Asia-Pacific Science Education (APSE): Advancing Science Education Across Contexts

JEGYS has aimed to combine the gifted education with the science education since first issue. JEGYS continued to develop by creating a new academic field. It brought the concept of "advanced science education" to the academic literature. Now, it presents a series of innovations and developments to its writers and readers in order to keep up with the change in every field in the world. It takes importance the first steps in publishing by updating the principles of strict academic review, broad country participation, visibility and transparency in its editorial policy. In this article, these topics are discussed in details and with examples.

The research into how students’ attitudes affect learning of science related subjects have been one of the core areas of interest by science educators. The development in science education records various attempts in measuring attitudes and determining the correlations between behaviour, achievements, career aspirations, gender identity and cultural inclination. Some researchers noted that attitudes can be learned and teachers can encourage students to like science subjects through persuasion. But some view that attitude is situated in context and it is much to do with upbringing and environment. The critical role of attitude is well recognized in advancing science education, in particular designing curriculum and choosing powerful pedagogies and nurturing students.Since Noll’ (1935) seminal work on measuring the scientific attitudes, a steady stream of research papers that describe development and validation of scales appear in scholarly publications. Despite these efforts the progress in this area has been stagnated by limited understanding of the conception about attitude, dimensionality and inability to determine the multitude of variables that made up such concept. This book makes an attempt to take stock and critically examine the classical views on science attitudes and explore the contemporary attempts in measuring science related attitudes. The chapters in this book are reflection of researchers who work tirelessly in promoting science education and will illuminate the current trends and future scenarios in attitude measurement.

The research into how students’ attitudes affect their learning of science related subjects has been one of the core areas of interest by science educators. The development in science education records various attempts in measuring attitudes and determining the correlations between behavior, achievements, career aspirations, gender identity and cultural inclination. Some researchers noted that attitudes can be learned and teachers can encourage students to like science subjects through persuasion. But some view that attitude is situated in context and has much to do with upbringing and environment. The critical role of attitude is well recognized in advancing science education, in particular designing curriculum and choosing powerful pedagogies and nurturing students.Since Noll’s (1935) seminal work on measuring the scientific attitudes, a steady stream of research papers describing the development and validation of scales have appeared in scholarly publications. Despite these efforts, the progress in this area has been stagnated by limited understanding of the conception of attitude, dimensionality and inability to determine the multitude of variables that made up such concept. This book makes an attempt to take stock and critically examine classical views on science attitudes and explore contemporary attempts in measuring science-related attitudes. The chapters in this book are a reflection of researchers who work tirelessly in promoting science education and highlight the current trends and future scenarios in attitude measurement.

State-led secular education was introduced to Ethiopia by the second half of 1900s. Some studies have looked into the development the secular education system. But the historical development of science education system was not explored. This review looked into the initiatives, achievements, and challenges in introducing and advancing science education in the 20th century. For this purpose, research reports, books, official government documents, and other relevant literature, and instructional materials released before mid 2000 were explored. Accounts of several researchers and official documents demonstrated that the various initiatives by the four subsequent regimes of Ethiopia to build relevant and quality science education system did not come up with expected results. By the dawn of the 21st century, the country was struggling to build relevant and quality science education system. Hence, this article is prepared and presented to demonstrate the critical historical challenges in putting relevant and quality science education system in place and assist policy-makers and practitioners in formulating better policy directions and developing workable science education programs and projects.

