategies the teacher familiar with and then to connect them to the objectives related to argumentation.

The experienced teachers’ design emphasized much on forming a harmonious atmosphere where students have more opportunities to obtain encouragement to speak out their claim, making reflection, and evaluating their arguments.

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There has been a growing interest among educational researchers in exploring the relationships between students' conceptions of and approaches to learning. The aim of this study was to examine the relationships particularly in the domain of chemistry. The participants of this study included 367 chemistry-majored college students.

Two questionnaires, the conceptions of learning chemistry (COLC) and approaches to learning chemistry (ALC), were developed and administered to investigate the students' self-reports of the two corresponding constructs. The COLC questionnaire included four factors in a hierarchical order: learning chemistry as "memorizing," "testing," "calculating and practicing," and "transformating."

Also the ALC consisted of four factors: "deep motivation," "deep strategy," "surface motivation," and "surface strategy." The results indicated that students in higher grade tended to express more agreement with higher-level COLC, learning chemistry as transformating, than those in lower grade. Through the regression analyses, in general, the students who expressed lower-level COLC, such as learning chemistry as memorizing and preparing for tests, tended to use surface approaches to learning chemistry, whereas the students possessing higher-level COLC, such as learning chemistry as transformating, tended to use deep approaches to learning chemistry.

However, inconsistent with theoretical perspectives, this study revealed that learning chemistry as memorizing made positive prediction to deep motivation of learning chemistry, and learning chemistry as transformating was associated with surface motivation to learning chemistry. The special features of learning chemistry which might account for these relationships were discussed.

Poster Exhibition References

Therefore art education has been emphasized in science education.

Definition of ‘art integrated’ is used in various ways from many people so it is difficult to define it clearly. In the conventional sense, art education emphasizes art subject itself and its contents. Whereas art integrated education more emphasizes relationship of art and other subject and effect of art. For example, Russell & Zembylas (2007) defined ‘art integrated’ as “an activity that makes an effort to integrate arts with school subject curriculum.” In this study, we interviewed Korean elementary school teachers who teach rd th science in 3 grade to 6 grade and investigated how they teach science-arts integration activities in their science classroom. And from the interview we found educational values and difficulties for teaching science-arts integration activities.

Chin, C., & Brown, D. E. (2000). Learning in science: A comparison of deep and surface approaches. Journal of Research in Science Teaching, 37, 109-138.

Chiou, G.-L., Liang, J.-C., & Tsai, C.-C. (2012).

Undergraduate students’ conceptions of and approaches to learning in biology: A study of their structural models and gender differences.

International Journal of Science Education, 34, 167-195.

Liang J. C., & Tsai, C. C. (2010). Relational analysis of college science-major students’ epistemological beliefs toward science and conceptions of learning science. International Journal of Science Education, 32, 2273-2289.

Lee, M. H., Johanson, R. E., & Tsai, C. C. (2008). Exploring Taiwanese high school students’ conceptions of and approaches to learning science through a structural equation modeling analysis. Science Education, 92, 191-220.

Tsai, C.-C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26, 1733-1750.

Tsai, C.-C., Ho, H.-N., Liang, J.-C., & Lin, H.-M. (2011).

Scientific epistemic beliefs, conceptions of learning science and self-efficacy of learning science among high school students. Learning and Instruction, 21, 757-769.

Tsai, C.-C., & Kuo, P.-C. (2008). Cram school students’ conceptions of learning and learning science in Taiwan.

International Journal of Science Education, 30, 353-375.

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The comparison of fraction topics between finland and taiwan elementary mathematics textbooks Der-Ching YANG*, Yin-Hsiang WEI Graduate Institute of Mathematics and Science Education, Taiwan Email: dcyang@mail.ncyu.edu.tw

Learning and understanding the concepts of fractions is an integral part of elementary mathematics education (National Council of Teachers of Mathematics, [NCTM], 2000; National Mathematics Advisory Panel, 2008). Textbook also plays a key role in mathematics teaching and learning (Stein, Remillard & Smith, 2007; Yang, Reys, & Wu, 2009). In addition, several studies show that we can learn about the strengths and weaknesses of the textbooks of their own country through international comparative studies (Hiebert et al., 2003; Stigler & Hiebert, 2004). Therefore, the key purpose of this study applied content analysis method to compare the differences of fraction topic of elementary mathematics textbooks between KH in Taiwan (about 36.4% of schools adopted the KH) and Laskutaito in Finland (about 70% of schools adopted the Laskutaito and as the textbooks). Several major differences were found from this study. Firstly, Laskutaito textbooks not only highlight the basic definition of fraction, but also help children develop higher level of reasoning. Secondly, the problem posing of

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Elementary science teachers’ perception on science-arts integration and the utilization Jiyeong MUN, Juyeon SONG, Sung-Won KIM*

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Ewha womans University, Korea Email: sungwon21@gmail.com

Recently many science educators and researchers emphasize integrated education through art education in science education. There are several studies about the educational effect of science linked art (Jakobson & Wickman, 2008; Milne, 2002). Those studies asserted that students can have an ability to reason and in-depth understand science through the art. Integrated education should include an art education in order to cultivate students’ creativity. Through art education, students can also understand scientific phenomena by using various senses (Maes, 2010).

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Poster Exhibition fractions in Laskutaito uses a lot of pictorial representations to emphasize the concepts of fractions. Finally, the KH adopts multiple representations; however, the Laskutaito highly focuses on symbolic representation. The differences found in this study can be considered in the future reformulation of textbooks in Taiwan.

PS-315

Effects of inquiry-based teaching on science learning: a meta-analysis 1*

1

A Case Study of applying problem-based LEGO dacta to develop self-directed learning skills for elementary students

The meta-analysis study was to address the main effects of inquiry-based teaching (IBT) on science learning achievement, attitudes toward science and the nature of science, and to argue potential moderators of the effects of IBT. We selected thirty four studies from Taiwan that met three criteria for inclusion: empirical studies on inquiry-based teaching, the studies that simultaneously included science learning achievement, attitudes toward science, and the nature of science as independent variables and essential data provided for meta-analysis (numbers of sample, means, standard deviations, t-value, F-value, p-value). The result showed that IBT was effective in science learning achievement (effect size: 0.535), attitudes toward science (effect size: 0.508), and the nature of science (effect size: 0.353). The potential moderators in science learning achievement, attitudes toward science and the nature of science were types of instructional design and the duration of IBT invention. Although IBT had middle-low effects, it was important and necessary to promote science teaching and learning.

2

Miao-Li CHANGLAI *, Kun-Yuan YANG , Tsai-Der 3 HSU 1

2

Chung Yuan Christian University, Taiwan; China 3 University of Technology, Taiwan; Tao Yuan County Beishih Elementary School, Taiwan Email: kunyuan@cycu.edu.tw

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1

2

Kun-Yuan YANG , Miao-Li CHANGLAI , Chia-Fen 3 TSOU

2

China University of Technology, Taiwan; Chung Yuan 3 Christian University, Taiwan; Tao Yuan County Cheng Gong Elementary School, Taiwan Email: miaoli@cute.edu.tw

The purpose of this case study was to investigate the performance of self-directed learning skills [SDL] of fourth and fifth graders in science problem-based Lego Dacta learning (PBL-LD) processes. Ten students who were the members of the creative robotics science club from an elementary school in Tao Yuan County, Taiwan participated in this study. Evidence derived from various qualitative data analyses showed that the skills for learning goal-setting, resource-searching, resource-management and result-evaluating were gradually enhanced along with the various learning stages in progress. Different kinds of learning resources and the skills for applying learning strategies were used according to the various learning issues. Based on the content analysis of students’ interviewing, we found that the learning issues, self-efficacy, group cooperation, and learning scaffolding were beneficial factors to develop elementary students’ SDL skills.

