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The educational world is experiencing exciting yet tension-filled times. We all wish to strengthen and support creativity and creative teaching in schools. Yet recent debates with regards to what “creativity” means, and how it should be implemented, raise the need for more specific approaches. Write a Science Opera (WASO) is one such approach. WASO is a transdisciplinary, inquiry-based approach to teaching at the intersection of art and science in schools. It is all about creative teaching and teaching for creativity.

Inquiry-Based Learning: A Guidebook to Writing a Science Opera provides teachers with the reasons and advantages to introducing pupils of all ages to WASO. It provides step-by-step instructions for how to implement WASO in classrooms. WASO is challenging, but the rewards are powerful: In WASO, it is the pupils’ curiosity and creative imagination which develop their science and art curriculum.

Get ready for an exciting, creative journey…
Authors: Ji-Ho Kim and Chan-Jong Kim

Abstract

This study explored types and intensities of students’ emotions related to participation in school-based SSI club project related to climate change (CE). Ten high school students participated twice a week for 7 weeks in club activities to model causes/ impacts of CE, explore local problems related to CE, and plan and participate in social action. Researchers used the control-value theory to analyze how students’ emotions changed over time and found that while some initially reported negative emotions persisted after the club activities concluded (anxiety, fear, guilt, and despair), students also reported more positive emotions (sense of accomplishment, confidence) than before. Students’ emotions became more positive when planning and participating in social action and some emotions (guilt, anxiety, and expectation) helped to drive students to action. We discuss implications for club activities as a way to educate students about CE and we raise questions for future research.

In: Asia-Pacific Science Education

Abstract

This paper presents historical analysis of the development of science education in Singapore from 1997 to 2011 with the aim of understanding the impact of education initiatives introduced during this period known as the ability-driven phase in Singapore. To provide context for the research, the author first describes the state of governance and education in Singapore during this period and then provides an introduction to the Thinking Schools, Learning Nation vision, and two main educational initiatives: the Teach Less, Learn More initiative and the Information Technology Masterplan. Next the impact of these initiatives on science education is explored and the impact on science culture and science education in Singapore is discussed. The author concludes with a discussion about value of historical analysis examining the impact of policy on educational practice and a discussion about the implications of this research for science and science education in Singapore in the future.

In: Asia-Pacific Science Education

Abstract

Climate change education (CCE) programs should foster citizen response to climate change by integrating knowledge/skill development with reflection on the need for actively changing current social systems and personal actions. An analytical framework was developed to examine 16 Korean and international CCE programs to identify (1) structure and content and (2) to categorize action-emphasized climate change education (AECCE) programs. Results show most CCE programs are for elementary levels and place emphasis on knowledge/skill development, but not on action. AECCE categorized programs were less structured, included more reflexive activities, and promoted more action. Korean AECCE programs offered online content and promoted action at the personal level. International AECCE programs balanced online/real-life content and promoted more action at the socio-political level. AECCE programs need to foster values/attitudes and to promote participation and action at all grade levels, should balance potential and practical components, and target both personal and socio-political levels of action.

In: Asia-Pacific Science Education

Abstract

The purpose of this study was to examine middle school students’ gestures during a geological field trip. Previous research on gestures has focused on understanding human development and exploring students’ gestures can be helpful in improving understanding of students’ communication in learning environments. In this study, middle school students from a gifted education center engaged in fieldwork along the Hantan-River to learn about and explain river formation processes. Using hermeneutics to interpret meaning from student gestures, researchers identified three types of frequently used gestures: deictic, imageable, and depictive, which served either a social communication purpose (explaining, asking, insisting, and giving evidence) or science communication purposes (visualization and temporal or spatial). Researchers offer implications about the role of gestures for helping novice learners communicate geoscience content and about the potential for gestures to be used by educators as an instructional resource for learners.

In: Asia-Pacific Science Education

Abstract

Metacognitive ability is enormously important for improving students’ learning performance. However, overconfidence bias may hinder students’ metacognition abilities. Therefore, in this study, we conducted an intervention to reduce or debias overconfidence among students using the KAAR (knowledge, awareness, action, and reflection) model. Ninety Indonesian undergraduate students were subjects of this study. Overconfidence scores were analyzed using paired sample t-tests in SPSS to compare the mean difference between pre- and post-tests. Next, their overconfidence patterns during the intervention were analyzed using R to perform group-based trajectory modeling (GBTM). Two main findings were noteworthy: Watching a video about overconfidence is likely the most significant activity of KAAR model in reducing students’ overconfidence, and, based on students’ overconfidence change during the intervention, trajectory analysis classified them into five groups. Recommendations for future intervention studies to reduce overconfidence among students are discussed.

