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.

Comprehensive internationalization is a strategic process that seeks to align initiatives for globally-oriented and internationally-connected programs that is essential for the attainment of global competitiveness and qualification recognition. Internationalization of higher education has been in broad debate among professionals, and procedures and processes towards desired quality of library and information science (LIS) academic standards are still a continuing discussion among stakeholders. Internationalization of Library and Information Science Education in the Asia-Pacific Region is a critical scholarly resource that examines the internationalization of LIS education to promote, develop, and facilitate engagement and mobility of library professionals around the world with a focus on the Asia-Pacific region. This book can open doors for greater global engagement and cooperation among LIS schools and professional governing bodies in countries that can mutually benefit and propel development to be on par with European and North American counterparts. While highlighting various topics such as global engagement, curriculum design, and knowledge sharing, this book is ideal for academicians, library professionals, instructional designers, researchers, curriculum designers, librarians, educators, and students.

The aim of the Handbook is to present readily accessible, but scholarly sources of information about educational research in the Asia-Pacific region. The scale and scope of the Handbook is such that the articles included in it provide substantive contributions to knowledge and understanding of education in the Asia region. In so doing, the articles present the problems and issues facing education in the region and the findings of research conducted within the region that contribute to the resolution of these problems and issues. Moreover, since new problems and issues are constantly arising, the articles in the Handbook also indicate the likely directions of future developments. The different articles within the Handbook seek to conceptualize the problems in each specific content area under review, provide an integration of the research conducted within that area, the theoretical basis of the research the practical implications of the research and the contribution of the research towards the resolution of the problems identified. Thus, the articles do not involve the reporting of newly conducted research, but rather require a synthesis of the research undertaken in a particular area, with reference to the research methods employed and the theoretical frameworks on which the research is based. In general, the articles do not advocate a single point of view, but rather, present alternative points of view and comment on the debate and disagreements associated with the conduct and findings of the research. Furthermore, it should be noted, that the Handbook is not concerned with research methodology, and only considers the methods employed in inquiry in so far as the particular methods of research contribute to the effective investigation of problems and issues that have arisen in the conduct and provision of education at different levels within the region.

This book investigates the relationships between education and national development in an area of the world where both have acquired considerable importance. It questions assumptions which view education primarily as a direct investment in human capital and approaches which measure the efficacy of educational provision solely in terms of quantifiable differences between inputs and outputs. Unlike most of the more general works in this field, it does not set out either to confirm or to refute a particular theory. Instead, the main perspectives which have been adopted to explain the role of education in development are explored. The role of education in the development of eight societies in East Asia, including Japan, Hong Kong, Singapore, Taiwan, South Korea, Malaysia, Macau, and the People's Republic of China, is examined. These societies are compared in order to highlight the diverse and complex role played by education in their development.

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 is based on presentations at the International Science Education Conference (ISEC) 2014. It showcases a selection of the best papers by researchers and science teachers from the Asia-Pacific region, North America and the United Kingdom. Centered on the theme of “Pushing the boundaries – Investing in our future”, they pursue new ways of helping learners appreciate the diversity and changes in science that result from a globalised world facing complex and diverse environmental and technological issues. The chapters touch on various themes in science education that explore and investigate issues of scientific literacy, societal challenges and affect, and teacher professional development. Its comprehensive themes make it a valuable textbook for graduate students of master’s and Ph.D. programs. It also appeals to pre-service and in-service teachers as a resource on innovative pedagogical practices and creative methods of professional development. With a selection that emphasises the research-practice nexus in education research, it serves as an introductory handbook for teachers to connect with the current issues facing science education.

Indhold: Part I: Science Learning. Part II: Culture, Gender, Society, and Science Learning. Part III: Science Teaching. Part IV: Curriculum and Assessment in Science. Part V: Science Teacher Education.

Since the turn of the millennium it has become clear that the Asia-Pacific Region is, economically, the fastest growing continent in the world, and is likely to remain so for some time despite the setbacks of the COVID-19 pandemic. Asia-Pacific's share of the world's Gross Domestic Product (GDP) doubled from 15 per cent to 30 per cent between 1970 and 2017 and is projected to account for half of global GDP by 2050. With South East and South Asia also growing rapidly, with over half the world's population and three of the world's five largest economies, Asia is soon poised to home half of the world's middle class - a class that is both the driver and the product of higher education. The quality of a country's system of higher education may be seen both as a gauge of its current level of national development as well as of its future economic prospects. It is therefore natural that the putative "Asian Century" should generate interest in the region's higher education systems which, on the one hand, share common characteristics-a fixation with credentials and engineering, high technology (especially among male students), and business degrees-while at the same time are also highly differentiated, not only across countries but also within. As such, a better understanding of higher education achievements, failings, potential, and structural limitations in the Asia-Pacific Region is imperative. This handbook presents a number of significant country case-studies and documents cross-cutting trends relating to, among other things: the trilemma faced by governments juggling competing claims of access, accessible cost, and quality; the balance between teaching and research; the links between labour markets (demand) and higher education (supply); preferred fields of study and their consequences; the rise of the research university in Asia; the lure of institutions of international reputation within the region; new education technologies and their effects; and, trends in government policy within the wider region and sub-regions.

The Springer International Handbook of Educational Development in Asia Pacific breaks new ground with a comprehensive, fine-grained and diverse perspective on research and education development throughout the Asia Pacific region. In 13 sections and 127 chapters, the Handbook delves into a wide spectrum of contemporary topics including educational equity and quality, language education, learning and human development, workplace learning, teacher education and professionalization, higher education organisations, citizenship and moral education, and high performing education systems. The Handbook is grounded in specific Asia Pacific contexts and scholarly traditions, using unique country-specific narratives, for example, Vietnam and Melanesia, and socio-cultural investigations through lenses such as language identity or colonisation, while offering parallel academic discourse and analyses framed by broader policy commentary from around the world.