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Science Education Research and Practices in Taiwan - Mei-Hung Chiu

Year 2016


Chapter 1 Introduction: Science Education Research and Practice in Taiwan: A Little Giant!1.1 Background of Taiwan1.2 The Structure of the Book1.2.1 Section One: Overview of Science Education in Taiwan1.2.2 Section Two: Science Learning and Assessment1.2.3 Section Three: Innovative Technology for Science Learning and Instruction1.2.4 Section Four: Curriculum and Teacher Professional Development1.2.5 International ReflectionsReferences Part I Overview of Science Education in Taiwan Chapter 2 Research Projects on Science Education Funded by the National Science Council in Taiwan from 1982 to 2012: A Historical Review2.1 Introduction2.1.1 The Purpose of this Chapter2.1.2 Contextual Background of Science Education Research in Taiwan2.1.3 The Scope, Limitations, Methods, and Implications2.2 Overview of the Funding of Science Education Research by the NSC2.2.1 Historical and Organizational Background2.2.2 Evolving Funding Policies and Practices2.3 Themes and Trends of the Science Education Research Projects Funded by the NSC: 1986–20122.3.1 Themes and Trends of the SERP Funded by the NSC:2.3.2 Factors Contributing to Changes of SERP Themes and Trends2.4 Impact of the DSE on Science Education Research in Taiwan2.4.1 The Quality of Science Education Research2.4.2 The Improvement of K-12 Science Teaching and Learning2.4.3 The Development of Human Resources2.5 Looking Back and Looking Forward2.5.1 Accomplishments and Reflections2.5.2 Challenges and Opportunities2.5.3 Conclusions and RecommendationsReferences Chapter 3 Trends in Science Education Research3.1 Introduction3.2 Conceptual Background3.2.1 Chinese Journal of Science Education3.2.2 Selected SSCI International Journals in Science Education3.2.3 Comparisons with Former Studies3.3 Research Questions3.4 Methods3.4.1 Target Articles3.4.2 Formation of an Analytical Framework3.4.3 Coding Scheme (Including Development, Criterion, Validity, and Reliability)3.4.4 Procedures3.4.5 Data analysis3.5 Findings and Discussions3.6 Concluding Remarks3.6.1 Claim 1: Empirical Studies More than Nonempirical Studies3.6.2 Claim 2: More Studies on Learning than Other Research Topics3.6.3 Claim 3: Multiple Approaches for Data Collection3.6.4 Claim 4: Integrating the Use of both Quantitative and Qualitative Data Analyses3.6.5 Claim 5: Decreasing Percentages of Articles with Professors as the First Authors3.6.6 Claim 6: Disparity in Distribution of Publications between CJSE and International Journals3.7 Suggestions for Future Research3.8 Implications for Science Education ResearchAppendix A:References Chapter 4 Comments on Section 1: Development of Science Education Research in Taiwan4.1 Preliminary Remark4.2 A Brief Overview of the Development of Science Education Research Internationally4.3 On the Predominance of “Western” Traditions and the Role of English as Lingua Franca4.4 On the Development of Science Education Research in Taiwan4.5 Research Projects Funded by the National Science Council (NSC) in Taiwan (1982– 2012)4.6 Trends in Science Education Research in Taiwan: A Content Analysis of the CJSE from 1993 to 20124.7 Concluding RemarksReferencesPart II Science Learning and Assessment Chapter 5 Content Analysis of Conceptual Change Research and Practice in Science Education: From Localization to Globalization5.1 Introduction5.1.1 Research Purposes and Questions5.2 Method5.2.1 Identifying Papers for This Review5.2.2 Formation of an Analytical Framework5.2.3 Data Analysis5.3 Results and Discussions5.3.1 RQ1: Empirical and Nonempirical Studies5.3.2 RQ 2: Theoretical Framework5.3.3 RQ 3: Science Disciplines5.3.4 RQ 4: Methodology5.3.4.1 Research Methods5.3.4.2 Research Instruments5.3.5 RQ 5: Teaching Strategies5.3.6 RQ 6: Authorship and Participants5.3.6.1 Authorship5.3.6.2 Participating Countries5.4 Concluding Remarks5.4.1 Claim 1: Studies on Conceptual Change in International Journals Are at a Reasonable Stable Status but in TJ the Numbers Appear to Be Limited5.4.2 Claim 2: Most of the Published Research on Conceptual Change Investigated the Effectiveness of Instructional Strategies and Materials5.4.3 Claim 3: More Research on Conceptual Change Is in the Area of Physics Compared to Chemistry, Biology, and Earth Science5.4.4 Claim 4: Most Published Studies on Conceptual Change Relied on Multiple Data Collection Methods5.4.5 Claim 5: Major Teaching Strategy Changes5.4.6 Claim 6: Continuous Effort on Research on Conceptual Change in Science Learning5.4.7 Claim 7: Two Stages of Conceptual Change Research Trend5.5 Implications for Science Education Research on Conceptual Change5.5.1 Suggestion 1: Increasing Nonempirical Studies for Informing Conceptual Change Theory5.5.2 Suggestion 