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Books > Social sciences > Education > Teaching of a specific subject
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Studies in Science Education in the Asia-Pacific Region (Paperback)
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Studies in Science Education in the Asia-Pacific Region (Paperback)
Series: Routledge Research in Education
Expected to ship within 12 - 17 working days
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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.
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