The Images of Science Through Cultural Lenses: A Chinese Study on the Nature of Science PDF Download
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Author: Hongming Ma
Publisher: Springer Science & Business Media
ISBN: 9460919421
Category : Education
Languages : en
Pages : 122
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Book Description
Are the images of science held by learners the same across cultures? What are the implications for science education? This book explores the nature of science from a cultural perspective. Located in the Chinese cultural context, the book examines the nexus between characteristics of Chinese thinking and the understanding of the nature of science in Chinese traditional culture. The dramatic cultural change as a result of the introduction of Western culture was accompanied by the dramatic reconstruction of the image of science. The Chinese science education echoes the understanding of the nature of science in each cultural historical period. Reflecting the tension and dilemmas of understanding the nature of science at the policy making level, the images of science held by Chinese science teachers represent a mixture of influences by values and beliefs that are embedded in the imported science and by Chinese native cultural beliefs. The book concludes with suggestions of change of practice in science education for a more realistic image of science not only within the field of education but also in society at large.
Author: Hongming Ma
Publisher: Springer Science & Business Media
ISBN: 9460919421
Category : Education
Languages : en
Pages : 122
Get Book
Book Description
Are the images of science held by learners the same across cultures? What are the implications for science education? This book explores the nature of science from a cultural perspective. Located in the Chinese cultural context, the book examines the nexus between characteristics of Chinese thinking and the understanding of the nature of science in Chinese traditional culture. The dramatic cultural change as a result of the introduction of Western culture was accompanied by the dramatic reconstruction of the image of science. The Chinese science education echoes the understanding of the nature of science in each cultural historical period. Reflecting the tension and dilemmas of understanding the nature of science at the policy making level, the images of science held by Chinese science teachers represent a mixture of influences by values and beliefs that are embedded in the imported science and by Chinese native cultural beliefs. The book concludes with suggestions of change of practice in science education for a more realistic image of science not only within the field of education but also in society at large.
Author: Huann-shyang Lin
Publisher: Chi-Jui Lien
ISBN: 1539468054
Category :
Languages : en
Pages : 446
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Book Description
This book is a collaborative product of an official project approved by the East-Asian Association for Science Education (EASE), one of the most important professional societies of science education in Asia. This EASE book is compiled with a unique approach. It consists of well-structured four sections: (A)The Historical Development of Science Education in East Asia, (B)The Achievements of Science Education Research in East Asia, (C)Science Teacher Training in East Asia, and (D)Some Challenges to Research in Science Education in East Asia. Its fifteen chapters are co-authored/collaborated by renowned scholars from regions of East Asia. The book successfully integrated and consolidated the research, findings, curricular developments, and science teaching practices that have shaped ongoing educational agenda and student learning outcome in an unprecedented approach. Six Regional Coordinators from Mainland China, Hong Kong, Japan, Korea, and Taiwan worked together with Editors and more than fifty science educators to assure the book project adequately reflects the trends and practices in this region. The six Regional Coordinators are: (1)Prof. Weiping HU, Shaanxi Normal University, (2)Prof. Winnie SO Wing Mui, The Education University of Hong Kong, (3)Prof. Masakata OGAWA, Tokyo University of Science, (4)Prof. Jinwoong SONG, Seoul National University, (5)Prof. Huann-shyang LIN, National Sun Yat-sen University, (6)Prof. Chi-jui LIEN, National Taipei University of Education. This book intends not only to serve as references, but also a complement of existing perspectives from western countries. Insights gained from the integration and consolidation of East-Asian developmental trends and perspectives would allow science educators, teachers, and policy makers make wise decision for future advancements for their own countries/regions.
