EASE Letters

Exploring Students’ Perceptions on Science Learning Emotion and Constructivist Learning Environment
Authors: Shin, Myeong-Kyeong; Kim, Eun-Jeong
Cite as: Shin, M. -K., & Kim, E. -J. (2023). Exploring Students’ Perceptions on Science Learning Emotion and Constructivist Learning Environment. EASE Letters, 2(2), 1-10.
Abstract: The purpose of this study is to analyze students’ perception of science learning emotion and constructivist learning environment. For this aim, the correlation analysis was conducted to figure out the sub-scales of a couple of factors; science learning emotion and constructivist learning environment. The subject of this study were 100 elementary school students. The test tool for science learning emotion consisted of 35 questions, and for constructivist learning environment consisted of 30 questions divided into five sub-scales. The results of this study are as follows. First, most of science learning emotions sub-scales had a positive correlation between positive or negative ones. Secondly there was a statistically significant positive correlation between all five sub-scales of Constructivist Learning Environment Survey.
Keywords: elementary school students; science learning emotion; constructivist learning environment

AI & Digital Competency Elements Necessary for Elementary and Secondary Science Teachers
Authors: Lee, Gyeong-Geon; Shin, Myeong-Kyeong; Lee, Jong-Hyeok
Cite as: Lee, G. -G., Shin, M. -K., & Lee, J. -H. (2023). AI & Digital Competency Elements Necessary for Elementary and Secondary Science Teachers. EASE Letters, 2(2), 11-24.
Abstract: The 21st century, anticipated to bring significant changes to our lives, including educational practices and research, is now characterized by the rapid advancement of Artificial Intelligence (AI). This discourse on AI technology, while overlapping with the existing digital technology discourse, demands a new educational response due to the emergence of intelligent actors. Especially in Korea, there is an ongoing exploration of the future educational landscape for students through AI-integrated education policies. At this juncture, it is essential to reconsider the roles and functions of teachers, the primary stakeholders in Korean elementary and secondary education, to lead new educational practices. Specifically, for AI-integrated education to be effective in classrooms, it is crucial to clarify teacher competencies tailored to specific subjects. This study aimed to derive AI & Digital competency elements necessary for elementary and secondary science teachers. Based on literature reviews, potential AI & Digital competency elements for science teachers were initially identified, along with corresponding behavioral characteristics. Subsequently, an extended expert panel consisting of 37 educational and subject education experts and a Delphi survey involving 10 science education experts were conducted to refine these elements. The final AI & Digital competency elements for science teachers, presented after an expert consultation, were detailed into 16 elements across three major domains. The significance of this study lies in its derivation of AI & Digital competency elements tailored to the unique educational practices of science subjects.
Keywords: Artificial Intelligence (AI), Digital Literacy, Technological Pedagogical Content Knowledge, Science Education, Teacher Competency

Statistical Validation of Remote Laboratory Perception Survey (RLPS) for University Students
Authors: Gyeong-Geon Lee
Cite as: Gyeong-Geon Lee (2022). Statistical Validation of Remote Laboratory Perception Survey (RLPS) for University Students. EASE Letters, 2(2), 25-34.
Abstract: A hands-on laboratory course is one of the essentials in university STEM education. However, the COVID-19 pandemic in 2020 has changed global STEM education practices into the non-face-to-face format, forcing university instructors to implement and students to take remote laboratory courses. Lee et al. (2023) developed the Remote Laboratory Perception Survey (RLPS) to investigate university students’ perception of remote laboratory courses they took in 2020 and elicit effective teaching strategies for remote labs. However, there is a need for the statistical validation of RLPS if it is to be used in future studies. This study statistically validated RLPS based on internal reliability (Cronbach’s α) and confirmatory factor analysis (CFA) results based on 291 university student responses. The structure of RLPS, which consists of 10 factors with 30 items, was validated to have good internal reliability and fit indices in CFA. The result of this study suggests that the RLPS is a plausible instrument to investigate and report university students’ perceptions of remote labs.
Keywords: university STEM education, laboratory courses, remote laboratory perception survey (RLPS), statistical validation

