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This study developed, validated, and utilized the Technology Integrated Classroom Inventory (TICI) to examine technology-integrated science learning environments as perceived by secondary school students and teachers. Using technology-oriented classroom climate instruments and considering the science classroom's characteristics, TICI was developed. More than 1,100 seventh through ninth grade science students validated the instrument, revealing eight scales: technological enrichment, inquiry learning, equity and friendliness, student cohesiveness, understanding and encouragement, competition and efficacy, audiovisual environment, and order, with alpha reliabilities ranging between 0.69 and 0.91 (0.93 for the entire questionnaire). In measuring actual and preferred learning environments, TICI results indicated that both students and teachers ranked equity and friendliness highest. The largest actual-preferred discrepancy was order (students) and inquiry learning (teachers). TICI offers additional utilities for technologyenriched science leaning environments.

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.

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.

The new Science and Technology Curriculum Framework recently issued in Taiwan advocates the teaching of integrated science and technology with greater emphasis on basic skills. Science teachers are not used to teach in this way, they need different abilities and skills in order to do so. Using various effective professional development strategies, including a collaborative action research approach, the aim of this study was to help science teachers develop professionally through the development of instructional modules on integrated science and technology. A research team was formed consisting of science educators/researchers, graduate assistants and science teachers from six junior high schools in the central area of Taiwan. In order to involve teachers collaboratively over an extended period of time, the entire study went through preparatory, elaborative and disseminative stages for three consecutive years. Various professional development opportunities were built-in. The instructional modules developed were discussed by participants of this study and evaluated by external experts before they were tried out in actual classroom settings. Both qualitative and quantitative methods, including field notes, interviews, observations, video-taping, audio-taping, document analysis, and surveys of students' and teachers' opinions were used to collect data for a closer examination of the effectiveness of the instructional modules and of the increase in teachers' instructional proficiencies. Overall, teachers' interdisciplinary experiences and knowledge increased. They were more flexible and resourceful in using instructional strategies that best fit the instructional settings. Their knowledge and skills in using information and communication technologies in science classrooms also increased considerably.