1 Education to Achieve 21 st Century Competencies and Skills for All: Respecting the Past to Move...

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Education to Achieve 21st Century Competencies and Skills for All: Respecting the Past to Move Toward the Future

Stimulating Learning in Science: Stimulating Learning in Science: Reform of Elementary and High School Reform of Elementary and High School

Science Education in the Past Half Science Education in the Past Half Century in TaiwanCentury in Taiwan

Stimulating Learning in Science: Stimulating Learning in Science: Reform of Elementary and High School Reform of Elementary and High School

Science Education in the Past Half Science Education in the Past Half Century in TaiwanCentury in Taiwan

Vice President for Academic Affairs and Chair Professor of Atmospheric Sciences

National Taiwan UniversityChinese Taipei

2008 January 15

George Tai-Jen Chen

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Curriculum Reform of Elementary School

Science Education

Grade 1 – 9 Science and Technology

Curriculum Guidelines (A Revolution Reform)

Curriculum Reform of Junior High School

Science Education

Curriculum Reform of Senior High School

Science Education

Reformation Trend

TIMSS

PISA

Challenges and Solutions

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Curriculum Reform of Elementary School Science Education

Promulgation Implementation Characteristics of Major Reforms

1967, 12(GDP $270)

1968, 8

(all grades)

˙Reforms are based on contemporary education trend and national economy needs.

1975, 8(GDP $984)

1978, 8

(yearly)

˙Teaching materials shall focus on scientific activities of students.

˙Teaching methods shall based on principle of “learning by doing”.

˙Balanced development among scientific concepts, scientific methods, and scientific attitudes shall be emphasized.

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1993, 9(GDP $11,077)

1996, 8

(yearly)

˙Reforms are based on education trend, needs of society and students, curriculum design and instruction principles, etc.

˙Curriculum contents shall related to students daily life and student – centered learning.

˙Curriculum design shall focus on some specific topic of nature phenomenon which possibly concerns some concepts in physics, chemistry, and biology, etc.

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Grade 1 – 9 Science and Technology Curriculum Guidelines(A Revolution Reform)


1998, 9(GDP $12,679)

Four stages:2001, 8

(Grade 1)

2002, 8

(Grade 4, 7)

Curriculum Objectives:1. To foster learner enthusiasm to explore

science and a sense of active learning.2. Study basic science and technology

knowledge and inquiring skill and how to make use of them now as well as in the future.

3. Learn to protect our environment, cherish the earth’s resources and respect life.

4. Learn to communicate, cooperate in team work and live in harmony.

5. Learn to think independently, solve problems and discover your potential.

6. Learn to observe the interaction between people and science/technology.

2008 Minor revision

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Curriculum Reform of Junior High School Science Education


1972, 10(GDP $528)

1973, 8

(yearly)

˙To cultivate abilities related to independent thinking, decision making, and reasoning.

˙Spirit of science, scientific methods, and scientific knowledge and ability shall be emphasized.

1983, 7(GDP $2,876)

1986, 8

(yearly)

˙To promote abilities related to the self-understanding, understanding of nature environment, and adjustment to social life.

˙To develop abilities related to independent thinking, creativities, and problem solving.

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1985(GDP $3,314)

1985˙Adjust partially the instruction goals

for each learning area.

1994, 10(GDP $11,991)

1998, 8

(yearly)

˙To emphasize that curriculum contents shall related to students daily life and student – centered learning.

˙By implementing integrated curriculum to improve learning achievement.

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Curriculum Reform of Senior High School Science EducationPromulgation Implementation Characteristics of Major Reforms

1971, 2(GDP $449)

1971, 8

(yearly)

˙To establish Earth Science in science learning area.

˙Courses for both the science major and the social science major are strengthened for entering higher education institutions.

1983(GDP $2,876)

1984, 8

(yearly)

˙To add more elective courses to implement “course selection concept” in place of “major study concept”.

1995, 10(GDP

$12,906)

1998, 8

(yearly)

˙To emphasize the principle of general education: integration in grade 10, exploration in grade 11, and differentiation in grade 12.

