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This study used content analysis to examine the most studied conceptual change factors that influence students' science learning processes and their learning outcomes. The reviewed research included empirical studies published since Posner et al. proposed their conceptual change model 30 years ago (from 1982 to 2011). One hundred sixteen SSCI journal and full text articles were sampled from the Education Resources Information Center database. \"Conceptual change\" in the title of the articles was used for screening the articles. The results showed that learning outcomes chiefly examined students' conceptual change and their science achievement. The most studied factors influencing conceptual change were associated with instruction and personal reasoning ability. As for instruction, multiple instructional methods were usually integrated in the research, and \"conceptual conflict\" and \"cooperative learning\" were found to be gaining the most attention. In addition, certain instructional methods were more frequently linked to specific science subjects. Educators require knowledge of conceptual change theories and strategies. Such information should be more readily available in order to develop teachers' pedagogical content knowledge and help them put it effectively into practice.

This study examined the associations between school entry skills and science achievement at both the student and school levels among fourth-grade students in South Korea, Singapore, Japan, Chinese Taipei, and Hong Kong. Data of the five Asian regions in the 2015 Trends in International Mathematics and Science Study (TIMSS) were analysed. Variables included Interest, Self-concept, School entry skills - reported by parents, Cognitive activities, Parent attitudes toward mathematics and science, Home educational resources, and Gender, all at the student level, and Emphasis on academic success, Discipline problems, and School entry skills – reported by principals at the school level. Results of the multilevel path analysis indicated that School entry skills positively and directly influenced science achievement, and simultaneously mediated the influence from cognitive activities to science achievement at the student level. These findings were consistent among the five Asian regions. At the school level, it was found that compared to School entry skills, School emphasis on academic success was the stronger predictor of science achievement among students for most Asian regions. Implications for improving primary school students’ science learning are discussed.

Science teacher education is an essential component in the entire system of science education. Currently, there is a lack of appropriate theory to describe and explain the complex phenomena and problems involved in science teaching and teacher education, and to provide effective guidance for policy-makers and practitioners. However, a range of theoretical viewpoints concerning science education and teacher education in general have been articulated in recent years. The aim of this article is to summarize some of the main theoretical perspectives in this area, so that they can be referred to in practical works and future research studies on science teacher education. First, contemporary views on the goals of science education and the principles of science teaching, assessment and teacher education have been articulated by a number of science educators and professional organizations worldwide (NRC, 2000; 2007). These theoretical viewpoints are based on a wealth of findings from research studies on students' learning of science carried out in the past few decades. It was noted that learning with understand is the focus of the latest scientific studies on students learning, that is, cognitive processes involved in learning are the main research interests. Our new understanding of students' learning indicated that students are active learners, their attention, memory, sense-making, problem solving, understanding and acquisition new knowledge are strongly influenced by their prior knowledge, skills, and conceptions. In addition, it was found that students' inquiry skills and their understanding of basic science principles are closely related, and that meta-cognition plays an important role in science teaching and learning. The implications for science teacher education is that teacher education institutions are expected to provide opportunities for teachers to develop the knowledge, skills, and teaching approaches which will enable them to create better learning environments for their students. The importance of science teachers' development of pedagogical content knowledge in school contexts is emphasized. Secondly, turning to literature on teacher education in general, theoretical perspectives on the purposes of teacher education, teachers' professional qualities and teachers' learning to teach are respectively discussed. Summarizing the analysis of Zeichner and Joyce, Doyle (1990) outlined five paradigms in teacher education programs, including teachers as good employees, junior professors, fully functioning persons, innovators, and reflective practitioners. Five conceptual orientations of teacher education programs are described by Feiman-Nemser (1990), including academic, practical, technological, personal, and critical/social. Doyle (1990) discussed teacher professional qualities in great length, by pointing out a sharp distinction between the professional-technical knowledge base emphasized by traditional competence-based teacher education program (informed by process-product research studies) and the kind of personal practical knowledge that teachers actively constructed within the social environment in school contexts. The former emphasizes direct instruction of generalized knowledge and skills in teaching, while the later emphasizes teachers' roles in making personal meaning, insight, and creativity within a specific context. Doyle (1990) strongly suggested that successful teacher education program and research studies can be designed if one combines fruitfully the strengths of both knowledge types mentioned above. Korthagon (2004) and coworkers have done comprehensive research studies along the same line. In addition to point out that teachers change take place successively through a layered structure from environment, behavior, competencies, beliefs, identity, to mission (the innermost layer), they proposed that in learning to teach, mathematics teachers and possibly teachers in other fields as well, develop through a sequence of three stages, namely, gestalt formation, schematization, and theory building. In general, at the gestalt stage, teachers operate or react to classroom events unconsciously and unintentionally, using their prior knowledge, experiences under similar situations as reference frames. Schemas are relatively more systematic thoughts formed by teachers when they are asked or required to reflect on their decisions and teaching behaviors explicitly, or to discuss and compare them with other teachers. The stage of theory building takes place only when teachers are conscious that their schemas are getting more complicated and that they want to make the logic and reasons involved clear. Finally, the limitations of traditional technical-oriented teacher education programs are pointed out. For science teacher education practice and research, it is recommended that various theoretical perspectives are considered, taking into account different goals, contexts, participants and other resources. As for future research directions, it is suggested that the links between theory and practice be strengthened. For example, how to inform teachers so that they can make better use of research findings and theoretical knowledge in their classroom teaching, and how to formulate more practical research questions based on teachers' practice in classroom contexts. Hopefully, this will eventually lead to the building of more useful teachers' practical theories.