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Comparison of factors affecting scientists’ and students’ problem finding processes in ill-structured problem situation Eugene KANG, Kilsoon PARK, Jina KIM Pusan National University, Korea Email: soc-none@hanmail.net

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The purpose of this study was to compare factors affecting students’ and scientists’ problem finding processes in ill-structured problem situations, specially to select information to solve problems they will encounter in the real-world. Creative real-world problem-solving ability has been increasingly emphasized in many countries and

Poster Exhibition fields, including in science education in South Korea. Real-world problems are ill-structured problems requiring creative problem solving. For a creative solution to be found, a well-structured problem should be extracted from an ill-structured one. Therefore, to improve creative real-world problem-solving ability, knowledge of how to identify well-structured problems within ill-structured ones is necessary.

According to the cognitive models for this “problem-finding” process, selection of information is in the process of problem finding.

There are few studies in the field of science education on the selection of information related to problem finding in an ill-structured problem situation. Guidelines for students could potentially be based on the processes followed by scientists dealing with similar problems; however, while previous pedagogical approaches in this regard have looked at the process followed by historical scientists, the situation of contemporary students is quite different, with less emphasis on reasoning and more on data. Therefore, more study is needed on psychological and social factors affecting contemporary students’ and scientists’ problem-finding processes.

In this study, through in-depth interviews with six high school students and six physicists, factors affecting the selection of information for problem finding were extracted and compared, with the intention to develop criteria for information selection and guidelines for teachers.

adjacency pairs. Most of their discourses were organized by adjacency pairs. 'Question-Answer' and 'Request-Accept' were mainly used in science classes by pre-service elementary teachers. Based on the findings, the study suggested science teacher educators to provide chances to analyze exemplary science teachers' science class or chances to analyze their science teachings in terms of competence of science classroom discourse.

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Structure of the student interest in science and scientific literacy: comparison of East Asian and North American students Takuya MATSUURA Hiroshima University, Japan Email: takuyam@hiroshima-u.ac.jp

As the results of PISA2006 (OECD, 2007) and other international assessments have been realized, there are concerns in Japan that although students show the high score of scientific literacy (NIER, 2007), their interests in science were low.

Additionally, although East Asian (Hong Kong, Japan, Korea, and Taiwan) students show the high score of scientific literacy, their interests in science were different. In this study, I explore the features of the structure that analyze the East Asian students’ interest in science and scientific literacy from Structural Equation Modeling (SEM) that treats the comparison with the North American students. The data set (Canada, Hong Kong, Japan, Korea, Taiwan and United States) of this study is represented in the Programme for International Student Assessment (PISA) 2006.

In this analysis model, I use the six constructs of interest in science that are following: enjoyment of science (F1: ENJ, 5-items); general value of science (F2: GEV, 5-items); personal value of science (F3: PER, 5-items); future-oriented motivation to learn science (F4: FUM, 4-items); general interest in science (F5: GEI, 8-items); instrumental motivation to learn science (F6: INM, 5-items). Scientific literacy (F7: SCL) include the following: student performance in identifying scientific issues, explaining phenomena scientifically and using scientific evidence. For this analysis model, the six constructs of interest in science (F1-F6) were used as the predictive factors that affect to F7 (SCL) (see Fig.1).

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Characteristics of good science teachings regarded by preservice elementary school teachers: in terms of adjacency pairs Jeong-A LEE

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Seoul National University, Korea Email: wert2030@snu.ac.kr

This study aimed to analyze the characteristics of good science teachings regarded by pre-service elementary school teachers. It also aimed to suggest a direction of peer teaching practice to help preservice teachers’ professional development. Adjacency pairs were adopted to analyze the characteristics of good science teachings. The results showed that pre-service elementary teachers were accustomed to 200

Poster Exhibition As the result of this multiple analysis model, the direct effect of F5 (GEI) to F7 (SCL) was stronger than others on East Asians’ models. On the other hand, the direct effect of F3 (PER) to F7 (SCL) was stronger than others on North Americans’ models. Additionally, the total effects of F1 (ENJ) and F5 (GEI) to F7 (SCL) were stronger than others on East Asians’ models. On the other hand, the total effects of F1 (ENJ) and F3 (PER) to F7 (SCL) were stronger than others on Canadian students’ model; the total effects of F2 (GEV) and F3 (PER) to F7 (SCL) were stronger than others on American students’ model. These results indicate the East Asians’ feature that we regard the performance of school science as importance.

mechanism of photonic crystal in nature" for the junior high school students.

This teaching module is listed as the followings: 1. Combine trichromatic light to light Morpho butterfly up. 2. Adjust the red, green, blue and yellow light with projector of computer. 3. Use separate trichromatic light and yellow light to light Morpho butterfly up. 4. Use another butterfly (Monarch butterfly without photonic crystal) to repeat operating steps 1 to 3. 5. Discussion the color appearance of the Morpho butterfly and Monarch butterfly in different light up situation. 6.

SEM expansion method for observation the Morpho butterfly wing’s surface scales with nano-scale structure.

Assess 117 student’s comprehension-ability in photonic crystal concepts after teaching the conceptual change teaching module, the results showed: 1. there are 61 students (52.20%) get the correct answer at NPST; 2. students comprehend Morpho butterfly wing’s surface scales with nano-scale structure, periodic arrangement, are reflected different colored light in the different light up angle. 3. Most of students comprehend Morpho butterfly wing is dark black when light it with red light.

References

Fig. 1

Lu, C. C., Chang, H. C., & Sung, C. C. (2010, June, 28-July, 2). Development of Expert conception in senior high school nanotechnology curriculum in Taiwan. Paper presented at Scientific Committee of World Conference STE 2010, Tartu, Estonia

Model for each country

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Teaching module of junior high school nanotechnology education: the mechanism of photonic crystal in nature

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Insect conception and teaching strategies of elementary school science teachers in Taiwan

Chow-Chin LU National Taipei University of Education, Taiwan Email: luchowch@tea.ntue.edu.tw

Chow-Chin LU*; Pin-Chen CHEN National Taipei University of Education, Taiwan Email: luchowch@tea.ntue.edu.tw

This study is to investigate the insect conception and teaching strategies used for teaching campus insects by the elementary school science teachers in Taiwan. We applied Insect Conception and Teaching Strategies of Science Teachers Questionnaire (ICTS) with validity to test science teachers. The effective sample size in the survey was 438 teachers, and the results were statistically analyzed with SPSS 18.0 for internal consistency analysis. The Kr-21 value was 0.743, the average 201

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After operating the old "photonic crystal" teaching, we analyzed what is the reason of Morpho butterfly (photonic crystal) will not appear the same color on the body surface? We found that there were 78.75% misunderstandings can be classified into three partitions. First, butterfly wing’s with nano-scale dendritic structure; second, different light from angles showing different colors; third, reflected light is different in the reflection angle. Owing to these observations, we designed a conceptual change teaching module "the

Poster Exhibition Difficulty Index was 0.61 (range = 0.37-0.87), the average Index of Discrimination was 0.46 (range = 0.27-0.74).

This research is summarized as follows: 1. the average score of the ICTS was 60.67. 2. Among the seven main conceptions, teachers had good in "structure and function" and "life cycle", but failed in "insect classification", "defense mode" and "reproductive behavior". 3. Three of alternative conception types were found as "cognitive error type", "guess type", and "reasoning improper type" in the seven main conceptions. 4. The educational background and the teaching experience were significantly related to the average scores (t=8.166, 4.481, P<.001), but the gender and the seniority were not difference. 5.

