Science Curriculum Changes and STEM Education in East Asia

Chapter

Abstract

The science curricula in East Asian countries have undergone rapid changes over the last 20 years. They have focused on enabling citizens to make reasoned decisions, when faced with issues in modern society related to science and technology. In the past, the curriculum has emphasized science content knowledge and process skills, to enable students to experience what scientists are doing in their laboratory and research areas. Moreover, in the past several decades, STEM has been emphasized in East Asian countries. This is not a new emphasis in East Asian countries. For example, in the primary school level, math and science have been the main focus subjects in Korea, Japan, Hong Kong, and Singapore. These countries were always placed at the top rank in TIMSS tests in math and science and have emphasized technology relating to IT and the importance of engineering. However, it is time for us to rethink the disconnected practical approaches related to science, math, engineering, and technology. In this book chapter, we will discuss an overview of science curriculum changes in East Asia and the modern background of STEM and STEAM education, while providing examples of STEM/STEAM practices and assessments in East Asian countries in order to examine current curricula and plan the new science curriculum development.

Keywords

East Asian countries Educational development stages Science curriculum changes Education system STEM education 
This is a preview of subscription content, log in to check access.

References

  1. Amir, N. (2014). Showcasing the creative talents in science of the academically less-inclined students through a values-driven toy story-telling project. In L. C. Lennex, & K. F. Nettleton (Eds.), Cases on instructional technology in gifted and talented education. Hershey, PA: IGI Global. (in printing). http://www.igi-global.com/contact/
  2. ASTAR (Agency for Science, Technology and Research). (2013). .National survey of research and development in Singapore 2012. Singapore: ASTAR. Retrieved September 2, 2014, from http://www.a-star.edu.sg/Portals/0/media/RnD_Survey/RnD_2012.pdf
  3. Back, Y., Kim, Y., Noh, S., Lee, J., Jeong, J., Choi, Y., … Choi, J. (2012). A Study on the Action Plans for STEAM Education. Seoul, Korea: Korea Foundation for the Advancement of Science and Creativity (KOFAC).Google Scholar
  4. Board of Education. (1997). Report on review of 9-year compulsory October 1997 Education (Revised Version). Hong Kong: Government Printer. Retrieved May 4, 2014, from http://www.edb.gov.hk/en/about-edb/publications-stat/major-reports/consultancy-reports/index.html
  5. Cave, P. (2001). Educational reform in Japan in the 1990s: ‘individuality’ and other uncertainties. Comparative Education, 37(2), 173–191.CrossRefGoogle Scholar
  6. Chan, K. K. (2010). Hong Kong new academic structure for senior secondary education and higher education: A learning journey for all to succeed. Government of the Hong Kong Special Administrative Region. Retrieved May 3, 2014, from http://www.iie.org/~/media/Files/Corporate/Membership/US-NYIIEabridged.ashx
  7. Cheng, Y. C. (2000). Educational change and development in Hong Kong: Effectiveness, quality, and relevance. In T. Townsend & Y. C. Cheng (Eds.), Educational change and development in the Asia-Pacific region: Challenges for the future (pp. 17–56). Lisse, The Netherlands: Swets and Zeitlinger Publisher.Google Scholar
  8. Cheng, Y. C., Chow, K. W., Yeung, S. K., & Cheung, W. M. (Eds.). (1998). Handbook on educational policy in Hong Kong (1963–1998). Hong Kong: Hong Kong Institute of Education.Google Scholar
  9. Cheng, Y. C., Moc, M. M., & Tsui, K. T. (2002). Educational reform and research in Hong Kong: A request for comprehensive knowledge. Educational Research for Policy and Practice, 1, 7–21.CrossRefGoogle Scholar