1. Why We Study the History of Science Education in East Asia: A Comparison of the Emergence of Science Education in China and Japan. 2. The Advent of Science Education for All: A Policy Review across East-Asian Regions. 3. Trend and Development of School Science Education in Taiwan, Hong Kong, and Korea. 4. National/Regional Systems of Research Training in Science Education: The Experiences in Japan and Hong Kong. 5. Science Education Research Trends in East Asian Areas: A Quantitative Analysis in Selected Journals. 6. Current Trends of Science Education in East Asia (1995-2014): With a Focus on Local Academic Associations, Journal Papers, and Key Issues of Science Education in China Mainland, Japan, Korea, and Taiwan. 7. Diversity Dilemmas of Science Education in East Asia. 8. A Comparison of Elementary School Science Textbooks in East Asia. 9. Primary School Science Teacher Training in East-Asia: In the Continuous Reforming for the Quality Assurance. 10. Pre-service Education of High School Science Teachers. 11. Science Education Reform and the Professional Development of Science Teachers in East Asian Regions. 12. Affective Aspects of Science Education in East Asia Regions. 13. Science Learning in Informal Environments in East Asia: Focusing on Science Museums/Centers. 14. Introducing Modern Science and High Technology in Schools. 15. Government Policy in Developing a STEM Curriculum: The Case of the High-Scope Program in Taiwan.
Author: Igal Galili
Publisher: Springer Nature
ISBN: 3030802019
Category : Science
Languages : en
Pages : 477
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Book Description
This book, in its first part, contains units of conceptual history of several topics of physics based on the research in physics education and research based articles with regard to several topics involved in teaching science in general and physics in particular. The second part of the book includes the framework used, the approach considering science knowledge as a special type of culture – discipline-culture. Within this approach, scientific knowledge is considered as comprised of a few inclusive fundamental theories each hierarchically structured in a triadic pattern: nucleus-body-periphery. While nucleus incorporates the basic principles and body comprises their implementations in the variety of laws, models, and experiments, periphery includes concepts at odds to the nucleus. This structure introduces knowledge in its conceptual variation thus converting disciplinary knowledge to cultural-disciplinary one. The approach draws on history and philosophy of science (HPS) necessary for meaningful learning of science. It is exemplified in several aspects regarding teaching physics, presenting history in classes, considering the special nature of science, and using artistic images in regular teaching. The revealed conceptual debate around the chosen topics clarifies the subject matter for school students and teachers encouraging construction of Cultural Content Knowledge. Often missed in teachers' preparation and common curriculum it helps genuine understanding of science thus providing remedy of students' misconceptions reported in educational research.
Author: Michael R. Matthews
Publisher: Springer
ISBN: 3319626167
Category : Science
Languages : en
Pages : 326
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Book Description
This anthology opens new perspectives in the domain of history, philosophy, and science teaching research. Its four sections are: first, science, culture and education; second, the teaching and learning of science; third, curriculum development and justification; and fourth, indoctrination. The first group of essays deal with the neglected topic of science education and the Enlightenment tradition. These essays show that many core commitments of modern science education have their roots in this tradition, and consequently all can benefit from a more informed awareness of its strengths and weaknesses. Other essays address research on leaning and teaching from the perspectives of social epistemology and educational psychology. Included here is the first ever English translation of Ernst Mach’s most influential 1890 paper on ‘The Psychological and Logical Moment in Natural Science Teaching’. This paper launched the influential Machian tradition in education. Other essays address concrete cases of the utilisation of history and philosophy in the development and justification of school science curricula. These are instances of the supportive relation of HPS&ST research to curriculum theorising. Finally, two essays address the topic of Indoctrination in science education; a subject long-discussed in philosophy of education, but inadequately in science education. This book is a timely reminder of why history and philosophy of science are urgently needed to support understanding of science. From major traditions such as the Enlightenment to the tensions around cultural studies of science, the book provides a comprehensive context for the scientific endeavour, drawing on curriculum and instructional examples. Sibel Erduran, University of Oxford, UK The scholarship that each of the authors in this volume offers deepens our understanding of what we teach in science and why that understanding matters. This is an important book exploring a wide set of issues and should be read by anyone with an interest in science or science education. Jonathan Osborne, Stanford University, USA This volume presents new and updated perspectives in the field, such as the Enlightenment Tradition, Cultural Studies, Indoctrination in Science Education, and Nature of Science. Highly recommended. Mansoor Niaz, Universidad de Oriente, Venezuela This volume provides an extremely valuable set of insights into educational issues related to the history and philosophy of science. Michael J Reiss, University College London, UK
Author: Gillian Kidman
Publisher: Springer
ISBN: 113753463X
Category : Education
Languages : en
Pages : 159
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Book Description
This research-based book dissects and explores the meaning and nature of Inquiry in teaching and learning in schools, challenging existing concepts and practices. In particular, it explores and contests prevailing attitudes about the practice of inquiry-based learning across the Science, Geography and History disciplines, as well as focusing on the importance of the role of teacher in what is frequently criticised as being a student-controlled activity. Three frameworks, which are argued to be necessarily intertwined for discipline-specific literacy, guide this inquiry work: the classroom goals; the instructional approach; and the degree of teacher direction. The foundation of the analysis is the notion of educational inquiry as it is structured in the Australian Curriculum, along with the locating of the study in international trends in inquiry learning over time. It will be of great interest to researchers, higher degree students and practicing professionals working in Education and Sociology.