˙ To keep “course selection concept” in place of “major study concept”.

2004, 8(GDP

$14,663)2006, 8

˙To continue “course selection concept” in place of “major study concept”

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Reformation Trend in Elementary and High School Science Education

Stages Characteristics of Major Reforms

I: End World War – Ⅱ 1968 (GDP $189)

˙Conceptual framework and knowledge structure were emphasized in curriculum design.

˙Student learning was focus on concept and knowledge.

Ⅱ: 1968 – 1974(GDP $524)

˙Learning psychology was emphasized in curriculum design and teaching.

˙Cultivation of science process and inquiring ability was emphasized in curriculum contents.

Ⅲ: 1974 – 1990(GDP $3,329)

˙Completeness of conceptual framework and knowledge structure was emphasized in curriculum design.

˙ Concept of integrated science was gradually adopted in curriculum contents and teaching.

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Stages Characteristics of Major Reforms

Ⅳ: 1990 – 2000

(GDP $11,995)

˙Learning of both the knowledge structure and science process as well as the cultivation of abilities was emphasized.

˙Concept of “integrated science” was gradually accepted and was reflected in school science curriculum and teaching design.

˙Curriculum and teaching were moving towards activities related to daily life, localized events, and STS concept.

Ⅴ: after 2000(GDP $15,061)

˙Goals of curriculum design were focus on the cultivation of abilities and the integration of study areas was emphasized.

˙Curriculum design was emphasized on nature of science, beauty of science, and ethics of science.

˙Design of curriculum contents was emphasized on “school-based” curriculum and the concept of multi-dimensional and flexibility was also emphasized.

˙Combined curriculum, modular curriculum, and STS-based curriculum were gradually adopted in teaching.

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TIMSS Science Achievement

TaiwanSinga-por

eJapan Korea

Hong Kong

Intl. Avg

.

Score Rank Score Rank Score Rank Score Rank Score Rank Score

Grade 8

1999 569 1 568 2 550 4 549 5 530 15 N/A

2003 571 2 578 1 552 6 558 3 556 4 474

Grade 4

2003 551 2 565 1 543 3 N/A 542 4 489

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Student Number

Scale Score

Distribution of Science Achievement of Grader 8 in Taiwan： Approximately a normal distribution with one peak.

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Student Number

Scale Score

Distribution of Science Achievement of Grader 4 in Taiwan： Approximately a normal distribution with one peak.

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TIMSS Enjoy Learning Science

% of agreement

TaiwanSinga-

poreJapan Korea

Hong Kong

Intl.

Avg.

Grade 8

1999 71 87 50 33 73 79

2003 50 83 59 38 69 77

Grade 4

1995 N / A 88 88 N / A 87 83

2003 78 79 81 N / A 86 82

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TIMSS 2003Self-Confidence in Learning Science

% of agreement

TaiwanSinga-

poreJapan Korea

Hong Kong

Intl.

Avg.

Grade

866 82 66 62 79 86

Grade

487 73 87 N / A 92 91

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Financial TimesAsia-Pacific teenagers top OECD testsBy David Turner, Education CorrespondentPublished: December 4 2007 09:07

Taiwan has topped a prestigious international league table of 15-year-olds’ mathematical ability, vaulting ahead of far richer countries.

The island state’s performance in the Organization for Economic Co-operation and Development’s Pisa tests of mathematics and reading carried out in 2006 and released on Tuesday, reinforces its reputation as a high-tech Asian tiger. Taiwan also earns fourth place in the parallel Pisa science ranking, published last week, although in reading it is a mere 16th.