  10. Chu, H.-E. (2013). The effects of course instructions on implementation of assessment for students’ learning and pre-service science teachers’ beliefs. Presented paper at the 86th annual international conference of the National Association for Research in Science Teaching (NARST). Rio Grande, Puerto Rico.Google Scholar
  11. Curriculum Development Council of Hong Kong, China. (2002). Basic education curriculum guide – Building on strengths (Primary 1 – Secondary 3), Booklet 1. Hong Kong: The Curriculum Development Council. Retrieved May 5, 2014, from http://cd1.edb.hkedcity.net/cd/EN/Content_2909/html/index.html
  12. Curriculum Development Council of Hong Kong, China. (2009). Senior secondary curriculum guide – The future is now: From vision to realisation (Secondary 4–6). Booklet 1. Retrieved May 5, 2014, from http://cd1.edb.hkedcity.net/cd/cns/sscg_web/html/english/index.html, http://cd1.edb.hkedcity.net/cd/cns/sscg_web/html/english/index.html
  13. Curriculum Development Council of Hong Kong, China. (2014). Liberal studies – Curriculum and assessment guide (Secondary 4–6). Retrieved May 5, 2014, from http://ls.edb.hkedcity.net/LSCms/file/web_v2/C_and_A_guide/201401/LS%20C&A%20Guide_updated_e.pdf
  14. Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. New York, NY: Teachers College Press.Google Scholar
  15. Goh, C. B., & Gopinathan, S. (2008). Education in Singapore: Development since. In B. Fredriksen, & J. P. Tan (Eds.), An African exploration of the East Asian (pp. 80–108). Washington, DC: The World Bank. Retrieved December 30, 2013, from https://repository.nie.edu.sg/bitstream/10497/15598/1/BC-TWB-80_a.pdf
  16. Goh, C. T. (1997). Shaping our future: Thinking schools, learning nation. In Speech by Prime Minister Goh Chok Tong at the opening of the 7th international conference on thinking. Singapore. Retrieved July 5, 2014, from http://www.moe.gov.sg/media/speeches/1997/020697.htm
  17. Goto, M. (2000). Japan. In M. Poisson (Ed.), Science education for contemporary society: Problems, issues, and dilemmas. Geneva, Switzerland: International Bureau of Education, The Chinese National Commission for UNESCO.Google Scholar
  18. Heng, S. K. (2011). Keynote Speech at the IBM Centennial Dinner on 2 November 2011, at the Grand Ballroom, Capella Singapore. Retrieved June 30, 2014, from http://www.moe.gov.sg/media/speeches/2011/11/02/keynote-speech-by-mr-heng-swee-keat-at-ibm-centennial-dinner.php
  19. Heng, S. K. (2014). Speech at the official launch of Kidsstop, The Children’s Science Centre, on Thursday, 5 June 2014, 7:05 pm, at Science Centre Singapore. Retrieved June 1, 2014, from http://www.moe.gov.sg/media/speeches/2014/06/06/speech-by-mr-heng-swee-keat-at-the-official-launch-of-kidsstop.php
  20. Holbrook, J. (1989). Science education in Hong Kong: The national report of the Hong Kong science study (Vol. 1). Hong Kong, Hong Kong: Primary and Junior Secondary Science, Hong Kong National IEA Center, University of Hong Kong.Google Scholar
  21. Holbrook, J. (1990). Science education in Hong Kong: The national report of the Hong Kong science study. Hong Kong, Hong Kong: Pre-University Science, Hong Kong National IEA Center, University of Hong Kong.Google Scholar
  22. IEA. (2014, September 9). TIMSS 2011 international results in mathematics. http://timssandpirls.bc.edu
  23. Ishikawa, M., Fujii, S., Moehle, A. (2014). Consultant report securing Australia’s future STEM: Country comparisons- Japan. Australian Council of Learned Academies. Retrieved September 1, 2014, from www.acola.org.au
  24. Japanese Research Team for US-Japan Comparative Research on Science Mathematics and Technology Education. (2004). The courses of study in Japan: General provisions, mathematics, science, art and handcraft, technology, and family and consumer science, information. Tokyo, Japan: Ministry of Education, Culture, Sports, Science and Technology of Japan.Google Scholar
