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oapen-20.500.12657-495412023-07-04T09:15:44Z Studies in Science Education in the Asia-Pacific Region Cheng, May May Hung Jones, Alister Buntting, Cathy Aik-Ling Tan Alister Jones Asia-Pacific assessment Cathy Buntting Chan-Jong Kim Chee Leong Wong Chi-Chin Chin curriculum Dennis Chun Lok Fung Education Frederick Toralballa Talaue Hsiao-Lin Tuan Hye-Eun Chu Hyun Seok Oh Jeong A Lee Joanna Oon Jeu Ong John Loughran Kok Siang Tan Manabu Sumida May May Hung Cheng Min-Suk Kim Science Seung-Urn Choe Studies Wheijen Chang Winnie Wing Mui So Yau Yuen Yeung Yu Chen Yu Liang bic Book Industry Communication::J Society & social sciences::JN Education::JNK Organization & management of education::JNKC Curriculum planning & development bic Book Industry Communication::J Society & social sciences::JN Education::JNS Teaching of specific groups & persons with special educational needs::JNSV Teaching of students with English as a second language (TESOL) 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. 2021-06-14T09:30:39Z 2021-06-14T09:30:39Z 2018 book ONIX_20210614_9781317510703_38 9781317510703 9781315717678 9781138858848 9780367272081 https://library.oapen.org/handle/20.500.12657/49541 eng Routledge Research in Education application/pdf Attribution-NonCommercial-NoDerivatives 4.0 International 9781317510703.pdf Taylor & Francis Routledge 10.4324/9781315717678 10.4324/9781315717678 7b3c7b10-5b1e-40b3-860e-c6dd5197f0bb Education University of Hong Kong 9781317510703 9781315717678 9781138858848 9780367272081 Routledge 222 open access
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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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