Author: M. Alper Yalçinkaya
Publisher: University of Chicago Press
ISBN: 022618420X
Category : History
Languages : en
Pages : 321
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Book Description
Like many other states, the 19th century was a period of coming to grips with the growing domination of the world by the 'Great Powers' for the Ottoman Empire. Many Muslim Ottoman elites attributed European 'ascendance' to the new sciences that had developed in Europe, and a long and multi-dimensional debate on the nature, benefits, and potential dangers of science ensued. This analysis of this debate is not based on assumptions characteristic of studies on modernisation and Westernisation, arguing that for Muslim Ottomans the debate on science was in essence a debate on the representatives of science.
Author: Niranjan Casinader
Publisher: Routledge
ISBN: 1317934571
Category : Education
Languages : en
Pages : 247
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Book Description
The notion of thinking skills as a key component of a 21st century school education is now firmly entrenched in educational policy and curriculum frameworks in many parts of the world. However, there has been relatively little questioning of the manner in which educational globalisation has facilitated this diffusion of thinking skills, curriculum and pedagogy in a cultural context. This book will help to redress such an imbalance in its critical assessment of the cross-cultural validity of transplanting thinking skills programs from one educational system to another on an international scale. Culture, Transnational Education and Thinking provides an international comparative study of the intersection of three educational concepts: culture, education and thinking. Drawing on case studies from Malaysia, South Africa and Australia/USA for the purposes of comparative analysis, the book employs the context of an international school program in the teaching of thinking skills, Future Problem Solving Program International. The book explores the associations between Future Problem Solving educators, their cultural background, and their approaches to thinking, evaluating the relevance of transferring thinking skills programs derived in one cultural framework into another. The book also discusses the wider implications of these cross-cultural comparisons to curriculum and pedagogy within schools and higher education, with a particular emphasis on the teaching of multicultural school-based classes and cross-cultural understandings in teacher education and professional development. This book will be of relevance to academics and higher education students who have an interest in the fields of cross-cultural and intercultural understanding, comparative studies in education, and theories and practices of cognition, as well as the development of tertiary and secondary curricula and associated pedagogies that specifically acknowledge the cultural diversities of both teacher and learner.
Author: R. Martin Reardon
Publisher: IAP
ISBN: 164113223X
Category : Education
Languages : en
Pages : 347
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Book Description
Following on from the preceding volume in this series that focused on innovation and implementation in the context of school-university-community collaborations in rural places, this volume explores the positive impact of such collaborations in rural places, focusing specifically on the change agency of such collaborations. The relentless demand of urban places in general for the food and resources (e.g., mineral and energy resources) originating in rural places tends to overshadow the impact of the inevitable changes wrought by increasing efficiency in the supply chain. Youth brought-up in rural places tend to gravitate to urban places for higher education and employment, social interaction and cultural affordances, and only some of them return to enrich their places of origin. On one hand, the outcome of the arguable predominance of more populated areas in the national consciousness has been described as “urbanormativity”—a sense that what happens in urban areas is the norm. By implication, rural areas strive to approach the norm. On the other hand, a mythology of rural places as repositories of traditional values, while flattering, fails to take into account the inherent complexities of the rural context. The chapters in this volume are grouped into four parts—the first three of which explore, in turn, collaborations that target instructional leadership, increase opportunities for underserved people, and target wicked problems. The fourth part consists of four chapters that showcase international perspectives on school-university-community collaborations between countries (Australia and the United States), within China, within Africa, and within Australia. The overwhelming sense of the chapters in this volume is that the most compelling evidence of impact of school-university community collaborations in rural places emanates from collaborations brokered by schools-communities to which universities bring pertinent resources.