  25. Japanese Youth Research Institute. (2005), Survey on senior high school students’ attitude toward study and daily lives (in Japanese), http://www1.odn.ne.jp/youth-study/reserch/index.html, visited on 1 September 2014.
  26. Katayama, N., Takamori, H., & Kanaizuka, Y. (2004). Crisis of biology education in Japan. Asian Journal of Biology Education, 2, 75–80.Google Scholar
  27. KEDI (Korean Educational Development Institute). (2014). Development of curriculum for science and arts academy: Interim report, KEDI. Seoul, Korea: Korean Educational Development Institute (KEDI).Google Scholar
  28. KICE (Korea Institute for Curriculum and Evaluation). (2013). TIMSS 2011 Korean students’ achievement in mathematics and science, KICE PIM 2013-1. Seoul, Korea: Korea Institute for Curriculum and Evaluation (KICE).Google Scholar
  29. Kim, J., Kim, Y., & Lee, M. (2014). Research on development of curriculum for Science and Arts Gifted High School, KEDI research reports 2014. Seoul, Korea: Korean Educational Development Institute (KEDI).Google Scholar
  30. Komatsu, S. (2002). Transition in the Japanese curriculum: How is the curriculum of elementary and secondary schools in Japan determined? International Education Journal, 3(5), 50–55.Google Scholar
  31. Kudo, M. (2012), PISA and the Educational Subject of Today’s Japan, Bulletin of Shijonawate Gakuen Junior College, 45, 1–5. Recitation from: Ishikawa, M., Fujii, S., Moehle, A. (2014). Consultant report securing Australia’s future STEM: Country comparisons- Japan. Australian Council of Learned Academies. Retrieved September 1, 2014, from www.acola.org.au
  32. Lin, J. S. (2012). Gender differentials in fields of study among university graduates, 2010. Statistics Singapore Newsletter. Retrieved May 30, 2014, from http://www.singstat.gov.sg/Publications/publications_and_papers/education_and_literacy/ssnmar12-pg1-5.pdf
  33. Mayer, V. J. (2014). Developments in Japanese science curriculum. Retrieved July 23, 2014, from http://earthsys.ag.ohio-state.edu/MayerHP/curriculum.htm
  34. Matsushita, K. (2010, December). What has PISA changed in Japanese education?, Report of CRET (Center for Research on Educational Testing) symposium (pp. 3–5) (in Japanese), http://www.cret.or.jp/files/4c2f15b6b31fa47754e2cd22f1f0559f.pdf, viewed 18 January 2013 Tokyo, Japan: Center for Research on Educational Testing. Recitation From: Ishikawa, M., Fujii, S., Moehle, A. (2014). Consultant report securing Australia’s future STEM: Country comparisons- Japan. Australian Council of Learned Academies. Retrieved September 1, 2014, from www.acola.org.au
  35. McCormack, A. J. (1992). Trends and issues in science curriculum. In Science curriculum resource handbook. New York, NY: Kraus International Publications.Google Scholar
  36. MECSST. (2005), Program for improving reading literacy. http://www.mext.go.jp/a_menu/shotou/gakuryoku/siryo/05122201/014/005.htm, viewed 12 November 2012.
  37. MECSST (Ministry of Education, Culture, Sports, Science and Technology- Japan). (2009a). The course of study for lower secondary schools. Tokyo, Japan: Printing Division, Ministry of Finance. (In Japanese)Google Scholar
  38. MECSST (Ministry of Education, Culture, Sports, Science and Technology- Japan). (2009b). The course of study for upper secondary schools. Tokyo, Japan: Printing Division, Ministry of Finance. (In Japanese)Google Scholar
  39. MEHRD (Ministry of Education and Human Resources Development). (2007). MEHRD notification 2007-79 (1): Primary and secondary school curriculum. Tokyo, Japan: Ministry of Education and Human Resources Development.Google Scholar
  40. MESSC (Ministry of Education, Science, Sports and Culture). (1989a). The course of study for lower secondary schools. Tokyo, Japan: Printing Division, Ministry of Finance (in Japanese).Google Scholar
