Em. Prof. Jean-Luc Patry
University of Salzburg, Salzburg, Austria
VaKE: Combining Values and Knowledge Education for Science Teaching
Values and Knowledge Education (VaKE) is a constructivist teaching-learning concept that permits, on one
hand, the students to acquire factual knowledge, and on the other, to develop their moral judgment competence. The latter
is done through moral dilemma discussions, with the dilemmas conceived in such a way that the learners need knowledge
to discuss them competently, and this knowledge is acquired through inquiry-based learning. It has been used for many
different topics with many different target audiences. The focus is on science education, although other subject matters are
considered as well, since VaKE is a trans-disciplinary approach and scientific issues may arise when it is used in non-
scientific contexts, too. First, the requirement that teachers should do both knowledge as well as values education – is
justified, and it is shown how important it is that content and values are related with each other. Further, it is argued that
values education should address the justification of values instead of the values themselves. Next, the theoretical framework
underlying VaKE is described, showing that the VaKE theory draws from different fields of psychology and educational
research, and the steps of a prototypical VaKE process are presented. Next, representative results of research studies done
within the research program on VaKE are presented, beginning with a study on nano-technology done with 12-years-olds.
Then, the key insights from the research program are sketched: Overall, the results exceeded by far the initiators’
expectations. The conclusions address, among others, some practical recommendations for the use of VaKE.
Prof. Shuichi Yamashita
Chiba University, Chiba, Japan
Emotional Impact and Perceptions of the UBC Nitobe Memorial Garden on International Visiting Students
The purpose of this research was to evaluate the impact of a one-hour museum education program contextualized around the Nitobe Memorial Garden at the University of British Columbia (UBC), together with free-time exploration of garden itself. In study 1, 20 Taiwanese graduate students received a combined one-hour museum education program and free-time to explore the Garden. All students were asked to answer questions about their impressions of Japanese gardens both before and after the combined program and free exploration. The results indicated that the newly developed program provided an opportunity to gain an understanding of Dr. Nitobe’s history and gardens, as well as gain a sense of self-restoration and reflection in the garden’s bright atmosphere. In study 2, 15 Japanese students received a one-hour museum education program and free exploration of the garden. All students were asked to participate in a 40-minute interview which probed the impact of their experiences in a descriptive fashion. The results of study 2 revealed the program’s considerable power in terms of these students’ reported mental restoration, self-reﬂection of their own identities, and identiﬁcation of attributes of their own journeys as foreigners living abroad.
Prof. Anna Permanasari
Universitas Pakuan Indonesia, Indonesia
Prof. Hae-Ae Seo
Pusan National University, Pusan, Korea
Educating Global Competence: Emerging Issues of Science Teacher Education Program
The world today is easily described with a word, globalization. Our world is ever more interconnected and interdependent with rapidly developing science and technology and drastically changing economy and society. In this global age of flattened world, to prepare students to adapt current and future living environments, education calls for nurturing their global competence. Under the Learning Framework of OECD 2030, students are expected to achieve literacy, numeracy, data literacy, health literacy, and digital literacy and are able to take responsibility with action, reconcile tensions and dilemmas with reflection and create new value with anticipation. OECD emphasizes global competence that makes students to be able to address issues of sustainable development and to collaborate across cultural differences in their everyday lives. The presentation attempts to introduce emerging issues and concerns about science teacher education program to prepare science teachers for teaching global competence. After contextual backgrounds of educating global competence are reviewed, the elements of science teacher professionalism for teaching global competence are described focusing on science expertise – subject matter content knowledge, pedagogical content knowledge, and educational context knowledge. Discussion will be extended into pre-service science teachers’ experience of international teaching practicum in relation to global competence.