Effects of a Teaching Strategies to Strengthen Scientific Explanations on Science Academic Achievement, Interest in Science, and Question Generation in Science Class
Authors: Jisuk Kim; Sunyoung Choi
Cite as: J. Kim & S. Choi (2023). Effects of a Teaching Strategies to Strengthen Scientific Explanations on Science Academic Achievement, Interest in Science, and Question Generation in Science Class. EASE Letters, 2(2), 35-49.
Abstract: The purpose of this study is to find out the effect of QCERR (question, claim, evidence, reason, result) strategic science classes using Google Earth on elementary school students’ academic achievement, interest in science, and question generation. It utilized research based on Google Earth by Blank et al (2016) and CER (claim, evidence, and reasoning), a scientific explanatory framework by McNeil & Krajcik (2012). QCERR was devised to reinforce scientific explanations by adding Question and Conclusion to this. To this end, it was conducted for 3rd graders at H Elementary School in G City, Gyeonggi-do. The results are as follows. First, the experimental group improved science achievement through the QCERR strategy using Google Earth, which showed a statistically significant difference. In addition, there was no statistically significant difference in science interest. Second, there was a statistically significant difference in the effect of QCERR strategic science classes using Google Earth on question generation ability.
Keywords:  Google Earth, scientific explanation, QCERR, science achievement, question generation, interest in science

Development and Application of Teaching Materials Converged with Science Content and Software Utilization: Focusing on Color Perception and App Inventor
Authors: Jeongwoo Park
Cite as: J. Park (2023). Development and Application of Teaching Materials Converged with Science Content and Software Utilization: Focusing on Color Perception and App Inventor. EASE Letters, 2(2), 50-65.
Abstract: With the increasing emphasis on digital competency, the utilization and application of software have become crucial aspects in recent curricula. However, in most cases, the integration or learning of software occurs outside the curriculum’s context, potentially adding a new learning burden for students. Consequently, there is a need to explore methods that enhance learners’ foundational skills for software utilization within the context of the subject curriculum. In this study, teaching materials converged with science content and software utilization was developed, utilizing MIT App Inventor to create simulation and measurement programs for understanding concepts related to color. The program encouraged students to create their own simulations and experimental tools, utilizing them to conduct experiments. By considering interdisciplinary and computational thinking, simulation and experimental tools for color recognition were constructed using App Inventor. A four-session teaching module was developed, and the results of its pilot implementation indicated that 39.0% of respondents achieved intermediate or higher levels of attainment.
Keywords: physics education, computational thinking, convergence, color perception

A Preliminary Study on Placeness as a Site of Experience and Relationship in Science Education
Authors: Sun-Kyung Lee
Cite as: S. K. Lee (2023). A Preliminary Study on Placeness as a Site of Experience and Relationship in Science Education. EASE Letters, 2(2), 66-75.
Abstract: The ecological and climate crises that have been talked about in recent years make us reconsider the responsibilities of science and technology and social and ethical practices. This study seeks to find the reason why socio-scientific issues (SSI), including the climate crisis, are limited to epistemological discussions in our society despite their seriousness, in the absence of ‘placeness’. A place is a place where people’s specific stories unfold beyond the physical limitations of their lives. In other words, it is a ‘layered locality’ in which an individual constantly establishes daily relationships with other neighbors (objects, animals, plants, and individuals). Therefore, this study suggests: First, we must understand the activities of science and technology based on the ‘sense of place’ in which humans on Earth interact with objects and living things around them. Second, locality and everydayness must be restored in scientific and technological responsibility and social and ethical practice.
Keywords: placeness, socio-scientific issues, responsibility of science and technology, locality

Analysis of Online Mass Communication on “Evolution”
Authors: Hyoung-Yong Park
Cite as: H.-Y, Park (2023). Analysis of Online Mass Communication on “Evolution”. EASE Letters, 2(2), 76-86.
Abstract: Evolution is a central concept that unifies all areas of the life sciences. Despite longstanding scientific efforts in science education, the public’s scientific awareness of evolution still needs to improve. Furthermore, the teaching of evolution is subject to recurring controversy. This study aimed to identify the gap between the content covered in the curriculum and the public’s understanding of evolution and explore the reasons for this gap. A content analysis using data mining on a major online portal’s knowledge search service was also conducted to determine how the publicly exchanged content on evolution differs from scientific knowledge. The characteristics of creating and consuming content on evolution through the online portal service based on analyzing the number of posts related to biological evolution and the number of active participants were also examined. Finally, based on the data collected, the feasibility of automatic document classification to distinguish between scientific understanding and non-scientific beliefs on the evolution of life and related content circulating on the Internet is also discussed.
Keywords: evolution, public understanding, network analysis, machine learning, automated classification