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Hung-Shan Lee Heng-Shan Elementary School, New Taipei City Introducing MARINE EDUCATION at School https://biologi.fkip.uns.ac.id
Hung-Shan Lee
Heng-Shan Elementary School, New Taipei City
Introducing MARINE
EDUCATION at School
https://biologi.fkip.uns.ac.id
Current Position
Homeroom Teacher, Heng-Shan Elementary
School, New Taipei City
Academic Background
Ph.D., 2018, Graduate Institute of Science
Education, National Taiwan Normal University.
Honors and Awards
First Prize of 2018 Outstanding Dissertation of
Teacher Education, sponsored by Editorial Board
of Journal of Teacher Education and Professional
Development
Lee’s CV
https://biologi.fkip.uns.ac.id
PublicationsJournal Articles
Lee, H. S., & Liu, S. Y. (2018). Using CBAM (concerned-based adoption model) to interpret
in-service teacher development for marine education. The Newsletter for East-Asian Science
Education, 11(4), 4-5.
Lee, H. S., Liu, S. Y., & Yeh, T. K. (2016). “Sharks in your hands”—a case study on effects of
teaching strategies to change knowledge and attitudes towards sharks. Journal of Biological
Education, 50(3), 345-357. doi: 10.1080/00219266.2015.1058841(SCI)
Book Chapters
Lee, H. S., Liu, S. Y., Yeh, T. K. (2019). Marine education through cooperation: A case study
of opportunity in a remote school in Taiwan. In Fauville, G., Payne, D., Marrero, M., Lantz-
Anderson, A., & Crouch, F. (Eds.) Exemplary practices in marine science education.
Netherlands : Springer.
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INTRODUCTION TO HENG-SHAN
Total students: 110
Total teachers: 10
Students per grade: 15-20
Location: Northern tip of Taiwan
Attribute: Remote /Small
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Graduates of 2020https://biologi.fkip.uns.ac.id
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SHARK TALE
Participants: 12
Grade: 4
Retention test: 6
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POOR UNDERSTANDING OF
SHARKS…
High proportion of children getting
negative perceptions and poor
conceptual understanding of sharks
(Tsoi, K.H., 2011)
Extreme fear for sharks (Taylor et al.,
2000)
In animations like “Finding
Nemo” ,“Shark Tales” or “Little
Mermaid”, sharks were evil, voracious
and blood-thirsty, not to mention the
blockbuster of 1975 “Jaws”
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MISCONCEPTIONS ABOUT
SHARKS…
Sharks don’t have scales and their skins feel smooth.
Sharks have three gill slits.
Sharks’ tails are homocercal like bony fish.
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TEACHING SEQUENCE
Literature review and teaching experience reflection
Pre-test (attitudes and knowledge /drawing
Expert teaching
ecology, biology, fisheries and conservation
Experiment and hands-on activities
Post-test /Retention-test
Analysis and reflection
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EXPERT TEACHING
PPT PRESENTATION SPECIMEN EXHIBITION
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TEETH TEST
PEN SHARPENED……
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SCALE OBSERVATION
NOT SMOOTH AT ALL… 15* MAGNIFIER
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MODEL OBSERVATION
TAILS TELL…HTTPS://WWW.YOUTUBE.COM/WATCH?V=XNJVQ_7XC9K
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Coding criteria for students’ drawings
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PRE-POST TEST-1
PRE-O1(SCORE:1) POST-01(SCORE:3)
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PRE-POST TEST-2
PRE-04(SCORE:1) POST-04(SCORE:6)
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PRE-POST TEST 4
PRE-05(SCORE:4) POST-05(SCORE:6)
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SHARK KNOWLEDGE COMPARISONhttps://biologi.fkip.uns.ac.id
INTERVIEWS(QUALITATIVE STUDY)
S5: I will watch documentaries of BBC or other programs
regarding animals. The lesson two years ago makes me
appreciate animal programs further.
S9: (After the lesson), I will watch programs on National
Geographic and browse through brochures about marine
biology in the library. The lesson has been guiding me to
probe deeper phenomena when confronted with
information about the ocean
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INTERVIEWS(QUALITATIVE STUDY)
Pre-S10: Sharks are tyrants in the ocean. It’s a
blue and white great white shark, and its olfactory
sense is like that of a dog.
Post-S10: The great white shark’s olfactory sense
is excellent and its teeth can puncture turtles’
shells. The whale shark is the biggest shark in the
ocean. It feeds on planktons.
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SUMMARY
Prior knowledge assures effective learning (Posner, 1982)
and helps learners adapted to their experience (Driver et
al., 1994)
Hands-on activities provide direct and purposeful learning
experience (Dale, 1969), bring more interest in biological
classes(Holstermann, Grube, and Bögeholz, 2010),and also
offer active manipulation (Jones et al. 2004).
Drawing will not confine students’ thoughts and can probe
their holistic understanding (White and Gunstone 1992).
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REFLECTION
Real things maybe better than model
Observation plus reading
Learning transfer
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PREPARE FOR BOOKS
Skeleton and animals
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Field trip to museumhttps://biologi.fkip.uns.ac.id
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NO-2
2019-10-31
2019-12-10
No-2
2020-01-16
認知衝突的運用
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我在教育現場看到的海洋教育樣貌……摘自--
以關注本位採用模式詮釋教師實施海洋教育之個案研究Using Concerns-Based Adoption Model (CBAM) to Interpret How
Teachers Implement Marine Education: A Case Study (2018)
博班的好處之三：取得資源並共享資源
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2019-10-31
2019-12-17
2020-01-16
NO-5
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NO-1
2019-10-31
2019-12-10
No-1
2020-01-16
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SUMMER CAMP FOR ELEMENTARY KIDS IN KEELUNG
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EXTRA-CURRICULAR ACTIVITIES FOR ELEMENTARY KIDS IN TAICHUNG
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ART CLASS COMBINED WITH MARINE ELEMENTS
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A KINDERGARTEN IN NEW TAIPEI CITY
K-4
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K-2
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KIDS’ LEARNING PORTFOLIO
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CBAM chart，from Hall, Dirksen, & George, 2013, p.2
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