This study emphasizes student-centered learning principles in developing an algal fuel cell teaching module for a student environmental education program. Using the algal battery, one of the authors (a junior high school science teacher) conducted the teaching module in eight classes, with 67 elementary school students in grade 5, 64 junior high school students in grade 8, and 159 senior high school students in grade 10, respectively. Results from the pre- and post- achievement tests of the algal fuel cell teaching module showed that the average score of elementary school, senior high school, and junior high school students increased by 23.73, 18.09, and 17.42 points, respectively, with a significant difference between post- and pretest scores (p<0.001). The gross average of student responses to the questionnaire was 4.04. The mean score for elementary school students significantly differed (p<0.01) from junior high and senior high school students.

本研究旨在探查兩位理化教師酸鹼中和主題教學的學科教學知識（Pedagogical Content Knowledge, PCK）面向內涵和關係。蒐集資料主要有：晤談與教學討論的錄音、教學設計稿、教學錄影。依紮根理論分6 個步驟分析，包括：形成概念、精緻概念、編碼資料和概念、分類概念、統整展現各面向的教學要素、確認PCK 各面向關係。研究發現如下：（1）教師展現PCK 的主要面向和文獻相符，包括：教學取向、關於學生理解科學的知識、科學課程知識、教學表徵和策略知識與評量知識。所展現PCK 的教學要素呈現相似與相異內涵，相異內涵是基於「教師如何教」、「學生學什麼和如何學」觀點。（2）教師展現PCK 面向的關聯呈現階層性單向影響，教學取向為上階層，關於學生理解科學的知識和課程知識居中，教學策略和表徵知識與評量知識為下階層且相互影響。（3）教師展現PCK 面向的關聯係透過相關教學要素連結，其中「科學教學本質」、「教師角色」、「學習策略」和「學習疑難」是關鍵。（4）教師展現PCK 品質倚賴於各個面向的統整程度。

