TY  - GEN
AU  - Cheng,May May Hung
AU  - Jones,Alister
AU  - Buntting,Cathy
AU  - Cheng,May May Hung
AU  - Jones,Alister
AU  - Buntting,Cathy
TI  - Studies in Science Education in the Asia-Pacific Region
SN  - 9781315717678
PY  - 2018///
PB  - Taylor & Francis
KW  - Curriculum planning & development
KW  - bicssc
KW  - Teaching of students with English as a second language (TESOL)
KW  - Aik-Ling Tan
KW  - Alister Jones
KW  - Asia-Pacific
KW  - assessment
KW  - Cathy Buntting
KW  - Chan-Jong Kim
KW  - Chee Leong Wong
KW  - Chi-Chin Chin
KW  - curriculum
KW  - Dennis Chun Lok Fung
KW  - Education
KW  - Frederick Toralballa Talaue
KW  - Hsiao-Lin Tuan
KW  - Hye-Eun Chu
KW  - Hyun Seok Oh
KW  - Jeong A Lee
KW  - Joanna Oon Jeu Ong
KW  - John Loughran
KW  - Kok Siang Tan
KW  - Manabu Sumida
KW  - May May Hung Cheng
KW  - Min-Suk Kim
KW  - Science
KW  - Seung-Urn Choe
KW  - Studies
KW  - Wheijen Chang
KW  - Winnie Wing Mui So
KW  - Yau Yuen Yeung
KW  - Yu Chen
KW  - Yu Liang
N1  - Open Access
N2  - 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
UR  - https://library.oapen.org/bitstream/20.500.12657/49541/1/9781317510703.pdf
UR  - https://library.oapen.org/bitstream/20.500.12657/49541/1/9781317510703.pdf
UR  - https://directory.doabooks.org/handle/20.500.12854/70768
ER  -