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East-Asian Primary Science Curricula

An Overview Using Revised Bloom's Taxonomy

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  • © 2017

Overview

Authors:
  1. Yew-Jin Lee

    1. Nanyang Technological University, National Institute of Education Nanyang Technological University, Singapore, Singapore

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  2. Mijung Kim

    1. University of Alberta , Edmonton, Canada

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  3. Qingna Jin

    1. University of Alberta , Edmonton, Canada

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  4. Hye-Gyoung Yoon

    1. Chuncheon National Univ. of Education , Chuncheon, Korea (Republic of)

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  5. Kenji Matsubara

    1. National Inst. of Edu. Policy Research , Tokyo, Japan

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  • Offers international audiences insights into why and how East Asian states have succeeded so well in teaching young people about science from the perspective of curriculum making
  • Includes new findings with theoretical and practical significance for audiences interested in primary science education
  • Useful for governments, those involved in PISA/TIMMS work as well as for comparative and science education researchers
  • Includes supplementary material: sn.pub/extras

Part of the book series: SpringerBriefs in Education (BRIEFSEDUCAT)

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Table of contents (5 chapters)

  1. Front Matter

    Pages i-xiii
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  2. Primary Science Curricula: Past and Present Realities

    • Yew-Jin Lee, Mijung Kim, Qingna Jin, Hye-Gyoung Yoon, Kenji Matsubara
    Pages 1-10

  3. Revised Bloom’s Taxonomy—The Swiss Army Knife in Curriculum Research

    • Yew-Jin Lee, Mijung Kim, Qingna Jin, Hye-Gyoung Yoon, Kenji Matsubara
    Pages 11-16

  4. Curricula, Coders, and Coding

    • Yew-Jin Lee, Mijung Kim, Qingna Jin, Hye-Gyoung Yoon, Kenji Matsubara
    Pages 17-24

  5. The Intellectual Demands of East-Asian Primary Science Curricula

    • Yew-Jin Lee, Mijung Kim, Qingna Jin, Hye-Gyoung Yoon, Kenji Matsubara
    Pages 25-49

  6. The Shape of Intellectual Demands in East-Asian Primary Science Curricula

    • Yew-Jin Lee, Mijung Kim, Qingna Jin, Hye-Gyoung Yoon, Kenji Matsubara
    Pages 51-53

  7. Back Matter

    Pages 55-81
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Keywords

About this book

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.

Authors and Affiliations

  • Nanyang Technological University, National Institute of Education Nanyang Technological University, Singapore, Singapore

    Yew-Jin Lee

  • University of Alberta , Edmonton, Canada

    Mijung Kim, Qingna Jin

  • Chuncheon National Univ. of Education , Chuncheon, Korea (Republic of)

    Hye-Gyoung Yoon

  • National Inst. of Edu. Policy Research , Tokyo, Japan

    Kenji Matsubara

About the authors

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.

Bibliographic Information

  • Book Title: East-Asian Primary Science Curricula

  • Book Subtitle: An Overview Using Revised Bloom's Taxonomy

  • Authors: Yew-Jin Lee, Mijung Kim, Qingna Jin, Hye-Gyoung Yoon, Kenji Matsubara

  • Series Title: SpringerBriefs in Education

  • DOI: https://doi.org/10.1007/978-981-10-2690-4

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: The Author(s) 2017

  • Softcover ISBN: 978-981-10-2689-8Published: 30 September 2016

  • eBook ISBN: 978-981-10-2690-4Published: 20 September 2016

  • Series ISSN: 2211-1921

  • Series E-ISSN: 2211-193X

  • Edition Number: 1

  • Number of Pages: XIII, 81

  • Number of Illustrations: 2 b/w illustrations

  • Topics: Science Education, Curriculum Studies, Learning & Instruction

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