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 Blooms 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.
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1 Primary Science Curricula: Past and Present Realities |
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1 | (10) |
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The Unknown Intellectual Demands of Science Curricula |
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1 | (1) |
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What Our Study Is not and Its Limitations |
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2 | (2) |
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Overview of Primary Science Education |
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4 | (1) |
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Lack of Research into Primary Science Curricula |
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5 | (1) |
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Why Knowing the Intellectual Demands of Curricula Matters |
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6 | (2) |
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8 | (3) |
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2 Revised Bloom's Taxonomy---The Swiss Army Knife in Curriculum Research |
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11 | (6) |
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Tools to Analyze Cognitive Demands: Why Revised Bloom's Taxonomy |
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11 | (3) |
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Further Critiques of Bloom's Taxonomy |
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14 | (2) |
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16 | (1) |
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3 Curricula, Coders, and Coding |
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17 | (8) |
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Sources of Curricula Material |
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17 | (1) |
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Selection of Learning Objectives or Standards |
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18 | (1) |
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19 | (1) |
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The Coding Process and Interrater Reliabilities |
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19 | (2) |
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Advice and Tips for Coding Using RBT |
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21 | (3) |
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24 | (1) |
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4 The Intellectual Demands of East-Asian Primary Science Curricula |
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25 | (26) |
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Overall Cognitive Processes and Knowledge Levels Across Six States |
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25 | (2) |
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27 | (1) |
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27 | (1) |
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Overall State Profile of Learning Objectives |
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28 | (1) |
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Profile of Upper and Lower Primary Learning Objectives |
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29 | (1) |
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30 | (1) |
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30 | (3) |
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Overall National Profile of Learning Objectives |
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33 | (1) |
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Profile of Upper and Lower Primary Learning Objectives |
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33 | (1) |
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The People's Republic of China |
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34 | (1) |
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34 | (2) |
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Overall National Profile of Learning Objectives |
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36 | (1) |
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37 | (1) |
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37 | (1) |
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Overall State Profile of Learning Objectives |
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38 | (1) |
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Profile of Upper and Lower Primary Learning Objectives |
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39 | (1) |
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40 | (1) |
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40 | (3) |
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Overall National Profile of Learning Objectives |
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43 | (1) |
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Profile of Upper and Lower Primary Learning Objectives |
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44 | (1) |
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44 | (1) |
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44 | (2) |
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Overall National Profile of Learning Objectives |
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46 | (1) |
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Profile of Upper and Lower Primary Learning Objectives |
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47 | (1) |
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48 | (3) |
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5 The Shape of Intellectual Demands in East-Asian Primary Science Curricula |
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51 | (2) |
| References |
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53 | (2) |
| Appendix A Primary Science Learning Standards (Cognitive Domain) from China Based on Our English Translation |
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55 | (8) |
| Appendix B Primary Science Learning Standards (Cognitive Domain) from Taiwan Based on Our English Translation |
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63 | (8) |
| Appendix C Primary Science Learning Objectives (Cognitive Domain) from Korea Based on Our English Translation |
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71 | (6) |
| Appendix D Primary Science Learning Objectives (Cognitive Domain) from Singapore [ The Government of Singapore (do Ministry of Education) Owns the Copyright to This Table and the Table has been Reproduced with Their Permission] |
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Dr. Lee Yew Jin trained as a secondary school biology teacher in Singapore. Currently, his interests are in primary science, curriculum studies, science as a way of knowing, and informal learning environments. He also brings sociocultural concepts of learning as well as theoretical insights from the social sciences and humanities. His recent research (with his graduate students) includes assessing knowledge in classrooms, inquiry science, and engineering, design & technology.
Dr. Mijung Kim is an associate professor at the Faculty of Education, University of Alberta, Canada. Her research interests are science literacy, inquiry-based teaching, scientific reasoning and problem solving, dialogical argumentation and teacher education. She also brings complex issues of STSE (Science-Technology-Society-Enviornment) relationships into her research and teaching to explore decision-making and action for sustainability.
Qingna Jin is a Ph.D. student at theFaculty of Education, University of Alberta, Canada. She graduated with a Masters degree in Education from the School of Education, Beijing Normal University, Beijing, China. Her research interests include scientific problem-solving, and inquiry-based teaching and learning, with a particular focus on the development of students metacognition in science learning.
Dr. Hye-Gyoung Yoon is a professor at Chuncheon National University of Education, South Korea. Her research interests are science teacher education, teachers pedagogical reasoning and inquiry-based science teaching. She is interested in how teachers can learn from their own practice within a collaborative community.
Dr. Kenji Matsubara is a senior researcher at the Department of Curriculum Research, Curriculum Research Center, National Institute for Educational Policy Research (NIER), Japan. His research interests include science curriculum development, international comparisons of science education, lesson study and lesson analysis.
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