Yew-Jin Lee – författare

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  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  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 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 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 book is a comprehensive resource for understanding the history as well as the current status of educational practices in Singapore. It is a one-stop reference guide to education and educational issues/concerns here. There are three sections: Part 1 provides a sectorial overview of how education has been organized in this country such as preschool, special needs, primary and secondary, and adult education divisions. In Part 2, contributors critically delve into issues and policies that are pertinent to understanding education here such as underachievement, leadership, language education, assessment, and meritocracy to question what Part 1 might have taken for granted. Part 3 contains the largest number of contributors because it offers a scholarly examination into specific subject histories. This section stands out because of the comparative rarity of its subject matter (history of Physical Education, Art, Music, Geography Education, etc.) in Singapore.

This edited book is a comprehensive resource for understanding the history as well as the current status of educational practices in Singapore. It is a one-stop reference guide to education and educational issues/concerns here. There are three sections: Part 1 provides a sectorial overview of how education has been organized in this country such as preschool, special needs, primary and secondary, and adult education divisions. In Part 2, contributors critically delve into issues and policies that are pertinent to understanding education here such as underachievement, leadership, language education, assessment, and meritocracy to question what Part 1 might have taken for granted. Part 3 contains the largest number of contributors because it offers a scholarly examination into specific subject histories. This section stands out because of the comparative rarity of its subject matter (history of Physical Education, Art, Music, Geography Education, etc.) in Singapore.

This edited book is a comprehensive resource for understanding the history as well as the current status of educational practices in Singapore. It is a one-stop reference guide to education and educational issues/concerns here. There are three sections: Part 1 provides a sectorial overview of how education has been organized in this country such as preschool, special needs, primary and secondary, and adult education divisions. In Part 2, contributors critically delve into issues and policies that are pertinent to understanding education here such as underachievement, leadership, language education, assessment, and meritocracy to question what Part 1 might have taken for granted. Part 3 contains the largest number of contributors because it offers a scholarly examination into specific subject histories. This section stands out because of the comparative rarity of its subject matter (history of Physical Education, Art, Music, Geography Education, etc.) in Singapore.

This book presents the work of academics who contributed their work at the International Science Education Conference (ISEC) 2021, in alignment with the conference theme '20/20 Vision for Science Education Research.' Collectively, the chapters aim to evoke intellectual dialogues on current and future trends in science education. It features chapters that are grouped thematically into three sections: Questions and Questioning in Science/STEM education, Developing Science Teaching and Assessment, and History, Philosophy, and Sociology of Science/Engineering, and Informal Learning. Through the various sections, the book presents empirical studies in science and engineering classrooms or laboratories, puts forward a framework for problem-based learning, provides an account of a prominent scientist’s efforts in promoting practical science through analysis of historical documents, and uncovers trends  in informal science learning space research through a review of literature. Each section is introduced by a commentary with further insights and thought-provoking questions on ideas raised in the chapters. The book also includes a 'Notes to Our Future Colleagues' section in each chapter, which presents readers with a collective vision for the state of science education research in the year 2050.