Author: Shigeru Nakayama
Publisher: MIT Press (MA)
ISBN:
Category : Science
Languages : en
Pages : 384
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Book Description
Some readers will be drawn to this survey of traditional Chinese science by the idea that humanity has evolved more than one tradition of natural science that deserves to be taken seriously as a study in itself. Others will wish to explore the possibility that by reconstructing and imaginatively adopting the viewpoint of so different a culture, they might become more critical in judging what aspects of the West's Scientific Revolution grew out of local pressures and prejudices rather than out of the inner necessities of science itself.The volume falls naturally into two complementary parts. The first provides the reader with perspectives on the work of Joseph Needham, whose monumental, multi-volume "Science and Civilisation in China" is so largely responsible for the growing awareness on the part of inquiring people everywhere that the Chinese technical traditions reached a high level, and that the birth of modern science and technology owes a great deal to them. Needham's work has often been cited as the greatest one-man historical compilation of the twentieth century.Needham himself has contributed an opening "Meditation" to "Chinese Science, " in which he recapitulates the motive forces and ideals behind his life's work--of which the historical study of Chinese science is only one aspect. Derek J. de Solla Price then provides biographical material on Needham and gives an account of the genesis and evolution of his "magnum opus." Needham's central concern with the effect of social and economic factors on the rate of scientific and technological change is examined by A. C. Graham. Shigeru Nakayama demonstrates through a study of all of Needham's publications the presence of a connected philosophy of history and of science that Needham evolved as a young biochemist concerned with the organization and development of life.The more numerous essays in the second part of the book extend Needham's work of mapping out the areas of Chinese science, venturing into provinces hitherto "terra incognita." The contributors cover the Chinese world view, astronomy, optics, pharmacology, and medicine.In particular, they discuss the Chinese concept of nature (in an essay written by Mitukuni Yosida); the development, and limiting factors on the development, of Chinese astronomy (Kiyosi Yabuuti); the Mohist optics of ca. 300 B.C. (A. C. Graham and N. Sivin); the use of elixir plants, as described in the pharmaceutical manual of the adept Lu Ch'un-yang (Ho Peng Yoke, Beda Lim, and Francis Morsingh); "Man as a Medicine," the traditional therapy using drugs derived from the human body (William C. Cooper and N. Sivin); and the early history of anesthesia in China and Japan (Saburo Miyasita). The book closes with a critical bibliography citing books and articles in Western languages (N. Sivin).The book is the second in The MIT East Asian Science Series.
Author: Helaine Selin
Publisher: Springer Science & Business Media
ISBN: 9401714169
Category : History
Languages : en
Pages : 1140
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Book Description
The Encyclopaedia fills a gap in both the history of science and in cultural stud ies. Reference works on other cultures tend either to omit science completely or pay little attention to it, and those on the history of science almost always start with the Greeks, with perhaps a mention of the Islamic world as a trans lator of Greek scientific works. The purpose of the Encyclopaedia is to bring together knowledge of many disparate fields in one place and to legitimize the study of other cultures' science. Our aim is not to claim the superiority of other cultures, but to engage in a mutual exchange of ideas. The Western aca demic divisions of science, technology, and medicine have been united in the Encyclopaedia because in ancient cultures these disciplines were connected. This work contributes to redressing the balance in the number of reference works devoted to the study of Western science, and encourages awareness of cultural diversity. The Encyclopaedia is the first compilation of this sort, and it is testimony both to the earlier Eurocentric view of academia as well as to the widened vision of today. There is nothing that crosses disciplinary and geographic boundaries, dealing with both scientific and philosophical issues, to the extent that this work does. xi PERSONAL NOTE FROM THE EDITOR Many years ago I taught African history at a secondary school in Central Africa.