There are 68.0% teachers used textbooks and teacher’s guide; up to 87.2% would collect relevant information for teaching; 63.9% used inquiry pedagogy; 61.2% would divide students into groups to raise insects for observation. 6. The teaching strategies were positively correlative to the categorization of the three level groups (f=23.077, ＊α＜.05).

sequence of representations. However, concepts could be represented by the following seven features: ‘object’, ‘ontological category’, ‘nature’, ‘cause’, ‘theory’, ‘mathematical equation’, and ‘condition’. To represent these concepts more comprehensively and systematically, “diagrammatic definition” is coined such that the features, object, nature, cause, and condition, should be shown pictorially; ontological category, theory and equation can be shown verbally or symbolically. To demonstrate the idea of diagrammatic definitions, there will be four kinds of comparisons. The comparisons are: (a) diagrammatic definitions of diffusion, dissolution, and effusion as commonly found in Chemistry; (b) diagrammatic definitions and diagrams of these three concepts as found in selected textbooks; (c) diagrammatic definitions of diffusion from Biology, Chemistry, and Physics; (d) diagrammatic definitions of diffusion from other contexts.

Essentially, diagrammatic definition is not just a hybrid of verbal representation, symbolic representation and pictorial representation, but it incorporates seven features of definition.

References Lu, C. C. & Chen, P. J. (2011, April, 23). The development of insect conception comprehension tests in elementary teachers. Paper presented at Conference on Science Education and Science, Taipei, Taiwan

PS-322

Exploring the relationship between leadership pattern and group task performance in environmental education camp

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“Diagrammatic definitions” of diffusion, dissolution, and effusion

Eun-Jeong JU*, Jeong-A, Jang LEE, Shinho JANG Seoul National University of Education, Korea Email: ju.eunjeong@gmail.com

Chee Leong WONG*, Hye-Eun CHU

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Nanyang Technological University, Singapore Email: AlphonsusWong@gmail.com

The interaction among the members of group is the important factor in collaborative learning. The purpose of this study was to investigate how group task performance in environmental education camp was affected by leadership pattern. The participants of environmental education camp were 78 fifth-grade students and 8 student-teachers. The student-teacher leaded the collaborative each team. The tasks were two. One is making the poster for presentation on investigation and inquiry about climate change (well-structured task), and the other is making UCC for campaign about reducing green-house gas (ill-structured task). We collected data about group task performance and leadership through questionnaires and interview before and after the camp. In addition, environmental literacy,

One of the definitions of ‘definition’ is “an explanation of the meaning of a word” (Munson, Conway & Black, 2004). Students may have limited understanding of the concepts as presented by definitions. While there is much research effort in multiple representations, the focus may be on the use of three types of representation: the macro (the empirical properties of substances); the sub-micro (the natures of the entities giving rise to those properties); and the symbolic (the number of entities involved in any changes that take place), for example. Alternatively, the use of multiple representations may focus on determining the appropriate kinds of representations or the 202

Poster Exhibition knowledge and satisfaction of the participants were measured. The results showed that the self-efficacy of student-teacher as team leader did not positive affect to the environmental literacy and knowledge. The environmental literacy and knowledge were significantly increased when the self-efficacy of leader was relatively low and them of members were even (p<0.05). Task performance was positive relationship with enhancing environmental literacy (p<0.01). When team members were dissatisfied with relationship of others or leader, environmental literacy of them was not increased. In conclusion, leadership pattern of the leaders in each group influenced on group task performance and promotion of environmental literacy.

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Exploring the status quo of docent training program and implying its development direction in science museum of Korea Young-Shin PARK Chosun University, Korea Email: parkys@chosun.ac.kr

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Mismatches in education and job-search of biotechnology in Korea Eun-Jeong JU*, Jeong-A LEE, Ki-Seok PARK, Soo-Young LEE, Shinho JANG Seoul National University of Education, Korea Email: ju.eunjeong@gmail.com

Biotechnology is considered very important area in Korea because it is expected to lead national industry for the future. Biotechnology field has a high level of dependence on human resource than other fields. In this context continuous public investment toward biotechnology has been maintained since 2000. High expectations and continuous investment toward biotechnology caused the problems of oversupply quantitatively.

In this context, this study analyzed the mismatches in education and job-search in biotechnology.

Statistical data was used to investigate the quantitative mismatches. And the curriculum of biology was analyzed. Based on the results, this study suggested educational and political measures to solve the mismatch problems.

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The goal of science education is scientific literacy and this goal can be met through carrying out scientific inquiry through which students can learn scientific concept, promote their inquiry skills in argumentation as well as experimentation, and finally experience the nature of science such as attitude of science and the relationship of STS (Science-Technology-Society). Learning science as inquiry in the context of informal setting is more emphasized than before with the aim of popularization of science. For the successful running science center or science museum, it is critical to create interactive place where visitors could experience the nature of science beyond getting scientific knowledge on the basis of preparing appropriately qualified ‘somebody’ (here, I name them as ‘docents’) who interact with visitors directly. In this presentation, I would like to share my ideas and research about ‘docent’ for their profession. How much are they qualified to teach science as inquiry in science center/museum?

How are they prepared and how often do they get professional program to be more creative and competitive docents? A few international and domestic docent preparing program are introduced and analyzed on the basis of collected data; docent training documents, docent manual

by NDS (National Docent Symposium), interview with docents and curators, questionnaire and surveys with docents. The current status quo of docent training program was analyzed to reveal its limitation in playing critical factor in science museum education. I, as a researcher for science museum education, interacted with current working docents (97 science field docents in Korea) and explored their understandings about docent literacy, their working condition, and their request for their profession in science museum. The well-structured docent education system including preparing, training, and sustaining program is pivotal for making science museum revitalized in Korea. More than anything else, the perception about docents working at science museum must

Poster Exhibition be essential at the same time with practical formation and change in docent education system.

I will present this research with concrete case study of Korea.

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The impact of organizational creative climate and motivation in scientists’ collaborative team on team creativity

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Qin HAN*, Peng-Fei CAO

Using an example to discuss science education in biology teaching

Shanxi Normal University, China Email: hbiner@126.com

Cen FANG Nanjing Teaching and Researching Department Jiangsu, China Email: njsjyszxsw@163.com

This study explored effects of organizational creative climate and motivation in scientists’ collaborative team on team creativity based on S-C-R model in cognitive psychology. And it used investigation on spot and questionnaires as its research method and 301 university research groups as the research participants. Conclusions of this research are as follows: (1)Existing organizational creative climate had significant effect on team creativity while the expectation of organizational creative climate and its interactive effect with existing organizational creative climate failed to reach significant level.

(2)External motivation exerted somewhat mediating influence when climate played a part in team creativity. Challenge competence in internal motivation exerted somewhat mediating influence when climate played a part in team creativity. External motivation, by means of transformation into internal motivation, exerted somewhat mediating impact when climate played a part in team creativity.

Biology is a course that belongs to science realm.

Biology teaching undertakes the task of passing the biological basis knowledge on students, and meanwhile letting students learn science inquiry and scientific thinking method, together with scientific spirit and scientific attitude, which eventually helps the establishment of scientific knowledge view and values and the formation of a good scientific literacy. Biology is a laboratory course. So the experiment teaching is more effective in the cultivation of the students' inquiry ability and thinking ability as well as the advance of the scientific literacy. The discovery of "Photosynthesis", which condenses generations of scientists’ explore trajectory and contains abundant scientific research methods and the glory of the scientific spirit, well depicts the perseverant exploring process of scientists. In the teaching section of "photosynthesis", through the team cooperation, experiment design, probe into the process of photosynthesis, students will be able to learn more about the specific principles, methods, and experiments design, to experience the scientific method, and gradually behave like scientists. In this paper, through the class observation of a biology experiment lesson, the author tries to use the empirical approach to do science education research, with the hope of offering better science education, and helping enhance the scientific literacy of students.

