This book describes a comparative study of the primary science learning objectives (from the cognitive domain) in the curriculum of six high-achieving East Asian states — mainland China, Hong Kong, Taiwan, Korea, Japan and Singapore. Specifically, the authors use one of the most widely accepted and useful tools in curriculum research — revised Bloom’s Taxonomy. This is the first time that such findings from all six states have been published in one place and the results are valuable for policymakers, educators and researchers around the globe. Our new English translations of the primary science learning objectives in China, Taiwan and Korea will also greatly facilitate future analyses of these curricula.

This edited volume is a state-of-the-art comparison of primary science education across six East-Asian regions; namely, the People’s Republic of China, Republic of Korea, Republic of China, Hong Kong SAR, Japan, and Singapore. While news of educational policies, classroom teaching, assessment, and other educational innovations here often surface in the international media, this book brings together for the first time relevant information regarding educational systems and strategies in primary science in East Asia. Above all, it is a readable yet comprehensive survey—readers would have an accurate sense of what has been accomplished, what has not worked so well, and what remains to be done. Invited experts in comparative education research and/or science education also provide commentary by discussing common themes across the six regions. These types of critical synoptic reviews add much value by enabling readers to understand broad commonalities and help synthesize what must surely be a bewildering amount of very interesting albeit confusing body of facts, issues, and policies. Education in East Asia holds many lessons (both positive and negative) to offer to the rest of the world to which this volume is a timely contribution to the literature.

This book is a collaborative product of an official project approved by the East-Asian Association for Science Education (EASE), one of the most important professional societies of science education in Asia. This EASE book is compiled with a unique approach. It consists of well-structured four sections: (A)The Historical Development of Science Education in East Asia, (B)The Achievements of Science Education Research in East Asia, (C)Science Teacher Training in East Asia, and (D)Some Challenges to Research in Science Education in East Asia. Its fifteen chapters are co-authored/collaborated by renowned scholars from regions of East Asia. The book successfully integrated and consolidated the research, findings, curricular developments, and science teaching practices that have shaped ongoing educational agenda and student learning outcome in an unprecedented approach. Six Regional Coordinators from Mainland China, Hong Kong, Japan, Korea, and Taiwan worked together with Editors and more than fifty science educators to assure the book project adequately reflects the trends and practices in this region. The six Regional Coordinators are: (1)Prof. Weiping HU, Shaanxi Normal University, (2)Prof. Winnie SO Wing Mui, The Education University of Hong Kong, (3)Prof. Masakata OGAWA, Tokyo University of Science, (4)Prof. Jinwoong SONG, Seoul National University, (5)Prof. Huann-shyang LIN, National Sun Yat-sen University, (6)Prof. Chi-jui LIEN, National Taipei University of Education. This book intends not only to serve as references, but also a complement of existing perspectives from western countries. Insights gained from the integration and consolidation of East-Asian developmental trends and perspectives would allow science educators, teachers, and policy makers make wise decision for future advancements for their own countries/regions. 1. Why We Study the History of Science Education in East Asia: A Comparison of the Emergence of Science Education in China and Japan. 2. The Advent of Science Education for All: A Policy Review across East-Asian Regions. 3. Trend and Development of School Science Education in Taiwan, Hong Kong, and Korea. 4. National/Regional Systems of Research Training in Science Education: The Experiences in Japan and Hong Kong. 5. Science Education Research Trends in East Asian Areas: A Quantitative Analysis in Selected Journals. 6. Current Trends of Science Education in East Asia (1995-2014): With a Focus on Local Academic Associations, Journal Papers, and Key Issues of Science Education in China Mainland, Japan, Korea, and Taiwan. 7. Diversity Dilemmas of Science Education in East Asia. 8. A Comparison of Elementary School Science Textbooks in East Asia. 9. Primary School Science Teacher Training in East-Asia: In the Continuous Reforming for the Quality Assurance. 10. Pre-service Education of High School Science Teachers. 11. Science Education Reform and the Professional Development of Science Teachers in East Asian Regions. 12. Affective Aspects of Science Education in East Asia Regions. 13. Science Learning in Informal Environments in East Asia: Focusing on Science Museums/Centers. 14. Introducing Modern Science and High Technology in Schools. 15. Government Policy in Developing a STEM Curriculum: The Case of the High-Scope Program in Taiwan.