2: Encouraging More Research in Diverse and Cross-Science Disciplines5.5.3 Suggestion 3: Strengthening the Implementation5.5.4 Suggestion 4: Using Multiple Research Methods to Increase Reliability of Studies as Evidence-Based Sources for Educational Reforms5.5.5 Suggestion 5: Strengthening the Relationships Among Science Disciplines, Multimedia, and Instructional Theory, Followed by Conveying Them to School Teachers to Promote Quality Teaching in School Science Practice5.5.6 Suggestion 6: Increasing the Interaction Between Local Scholars and International Scholars5.5.7 Suggestion 7: Advocating New and Revolutionary Theories and Research Methods on Conceptual Change for Promoting Research Quality and Quantity to the Next StageAppendicesReferences Chapter 6 Learners' Epistemic Beliefs and Their Relations with Science Learning—Exploring the Cultural Differences6.1 Introduction6.1.1 EBs in the Context of Science Learning6.1.2 Cultural Differences and Science Learning6.2 Objective of the Study6.3 Method6.3.1 Paper Selection6.3.2 Paper Analysis6.4 Result6.5 Discussion6.6 Limitation of the StudyReferences Chapter 7 On the Identification of Students' Misconceptions in a Two-Tier Item7.1 Introduction7.2 Purpose of Study7.3 Sources of Misconceptions7.4 Methods for the Identification of Misconceptions7.5 Methodology7.6 Data Source7.7 Procedures7.8 Data Analysis7.9 Discussion7.10 ConclusionAppendixReferences Chapter 8 Elementary Science Education8.1 Introduction8.2 Objectives8.3 Results and Discussion8.4 ConclusionReferences Chapter 9 Comments on Section 2: Significant contributions to research on learning and assessment9.1 Conceptual Change9.2 Learners' Epistemic Beliefs and Culture9.3 Diagnostic Assessment9.4 Elementary Science EducationReferencesPart III Innovative Technology for Science Learning and Instruction Chapter 10 Innovative Technology-Assisted Science Learning in Taiwan10.1 Introduction10.2 Method10.2.1 Inclusion of Research Articles for Analysis10.2.2 Educational Technologies Involved10.2.3 Research Methodologies10.2.4 Research Topic10.3 Usage of Innovative Technology in the Science Learning of Taiwan10.3.1 Analysis of Educational Technologies Involved10.3.1.1 Web-Based Learning Platform10.3.1.2 Mobile and Ubiquitous Learning Technology10.3.1.3 Off-line CAI Tool, ARS, and AR10.3.1.4 Educational Games10.3.1.5 Others10.4 Analysis of Methodologies10.5 Analysis of Research topics10.6 Final RemarksReferences Chapter 11 Development and Evaluation of TechnologyInfused Learning Environments in Taiwan11.1 Background11.2 Design Principles of Technology-Infused Learning Environments11.2.1 Visualizing Scientific Concepts and Principles11.2.2 Embedding Multiple Representations11.2.3 Integrating Technology into Scientific Investigation11.3 Summary of Empirical Studies11.3.1 Technology-Infused Learning Environments for Conceptual Change11.3.2 Technology-Infused Learning Environments for Modeling: APoME11.3.3 Technology-Infused Learning Environments for DecisionMaking in Socio-Scientific Issue Contexts11.4 Summaries from Empirical Studies11.5 Implications and ConclusionsAppendixReferences Chapter 12 Innovative Science Educational Neuroscience: Strategies for Engaging Brain Waves in Science Education Research12.1 Introduction12.2 The Innovative Research Idea of Science Educational Neuroscience12.3 The Innovative Research Approach of Science Educational Neuroscience12.4 The Applications of Science Educational Neuroscience12.4.1 Emotion and Scientific Creativity12.4.2 Affect and Computer-Based Learning12.4.3 Mental Rotation and Chemistry Learning12.5 Suggestions for Science Education12.5.1 The Challenges for Future Researchers12.5.2 Suggestions for Science Education Researchers12.5.3 Suggestions for Science Teachers and EducatorsReferences Chapter 13 Methodology and Application of Eye-Tracking Techniques in Science Education13.1 Methodological Concerns: The Cognitive, Physiological, and Technical Bases of Eye Tracking13.1.1 Eye-Tracker System13.1.2 Basic Patterns of Eye Movements13.1.3 Data Processing13.1.4 Factors that May Influence Eye Movement Patterns13.1.4.1 Perceptual Saliency Versus Cognitive Relevance13.1.4.2 Influence of Task Demands13.2 Application of Eye-Tracking Techniques in Science Education in Taiwan13.2.1 Learning from Material with Text and Illustrations13.2.2 Comparing Presentation Modes in Multimedia Material13.2.3 Real Classrooms13.2.4 Problem Solving13.3 Summary and Suggestions for Future InvestigationAppendixReferences Chapter 14 Public Communication of Science and Technology in Taiwan14.1 Introduction14.2 The Global Trend Movement of Science Communication14.2.1 Approaches of Science Communication Models14.2.2 Topics of Science Communication Studies14.3 Challenges of Science Communication in Taiwan14.3.1 Many Urgent Problems