Recognizing the necessity for robust Continuing Professional Development (CPD) programs, the Programme for International Student Assessment (PISA) recommended such initiatives in light of the 2022 results to improve the quality of science education. This study responds to that need by assessing the effectiveness of a CPD program aimed at technology-driven, interdisciplinary project-based learning (PBL) to enhance the science process skills of in-service science teachers in the Kashkadardya Region of Uzbekistan. The research employed a sequential explanatory mixed-methods design. The study unfolded in two phases using this design. The quantitative phase involved pre-tests and post-tests, while the qualitative design incorporated phenomenology. Results from the quantitative phase indicated a significant improvement in teachers' science process skills, evidenced by paired t-test results and a notable effect size, confirming the enhancement of these skills. The qualitative findings revealed three primary themes: the seamless integration of scientific practices into PBL, fostering supportive collaboration and teamwork, and the augmented ability of teachers to deliver effective science education. Employing tools like Canva, menti.com, and YouTube within the CPD program proved beneficial for promoting experiential learning, creative engagement, and collaborative problem-solving. These findings emphasize the importance of integrating science process skills within interdisciplinary and inquiry-based frameworks that encourage critical thinking and real-world applications. This research underscores the vital importance of CPD in advancing science education and urges policymakers and educational institutions to prioritize such programs. The CPD program can be implemented in other regions of Uzbekistan and around the world to strengthen science teachers’ process skills. Various educational institutions can adopt the CPD framework and incorporate it into their future in-service training programs.

This study looks at how Project-Based Learning (PBL) can be used in real life to improve science education in Indian secondary schools with limited resources. By qualitatively analyzing 111 Hindi-language science projects that follow the National Curriculum Framework, it reviewed three projects that are representative: biodegradable waste decomposition, plant morphology, and rust formation for their design pedagogical content scientific and feasibility. Results show that these inexpensive investigations relevant to the context help develop core competencies effectively such as observation data analysis collaborative inquiry and reasoning based on evidence. By merging learning through experience with relevance to the community, PBL closes the gap between instruction in theory and real scientific practice, even under conditions of resource constraint. In addition, PBL has shown potential for issues of gender and social equity by fostering inclusive participation and contextualized engagement. The study ends with the statement that scaling PBL across schools would need coherent policy alignment, teacher professional development, and reform in assessment practices to take science learning out of rote memorization into reflective inquiry-driven socially responsive education.

This volume supports the belief that a revised and advanced science education can emerge from the convergence and synthesis of several current scientific and technological activities including examples of research from cognitive science, social science, and other discipline-based educational studies. The anticipated result: the formation of science education as an integrated discipline.

This study explored Next Generation Science Standards (NGSS) in cross-cultural biology teaching through collaborative lesson studies involving educators from the USA and the Philippines. We employed grounded theory and examined iterative feedback processes during lesson development to refine learning exemplars. Learning exemplars validation affirmed their alignment with both NGSS and the Philippine science education frameworks, ensuring cultural relevance and educational rigor. Five key themes were identified as pivotal: retrieval of prior knowledge, fostering meaningful learning experiences, enhancing memory and retention, fostering active engagement, and cultivating critical thinking skills—integral for developing culturally responsive curricula. Moreover, students became independent learners, responsible for their learning, reflective and critical thinkers, problem solvers, inquiry-oriented, creative, collaborative communicators, modelers, data analysts, persistent, adaptable, and self-directed. Implications include enhancing educational policies to support cultural diversity and integrating cross-cultural learning exemplars to enhance global teaching practices. This study underscored the transformative potential of cross-cultural collaboration in advancing science education, fostering engaging learning environments, and preparing students for global citizenship.

This study aims to develop and implement an integrated learning model combining Project-Based Learning (PjBL) and Guided Inquiry Learning (GIL) to enhance science literacy in students within the advanced science education course. The study was conducted to students from the Elementary School Teacher Education Program at the Catholic University of Santo Thomas, focusing on the topic of States of Matter. A quasi-experimental design with a pre-test – post-test control group design was employed, where the control group received conventional teaching methods, and the experimental group engaged in the integrated PjBL-GIL model. The results reveal a significant difference in science literacy improvement between the groups. The experimental group, using the integrated PjBL-GIL model, showed a greater improvement (22.4%) compared to the control group (7.7%). Statistical analysis using a two-sample t-test confirmed the significance of this difference, with a t-value of 5.16 and a p-value of 0.000, indicating a statistically significant improvement in the experimental group. The effect size, measured by Cohen's d, was 2.53, indicating a large effect. ANCOVA results showed that even after controlling for baseline differences, the experimental group still demonstrated significantly higher post-test scores (p-value = 0.000). Furthermore, Pearson’s correlation analysis revealed a significant positive relationship between collaboration and science literacy improvement (r = 0.62, p = 0.01), emphasising the importance of collaboration in enhancing learning outcomes. These findings suggest that the integrated PjBL-GIL model is effective in improving critical thinking, problem-solving skills, and the application of scientific concepts. And it is recommended that this model be expanded in science education in Indonesia to further improve the quality of learning and students' science literacy.

