Science Education in East Asia

1. Front Matter

   Pages i-viii

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2. Introduction

   1. Front Matter

      Pages 1-1

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   2. Research and Development in Science Education: East Asian Perspectives

      • Myint Swe Khine

      Pages 3-9

3. Learning: The East Asian Way

   1. Front Matter

      Pages 11-11

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   2. Effective Classroom Pedagogy and Beyond for Promoting Scientific Literacy: Is There an East Asian Model?

      • Kwok-chi Lau, Esther Sui-chu Ho, Terence Yuk-ping Lam

      Pages 13-40

   3. Confucianism, Chinese Families, and Academic Achievement: Exploring How Confucianism and Asian Descendant Parenting Practices Influence Children’s Academic Achievement

      • Grace Hui-Chen Huang, Mary Gove

      Pages 41-66

   4. The Chinese Classic Philosophy of Learning and Teaching: Exploring Insights of the “Essay on Learning”

      • Yenming Zhang, Yongxiao Bai

      Pages 67-91

   5. The ‘Why’ and ‘How’ of Engaging Parents in Their Children’s Science Learning in Informal Contexts: Theoretical Perspectives and Applications

      • Ai Noi Lee, Youyan Nie

      Pages 93-121

   6. Characteristics of Chinese Learners as Revealed from Their Affective Domain and Choices of Science Learning in China

      • Yau Yuen Yeung

      Pages 123-146

4. Science Curriculum Changes and Reforms

   1. Front Matter

      Pages 147-147

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   2. Science Curriculum Changes and STEM Education in East Asia

      • Youngmin Kim, Hye-Eun Chu, Gilsun Lim

      Pages 149-226

   3. Science Education in Shanghai, China: What Does It Look Like Other Than PISA Score?

      • Xinying Yin, Xiaoli Guo, Lan Wang

      Pages 227-246

5. Pedagogical Innovations in Science Education

   1. Front Matter

      Pages 247-247

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   2. The Implications of Science Teaching and Practices on Educational Neuroscience

      • Chia-Ju Liu, Wen-Wei Chiang, Chin-Fei Huang, Ming-Hsun Shen

      Pages 249-268

   3. Kids Science Academy: Talent Development in STEM from the Early Childhood Years

      • Manabu Sumida

      Pages 269-295

   4. Changes in Collaborative Discussion and Engagement with “Smart Technology” in Science Classroom

      • Suna Ryu, Seoung-Hey Paik

      Pages 297-315

   5. A Study of the Internet Resource-Based e-Learning Environments in Hong Kong: Animal Classification in a Primary School

      • Winnie Wing-Mui So, Fiona Ngai-Ying Ching

      Pages 317-337

6. Inquiry-Based Science Instruction

   1. Front Matter

      Pages 339-339

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   2. Packaging Inquiry-Based Science Learning for Students: A Discursive Analysis of One High School Teacher’s Talk from Singapore

      • Shien Chue, Yew-Jin Lee

      Pages 341-354

   3. Practice and Effect of Lessons on Inquiry Activities in Senior High School Chemistry: Focusing on Students’ Attitudes Toward Chemistry

      • Takuya Kamon, Hiroki Fujii

      Pages 355-371

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.

• 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

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

• Emirates College for Advanced Education, Abu Dhabi, United Arab Emirates

  Myint Swe Khine

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).

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