PS-329

How formative assessment works in simulation-based inquiry class?: A case of open-inquiry learning in photosynthesis concepts Piyamas MEENARI*, Niwat SRISAWASDI Khon Kaen University, Thailand Email: niwsri@kku.ac.th

Day 3

Currently, formative assessment is recognized as an effective assessment strategy for improving both teaching practice and learning process and determined in school science classroom. This research was set on a couple purposes; to investigate impact of formative assessment in simulation-based inquiry learning and to explore effect of different methods of formative 204

Poster Exhibition assessment in simulation-based inquiry class. In order to address the purposes, grade 7 student were involved separately to undertake three different learning environments: simulation-based o open inquiry activities (SimIn ); simulation-based open inquiry incorporated formative assessment o ads by agree and disagree statement (SimIn -FA ); simulation-based open inquiry incorporated formative assessment by agreement circle o ac (SimIn -FA ). They were explored conceptual understanding at before and after participating the learning environment by a two-tier conceptual o questionnaire. Results on comparing SimIn with o ads o ac SimIn -FA and SimIn -FA showed that formative assessment did work to improve students' conceptual understanding by changing their alternative conception and enhance initial o ads conception. In addition, by comparing SimIn -FA o ac and SimIn -FA , there was also significant difference on students' conceptual understanding scores. This evidence suggested that formative assessment could be effectively used as supportive tool in simulation-based inquiry activity for enhancing student’s conceptual learning in biologic classroom. Moreover, different methods of formative assessment had a significant difference in transforming student's conceptual understanding of electric circuit through simulation-based inquiry activity.

separately to undertake simulation-based inquiry activities with the formative assessment methods.

They were explored conceptual understanding at before and after participating the intervention by a two-tier conceptual questionnaire. Results showed that simulation-based inquiry incorporated formative assessment method help students transforming their conceptual understanding of electric circuit. However, the intervention of different formative assessment methods in simulation-based inquiry activity did not impact differently on student's conceptual understanding.

This evidence suggested that formative assessment could be effectively used as supportive tool in simulation-based inquiry activity for transforming student's conceptual learning in physics classroom. Moreover, different methods of formative assessment had no significant difference in transforming student's conceptual understanding of electric circuit through simulation-based inquiry activity.

PS-331

Documenting the development of family math tasks for parents to involve children and family members to do math at home Shuk-kwan S. LEUNG Institute of Education National Sun Yat-sen University, Taiwan Email: leung@mail.nsysu.edu.tw

PS-330

Transforming students' conceptual understanding of electric circuit by formative assessment during simulation-based inquiry Punyanuch TAPSAI*, Niwat SRISAWASDI Khon Kaen University, Thailand Email: niwsri@kku.ac.th

Internationally, formative assessment is recognized as an effective assessment strategy for improving both teaching practice and learning process and determined in school science classroom. However, the way to use formative assessment during teaching and learning in science classroom was not explicitly cleared in Thailand basic education curriculum yet. This research aims to investigate impact of two different methods of formative assessment on transforming of student's conceptual understanding in context of physics classroom. Grade 9 students were involved 205

Day 3

I am a mathematics teacher educator who once taught in her son’s school as parents; then worked closely with elementary school teachers and conducted a case study on parental involvement; the goal is to enhance children’s learning in mathematics. In an elementary school near my university, I offered bi-weekly Friday Math Camp for families year round and for two consecutive school years (grade 1-4). Data sources are questionnaire, diaries, parents’ focus group interviews, worksheets and videos and they were analyzed qualitatively. In this study the investigator reported on the development, implementation and revisions of research-based family math tasks.

Specifically, how can such math tasks be developed with alignment to curriculum? Why and how parents used tasks to motivate and monitor children’s progress during Friday Math Camp or at home? Voices from elementary school teachers, parents, and children served as basis for the

Poster Exhibition revision of tasks. Results indicated that it is feasible for resulting an inventory of family math tasks, when teacher educator worked closely with teachers and parents; and where math camp serves as setting for the investigator to provide tasks to engage group of parents in assuming various roles (during camp and at home) over time.

The session ends with actual examples of the developmental nature of family math tasks over time and the work produced by parents and children when involved in such tasks.

PS-333

Urumqi ninth-grade students’ interest in physics learning 1*

Yufeng LI , Yau Yuen YEUNG 1

Students' interest in physics is one of the national physics curriculum goals for compulsory education and it is also one of students' motivations to learn.

To understand the corresponding status as achieved in the Urumqi area of Xinjiang, China, we applied the Chinese version of the questionnaire in the ROSE (Relevance Of Science Education) Project as a research tool, to collect data from 1680 ninth grade students in 28 Urumqi middle schools and then specifically analyzed the students' interest in physics learning and the underlying influencing factors. Our preliminary research findings revealed that: (1) the ninth grade physics students in general showed positive interest towards physics learning with boys having higher interest than girls; (2) boys and girls were both most interested in topics of the themes like the universe, new energy and energy efficiency, the influence of radiation on the body; (3) students had much lower interest in topics of the themes such as atoms, molecules, invisible light, the principle of optical instruments, how to generate electricity and household appliances; (4) students’ physics learning interest was affected by (or positively correlated with) certain factors like the impression of science classes, views on science and technology, and out-of-school physics-related learning experiences; (5) there were significant gender differences between male and female students in terms of their physics learning interest, views on science and technology, out-of-school physics-related learning experiences in which boys were in general having a more positive or favorable attributes than girls in those three aspects. The underlying reasons and the educational implications for those findings will be discussed in this paper.

The effect of multimedia supported web based workbook on the sixth grader’s attitudes toward internet 1*

1

2

Xinjiang Normal University, China; The Hong Kong Institute of Education, Hong Kong Email: 405447280@qq.com

PS-332

Ercan AKPINAR , Abdülkadir KARADENİZ

2

2

2

Dokuz Eylül University; Anadolu University Email: leung@mail.nsysu.edu.tw

Day 3

The aim of this study is to develop multimedia-supported web-based workbook and investigate its effects on students’ attitudes towards internet. In this regard, "Matter and Heat" was chosen from 6th grade Science and Technology Course Workbook as an example of the learning area. Quasi-experimental method was used in the study. This research was conducted with 102 sixth grade students attending two different secondary schools in Artvin at spring semester of the 2010-2011 school year. While the experimental groups were using multimedia-supported web-based workbook, the control groups continued normal instruction.

As a data collection tools, an attitude scale towards internet (three factor) was administered to all students (experimental and control groups) in two schools as pre-tests and post-tests.

Additionally, some students in experimental groups were asked to write their opinions about the educational software developed by the researcher. As a result, the experimental groups’ attitudes toward internet scores are higher than that of students in the control groups. The students in experimental groups also have positive views about the educational software.

206

Poster Exhibition The purpose of this study is that using flowchart when students write the proof problems in junior high school let them write and understand the problem structurally. Results of National Institute for Educational Policy Research in Japan, the percentage of correct answers in writing is low. So, I want to grow up their writing ability.