本研究旨在探查兩位理化教師酸鹼中和主題教學的學科教學知識（Pedagogical Content Knowledge, PCK）面向內涵和關係。蒐集資料主要有：晤談與教學討論的錄音、教學設計稿、教學錄影。依紮根理論分6 個步驟分析，包括：形成概念、精緻概念、編碼資料和概念、分類概念、統整展現各面向的教學要素、確認PCK 各面向關係。研究發現如下：（1）教師展現PCK 的主要面向和文獻相符，包括：教學取向、關於學生理解科學的知識、科學課程知識、教學表徵和策略知識與評量知識。所展現PCK 的教學要素呈現相似與相異內涵，相異內涵是基於「教師如何教」、「學生學什麼和如何學」觀點。（2）教師展現PCK 面向的關聯呈現階層性單向影響，教學取向為上階層，關於學生理解科學的知識和課程知識居中，教學策略和表徵知識與評量知識為下階層且相互影響。（3）教師展現PCK 面向的關聯係透過相關教學要素連結，其中「科學教學本質」、「教師角色」、「學習策略」和「學習疑難」是關鍵。（4）教師展現PCK 品質倚賴於各個面向的統整程度。 This study aimed to explore the contents of two teachers’ Pedagogical Content Knowledge (PCK) as it unfolded in teaching practice and to build up portrayals of their PCK on the teaching of a unit on acid-base neutralization. Interrelationships among contents in theses dimensions were also investigated. Using qualitative methodology for data collection, a range of data were collected from transcripts of stimulated interviews and audio recordings of meetings, drafts of teaching plans, and transcripts of classroom videos. Analysis of data went through a series of steps, starting from analysis of collected data, to formation of concepts, categories, instructional elements, and finally to the formulation of research claims. The findings of this study are summarized as follows: (1) The main dimensions of the teachers’ enacted PCK are consistent with literature including teaching orientations, students’ understanding of scientific knowledge, curriculum, instructional representations and strategies, and assessment. There are similar and different characteristics between the instructional elements of case teachers’ PCK along different dimensions. The different characteristics are based on teacher’s knowledge about \"how should teachers teach,\" \"how should students learn\" and \"what should students learn\". (2) There is a hierarchical and causal relationship between the various dimensions of PCK. Instructional orientation is located in the upper level. Knowledge of students’ understanding of scientific and knowledge of curriculum are located in the intermediate level. The instructional representations and strategies and assessment are located in the low level, bearing mutual influence with each other. (3) The pattern of a case teachers’ enacted PCK is an integrated result of the interrelationships among the instructional elements belonging to the various knowledge dimensions. Within the case teachers’ PCK, there were four instructional elements including \"nature of science teaching,\" \"role of teacher,\" \" learning strategies \"and\" students’ learning predicaments\" which were found to have strong impacts on teachers’ PCK. Therefore the above four instructional elements are the keys to teachers’ instructional decisions. (4) The quality of PCK depends on the degree of integration of the interrelationships among the various dimensions of PCK.

This study aimed to explore the contents of two teachers' Pedagogical Content Knowledge (PCK) as it unfolded in teaching practice and to build up portrayals of their PCK on the teaching of a unit on acid-base neutralization. Interrelationships among contents in theses dimensions were also investigated. Using qualitative methodology for data collection, a range of data were collected from transcripts of stimulated interviews and audio recordings of meetings, drafts of teaching plans, and transcripts of classroom videos. Analysis of data went through a series of steps, starting from analysis of collected data, to formation of concepts, categories, instructional elements, and finally to the formulation of research claims. The findings of this study are summarized as follows: (1) The main dimensions of the teachers' enacted PCK are consistent with literature including teaching orientations, students' understanding of scientific knowledge, curriculum, instructional representations and strategies, and assessment. T

Building upon three theoretical paradigms (technology acceptance model, social cognitive theory, and task-technology fit), the present study aims to investigate the relationship among intrinsic and extrinsic factors influencing science teachers' intentions toward teaching with information technology (IT). A sample of 226 middle school science teachers in Taiwan completed a survey; the resulting data were tested against the research model using a structural equation modeling approach. Results indicated perceived usefulness and computer self-efficacy were critical determinants of science teachers' intentions about technology integration. Computer self-efficacy and perceived fit were important antecedents of both perceived usefulness and perceived ease of use; however, perceived ease of use had an adverse effect on perceived usefulness within the science teaching context. This study discusses the implications for teachers' adoption of IT and recommendations for professional development. (Contains 4 tables and 2 figures.)