In: Asia-Pacific Science Education
Editors: Nagla Ali and Myint Swe Khine
Three dimensional or 3D printing technology is a process of making three dimensional solid objects from a digital file. Currently, low cost and affordable 3D printers enable teachers, schools, and higher education institutions to make 3D printing a part of the curriculum. Integrating 3D printing into the curriculum provides an opportunity for students to collaboratively discuss, design, and create 3D objects. The literature reveals that there are numerous advantages of integrating 3D printing into teaching and learning. Educators recommend that 3D printing should be introduced to the students at a young age to teach STEM concepts, develop creativity and engage in team work – essential skills for the 21st century work force.

This edited volume documents recent attempts to integrate 3D printing into the curriculum in schools and universities and research on its efficacies and usefulness from the practitioners' perspectives. It unveils the exemplary works by educators and researchers in the field highlighting the current trends, theoretical and practical aspects of 3D printing in teaching and learning.

Contributors are: Waleed K. Ahmed, Issah M. Alhamad, Hayder Z. Ali, Nagla Ali, Hamad AlJassmi,Jason Beach, Jennifer Buckingham, Michael Buckingham, Dean Cairns, Manisha Dayal, Muhammet Demirbilek, Yujiro Fujiwara, Anneliese Hulme, Myint Swe Khine, Lee Kenneth Jones, Jennifer Loy, Kehui Luo, Elena Novak, James I. Novak, Joshua Pearce, Dorothy Belle Poli, Chelsea Schelly, Min Jeong Song, Sylvia Stavridi, Lisa Stoneman, Goran Štrkalj, Mirjana Štrkalj, Pamela Sullivan, Jeremy Wendt, Stephanie Wendt, and Sonya Wisdom.
This volume of the World of Science Education gathers contributions from Latin American science education researchers covering a variety of topics that will be of interest to educators and researchers all around the world. The volume provides an overview of research in Latin America, and most of the chapters report findings from studies seldom available for Anglophone readers. They bring new perspectives, thus, to topics such as science teaching and learning; discourse analysis and argumentation in science education; history, philosophy and sociology of science in science teaching; and science education in non-formal settings. As the Latin American academic communities devoted to science education have been thriving for the last four decades, the volume brings an opportunity for researchers from other regions to get acquainted with the developments of their educational research. This will bring contributions to scholarly production in science education as well as to teacher education and teaching proposals to be implemented in the classroom.

Abstract

Following a sociocultural perspective on learning, we report an analysis of meaning making about Darwinist explanations during discursive interactions in biology classrooms. To perform this analysis, we used a conceptual profile of adaptation in combination with a framework developed by as a tool for analyzing classroom discourse, grounded on the dialogic theory of language of the Bakhtin circle and Vygotsky’s account of the development of higher mental functions. We discuss how the results obtained through this kind of analysis make it possible to characterize in semantic, linguistic, and social terms the relationship between discursive interactions and meaning making in the science classroom, and bring contributions to the planning of teaching interventions, especially, to the management of communicative approaches and language use in the interactions between teachers and students, as a way of increasing the likelihood that students appropriate the school science perspective. An important asset in the science classroom is to explicitly approach the meaning of different ways of speaking in order to support the students in the task of becoming aware of the distinctive features of everyday and school science social languages. In the case of teaching about the theory of evolution by natural selection, it is important that the students are stimulated to master ways of speaking closer to the variational perspective zone in our adaptation profile model. This can be done, for instance, by promoting their construction of utterances in which the organisms appear as objects of the evolutionary process instead of utterances in which the organisms appear as subjects of evolutionary change; and by reconstructing narratives produced in a language characterized by personification and anthropomorfization to talk about evolution processes into narratives of chains of events without clear protagonist agents, which result in the evolution of populations of organisms.

In: Science Education Research in Latin America

Abstract

Contributions from philosophy, sociology of science and cognitive psychology of science, and cognitive psychology are presented to justify the urge to develop reasoning and argumentation abilities for science learning. Some indicators are suggested to guide the teaching and learning processes in the different fields of scientific knowledge.

In: Science Education Research in Latin America