Overview
- Helps readers develop their understanding of teaching and learning approaches in science education in the East Asian region
- Presents an overview of educational reforms and pedagogical innovations in science education in East Asian countries
- Discusses emerging research on the cultural and educational practices that lead to the successful learning of science amongst East Asian students
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Table of contents (25 chapters)
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Introduction
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Learning: The East Asian Way
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Science Curriculum Changes and Reforms
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Pedagogical Innovations in Science Education
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Inquiry-Based Science Instruction
Keywords
- Asian parenting
- Chinese philosophy of teaching and learning
- Classroom pedagogy East Asia
- Confucianism student achievement
- Curriculum reform East Asia
- Learning science East Asia
- PISA East Asia
- Parental involvement
- Pedagogical innovations East Asia
- STEM education East Asia
- Science achievement East Asia
- Science education China
- Science education Hong Kong
- Science education Japan
- Science education Shanghai
- Science education Singapore
- Science education South Korea
- Science education Taiwan
- Science literacy East Asia
- TIMSS East Asia
About this book
Reviews
In the twenty-first century, science is seen as a global enterprise. Similarly, science education is recognised as a priority in educational systems throughout the world. Yet even when there is widespread commonality in the science set out to be learnt in national curricula, it is necessary to pay attention to local context when planning - or seeking to understand - science teaching and learning. Contextual factors such as the language of instruction, cultural norms, shared epistemological commitments, and local value systems impact upon the perception and enactment of different pedagogies and on a learner’s understanding of taught concepts. Yet many influential texts on science teaching are primarily based upon research in a limited range of cultural contexts (often Western Europe, North America and Australasia). This book offers a wide spread of studies looking at different aspects of science education from East Asia. This collection will be of great value to science educators in that region and to scholars in comparative education. It will also be illuminating to all those working in science education who are interested in teasing out the way cultural influences overlay and complement universal features of human cognition in determining how learners respond to science teaching.
Keith Taber
Faculty of Education
University of Cambridge, United Kingdom
Editors and Affiliations
About the editor
Myint Swe Khine is Professor and Program Chair of Assessment and Evaluation Centre at the Emirates College for Advanced Education, United Arab Emirates. He obtained Masters Degrees from the University of Southern California, Los Angeles, USA and University of Surrey, Guildford, UK and Doctor of Science Education from Curtin University, Australia. He is also an Adjunct Professor at Science and Mathematics Education Centre at Curtin University, Australia. He has published widely and edited books on science education. Recent books published by Springer include Advances in Nature of Science Research (2012), Perspectives on Scientific Argumentation (2012) and Critical Analysis of Science Textbooks (2013).
Bibliographic Information
Book Title: Science Education in East Asia
Book Subtitle: Pedagogical Innovations and Research-informed Practices
Editors: Myint Swe Khine
DOI: https://doi.org/10.1007/978-3-319-16390-1
Publisher: Springer Cham
eBook Packages: Humanities, Social Sciences and Law, Education (R0)
Copyright Information: Springer International Publishing Switzerland 2015
Hardcover ISBN: 978-3-319-16389-5Published: 18 September 2015
Softcover ISBN: 978-3-319-36469-8Published: 22 October 2016
eBook ISBN: 978-3-319-16390-1Published: 03 September 2015
Edition Number: 1
Number of Pages: VIII, 637
Number of Illustrations: 71 b/w illustrations
Topics: Science Education, Learning & Instruction, Teaching and Teacher Education