Science Education Research and Practice in Asia Challenges and Opportunities /
This book discusses the scope of science education research and practice in Asia. It is divided into five sections: the first consists of nine chapters providing overviews of science education in Asia (China, Lebanon, Macau, Malaysia, Mongolia, Oman, Singapore, Taiwan, and Thailand). The second sect...
| Συγγραφή απο Οργανισμό/Αρχή: | |
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| Άλλοι συγγραφείς: | |
| Μορφή: | Ηλεκτρονική πηγή Ηλ. βιβλίο |
| Γλώσσα: | English |
| Έκδοση: |
Singapore :
Springer Singapore : Imprint: Springer,
2016.
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| Θέματα: | |
| Διαθέσιμο Online: | Full Text via HEAL-Link |
Πίνακας περιεχομένων:
- 1 Introduction
- Section One: Overview of Science Education in Asia
- 2 Science Education Research in Chinese Mainland
- 3 Science Education Research and Practice in Lebanon: Current Status, Challenges, and Future Prospects
- 4 School Science Teaching and Learning in Macau: Problems and Challenges
- 5 Science Education Research and Practice in Malaysia
- 6 Historical Overview of Mongolian Science Education Development
- 7 Commentary: Developments and Reforms in Science Education for improving the quality of teaching and research
- 8 Science Education Research in Oman: Opportunities, Trends and Challenges
- 9 Singapore Science Education
- 10 Opportunities and Challenges for Science Education in Asia: Perspectives based on the Taiwan Experience
- 11 Science Education in Thailand: Moving through crisis to opportunity
- 12 Commentary: What we can learn from Science Education in Asian countries? Opportunities and Challenges for: Perspectives based on the Experience
- Section Two: Content Analysis of Science Education Research
- 13 Impacts of Citations on Conceptual Change Articles between 1982 and 2011: From International and Regional Perspectives
- 14 Overview of Science Education Research and Practice in Korea
- 15 Trends in Science Education Research in Turkey: A Content Analysis of Key International Journals from 1998-2012
- 16 Development of Chemistry Education Research (CER) in Turkey: A Comparison of CER Papers with International Research
- 17 Commentary: Who sets trends in Science Education? I comment on four exemplary book chapters
- Section Three: Assessment and Curriculum
- 18 School-based Assessment of Science Students' Practical Skills in Hong Kong
- 19 Assessing Israeli Students' Knowledge in Science - Policy and Practice
- 20 Didactics of Chemistry as a Science - History in Russia
- 21 Commentary: Assessment: The Pros and Cons of this Necessary "Evil"
- Section Four: Innovative Technology in Science Education
- 22 Innovative Lesson Plans in Chemistry Education for Broadening Sustainable Society
- 23 Role of Open Educational Resources to support School Science Education in India
- 24 Adapting and Customizing Web-based Inquiry Science Environments to promote Taiwanese Students' learning of Science
- 25 Technology-enhanced Science Teaching and Learning: Issues and Trends
- 26 Commentary: Innovative Curriculum Materials: Development, Pilot-testing, and Scaling-up
- Section Five: Teacher Professional Development and Informal Science Learning in Science Education
- 27 Professional Development of Science High School Teachers in Israel
- 28 How have Japanese Rika (school science) teachers traditionally formed their own cultures and improved their teaching competencies through research and practice?
- 29 From Schools to Nature: Bridging Learning Environments in Israel
- 30 Using Community Resources as Fund of Knowledge to promote Science Learning in Thailand
- 31 Commentary: Transforming Science Education in cultural-historical context and the role of teacher professional development.
