| Περίληψη: | 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. 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, UK The strong influence of culture on East Asian education is well-known. The success of East Asian countries in international science achievement comparisons has recently achieved much accolade and the science education research community has been growing exponentially over the past few decades. Yet, few of us outside Asia, are well-versed in their approach to education. This volume is an excellent beginning. Norman Lederman, College of Science, Illinois Institute of Technology, USA Norman Lederman, College of Science, Illinois Institute of Technology, USA.
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