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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.
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. The Open Access version of this book, available at
http://www.taylorfrancis.com/books/e/9781315717678, has been made
available under a Creative Commons Attribution-Non Commercial-No
Derivatives 4.0 license.
In 2007, the Monash-Kings College London International Centre for
the Study of Science and Mathematics Curriculum edited a book
called The Re-emergence of Values in Science Education. This book
reflects on how values have been considered since this original
publication, particularly in terms of socio-cultural, economic and
political factors that have impacted broadly on science, technology
and society, and more specifically on informal and formal science
curricula. Hence, the title of this book has been framed as Values
in Science Education: The shifting sands. As in the first book,
this collection focuses on values that are centrally associated
with science and its teaching, and not the more general notion of
values such as cooperation or teamwork that are also important
values in current curricula. Such values have indeed become more of
a focus in science education. This may be a response to the
changing global context, where technological changes have been
rapid and accelerating. In such complex and risky environments, it
is our guiding principles that become the important mainstays of
our decisions and practices. In terms of science education, what is
becoming clearer is that traditional content and traditional
science and scientific methods are not enough for science and hence
science education to meet such challenges. While shifts in values
in science education continue, tensions remain in curriculum
development and implementation, as evidenced by the continued
diversity of views about what and whose values matter most.
In 2007, the Monash-Kings College London International Centre for
the Study of Science and Mathematics Curriculum edited a book
called The Re-emergence of Values in Science Education. This book
reflects on how values have been considered since this original
publication, particularly in terms of socio-cultural, economic and
political factors that have impacted broadly on science, technology
and society, and more specifically on informal and formal science
curricula. Hence, the title of this book has been framed as Values
in Science Education: The shifting sands. As in the first book,
this collection focuses on values that are centrally associated
with science and its teaching, and not the more general notion of
values such as cooperation or teamwork that are also important
values in current curricula. Such values have indeed become more of
a focus in science education. This may be a response to the
changing global context, where technological changes have been
rapid and accelerating. In such complex and risky environments, it
is our guiding principles that become the important mainstays of
our decisions and practices. In terms of science education, what is
becoming clearer is that traditional content and traditional
science and scientific methods are not enough for science and hence
science education to meet such challenges. While shifts in values
in science education continue, tensions remain in curriculum
development and implementation, as evidenced by the continued
diversity of views about what and whose values matter most.
This book presents research involving learning opportunities that
are afforded to learners of science when the focus is on linking
the formal and informal science education sectors. It uses the
metaphor of a "landscape" as it emphasises how the authors see the
possible movement within a landscape that is inclusive of formal,
informal and free-choice opportunities. The book explores
opportunities to change formal school science education via
perspectives and achievements from the informal and free-choice
science education sector within the wider lifelong, life-wide
education landscape. Additionally it explores how science learning
that occurs in a more inclusive landscape can demonstrate the
potential power of these opportunities to address issues of
relevance and engagement that currently plague the learning of
science in school settings. Combining specific contexts, case
studies and more general examples, the book examines the science
learning landscapes by means of the lens of an ecosystem and the
case of the Synergies longitudinal research project. It explores
the relationships between school and museum, and relates the
lessons learned through encounters with a narwhal. It discusses
science communication, school-community partnerships,
socioscientific issues, outreach education, digital platforms and
the notion of a learning ecology.
This volume considers the future of science learning - what is
being learned and how it is being learned - in formal and informal
contexts for science education. To do this, the book explores major
contemporary shifts in the forms of science that could or should be
learned in the next 20 years, what forms of learning of that
science should occur, and how that learning happens, including from
the perspective of learners. In particular, this volume addresses
shifts in the forms of science that are researched and taught
post-school - emerging sciences, new sciences that are new
integrations, "futures science", and increases in the complexity
and multidisciplinarity of science, including a multidisciplinarity
that embraces ways of knowing beyond science. A central aspect of
this in terms of the future of learning science is the urgent need
to engage students, including their non-cognitive, affective
dimensions, both for an educated citizenry and for a productive
response to the ubiquitous concerns about future demand for
science-based professionals. Another central issue is the actual
impact of ICT on science learning and teaching, including shifts in
how students use mobile technology to learn science.
Twenty-five years ago there was increasing optimism in policy,
curriculum and research about the contribution that technology
education might make to increased technological literacy in schools
and the wider population. That optimism continues, although the
status of technology as a learning area remains fragile in many
places. This edited book is offered as a platform from which to
continue discussions about how technology education might progress
into the future, and how the potential of technology education to
be truly relevant and valued in school learning can be achieved.
The book results from a collaboration between leading academics in
the field, the wider group of authors having had input into each of
the chapters. Through the development of a deep understanding of
technology, based on a thoughtful philosophy, pathways are
discussed to facilitate student learning opportunities in
technology education. Consideration is given to the purpose(s) of
technology education and how this plays out in curriculum,
pedagogies, and assessment. Key dimensions, including design,
critique, students' cultural capital are also explored, as are the
role and place of political persuasion, professional organisations,
and research that connects with practice. The discussion in the
book leads to a conclusion that technology education has both an
ethical and moral responsibility to support imaginings that sustain
people and communities in harmony and for the well being of the
broader ecological and social environment.