  41. MESSC (Ministry of Education, Science, Sports and Culture). (1989b). The course of study for upper secondary schools. Tokyo, Japan: Printing Division, Ministry of Finance (in Japanese).Google Scholar
  42. MESSC (Ministry of Education, Science, Sports and Culture). (1999). The course of study for upper secondary schools. Printing Division, Ministry of Finance (in Japanese).Google Scholar
  43. MEST (Ministry of Education, Science, Technology – Korea). (2011). MEST Notification 2011-361 (9): Science Curriculum. Seoul, Korea: Ministry of Education, Science, Technology – Korea (MEST).Google Scholar
  44. MEST (Ministry of Education, Science, Technology), & KOFAC (Korea Foundation for the Advancement of Science and Creativity). (2011). A study on the action plans for STEAM education. Seoul, Korea: KOFAC.Google Scholar
  45. MEXT. (2014). Elementary and secondary education. Tokyo, Japan: Ministry of Education, Culture, Sports, Science and Technology (MEXT). Retrieved July 5, 2014, from http://www.mext.go.jp/english/
  46. MOE of Japan. (1999a). The course of study for lower secondary schools. Tokyo, Japan: Printing Division, Ministry of Finance (in Japanese).Google Scholar
  47. MOE of Japan. (1999b). The course of study for upper secondary schools. Tokyo, Japan: Printing Division, Ministry of Finance (in Japanese).Google Scholar
  48. MOE of Korea. (1987). The 5th national curriculum. Seoul, Korea: Ministry of Education (MOE) of Korea.Google Scholar
  49. MOE of Korea. (1992). The 6th national curriculum. Seoul, Korea: Ministry of Education of Korea.Google Scholar
  50. MOE of Korea. (1997). 7th national curriculum. Seoul, Korea: Ministry of Education of Korea.Google Scholar
  51. MOE of Singapore. (1982). Lower secondary science syllabus. Singapore: Ministry of Education.Google Scholar
  52. MOE of Singapore. (1992). Science syllabus for lower secondary special/express/normal. Singapore: Curriculum Planning Division and Ministry of Education.Google Scholar
  54. MOE of Singapore. (1999a). Science syllabus for lower secondary special/express/normal. Singapore: Curriculum Planning Division and Ministry of Education.Google Scholar
  55. MOE of Singapore. (1999b). GCE ‘O’ level physics. Singapore: Curriculum planning and development division. Singapore: Curriculum Planning Division and Ministry of Education.Google Scholar
  56. MOE of Singapore. (1999c). GCE ‘A’ level physics. Singapore: Curriculum planning and development division. Singapore: Curriculum Planning Division and Ministry of Education.Google Scholar
  57. MOE of Singapore. (2005). Transforming leaning: Teach less, learn more. The Teachers’ Digest Contact, issue 3. Singapore: Ministry of Education. Retrieved March 3, 2014, from http://www.moe.gov.sg/corporate/contactprint/pdf/contact_oct05.pdf
  58. MOE of Singapore. (2008). Science syllabus for lower secondary express/normal (academic). Singapore: Curriculum Planning Division and Ministry of Education.Google Scholar
  59. MOE of Singapore. (2012). Science syllabus for lower secondary express/normal (academic). Singapore: Curriculum Planning Division and Ministry of Education.Google Scholar
  60. MOE of Singapore. (2013). Science syllabus – Primary 2014, express/normal academic. Singapore: Curriculum Planning & Development Division.Google Scholar
  61. Nakamichi, T. (2011). Transition in the course of study for biology education in Japan focusing on lower secondary schools. Asian Journal of Biology Education, 5, 26–32.Google Scholar
  62. National Commission for UNESCO. (1974). Organization of education in 1971–1973/major trends in Singapore educational development in 1971/72 and 1972/73. Presented paper at the 34th session of the International Conference on Education, Geneva.Google Scholar