My method is that students learn the flowchart with LegoMindstorm and worksheets I made. It is hard for students to make the flowchart by themselves. So, first, they use the LegoMindstorm with programming by connecting the icon as in the flowchart. And they understand not only how to write the flowchart but also writing with matching flowchart. And let them write according to their flowchart correctly and understand the structure of the problem, and write the flowchart is important. After that, they will be able to straighten their thinking, monitoring the process of the problem’s thinking, and write the proof matching the flowchart is also important.

Through this study, I can find out effective teaching methods on the instruction of proof. I want to find out a method of teaching for students to convert to a description from the flowchart.

Finally, students will be able to write correctly and use the flowchart in many areas for example, mathematics ,science or any other subjects.

PS-334

Plastic environmental problem of over-food packaging Wing Sze FU*, Nga Yee Irene CHENG, Lincoln FOK The Hong Kong Institute of Education, Hong Kong Email: s1031037@s.ied.edu.hk

The landfill site in Hong Kong is nearly saturated.

Plastic waste contributes a lot to this problem, and most seriously, the decomposition of plastic will release toxic substances while some of the plastic types cannot be degraded and recycled. The government has carried out some policies like the environmental levy tax to tackle the plastic problem. However, those policies focus only on the consumer side. The researcher believes that the reduction of use in plastic will be most efficient if the manufacturers notice the seriousness of this issue and change their packaging model. Therefore, this research focuses on examining the magnitude of the plastic problem on food packaging of biscuits and giving scientific evidences by developing a Plastic Environmental Index’s leveling.

The development of PEI and leveling refers to the air pollution and water quality indexes which are strongly and widely accepted in academic field and currently used in the community. The pilot study of biscuit items is conducted for development of the new index and seeks to find out the real magnitude of plastic pollution in food packaging. The biscuit items are collected through the proportional stratified random sampling in order to reduce human subjectivity. The calculations and experiments were done with the help of scientific instruments to enhance research accuracy and objectivity. It is found out that 36 of the 74 items studied ranked very high in the PEI thus developed. This implies the seriousness of the plastic problem in food packaging. The last section covers in depth analysis and recommendations on minimizing the problem identified.

References Miyazaki,M(2009) ; Development and Assessment of Digital Textbook based on the Curriculum of Constructive Learning of Proofs in Junior High School Mathematics.

Ito,M ,Shimano,A ,Aoki,T(2012);”Partnership Program of th Mathematics and Science Education in Japan”,12 International Congress on Mathematical Education,8 July-15 July,2012,COEX,Seoul,Korea.

PS-336

Usefulness of Scientific Literacy Tadashi AOKI Tokyo University of Science, Japan Email: jc112602@ed.tus.ac.jp

PS-335

Takao SEKINE Tokyo University of Science, Japan Email: tk.cl.math.0312@gmail.com

207

Day 3

Scientific literacy is important. I think that scientific education has strongly relation to science education, mathematics education and technology education. This time, I tell about Japanese students. In particular, in the classroom of mathematics, mathematics is applied for sports, medical science, company, agriculture and etc, so that we should lean mathematics.

Teaching method to develop the ability of writing by using flowchart

Poster Exhibition Now, Japanese student’s mathematics score is top class in the world. But, they have characteristic problem. It is two things. The first one, they don’t write result when they can’t do. Next one, the result of student’s questionnaire,”Students are interested in mathematics” and ”Math is useful for their daily life”. It is the worst in participating country. So, they have problem of interests and a part of applied mathematics. They have high basic ability in mathematics. But they don’t have interested in mathematics. It doesn’t understand what mathematics is very useful daily life.

Therefore, I decided to focus on mathematical modeling. It is transpose social problem to mathematics problem. As follows ,“social problem”  ”mathematics problem”  ”result of mathematics”  “result of social” , return to first.

This use sometimes class. I think that it should use many time, because understand for students, real world is related profoundly to mathematics. In particular, I punctuate an assumption. It is used when transpose social problem to mathematics problem. If we could teach mathematical modeling, students have an interest for mathematics and social.

In fact, the method was produce satisfactory results in Japan junior high school class. But high school class can’t still because they get many techniques in high school. They are more study mathematics for paper test or stop to do too difficult. It is too good. Accordingly, I think that teacher is important. Not only to teach, they must be looked up teaching method for students.

self-regulated learning in academic achievement corresponding to science subject areas across schools. This study addressed this limitation with data from the Student Academic Achievement Evaluation (SAAE) (N = 80,895students from 291 schools) which contained measures on academic achievement in four science subject areas (biology, earth science, physics, and science inquiry) as well as student and school background characteristics.

Results of multivariate, multilevel analyses showed that these three self-regulatory phases (forethought, performance, and self-reflection) were different between these four science subject areas. Furthermore, the interrelationships of self-regulated learning in academic achievement corresponding to the three subject areas across schools were not much influenced by student background characteristics (gender, ethnic majority, learning time, father socioeconomic status, mother socioeconomic status, and left children) and characteristics of school context and climate characteristics (classroom practice, school leadership, professional development, teacher size, student-teacher ratio, teacher education, teacher experience).

PS-338

An investigation on floatable marine microplastic pollution in Hong Kong Lai Man CHAN*, Lincoln FOK The Hong Kong Institute of Education Email: chanlaiman@gmail.com

References Keiichi, Nishimura (2012), Sugakutekimoderuka wo Suikousurutikara wo Ikuseisurukyouzaikaihatu to Sonojikken ni Kansurumondai, Tokyo: touyousyuppan (Japanese) Taturou, Miwa (1983), Sugakukyouiku niokeru Modelka nituiteno Itikousatsu, Thukuba Sugaku Kyouiku Kenkyu, NO.2 (Japanese)

Microplastics refer to small plastic marine debris that is not readily visible to the naked eye. This pollutant has recently been identified by UNEP as one of the most-pressing environmental concern at the global level due to its ubiquitous occurrence in the environment. Ingestion of microplastics would potentially cause physical damage to the organism and that would serve as a potential pathway through which hydrophobic pollutants adsorbed on the particles are transferred into the food chain. There are two main sources of microplastics, first is from transportation accidents such as spillage of plastic pellets into local waters from a ship during typhoon Vicente in the summer of 2012; the other source is through the process of physical and photodegradation of large plastic debris. Despite the potential environmental impacts of this pollutant, there had been few

PS-337

Achievement related self-regulated learning in science subjects in China Day 3

Jing YUAN*, Xingkai LUO, Xin MA Guangxi Normal University, China; University of Kentucky, USA Email: yuan.jing@uky.edu

This

study

examined

the

correlates

of 208

Poster Exhibition surveys on the abundance of microplastics in the marine environment of Hong Kong, which is located downstream of the largest plastic production province in China: Guangdong. This study represents a pilot survey of microplastic abundance in the local waters.

The study involved sampling of microplastics on two selected beach in Hong Kong. microplastic particles which float on the sea can be brought to shore by ocean waves, thus the abundance of microplastics on beach represents an indirect survey of its abundance the sea. Two beaches were chosen to compare the amount of microplastics on west and east coast in Hong Kong: Fan Lau Tung Wan on Lantau Island in the west and Sai Wan in Sai Kung in the east. Following a random sampling approach, sediment samples were collected from the high tide line on the beaches and density separation were performed to extract the microplastics in the matrix. The collected plastic particles were weighted and identified by Fourier transform infrared spectroscopy.

It was observed that the average counts per 2 m were 316 and 3,489 respectively, for the west and east sample sites, and the most abundant type of microplastic debris was foamed polystyrene.

Moreover, microplastics pollution in Hong Kong is found to be relatively more severe comparing with that observed overseas. The findings indicated the severity of microplastics pollution in Hong Kong waters and public attention should be drawn onto this issue.

tissue of organisms due to its high lipophilic property. These properties contribute DDT a highly persistent organic pollutant that can potentially accumulate and magnify in the food chain. DDT is banned in China in 1983. However, DDT is still found in sediment and water systems in the Pearl River Delta: indicating the existence of illegal uses.