Awaits Resolving14.3.2 Boundaries Among Academic Communities: STS Research as an Example14.4 Steps to Improve Public Communication of Science and Technology in Taiwan14.4.1 Being Correct14.4.2 Being Popular14.4.3 Being Reflective14.5 ConclusionsReference Chapter 15 Comments on Section 3: Innovative Technologies for Science Learning and Instruction in Taiwan: A Global Perspective15.1 Chapter 10: Innovative Technology-Assisted Science Learning in Taiwan15.2 Chapter 11: Development and Evaluation15.3 Chapter 12: Innovative Science Educational Neuroscience: Strategies for Engaging Brain Waves in Science Education Research15.4 Chapter 13: Methodology and Application15.5 Chapter 14: Public Communication of Science and Technology in TaiwanReferences Part IV Curriculum and Teacher Professional Developmen Chapter 16 Taiwanese Science Teacher Education ResearchCapturing the Spirit of PCK16.1 Introduction16.2 The Influence of the NSC and MOE on Science Teacher Education Research and Policy16.3 Preservice Science Teacher Preparation Research in Taiwan16.3.1 Summary16.4 In-service Science Teacher Education in Taiwan16.4.1 Summary16.5 ConclusionReference Chapter 17 Design to Understand Curriculum: Epistemic Practices, Teaching, and Learning in Science17.1 Introduction17.2 Context17.3 Methods17.4 Findings on Trajectory of Teacher Learning17.4.1 Contextualized Understanding of Curriculum Design Principles17.4.2 Knowledge of Epistemic Practices in Science Curriculum17.4.3 Knowledge of Science Teaching17.4.4 Knowledge of Science Learning17.5 Reflections and SuggestionsReferences Chapter 18 Integrating Paiwan Culture into the Design of a Science Curriculum, with Teaching Examples18.1 Overview of Taiwan's Indigenous Status18.1. Indigenous Tribes in Taiwan18.1.2 Population Distribution and Cultural Characteristics18.2 Taiwan's Indigenous Science Education18.2.1 Indigenous Education18.2.2 Indigenous Science Education Research18.2.3 Factors Affecting Indigenous Learning Achievement18.2.3.1 Indigenous School Environment18.2.3.2 Learning Difficulties of Indigenous Students in Mathematics and Science18.2.4 Taiwan Indigenous E-learning18.3 The Teaching Module Design of Pek-msim18.3.1 Implementation of Culturally Responsive Teaching in School W18.3.1.1 The SWOT Analysis of School W18.3.1.2 Development of a Curriculum for Professional Development Based on the Design of Pek-msim (PD-d Pek-msim)18.3.2 Example of Pek-msim Curriculum18.4 ConclusionReferences Chapter 19 Teaching Environmental Issues in Science Classroom: Status Opportunities,19.1 Environment, Science, and Education19.2 Features of Environmental Issues19.3 Related Studies in Taiwan19.4 Issue-based Teaching Approach: Theoretical Foundation and Practices19.4.1 Case 119.4.2 Case 219.5 Finding a Niche for Environmental Issues in Science CurriculaReferences Chapter 20 Comments on Section 4: Thoughts on Science Curriculum Reform and Teacher Learning in Western Countries and Taiwan20.1 Introduction20.2 On the Influences on Science Curriculum Reform20.3 On the Professional Development of Teachers: Specific Learning Styles20.4 On the Contributions of Teacher Learning Communities to Science Curriculum ReformReferences Part V Reflections Chapter 21 An International Perspective on the People and Events Shaping Science Education in Taiwan— Past, Present, and Future21.1 Introduction21.2 Methods21.3 Contextual Overview21.4 Pre-1980: The Formative Years21.5 1980–2010: The Decades of Outreach and Expansion21.6 Post-2010: Second Decade of the Twenty-First Century and Beyond21.7 Closing RemarksReferences Chapter 22 Reflections from International Scholars22.1 Scholars Note 122.2 Scholars Note 222.3 Scholars Note 322.4 Scholars Note 422.5 Scholars Note 522.6 Scholars Note 622.7 Scholars Note 722.8 Scholars Note 822.9 Scholars Note 922.10 Scholars Note 1022.11 Scholars Note 11 Chapter 23 Epilogue: Science Education Research and Practice in Taiwan—Opportunities and Challenges23.1 Challenges and Opportunities23.1.1 Challenge 1: Building Network for International Cooperation on Research23.1.2 Challenge 2: Assessment for Learning and Understanding23.1.3 Challenge 3: Evidence-Based Practices in Science Education23.1.4 Challenge 4: Maintaining or Even Advancing the Momentum of Research Outcomes and Impacts23.2 Opportunities23.2.1 Opportunity 1: Building Network and Initiatives for International Cooperation on Research23.2.2 Opportunity 2: Alternative Assessment to Eliminate Students' Tendency to Memorize Instead of Adopt Knowledge in Context23.2.3 Opportunity 3: Providing Evidence-based Instructional Strategies to Enhance Teachers' Competence in Science Teaching23.2.4 Opportunity 4: Enhancing the Transitional State for Different Generations23.3 Closing CommentsReferencesIndex
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