Authors:
- Offers international audiences insights into why and how East Asian states have succeeded so well in teaching young people about science from the perspective of curriculum making
- Includes new findings with theoretical and practical significance for audiences interested in primary science education
- Useful for governments, those involved in PISA/TIMMS work as well as for comparative and science education researchers
- Includes supplementary material: sn.pub/extras
Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)
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Table of contents (5 chapters)
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Front Matter
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Back Matter
About this book
Authors and Affiliations
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Nanyang Technological University, National Institute of Education Nanyang Technological University, Singapore, Singapore
Yew-Jin Lee
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University of Alberta , Edmonton, Canada
Mijung Kim, Qingna Jin
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Chuncheon National Univ. of Education , Chuncheon, Korea (Republic of)
Hye-Gyoung Yoon
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National Inst. of Edu. Policy Research , Tokyo, Japan
Kenji Matsubara
About the authors
Dr. Lee Yew Jin trained as a secondary school biology teacher in Singapore. Currently, his interests are in primary science, curriculum studies, science as a way of knowing, and informal learning environments. He also brings sociocultural concepts of learning as well as theoretical insights from the social sciences and humanities. His recent research (with his graduate students) includes assessing knowledge in classrooms, inquiry science, and engineering, design & technology.
Dr. Mijung Kim is an associate professor at the Faculty of Education, University of Alberta, Canada. Her research interests are science literacy, inquiry-based teaching, scientific reasoning and problem solving, dialogical argumentation and teacher education. She also brings complex issues of STSE (Science-Technology-Society-Enviornment) relationships into her research and teaching to explore decision-making and action for sustainability.
Qingna Jin is a Ph.D. student at theFaculty of Education, University of Alberta, Canada. She graduated with a Masters degree in Education from the School of Education, Beijing Normal University, Beijing, China. Her research interests include scientific problem-solving, and inquiry-based teaching and learning, with a particular focus on the development of students’ metacognition in science learning.
Dr. Hye-Gyoung Yoon is a professor at Chuncheon National University of Education, South Korea. Her research interests are science teacher education, teachers’ pedagogical reasoning and inquiry-based science teaching. She is interested in how teachers can learn from their own practice within a collaborative community.
Dr. Kenji Matsubara is a senior researcher at the Department of Curriculum Research, Curriculum Research Center, National Institute for Educational Policy Research (NIER), Japan. His research interests include science curriculum development, international comparisons of science education, lesson study and lesson analysis.
Bibliographic Information
Book Title: East-Asian Primary Science Curricula
Book Subtitle: An Overview Using Revised Bloom's Taxonomy
Authors: Yew-Jin Lee, Mijung Kim, Qingna Jin, Hye-Gyoung Yoon, Kenji Matsubara
Series Title: SpringerBriefs in Education
DOI: https://doi.org/10.1007/978-981-10-2690-4
Publisher: Springer Singapore
eBook Packages: Education, Education (R0)
Copyright Information: The Author(s) 2017
Softcover ISBN: 978-981-10-2689-8Published: 30 September 2016
eBook ISBN: 978-981-10-2690-4Published: 20 September 2016
Series ISSN: 2211-1921
Series E-ISSN: 2211-193X
Edition Number: 1
Number of Pages: XIII, 81
Number of Illustrations: 2 b/w illustrations
Topics: Science Education, Curriculum Studies, Learning & Instruction