The objective of this study is to determine the DDT levels absorbed on microplastics, a type of marine plastic debris which is not readily visible to the naked eye. It is a concern that the pollutant DDT will transport by the small plastic debris downstream from the Mainland China, causing pollution on the local waters in Hong Kong, where many sensitive ecosystems, such as the habitat of Chinese White Dolphin and the Mai Po Marshes in Deep Bay, can be located.

Samples have been collected from two beaches in Hong Kong: Fan Lau in Lantau and Sai Wan in Sai Kung. Sand samples were collected from the wreck line deposited by the monthly high tide and plastics were separated by density difference. Gas chromatographic method was adopted to determine DDT, DDD and DDE levels in the samples.

Results illustrate that DDT and its metabolites are found on the microplastics in Hong Kong, their concentrations are also relatively high comparing to other countries. The poster will be focus on raising the attention of organochlorinated pesticide DDT pollutant on microplastic debris to the public.

PS-339

Microplastics as a potential carrier of DDT in the marine environment Hoi Kei FUNG*, Lincoln FOK The Hong Kong Institute of Education Email: xenonvon@gmail.com

Day 3

DDT (dichlorodiphenyltrichloroethane) is a well-known organochlorinated pesticide that had been used in the past few decades, which successfully in control malaria and other diseases cause by insects. The chemical has been widely used in the 1940s but it was later discovered that DDT and its derivatives can disrupt organismsâ&#x20AC;&#x2122; endocrine system, reducing or even prohibiting reproductive functions. Moreover, DDT has a half-life up to ten years and it can be stored in fatty

209

Author index CHEN, Pin-Chen CHEN, Po-Hsi CHEN, Rong-Horng CHEN, Shih-chang CHEN, Shin-Feng CHEN, Yu CHEN, Yueh-Yun CHEN, Yu-Kai CHENG, Shu-Fen CHENG, Hong-Wen CHENG, Maurice M.W. CHENG, Nga Yee Irene CHENG, Pi-Yun CHENG, Senge-Cheng CHENG, Shu-Chuan CHENG, Yi-Chun CHENG, Yuk Lun CHEONG, Yongwook CHEUNG, Derek CHEUNG, Ka Luen CHIANG, Wen-Wei CHIEN, Sung-Pei CHIEN, Yu-Ta CHIN, Chi-Chin CHING, Ngai-Ying Fiona CHIU, Ling-Chen CHIU, Ting-Yu CHIU, Yu-Ru CHOE, Seung-Urn CHOI , Kyunghee CHOI, Jihye CHOI, Moon-Young CHOI, Yanghee CHOU, Ting-Chun CHOU, Wen-Chi CHOU, Yi-Jen CHOW, Wing-kuen CHRZANOWSKI, Marcin M. CHU, Hye-Eun CHU, Jianxun CHU, Kit Yan CHU, Li-Li CHU, Tsz Wing CHUANG, Mei-Tzu CHUNG, Lee Yeung CHUNG, Yoonsook CHYUAN, J. P CLOUGH, Michael CUI, Hong

A ABDULLAH, Mashita AHMAD, Abdul Majeed Akihiko, Tomita AKPINAR, Ercan AMAT, Fazliza Che ANWARI, Ilman AOKI , Tadashi ARTDEJ, Romklao ATES, Jannie Grace C. AU, Sau Kheng

12 140 140 206 140 122, 163 207 23, 73, 74, 98, 152 161 125

B BAKAR, Nurul Aini BALSICAS, Nilda W. BARKER, Susan BELLEZA, Raphael BUAN, Amelia T. BUNKONG, Ampaiwan BUTKATUNYOO, Oraphan

20 124 113 173 97 150 15

C CAO, Peng-Fei CAPAROSO, Jun Karren V. CHAI, Ching Sing CHAISO, Porntip CHAMNANPHON, Samran CHAMNANWONG, Pornpaka CHAN, Annie K.L. CHAN, Ka Wing CHAN, Kam Ho CHAN, Kam Yuen CHAN, Lai Man CHAN, Tin Ching CHAN, W.M. CHAN, Wing Kwong CHANG, Chih-Li CHANG, Chun-Yen CHANG, Pai-Tuz CHANG, Pei-Shang CHANG, Raymond Chuen Chung CHANG, Shu-I CHANG, Wen-Hua CHANGLAI, Miao-Li CHANTHARANUWANG, Warawun CHAO, Li-ling CHAO, Yu-Chi CHEANG, Chi-chiu CHEN, Bo CHEN, Chyong-Sun CHEN, Hsiang-Ting CHEN, Hsin-Chueh CHEN, Jian-da CHEN, Jin-Jong CHEN, Jiun-Hung CHEN, Kuan-Li CHEN, Li-Ju CHEN, Mei Ching CHEN, Nan CHEN, Nelson C. C.

204 161 136 86 74 178 128 43 175 128 208 140 23 56, 72, 135, 140 110 92 143 173 135 52 51, 66, 108 162, 199 178, 45 69 195 125 50 99 110 108 189, 192 94 189, 191 57 138 16 41 117

201 57 13, 45, 54, 63 137 49 34 40 162 18 64 127 207 69 36, 170 28 41 140 70 12 100 93 107 107 47, 101,105 15 189, 192 66 54 87, 109 100, 172, 176 178 87 117 169 36, 170 49 125 163 38, 202 63 56, 135 109 134 138 122 104, 117 123 105 26

D DENG, Yang DING, Bangping DING, Wei DO, Thi Phuong Thao DONG, Hyokwan DONG, Sujing DUIT, Reinders

61, 141 39 164 47 61 88 4

E ENZAKI, Takahito

210

48

Author index HUANG, Mingchun HUANG, Su-Han HUANG, Xiao HUANG, Yan-Ning HUNG , Li-Yu HUNG, Jeng-Fung HUNG, Li-Yu HUO, Jing HWANG, Dan HWANG, Fu-Kwun HWANG, Ming-Yueh

F FAIKHAMTA, Chatree FANG, Cen FAUSTINO, Joel FENG, Shiji FENG, Xiaoying FOK, Lincoln FU, Li-Yu FU, Wing Sze FUJII, Hiroki FUJINAMI, Keigo FUNG, Dennis FUNG, Hoi Kei

86 204 166 84 88 207, 208, 209 110 207 44, 55, 90 59 25 209

I IKUO, Akira INOUE, Jyunichi ISMAIL, Zurida ISMAIL, Zurida Hj ISOZAKI, Tetsuo ITO, Minoru ITO, Shin-ichi ITURRALDE, Luz Gracia C.

G GAO, Lei GAO, Yu-min GARCIA-PALANCA, Carmencita GILBERT, John K GO, Munsuk GOH, Yoong Shin Amos GUO, Chorng-Jee GUO, LU GUO, Yuying

162 41 165 180, 78 176 136 69 146 46

90 44 22, 32, 140 12 58, 114 73 48 166

J JAMRUSTHANASAN, Paweesuda JANG, Jiyoung JANG, Jyungeun JANG, Shinho JEONG, Jin-Su JHUN, Youngseok JITUAFUA, Artitaya JU, Eun-Jeong JUN, Jaedon JUNG, Hana JUNG, Jinkyu JUNG, Mi Suk JUNIO, Melanie O.

