Transcript 970115_APEC in China

Education to Achieve 21st Century Competencies and Skills
for All: Respecting the Past to Move Toward the Future
Stimulating Learning in Science:
Reform of Elementary and High School
Science Education in the Past Half
Century in Taiwan
George Tai-Jen Chen
Vice President for Academic Affairs
and Chair Professor of Atmospheric Sciences
National Taiwan University
Chinese Taipei
2008 January 15
1
 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
2
Curriculum Reform of Elementary School Science Education
Promulgation Implementation
1967, 12
(GDP $270)
1975, 8
(GDP $984)
1968, 8
(all grades)
1978, 8
(yearly)
Characteristics of Major Reforms
˙Reforms are based on
contemporary education trend and
national economy needs.
˙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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Promulgation Implementation
1993, 9
(GDP $11,077)
1996, 8
(yearly)
Characteristics of Major Reforms
˙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)
Promulgation
1998, 9
(GDP $12,679)
Implementation
Four stages:
2001, 8
(Grade 1)
2002, 8
(Grade 4, 7)
2008
Characteristics of Major Reforms
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.
Minor revision
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Curriculum Reform of Junior High School Science Education
Promulgation Implementation
1972, 10
(GDP $528)
1983, 7
(GDP $2,876)
1973, 8
(yearly)
1986, 8
(yearly)
Characteristics of Major Reforms
˙To cultivate abilities related to
independent thinking, decision
making, and reasoning.
˙Spirit of science, scientific methods,
and scientific knowledge and ability
shall be emphasized.
˙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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Promulgation Implementation
1985
(GDP $3,314)
1994, 10
(GDP $11,991)
1985
1998, 8
(yearly)
Characteristics of Major Reforms
˙Adjust partially the instruction goals
for each learning area.
˙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 Education
Promulgation Implementation
1971, 2
(GDP $449)
1983
(GDP $2,876)
1995, 10
(GDP $12,906)
2004, 8
(GDP $14,663)
Characteristics of Major Reforms
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.
1984, 8
(yearly)
˙To add more elective courses to
implement “course selection concept” in
place of “major study concept”.
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”.
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
I: End World
War Ⅱ –
1968
(GDP $189)
Ⅱ: 1968 – 1974
(GDP $524)
Ⅲ: 1974 – 1990
(GDP $3,329)
Characteristics of Major Reforms
˙Conceptual framework and knowledge structure
were emphasized in curriculum design.
˙Student learning was focus on concept and
knowledge.
˙Learning psychology was emphasized in
curriculum design and teaching.
˙Cultivation of science process and inquiring ability
was emphasized in curriculum contents.
˙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
˙Learning of both the knowledge structure and science
process as well as the cultivation of abilities was
emphasized.
Ⅳ: 1990 –
˙Concept of “integrated science” was gradually accepted
2000
and was reflected in school science curriculum and
(GDP $11,995)
teaching design.
˙Curriculum and teaching were moving towards activities
related to daily life, localized events, and STS concept.
˙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,
Ⅴ: after 2000
beauty of science, and ethics of science.
(GDP $15,061) ˙Design of curriculum contents was emphasized on
“school-based” curriculum and the concept of multidimensional and flexibility was also emphasized.
˙Combined curriculum, modular curriculum, and STSbased curriculum were gradually adopted in teaching.
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TIMSS
Science Achievement
Taiwan
Singapore
Japan
Korea
Hong
Kong
Intl.
Avg.
Score
Rank
Score
Rank
Score
Rank
Score
Rank
Score
Rank
Score
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
2003
4
551
2
565
1
543
3
542
4
489
Grade
8
N/A
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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
SingaTaiwan
pore
Japan
Korea
Hong
Kong
Intl.
Avg.
1999
71
87
50
33
73
79
2003
50
83
59
38
69
77
1995
N/A
88
88
N/A
87
83
2003
78
79
81
N/A
86
82
Grade
8
Grade
4
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TIMSS 2003
Self-Confidence in Learning Science
Singa% of
Taiwan
agreement
pore
Japan
Korea
Hong
Kong
Intl.
Avg.
Grade
8
66
82
66
62
79
86
Grade
4
87
73
87
N/A
92
91
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Financial Times
Asia-Pacific teenagers top OECD tests
By David Turner, Education Correspondent
Published: 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
Score
PISA
2003
Rank
N/A
PISA
532
2006
4
Japan
Korea
Hong
Kong
Finland
Sweden
Score
Rank
Score
Rank
Score
Rank
Score
Rank
Score
Rank
548
1
538
4
539
3
548
1
506 15
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
Taiwan
Score
To
identify
509
scientific
issues
Rank
Japan
Score
Korea
Hong
Kong
Finland
Rank
Score
Rank
Score
Rank
Score
Rank
7
519
9
528
6
555
1
17 522
Sweden
Score
Rank
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
Taiwan
Score
Japan
Korea
Hong
Kong
Finland
Sweden
Rank
Score
Rank
Score
Rank
Score
Rank
Score
Rank
Score
Rank
3
527
6
512
18
549
2
566
1
510
19
To explain
scientific
545
phenomenon
Male
554
535
517
560
571
516
Female
535
519
506
539
562
504
20
PISA 2006 — To Provide Evidence – Based Conclusion
Taiwan
Score
Japan
Korea
Hong
Kong
Finland
Rank
Score
Rank
Score
Rank
Score
Rank
Score
Rank
8
544
2
538
5
542
3
567
1
To provide
evidence
532
– based
conclusion
Sweden
Score
Rank
496 23
Male
532
543
535
544
564
494
Female
532
545
542
541
571
499
21
PISA 2006 — Earth Science
Taiwan
Score
Japan
Korea
Rank
Score
Rank
Score
Rank
9
530
6
533
5
Earth
529
Science
Hong
Kong
Score
Rank
Finland
Score
Rank
525 11 554
1
Sweden
Score
Rank
498 25
Male
537
544
540
537
562
508
Female
520
517
528
520
547
488
22
PISA 2006 — Life Science
Taiwan
Score
Japan
Rank
Score
Rank
3
526
7
Life
549
Science
Korea
Score
Rank
Hong
Kong
Score
Finland
Rank
Score
Rank
2
574
1
498 27 558
Sweden
Score
Rank
512 16
Male
556
529
501
564
569
513
Female
542
523
495
552
579
511
23
PISA 2006 — Physics and Chemistry
Taiwan
Score
Japan
Korea
Hong
Kong
Finland
Rank
Score
Rank
Score
Rank
Score
Rank
Score
Rank
3
530
9
530
9
546
2
560
1
Physics
and
545
Chemistry
Sweden
Score
Rank
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
Hong
OECD
Taiwan Japan Korea
Finland Sweden
Kong
average
agreement
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
25
PISA 2006 (Enjoyment of Learning Science)
% of
Taiwan Japan Korea
agreement
A.
B.
C.
D.
E.
Hong
Kong
Finland Sweden
OECD
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
I enjoy acquiring new knowledge in science.
I generally have fun when I am learning science topics.
I am interested in learning about science.
I like reading about science.
I am happy doing science problems.
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Challenges and Solutions
Challenges 1: Entrance examinations (focus on
knowledge learning) take the lead to
school education
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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9000
8000
8000
7000
7000
6000
6000
7658
5000
5000
7482
4000
4000
3000
3000
2000
2000
1000
1000
0
0
1998
1999
2000
2001
2002
2003
2004
2005
2006
2007
Number of Cram Schools in Science Area.
989
Elementary school
Jumior high
school
Senior high school
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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