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PISA Age 15 Students (Science Literacy)

Taiwan Japan KoreaHong Kong

Finland Sweden

Score Rank Score Rank Score Rank Score Rank Score Rank Score Rank

PISA 2003

N / A 548 1 538 4 539 3 548 1 506 15

PISA 2006

532 4 531 5 522 10 542 2 563 1 503 22

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PISA 2006 Science Literacy of Taiwan Students

To identify scientific issues (Rank 17)

To explain scientific phenomenon (Rank 3)

To provide evidence – based conclusion (Rank 8)

Earth Science (Rank 9)

Life Science (Rank 3)

Physics and Chemistry (Rank 3)

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PISA 2006 — To Identify Scientific Issues


Finland Sweden


To identify

scientific issues

509 17 522 7 519 9 528 6 555 1 499 21

Male 506 513 508 520 542 491

Female 512 531 530 535 568 507

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PISA 2006 — To Explain Scientific Phenomenon


Finland Sweden


To explain scientific

phenome-non

545 3 527 6 512 18 549 2 566 1 510 19

Male 554 535 517 560 571 516

Female 535 519 506 539 562 504

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PISA 2006 — To Provide Evidence – Based Conclusion


Finland Sweden


To provide evidence – based

conclusion

532 8 544 2 538 5 542 3 567 1 496 23

Male 532 543 535 544 564 494

Female 532 545 542 541 571 499

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PISA 2006 — Earth Science


Finland Sweden


Earth Science

529 9 530 6 533 5 525 11 554 1 498 25

Male 537 544 540 537 562 508

Female 520 517 528 520 547 488

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PISA 2006 — Life Science


Finland Sweden


Life Science

549 3 526 7 498 27 558 2 574 1 512 16

Male 556 529 501 564 569 513

Female 542 523 495 552 579 511

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PISA 2006 — Physics and Chemistry


Finland Sweden


Physics and

Chemistry545 3 530 9 530 9 546 2 560 1 517 14

Male 558 541 537 563 576 526

Female 532 519 522 529 544 507

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PISA 2006 (Interested in Science)

% of agreement


Finland SwedenOECD

average

Human body 68 65 62 75 66 61 68

Astronomy 64 55 52 62 48 53 53

Chemistry 46 48 42 55 45 50 50

Physics 52 40 31 56 41 48 49

Plant Biology 54 58 45 56 22 37 47

Design Investigation Procedure

51 34 24 53 24 44 46

Geology 47 33 42 43 31 35 41

Science Explanation

42 25 28 44 26 35 36

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PISA 2006 (Enjoyment of Learning Science)

% of agreement


Finland SwedenOECD

average

A 79 58 70 85 74 61 67

B 65 51 56 81 68 62 63

C 64 50 47 77 68 57 63

D 62 36 45 65 60 49 50

E 43 29 27 54 51 34 43

A. I enjoy acquiring new knowledge in science.

B. I generally have fun when I am learning science topics.

C. I am interested in learning about science.

D. I like reading about science.

E. I am happy doing science problems.

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Challenges and SolutionsChallenges 1: Entrance examinations (focus on knowle

dge learning) take the lead to school edu

cation Junior high school Senior high school

Senior high school higher education institutions

Solutions: 1) Multi-dimensional ways of entrance； 2) Improvement of entrance examinations.

Challenges 2: Changes in teacher’s education system Teacher’s College / Normal University

All higher education institutions: Changes in teacher’s

Education / Training / Pedagogy / Subject specialty Solutions: 1) Teacher’s re-education and on job training； 2) Mechanisms for quality control / quality

assurance of teachers.

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Challenges 3: Insufficiency of teachers in learning areas in “Grade 1 – 9 Science and Technology Curriculum” reform.

Solutions: 1) Curriculum reform for teacher’s education； 2) Teacher’s re- education and on job training.

Challenges 4: Social values / Parents expectation

Traditional Chinese social value: Parents expectation for a

son to become “a dragon” and a daughter “a phoenix”.

Expect every student to enter the best school / university.

Cram schools for examination purpose only are vary active

after the regular school hours.

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0

1000

2000

3000

4000

5000

6000

7000

8000

9000

1998 1999 2000 2001 2002 2003 2004 2005 2006 2007

7658

7482

9890

1000

2000

3000

4000

5000

6000

7000

8000

Elementary school Jumior highschool

Senior high school

Number of Cram Schools in Science Area. Number of Cram Schools for Elementary and High School Students.

Solutions: To foster new social value to respect multi-intelligent nature of a student.

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