Science Education in East Asia

Chapter 1 Research and Development in Science Education: East Asian Perspectives

Chapter 2 Effective Classroom Pedagogy and Beyond for Promoting Scientific Literacy: Is There an East Asian Model?

Chapter 3 Confucianism, Chinese Families, and Academic Achievement: Exploring How Confucianism and Asian Descendant Parenting Practices Influence Children’s Academic Achievement

Chapter 4 The Chinese Classic Philosophy of Learning and Teaching: Exploring Insights of the “Essay on Learning”

Chapter 5 The ‘Why’ and ‘How’ of Engaging Parents in Their Children’s Science Learning in Informal Contexts: Theoretical Perspectives and Applications

Chapter 6 Characteristics of Chinese Learners as Revealed from Their Affective Domain and Choices of Science Learning in China

Chapter 8 Science Education in Shanghai, China: What Does It Look Like Other Than PISA Score?

Chapter 9 The Implications of Science Teaching and Practices on Educational Neuroscience

Chapter 10 Kids Science Academy: Talent Development in STEM from the Early Childhood Years

Chapter 11 Changes in Collaborative Discussion and Engagement with “Smart Technology” in Science Classroom

Chapter 12 A Study of the Internet Resource-Based e-Learning Environments in Hong Kong: Animal Classification in a Primary School

Chapter 13 Packaging Inquiry-Based Science Learning for Students: A Discursive Analysis of One High School Teacher’s Talk from Singapore

Chapter 14 Practice and Effect of Lessons on Inquiry Activities in Senior High School Chemistry: Focusing on Students’ Attitudes Toward Chemistry

Chapter 15 Developing Technology-Infused Inquiry Learning Modules to Promote Science Learning in Taiwan

Chapter 16 Developing Teachers Through Professional Learning Communities in Singapore and Shanghai

Chapter 17 Japanese Elementary Teachers’ Abilities to Learn How to Teach Science from Curriculum Materials: Preparation for Future Learning Perspectives

Chapter 18 Chinese Secondary School Science Teachers’ Perceptions of the Nature of Science and Chinese Native Knowledge

Chapter 19 Developing Science Teachers’ Pedagogical Reasoning Through Reflective Practices in Overseas Professional Development Program: A Case Study

Chapter 20 Designing Computer-Supported Knowledge Building to Promote Conceptual Change Among High-School Students in Hong Kong

Chapter 21 Implementation of Standards-Based Curriculum by Chemistry Teachers: From Curriculum Materials to Teaching Practice

Chapter 22 Supporting Socio-scientific Argumentation in the Classroom Through Automatic Group Formation Based on Students’ Real-time Responses

Chapter 23 Identifying Crucial and Malleable Factors of Successful Science Learning from the 2012 PISA

Chapter 24 Dispositions Towards Science and Science Achievement in TIMSS 2011: A Comparison of Eighth Graders in Hong Kong, Chinese Taipei, Japan, Korea, and Singapore

Chapter 25 Correlates of Science Achievement in Singapore: A Multilevel Exploration