  63. National Institution of Education. (2010). Teacher ED: Growing 21st century teaching force. Singteach.nie.edu.sg, 22, 1–2. Retrieved March 10, 2014, from http://www.nie.edu.sg/files/SingTeach_Issue22_TE21.pdf
  65. NIER (National Institute for Education Policy Research). (2014). Education in Japan: past and present. Retrieved July 23, 2014, from http://www.nier.go.jp/EducationInJapan/
  66. OECD. (2011). Strong performers and successful reformers in education: Lessons from PISA for the United States (Chap 4). Shanghai/Hong Kong: Two Distinct Examples of Education Reform in China. Retrieved from http://www.oecd.org/pisa/46623978.pdfon2January2014
  67. OECD. (2014). PISA 2012 results in focus: What 15-year-olds know and what they can do with what they know. Retrieved from http://www.oecd.org/pisa/46623978.pdfon2January2014
  68. Poon, C. L., Lee, Y. J., Tan, A. L., & Lim, S. S. (2012). Knowing inquiry as practice and theory: Developing a pedagogical framework with elementary school teachers. Research in Science Education, 42(2), 303–327.CrossRefGoogle Scholar
  69. Shin, Y., Han, S., Kim, H., & On, J. (2012). Development of curriculum for STEAM education in national university of education. Seoul, Korea: KOFAC.Google Scholar
  70. Singapore Examination and Assessment Board and University of Cambridge International Examinations. (2013a). Physics GCE ordinary level. Retrieved May 4, 2014, from http://www.seab.gov.sg/oLevel/2013Syllabus/5059_2013.pdf
  71. Singapore Examination and Assessment Board and University of Cambridge International Examinations. (2013b). Science GCE ordinary level: Physics & chemistry, Physics & biology, chemistry & biology. Retrieved May 4, 2014, from http://www.seab.gov.sg/oLevel/2013Syllabus/5116-5117-5118_2013.pdf
  72. Singapore Examination and Assessment Board and University of Cambridge International Examinations. (2013c). Physics higher 1. Retrieved May 4, 2014, from http://www.seab.gov.sg/aLevel/2013Syllabus/8866_2013.pdf
  73. Singapore Examination and Assessment Board and University of Cambridge International Examinations. (2013d). Physics Higher 1. Retrieved May 4, 2014, from http://www.seab.gov.sg/aLevel/2013Syllabus/8866_2013.pdf
  74. Singham, J. K. (1987). An investigation of the science process skills in the intended and implemented PSP of Singapore. Unpublished PhD thesis. University of Liverpool, UK.Google Scholar
  75. Sweeting, A. (1990). Education in Hong Kong, pre-1841 to 1941. Hong Kong: Hong Kong University Press.Google Scholar
  76. Tan, A.-L., & Leong, W. (2014). Mapping curriculum innovation in STEM schools to assessment requirements: tension and dilemmas. Theory Into Practice, 53(1), 11–17.CrossRefGoogle Scholar
  77. Tan, J., & Gopinathan, S. (2000). Education reform in Singapore: Towards great creativity and innovation? (pp. 5–10). Retrieved June 6, 2014, from http://www.apecknowledgebank.org/resources/downloads/SingaporeCurriculumReformCreativity.pdf
  78. Treagust, F. D., & Rennie, J. L. (1993). Implementing technology in the school curriculum: A case study involving six secondary schools. Journal of Technological Education, 5(1). Retrieved August 15, 2014, from http://scholar.lib.vt.edu/ejournals/JTE/v5n1/bigtrea1.html
  79. Tsupros, N., Kohler, R., & Hallinen, J. (2009). STEM education: A project to identify the missing components. Intermediate Unit 1 and Carnegie Mellon, Pennsylvania.Google Scholar
  80. Whitfield, R. C. (1971). Disciplines of the curriculum. London, UK: McGraw-Hill.Google Scholar

Copyright information

© Springer International Publishing Switzerland 2015

Authors and Affiliations

  1. 1.Department of Physics EducationPusan National UniversityBusanSouth Korea
  2. 2.School of EducationMacquarie UniversitySydneyAustralia
  3. 3.Department of ScienceKorea Science AcademyBusanSouth Korea

Personalised recommendations