H HA, Ji-Seon HAN, Hye-Jin HAN, Jiu-Mei HAN, Moon-Hyun HAN, Qin HAO, Ruihui HASHIMOTO, Tateo HASHIMOTO, Yukari HAYASHI, Takehiro HERMAN, Benjamin C. HIRAMATSU, Fujio HIRANO, Toshihide HIWATIG, April Daphne HOLBROOK, Jack HONG, Cui Hong, Hanghwa HONG, Jon-Chao HONG, Wang HONG, Zuway-R HONG, Hanghwa HSIEH, Bo-Chuan HSIEH, Ching-Hua HSIEH, Hui-Lee HSIEH, Husan-Ying HSIUNG, Chao-Ti HSU, Kuo-Chung HSU, Tsai-Der HSU, Ying-Shao HSUEH, Ching-Chiang HU, Jer-Ming HU, Weiping HUANG, Chun-Ju HUANG, Huang Ming HUANG, Kai-Yi (Clark) HUANG, Li-Ting

184 57 168 89 170 30, 196, 197 36 89 101 48, 81 17, 41

72 109 97 29 204 68 22, 161 22, 161 61 91, 100, 105 130,132 194 166 155 137 85 17, 41 137 36, 110 179 92 47, 101, 105 138 108 94 99 199 48, 162 53 18 21 85 123 196 97

23 172 117 202 126 83 86 202 194 83 139 86 98

K KAJIYAMA, Kosei KANG, Eugene KANG, Seong-Joo KAO, Hui-fen KAO, Trai-shar KARADENİZ, Abdülkadir KARPUDEWAN, Mageswary KATO, Rei KAWASAKI, Ken KE, Cheng-Hung KEI, Keith KHOO, Chwee Hoon KHOTHANAM, Krittapuk KHUNWANDEE, Suriya KIM, Bang-Hee KIM, Chan-Jong KIM, Dong-Hwa KIM, Eunjin KIM, Heui-Baik KIM, Hyosoon KIM, Jee-Won KIM, Ji-Hong

211

44 199 70 143 143 206 22 35 130 189, 192 125 12, 194 175 66 17 87, 109 167 33, 64, 162 29, 178 38 17 71

Author index KIM, Jina KIM, Jinhee KIM, Jinsoo KIM, Mijung KIM, Mirang KIM, Myoungsun KIM, Semi KIM, Seolhee KIM, Sung-Won KIM, Yongkee KIM, Youngmin KIND, Vanessa KITAHARA, Kazuo KLINKAJORN, Pinthudit KO, Fung Yee Priscilia KO, Yeonjoo KROOTHKEAW, Siriporn KU, Bing-Hong KU, Chien-Kuo KUMANO, Yoshisuke KUO, Lai-Song KUO, Pi-Chu KUO, Yi-Chun KWOK, Chi Tai KWOK, Ping Wai KWON, Jang-Hyuk

199 172, 176 17 167 194 142 33 144 33, 88, 100, 117, 162, 198 147, 193 67, 126, 139, 152 158 14, 35 86 134 64 19 99 115 111, 167 97 28, 103 24 67 30, 122 152

L LAHOYLAHOY, Myrna LAHOYLAHOY, Myrna E. LAI, Chi-Ming LAI, Ching-san LAI, Meng-Lung LAM, Chung Man LAM, Terence Yuk-ping LARRODER, Aris C. LAU, Kwok-Chi Victor LAU, Victor Kwok-Chi LAY, Yoon Fah LEE, Ai Noi LEE, Bongwoo LEE, Carole LEE, Carole K. LEE, H.M. LEE, Hung Shan LEE, Hyong-Jae LEE, Hyonyong LEE, Hyunju LEE, Jang LEE, Jeong yeon LEE, Jeong-A LEE, Ji-Ae LEE, Jihye LEE, Kuan-Ying LEE, Kwanghyun LEE, Peter Peng Foo LEE, Seungwoo LEE, Shinyoung LEE, Silvia Wen-Yu LEE, Soo-Young LEE, Sunduk LUO, Wen-tsen

23 44 13, 45, 54, 63 103, 137 24 30, 122 39 18 39 174 123, 194 116 167 122 169 23 96 71 147, 193 64, 100 202 102 200, 203 67, 139 144 148 53 150 67 29 24, 169 203 176 189

LEE, Sung-Tao LEE, Yeung Chung LEE, Yu-Chen LEE, Yunkyung LEUNG, Shuk-kwan S. LI, C.M. LI, Chien-Ju LI, Jiatao Li, Juan LI, Wei-Ting LI, Yazheng LI, Yiyi LI, Yufeng LI, Yunyun LIAN, Tsai-Yu LIANG, Aiying LIANG, Chih-Ping LIANG, Jyh-Chong LIANG, Liao LIAO, Boqin LIAO, Pei-Fen LIEN, Chi-jui Ligad-TRANCE, Lowe Ana Marie L. LIM, Gilson LIN, Chia-Jung LIN, Chi-Feng LIN, Chin-San LIN, Han-Ni LIN, Hsiao-Fang LIN, Huann-shyang LIN, Jing-Wen LIN, Ju-Min LIN, Li-Yi LIN, Mei Yu LIN, Ming-Liang LIN, Sheau-Wen LIN, Show-Yu LIN, Shu-Fen LIN, Shu-Sheng LIN, Tzung-Jin LIN, Wan Ying LIN, Yahui LIN, Yeong-Ching LIN, Yi-Jung LIN, Yu-Ren LIN, Yu-Teh Kirk LIU, Cheng LIU, Chia-Ju LIU, Chi-Chang LIU, Dongfang LIU, Enshan LIU, En-shan LIU, Lawrence LIU, Pei-Yin LIU, Shiang-Yao LIU, Tao-rong LIU, Xiaojing LIU, Yu LO, Yin Fong Ploe LU, Chow-Chin LU, Yu-ling LUI, Pik Wa

26 30 107, 142 142 57, 205 23 189 26 137 197 146 137 206 26 51 26 170 197 29 22, 89 121 189, 192 172 152 110 92 109 103 162 36, 110 85 64 25 56 97 14, 28, 121, 148 25, 84 36 162 136 66 51 37 18 196 18 95 93, 117, 182 92 184 7, 95 62 130 84 13, 45, 54, 57, 63 41 21 121 128 37, 40, 201 102, 189, 192 140

LUO, XingKai

10, 84, 208

Author index LY, Dang Thi Bac

47

PARK, Kilsoon PARK, Ki-Seok PARK, Kyungsuk PARK, Sang-Tae PARK, Songyee PARK, Su-Kyeong PARK, Young-Shin PARK, Yunhee PASCO, Charrydon F. PATPENG, Ponsook PENG, Tzu-Ling PETERSEN, Andrew PHUTHANONNOK, Thongchai PIMVICHAI, Jirutthitikan PIRAKSA, Chakkrapan PITIPORNTAPIN, Sasithep PITIPORNTAPIN, Sasithep POPOV, Oleg PORNEL, Jonny Bernas PORNEL, Maricar R.

M MA, Chem. Ed. MA, Cheuk Lun Alvin MA, Hongming MA, Xiajun MA, Xin MAGSAYO, Joy R. MAKALINTAL, Rosalinda MAN, Yat Cho MAO, Changyun MARTIN, Sonya N. MATSUSHITA, Mochihisa MATSUURA, Takuya MEENARI, Piyamas MIN, Bo-Kyung MOHAMED, Norita MUN, Jiyeong MUNIANDY, Balakrishnan

179 134 170 141 208 97, 161 124 33 168 130 58 200 204 88 12 102, 198 32

Q

N NA, Jiyeon NAGAO, Masafumi NAKAJO, Mitsuru NAM, Jeonghee NAMSANG, Sorada NANGSEKUN, Sumrej NG, Kar Kei NG, Pun Hon NG, Wai-chuen NG, Wai-Yin NIEN, Yu-Yun NOH, Jeongmin NOZOE, Susumu

QUINTO, Myrna P. QUINTO, Myrna Paez

94 14 130 176 73 42 67 33 125 174 26 64 58

RAGSAPONG, Sompop RAKSHIT, Amitava REED, William RESELI, Haslida binti RUPAM, Mark Anthony H.