This volume considers the future of science learning - what is
being learned and how it is being learned - in formal and informal
contexts for science education. To do this, the book explores major
contemporary shifts in the forms of science that could or should be
learned in the next 20 years, what forms of learning of that
science should occur, and how that learning happens, including from
the perspective of learners. In particular, this volume addresses
shifts in the forms of science that are researched and taught
post-school - emerging sciences, new sciences that are new
integrations, "futures science", and increases in the complexity
and multidisciplinarity of science, including a multidisciplinarity
that embraces ways of knowing beyond science. A central aspect of
this in terms of the future of learning science is the urgent need
to engage students, including their non-cognitive, affective
dimensions, both for an educated citizenry and for a productive
response to the ubiquitous concerns about future demand for
science-based professionals. Another central issue is the actual
impact of ICT on science learning and teaching, including shifts in
how students use mobile technology to learn science.
Assessment is a fundamental issue in research in science education,
in curriculum development and implementation in science education
as well as in science teaching and learning. This book takes a
broad and deep view of research involving assessment in science
education, across contexts and cultures (from whole countries to
individual classrooms) and across forms and purposes (from
assessment in the service of student learning to policy
implications of system wide assessment). It examines the
relationships between assessment, measurement and evaluation;
explores assessment philosophies and practices in relation to
curriculum and scientific literacy/learning; and details the
relationships between assessment and science education policy. The
third in a series, Valuing Assessment in Science Education has
chapters from a range of international scholars from across the
globe and staff from Monash University, King's College London and
University of Waikato. The two previous books in the series
examined research relevant to the re-emergence of values in science
education and teaching across the spectrum of science education as
well as across cultural contexts through the professional knowledge
of science teaching. This third book now moves to examine different
aspects of generating understanding about what science is learnt,
how it is learnt, and how it is valued. Valuing Assessment in
Science Education will appeal to all those with some engagement
with and/or use of research in science education, including
research students, academics, curriculum development agencies,
assessment authorities, and policy makers. It will also be of
interest to all classroom science teachers who seek to keep abreast
of the latest research and development and thinking in their area
of professional concern.
Assessment is a fundamental issue in research in science education,
in curriculum development and implementation in science education
as well as in science teaching and learning. This book takes a
broad and deep view of research involving assessment in science
education, across contexts and cultures (from whole countries to
individual classrooms) and across forms and purposes (from
assessment in the service of student learning to policy
implications of system wide assessment). It examines the
relationships between assessment, measurement and evaluation;
explores assessment philosophies and practices in relation to
curriculum and scientific literacy/learning; and details the
relationships between assessment and science education policy. The
third in a series, Valuing Assessment in Science Education has
chapters from a range of international scholars from across the
globe and staff from Monash University, King's College London and
University of Waikato. The two previous books in the series
examined research relevant to the re-emergence of values in science
education and teaching across the spectrum of science education as
well as across cultural contexts through the professional knowledge
of science teaching. This third book now moves to examine different
aspects of generating understanding about what science is learnt,
how it is learnt, and how it is valued. Valuing Assessment in
Science Education will appeal to all those with some engagement
with and/or use of research in science education, including
research students, academics, curriculum development agencies,
assessment authorities, and policy makers. It will also be of
interest to all classroom science teachers who seek to keep abreast
of the latest research and development and thinking in their area
of professional concern.
The purpose of this edited book is to enrich the literature related
to STEM education at kindergarten, primary and secondary levels in
Asia, with particular attention given to the analysis of the
educational context in a number of Asian countries, including
STEM-related policies, pedagogical practices, and the design and
evaluation of STEM programmes. The discussions look into impacts on
student learning outcomes and the ways in which STEM education is
catering for schools and students' interests and needs. The
contributors are experts in STEM education or are leading major
research and development projects in STEM in their regions. The
book's first section is focused at the macro-level on the
conceptualization and formulation of STEM education policies in
different regions, contributing to our understanding of the current
status of STEM education in Asia. The second section examines some
features of STEM learning and teaching at the classroom level and
includes studies on student learning in STEM programmes.
Pedagogical innovations implemented in different parts of Asia are
also reported and discussed. The third section moves to teacher
education and teacher professional development. It discusses
practices of teacher professional development in the region and
reports on current provisions as well as challenges. Together, the
contributions from different Asian regions invite researchers and
educators to learn from effective STEM practices, and point out
areas for further development. Chapters "An Overview of STEM
Education in Asia" and "STEM Teacher Professional Development for
Primary School Teachers in Hong Kong" are available open access
under a CC BY 4.0 license at link.springer.com.
Twenty-five years ago there was increasing optimism in policy,
curriculum and research about the contribution that technology
education might make to increased technological literacy in schools
and the wider population. That optimism continues, although the
status of technology as a learning area remains fragile in many
places. This edited book is offered as a platform from which to
continue discussions about how technology education might progress
into the future, and how the potential of technology education to
be truly relevant and valued in school learning can be achieved.
The book results from a collaboration between leading academics in
the field, the wider group of authors having had input into each of
the chapters. Through the development of a deep understanding of
technology, based on a thoughtful philosophy, pathways are
discussed to facilitate student learning opportunities in
technology education. Consideration is given to the purpose(s) of
technology education and how this plays out in curriculum,
pedagogies, and assessment. Key dimensions, including design,
critique, students' cultural capital are also explored, as are the
role and place of political persuasion, professional organisations,
and research that connects with practice. The discussion in the
book leads to a conclusion that technology education has both an
ethical and moral responsibility to support imaginings that sustain
people and communities in harmony and for the well being of the
broader ecological and social environment.
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