Technology has helped advance science education in its delivery of content to students. These advancements have led to improved conceptual understanding of physical phenomena in students. In most educational systems, teachers play a crucial role in the introduction of innovative pedagogic interventions. In this paper, the perceived impact on use of virtual laboratories and simulations as a teaching aide in science education by teachers is characterized. Significant improvements on teaching time, teaching methodology, and communication of concepts over traditional teaching techniques are reported. The value of virtual laboratories in individualized learning as opposed to group centric learning as in a conventional laboratory is further explored. Key challenges to complete adoption of these technologies include infrastructural lacunae and depth of teacher knowledge. Hence the individual teacher commitment along with the necessary ICT support can impact the knowledge environment. With functionality to simulate real environments, create assessments, monitor individual student performances, added to the scalability of the virtual laboratory platforms to encompass multiple thematic disciplines and cater to millions of users makes it a sustainable and a need-to-have teaching tool.

Retired scientists and engineers are volunteering their time to improve science education in U.S. elementary and secondary schools by joining with teachers to develop and present hands-on experiments and demonstrations. Additional volunteers, including members of SID, are needed to sustain and expand these programs into more school districts.

A challenge faced by the Center for Drug Evaluation and Research (CDER) in effectively carrying out its mission requires it to integrate the disciplines of science, medicine, law, and public policy. One way to do that is by ensuring a highly trained multidisciplinary staff. The CDER has been able to meet this requirement by identifying the core competencies needed to accomplish its mission. The use of a competency-based training model in the planning, development, and delivery of its advanced scientific education program allows CDER staff to maintain current knowledge as well as prepare for future scientific education needs. The CDER educational model could be readily adapted to meet the educational needs of other organizations.

This study explored the relationship between the dominant teaching styles of Grade 10 Science teachers and the preferred learning styles of students to develop a PISA-based enriched lesson plan. Employing descriptive and correlational research methods, the study identified common teaching styles—Expert, Formal Authority, Personal Model, Facilitator, and Delegator—and prevalent learning styles—Independent, Dependent, Avoidant, Participant, Competitive, and Collaborative. Findings revealed that the Facilitator teaching style was most frequently used, while students predominantly exhibited a Dependent learning style. Pearson correlation analysis confirmed significant associations between teaching and learning styles, highlighting the need for instructional alignment. Based on these results, a PISA-based lesson plan was developed using the 7Es instructional framework, integrating interactive and real-world applications through the LUMI platform. This lesson plan was designed to support both Facilitator and Dependent learning approaches, ensuring adaptability to diverse educational needs. Expert evaluation affirmed its quality and relevance. The study underscores the importance of aligning teaching methods with student learning preferences to enhance engagement and academic performance. It also emphasizes the potential of PISA-based strategies in improving instructional practices, offering insights for educators, administrators, and curriculum developers in advancing science education.

Advancing science education through a participatory action research guide for science teachers

The strategies employed by teachers and students in the open inquiry-based learning approach are crucial, especially when presenting researchable questions formulated by students under the guidance of the teacher. This effectively promotes the teaching and learning of various disciplines. Participant observation was conducted in the science classroom for secondary education teachers to establish the level achieved by teachers in the development of the open inquiry-based learning experience and to identify the taxonomic level of researchable questions (RQs). An observation rubric was applied, revealing that 83% of in-service teachers reached a satisfactory level, while 67% of pre-service teachers were classified as unsatisfactory in terms of using the open inquiry-based approach. Both groups formulated high-order inquiry questions, with a clear inclination in favor of in-service teachers compared to pre-service teachers. These results highlight the importance of university training in focusing on inquiry skills, particularly in planning, inferences, and evaluation. Through this observational analysis, valuable information about the current state of open inquiry-based learning is contributed, advancing science education in Peru.