66 32 119 118 179

S SAINO, Hironori SAISANG, Janjira SAITO, Tomoki SAKURA, Osamu SALDAñA, Giabelle A. SARKAR, Mahbub SAWAGAKI, Kyojo SEEDUM, Monthakan SEKINE, Takao SEO, Bohyun SEO, Hae-Ae SEQUETE Jr., Fernando R. SERIKATAKUN, Supawadee SHAHRIM, Shamsul Waheeda SHAN, Lianwei SHE, Hsiao-Ching SHEN, Gia-Yan SHEN, Guan-Ming SHIN, Donghee SHIN, Young Joon SHUHEI, Okawa SILAGAN, Rizalyn C. SIM, Jaeho SIRIPUNKAEW, Pramuan SJØ BERG, Svein SO, Wing Mui Winnie

44, 90 18 55 194 142 142 44 167 113 20 163 130

P PAKIRACA, Noopaeng PANJABUREE, Patcharin PARK, Byungyeol PARK, Byungyeol PARK, Eun Ji PARK, Ji-Young Park, Jongseok PARK, Jongwon

118 83

R

O OGAWA, Haruo OGAWA, Masakata OGURA, Yasuhiko OH, Heejin OH, Phil Seok OH, Sung Jin OHGATA, Yusuke OKUMURA, Jinichi ONUCZKO, Tracy OSMAN, Kamisah OSTROWSKA, Barbara E. OTSUJI, Hisashi

199 203 147, 193 71, 72 70 180 117, 126, 203 147, 193 43 65 103 14 149 172 104 15 177 90 173, 182 182

98 87 147, 193 147 87, 109 70 126 126

213

55 103 167 14 182 28 130, 131 152 207 147, 193 116, 167 43 143 35, 120 195 28, 36, 170 115 28 141, 142, 144 142 139 161 61 48 100 15, 30, 122 ,181

Author index SON, Jeongwoo SONG, Jinwoong SONG, Juyeon SONG, Yanjie SORNKHATHA, Prapaporn SPALIK, Krzysztof SRISAWASDI ,Niwat

SRISUK, Tipawan SU, Issac M. J. SU, Wei-Hsiang SU, Yi-Wen SUEN, Ka Chun SULAIMAN, Maryam SULAIMAN, Wan Nor Akmal Wan SUMIDA, Manabu SUN , Liwei SUN, Samuel S.M. SUNG, Chia-Chi SUNG, Quo-Cheng SUNG, Sukyung SUPPRAKOB, Surayot SUWANNAPENG, Naruemon SUWARMA, Irma Rahma

167 38, 70, 94 198 134 19 163 19, 42, 87, 104, 149, 150, 175, 204,205 65 117 50 153 56, 135 32 35, 120 32, 114, 166 168 154 40 97 141 86 98 111

TUPSAI, Jiraporn

V VICOY, Melody D.

43

W WAN, Zhi Hong WANAEK, Aimon WANG, Chih-Yeuan WANG, Chun-Hsiung WANG, Chwen-Chi WANG, Guoyan WANG, Houxiong WANG, Hsin-Hui WANG, Jing-Ru WANG, Kewei WANG, Lan WANG, Lei WANG, Tianchong WANG, Tzu-Ling WANG, Wei WANG, Yuh-Chao WANG, Zuhao WEI, Bing WEI, Rui WEI, Yin-Hsiang WEI, Yu WEN, Meichun Lydia WENG, Chia-Mei WENMeichun Lydia WONG, Chee Leong WONG, Chi Chun WONG, Shek Nin WONG, Wai Lung WU, Hsin-Kai WU, Hui-Ling WU, Li-Chen WU, Tao-Yu WU, Tony WU, Xian

T TAI, Kai-Hsin TAKAHASHI, Kazumasa TAKAMATSU, Shinichiro TAKEMURA, Masaharu TALAROC, Elvira B. TAN, Timothy Ter Ming TANG, Wing Suen TANPOCO, Manuel R. TAPSAI, Punyanuch Tembrevilla, Gerald G. TERMTACHATIPONGSA, Phairoth TERMTACHATIPONGSA, Sumalee TERMTECHATIPONG, Pairoje THATHONG, Kongsak THO, Siew Wei THOMAS, Gregory P. THUMMATHONG, Runrat TRANCE, Lowe Ana Marie L. TRANCE, Naci John C. TSAI, Chia-Cheng TSAI, Chia-Wen TSAI, Chien-Cheng TSAI, Chi-Miao TSAI, Chin-Chung TSAI, Hao-Tsung TSAI, Pei-Yi TSAI, Yi-jen TSENG, Chiung-Hui TSOI, Kwok-ho TSOU, Chia-Fen TSU, Li-Chuang TUAN, Hsiao-Lin

106

17, 41 58 20 35 23 150, 151 72, 128 123 205 120 66, 148, 149 149 65 177, 178 43 45, 172, 178 177 94 94, 172 64 108 45 51 136, 197 137 36 143 195 125 199 99 47, 69, 101, 105

31 16 52 13, 63 94 144, 145 61 110 14, 30, 49, 99 26 89 89, 119, 165, 184, 185 182 29 195 30 141 50 119 198 1- 3 18, 99,173 102 173 38, 202 67 151 33 48 196 69 47, 101, 105 48 41, 101, 171

X XIAO, Wenbin XIE, Qun

26 181

Y YAKOB, Nooraida YAMAGUCHI, Haruka YAMAMOTO, Moe YAMAOKA, Takekuni YANG, Chih-Chiang YANG, Der-Ching YANG, Fangming YANG, Juan

214

140 141 60 32 50, 51 198 26 22

Author index YANG, Kuay-Keng YANG, Kun-Yuan YANG, Wen-yuan YAO, Ru-Fen YE, Zhaoning YEH, An-Chi YEH, Jung-Hua YEN, Pei-Ju YEO, Jennifer YEUNG, Yau Yuen YI, Seungwoo YIN, Boyuan YIP, Wing-yan Valerie YIU, Vor YOO, Jungmin YOON, Jihyun YOSHIDA, Miku YOSHISUKE, Kumano YOU, Kyonmi YOUN, Se Jin YU, An-Shun YU, Jui-Chen YU, Tien-Chi YU, Wai Leung YUAN, Jing YUENYONG, Chokchai YUNG, Benny Hin Wai YUNG, Hin Wai YUTAKOM, Naruemon

36 199 62 55 34 182 112 115 180 43, 100, 206 139 184, 186 95 67 162 70 14 111, 122, 163 22, 161 116 136 136 110 33 84, 208 47, 103, 106, 143, 172, 178 129 175 16

Z ZABALA, Dante Joma P. ZEIDLER, Dana L. ZHAI, Junqing ZHANG, Jing ZHANG, Lina ZHANG, Na ZHANG, Wenhua ZHANG, Yuqiang ZHAO, Guangping ZHAO, Yihui ZHI, Yao ZHOU, Jianzhong ZHOU, Rongting ZHOU, Xiaoyan

44 75, 91, 100 36 46 40, 165, 184, 188 26 61, 141 37, 164 84 68 184, 185 34 146 171

215