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 book provides an overview of science education policies, research and practices in mainland China, with specific examples of the most recent developments in these areas. It presents an insiders’ report on the status of Chinese science education written primarily by native speakers with first-hand experiences inside the country. In addition, the book features multiple sectional commentaries by experts in the field that further connect these stories to the existing science education literature outside of China. This book informs the international community about the current status of Chinese science education reforms. It helps readers understand one of the largest science education systems in the world, which includes, according to the Programme for International Student Assessment, the best-performing economy in the world in science, math and reading: Shanghai, China. Readers gain insight into how science education in the rest of China compares to that in Shanghai; the ways Chinese science educators, teachers and students achieve what has been accomplished; what Chinese students and teachers actually do inside their classrooms; what educational policies have been helpful in promoting student learning; what lessons can be shared within the international science education community; and much more. This book appeals to science education researchers, comparative education researchers, science educators, graduate students, state science education leaders and officers in the international communities. It also helps Chinese students and faculty of science education discover effective ways to share their science education stories with the rest of the world.

This book presents an international perspective of the influence of educational context on science education. The focus is on the interactions between curriculum development and implementation, particularly in non-Western and non-English-speaking contexts (i.e., outside the UK, USA, Australia, NZ, etc. ). An important and distinguishing feature of the book is that it draws upon the experiences and research from local experts from an extremely diverse cohort across the world (26 countries in total). The book addresses topics such as: curriculum development; research or evaluation of an implemented curriculum; discussion of pressures driving curriculum reform or implementation of new curricula (e. g., technology or environmental education); the influence of political, cultural, societal or religious mores on education; governmental or ministerial drives for curriculum reform; economic or other pressures driving curriculum reform; the influence of external assessment regimes on curriculum; and so on.

This book describes a comparative study of the primary science learning objectives (from the cognitive domain) in the curriculum of six high-achieving East Asian states — mainland China, Hong Kong, Taiwan, Korea, Japan and Singapore. Specifically, the authors use one of the most widely accepted and useful tools in curriculum research — revised Bloom’s Taxonomy. This is the first time that such findings from all six states have been published in one place and the results are valuable for policymakers, educators and researchers around the globe. Our new English translations of the primary science learning objectives in China, Taiwan and Korea will also greatly facilitate future analyses of these curricula.

Following closely behind the global pandemic’s recent forced challenges to schools and teachers, Xu gives an overview of how educational researchers and schools in Asia respond to challenges in times of change. Her research focuses on how they adjust or change curriculum policy and practice to find a balance between developing innovation in response to fast-changing societal needs and maintaining the existing education systems that traditionally predict success for students. In this book, curriculum innovation is documented in three themes: 21st-century skills and competency-based curriculum, technology-supported curriculum and equity in curriculum. Xu includes three types of chapters: (1) case studies that provide detailed analyses of curriculum innovation at the school or country level, (2) conceptual analyses that deepen our understanding of curriculum issues using a new lens and (3) literature reviews that provide an overview of research in particular topics. The volume will be of great interest to researchers and educators interested in the role of curriculum innovation in times of change. In particular, it focuses on the ways innovative curriculum provides opportunities for individual students to maximize their potential while also acknowledging the constraints of local education systems.

The mission of the International Journal of Educational Reform (IJER) is to keep readers up-to-date with worldwide developments in education reform by providing scholarly information and practical analysis from recognized international authorities. As the only peer-reviewed scholarly publication that combines authors’ voices without regard for the political affiliations perspectives, or research methodologies, IJER provides readers with a balanced view of all sides of the political and educational mainstream. To this end, IJER includes, but is not limited to, inquiry based and opinion pieces on developments in such areas as policy, administration, curriculum, instruction, law, and research. IJER should thus be of interest to professional educators with decision-making roles and policymakers at all levels turn since it provides a broad-based conversation between and among policymakers, practitioners, and academicians about reform goals, objectives, and methods for success throughout the world. Readers can call on IJER to learn from an international group of reform implementers by discovering what they can do that has actually worked. IJER can also help readers to understand the pitfalls of current reforms in order to avoid making similar mistakes. Finally, it is the mission of IJER to help readers to learn about key issues in school reform from movers and shakers who help to study and shape the power base directing educational reform in the U.S. and the world.

This book intends to bring together researchers and developers from industry, the education field, and the academic world to report on the latest scientific research, technical advances, and methodologies. The 10th International Conference in Methodologies and Intelligent Systems for Technology Enhanced Learning is hosted by the University of L’Aquila and is going to be held in L’Aquila (Italy). Initially planned on the 17th to the 19th of June 2020, it was postponed to the 7th to the 9th of October 2020, due to the COVID-19 outbreak. The 10th edition of this conference and its related workshops expand the topics of the evidence-based TEL workshops series in order to provide an open forum for discussing intelligent systems for TEL, their roots in novel learning theories, empirical methodologies for their design or evaluation, stand-alone solutions, or web-based ones. This bridge has been realized also thanks to the sponsor of this edition of MIS4TEL: the Armundia Group https://www.armundia.com, the support from national associations (AEPIA, APPIA, CINI, and EurAI), and organizers (UNIVAQ, UNIROMA1, UNIBZ, UCV, UFSC, USAL, AIR institute, UNC, and UNIBA)