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This book presents innovations in teaching and learning science, novel approaches to science curriculum, cultural and contextual factors in promoting science education and improving the standard and achievement of students in East Asian countries. The authors in this book discuss education reform and science curriculum changes and promotion of science and STEM education, parental roles and involvement in children's education, teacher preparation and professional development and research in science education in the context of international benchmarking tests to measure the knowledge of mathematics and science such as the Trends in Mathematics and Science Study (TIMSS) and achievement in science, mathematics and reading like Programme for International Student Assessment (PISA). Among the high achieving countries, the performance of the students in East Asian countries such as Singapore, Taiwan, Korea, Japan, Hong Kong and China (Shanghai) are notable. This book investigates the reasons why students from East Asian countries consistently claim the top places in each and every cycle of those study. It brings together prominent science educators and researchers from East Asia to share their experience and findings, reflection and vision on emerging trends, pedagogical innovations and research-informed practices in science education in the region. It provides insights into effective educational strategies and development of science education to international readers.
This edited volume is a state-of-the-art comparison of primary science education across six East-Asian regions; namely, the People’s Republic of China, Republic of Korea, Republic of China, Hong Kong SAR, Japan, and Singapore. While news of educational policies, classroom teaching, assessment, and other educational innovations here often surface in the international media, this book brings together for the first time relevant information regarding educational systems and strategies in primary science in East Asia. Above all, it is a readable yet comprehensive survey—readers would have an accurate sense of what has been accomplished, what has not worked so well, and what remains to be done. Invited experts in comparative education research and/or science education also provide commentary by discussing common themes across the six regions. These types of critical synoptic reviews add much value by enabling readers to understand broad commonalities and help synthesize what must surely be a bewildering amount of very interesting albeit confusing body of facts, issues, and policies. Education in East Asia holds many lessons (both positive and negative) to offer to the rest of the world to which this volume is a timely contribution to the literature.
This book is a collaborative product of an official project approved by the East-Asian Association for Science Education (EASE), one of the most important professional societies of science education in Asia. This EASE book is compiled with a unique approach. It consists of well-structured four sections: (A)The Historical Development of Science Education in East Asia, (B)The Achievements of Science Education Research in East Asia, (C)Science Teacher Training in East Asia, and (D)Some Challenges to Research in Science Education in East Asia. Its fifteen chapters are co-authored/collaborated by renowned scholars from regions of East Asia. The book successfully integrated and consolidated the research, findings, curricular developments, and science teaching practices that have shaped ongoing educational agenda and student learning outcome in an unprecedented approach. Six Regional Coordinators from Mainland China, Hong Kong, Japan, Korea, and Taiwan worked together with Editors and more than fifty science educators to assure the book project adequately reflects the trends and practices in this region. The six Regional Coordinators are: (1)Prof. Weiping HU, Shaanxi Normal University, (2)Prof. Winnie SO Wing Mui, The Education University of Hong Kong, (3)Prof. Masakata OGAWA, Tokyo University of Science, (4)Prof. Jinwoong SONG, Seoul National University, (5)Prof. Huann-shyang LIN, National Sun Yat-sen University, (6)Prof. Chi-jui LIEN, National Taipei University of Education. This book intends not only to serve as references, but also a complement of existing perspectives from western countries. Insights gained from the integration and consolidation of East-Asian developmental trends and perspectives would allow science educators, teachers, and policy makers make wise decision for future advancements for their own countries/regions. 1. Why We Study the History of Science Education in East Asia: A Comparison of the Emergence of Science Education in China and Japan. 2. The Advent of Science Education for All: A Policy Review across East-Asian Regions. 3. Trend and Development of School Science Education in Taiwan, Hong Kong, and Korea. 4. National/Regional Systems of Research Training in Science Education: The Experiences in Japan and Hong Kong. 5. Science Education Research Trends in East Asian Areas: A Quantitative Analysis in Selected Journals. 6. Current Trends of Science Education in East Asia (1995-2014): With a Focus on Local Academic Associations, Journal Papers, and Key Issues of Science Education in China Mainland, Japan, Korea, and Taiwan. 7. Diversity Dilemmas of Science Education in East Asia. 8. A Comparison of Elementary School Science Textbooks in East Asia. 9. Primary School Science Teacher Training in East-Asia: In the Continuous Reforming for the Quality Assurance. 10. Pre-service Education of High School Science Teachers. 11. Science Education Reform and the Professional Development of Science Teachers in East Asian Regions. 12. Affective Aspects of Science Education in East Asia Regions. 13. Science Learning in Informal Environments in East Asia: Focusing on Science Museums/Centers. 14. Introducing Modern Science and High Technology in Schools. 15. Government Policy in Developing a STEM Curriculum: The Case of the High-Scope Program in Taiwan.
Consistent with international trends, there is an active pursuit of more engaging science education in the Asia-Pacific region. The aim of this book is to bring together some examples of research being undertaken at a range of levels, from studies of curriculum and assessment tools, to classroom case studies, and investigations into models of teacher professional learning and development. While neither a comprehensive nor definitive representation of the work that is being carried out in the region, the contributions—from China, Hong Kong, Taiwan, Korea, Japan, Singapore, Australia, and New Zealand—give a taste of some of the issues being explored, and the hopes that researchers have of positively influencing the types of science education experienced by school students. The purpose of this book is therefore to share contextual information related to science education in the Asia-Pacific region, as well as offering insights for conducting studies in this region and outlining possible questions for further investigation. In addition, we anticipate that the specific resources and strategies introduced in this book will provide a useful reference for curriculum developers and science educators when they design school science curricula and science both pre-service and in-service teacher education programmes. The first section of the book examines features of science learners and learning, and includes studies investigating the processes associated with science conceptual learning, scientific inquiry, model construction, and students’ attitudes towards science. The second section focuses on teachers and teaching. It discusses some more innovative teaching approaches adopted in the region, including the use of group work, inquiry-based instruction, developing scientific literacy, and the use of questions and analogies. The third section reports on initiatives related to assessments and curriculum reform, including initiatives associated with school-based assessment, formative assessment strategies, and teacher support accompanying curriculum reform.
This book discusses the scope of science education research and practice in Asia. It is divided into five sections: the first consists of nine chapters providing overviews of science education in Asia (China, Lebanon, Macau, Malaysia, Mongolia, Oman, Singapore, Taiwan, and Thailand). The second section offers chapters on content analysis of research articles, while the third includes three chapters on assessment and curriculum. The fourth section includes four chapters on innovative technology in science education; and the fifth section consists of four chapters on professional development, and informal learning. Each section also has additional chapters providing specific comments on the content. This collection of works provides readers with a starting point to better understand the current state of science education in Asia.
Each volume in the 7-volume series The World of Science Education reviews research in a key region of the world. These regions include North America, South and Latin America, Asia, Australia and New Zealand, Europe and Israel, Arab States, and Sub-Saharan Africa. The focus of this Handbook is on science education in Asia and the scholarship that most closely supports this program.
This book aims to highlight science education in countries along the Belt and Road. It consists of 30 chapters divided into three main parts, namely Arab and African countries, Asian countries and European countries,. We invited science education experts from 29 “Belt and Road” countries to introduce the current status of science education in their countries and the new requirements with the rapid evolution of Information Technology. The major contributions of this book include: 1) Provide the current status of science education in countries along the Belt and Road as well as the requirement for developing and improving science education in these countries; 2) Discuss new insights of science education in future years; 3) Inspire stakeholders to take effective initiatives to develop science education in countries along the Belt and Road.