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The ASEAN Plus Three Junior Science Odyssey (APT JSO) brings together gifted middle school students to tackle global challenges such as climate change. Over one week, participants collaborate in international teams to analyze environmental issues and present their findings. This study evaluates changes in Global Competence and Attitudes Toward Science before and after the program using a mixed-methods approach. Pre- and post-program surveys revealed statistically significant improvements (p < 0.05) in Global Competence, particularly in self-efficacy on global issues, perspective-taking, adaptability, intercultural awareness, and environmental awareness. However, the program had a limited effect on participants’ attitudes toward science. The findings highlight the importance of integrating cross-cultural collaboration into STEM education and provide recommendations for further enhancing global competency development in gifted science programs.

This study investigates the effectiveness of using the Science Davinci Box toolkit to enhance the teaching and learning of solar energy concepts in Grade-12 Physics classes in Myanmar. Addressing the educational challenges of limited resources, outdated curricula, and a lack of trained educators, the intervention aimed to bridge the gap between theoretical knowledge and practical applications through hands-on, experiential learning. Utilizing a mixed-methods approach, quantitative data were collected through pre- and post-intervention assessments, while qualitative insights were gathered from student interviews, focus group discussions, and classroom observations. The results revealed a statistically significant improvement in students' knowledge, with mean test scores increasing from 55% to 78% (p < 0.01). Additionally, the intervention fostered critical thinking, problem-solving skills, and increased student engagement with renewable energy topics. However, challenges related to technical difficulties, time constraints, and teacher readiness were identified. The findings underscore the potential of educational toolkits in enhancing renewable energy education in resource-limited settings and provide valuable implications for curriculum reform and teacher training programs in Myanmar.

The APT JSO-10 was a physical event held in Siem Reap, Cambodia, from July 22 to 26, 2024. Organized by the Cambodian Ministry of Industry, Science, Technology, and Innovation, in partnership with the ASEAN Center for Gifted Studies (ACGS) and supported by ASEAN, the event brought together a diverse group of young minds. A total of 194 participants, including 92 female students, attended the event. The participants were divided into mixed-nationality groups, with two groups per country (except for ASEAN Plus Three country and Cambodia, which had three and four groups each, respectively). This diverse composition fostered cross-cultural exchange and enriched the learning experience. The theme of APT JSO-10 was "Racing Up Against Climate Change" reflecting the global urgency to address environmental challenges. The event aligned with several Sustainable Development Goals (SDGs), demonstrating its commitment to addressing pressing issues. The primary objective of the event was to enrich the scientific, technological, and innovative solutions for climate change and sustainable development among junior scientists from ASEAN member states and advanced countries. By providing a platform for collaboration and knowledge sharing, APT JSO-10 aimed to equip these young minds with the tools they need to become future leaders in the field of science and technology. Key Highlights and Outcomes: · The event fostered a welcoming and inclusive atmosphere, allowing participants to connect with peers from different backgrounds and cultures. · Participants engaged in a variety of activities, including scientific experiments, group projects, and site visits, providing them with practical experience and a deeper understanding of scientific concepts. · Experienced scientists and mentors provided valuable guidance and support to participants, inspiring them to pursue their academic and career goals. · The group projects and competitions encouraged participants to work together to solve complex problems, developing essential teamwork and problem-solving skills. · The event offered opportunities for participants to experience different cultures, broaden their horizons, and build lasting friendships. Overall satisfaction, the APT JSO-10 was a resounding success, with participants expressing high levels of satisfaction. A significant majority of participants rated the event positively, highlighting the valuable experiences and opportunities it provided. For the conclusion, the APT JSO-10 was a transformative event that empowered young scientists to develop their skills, explore their passions, and contribute to addressing global challenges. By fostering collaboration, innovation, and a love for science, the event has laid the foundation for a brighter future for the region.

본 연구는 인공지능을 활용한 융합교육프로그램이 학생들의 과학적 창의성에 어떠한 영향을 미 치는 지를 알아보기 위한 것이다. 본 연구를 위해 인공지능을 활용하여 초등 3학년 과학 ‘동물의 생활’ 단원을 중심으로 STEAM의 학습 준거 틀의 흐름에 맞추어 15차시의 융합교육프로그램을 개 발하였다. 본 연구는 인공지능 융합 프로그램으로 수업을 적용한 연구반(26명)과 전통적인 방법인 교과서 위주의 수업을 적용한 비교반(25명)의 학생을 대상으로 진행하였다. 연구반의 경우 다양한 에듀 테크(Edu-Tech)와 인공지능(AI)을 활용한 교육 프로그램이 그 특징이라고 할 수 있다. 본 연 구의 주요 결과는 다음과 같다. 인공지능 융합프로그램을 적용한 결과 전반적으로 과학적 창의성이 행상 되었으며, 과학적 창의성의 하위 영역 중 실재 영역, 개인 영역, 사회 영역에서 모두 효과가 있는 것으로 나타났다. 자신이 선택한 동물에 대해 조사한 것을 Book Creator 도구를 활용하여 책으로 만들고, 보드게임 및 플랫폼을 활용한 게임을 하고, 동물 분류모델을 만들고 동물 로봇을 설계하는 활동을 하는 과정이 학생들의 과학적 창의성 향상에 영향을 준 것으로 생각된다.

The purpose of this study is to find out how convergence education programs using artificial intelligence affect students' scientific creativity. For this study, 15 convergence education programs were developed in accordance with the flow of STEAM's learning reference framework, centering on the 3rd grade science "Animal Life" unit using artificial intelligence. This study was conducted on the students of the research group (n=26) to which the program was applied and the comparative group (n=25) to which the textbook-oriented general classes were applied, and the main results of this study are as follows. As a result of applying the artificial intelligence convergence program, it was found that overall scientific creativity was improved. Among the sub-areas of scientific creativity, it was found to be effective in real, individual, and social areas. Students participated in the program, internalized the knowledge learned by making a book about the animals they chose using the Book Creator tool, and experienced understanding the characteristics of artificial intelligence and learning principles of artificial intelligence by playing board games and games using platforms. Subsequently, by fusing the knowledge learned the previous time, they created an animal classification model and designed animal robots, which is thought to have affected the improvement of scientific creativity.