Stimulating Learning in Science: 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 Chinese Taipei George Tai-Jen Chen Vice President for Academic Affairs and Chair Professor of Atmospheric Sciences National Taiwan University Chinese Taipei 2008 January 15

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

Curriculum Reform of Elementary School Science Education Promulgation Implementation Characteristics of Major Reforms 1967, 12 (GDP $270) 1968, 8 (all grades) ˙Reforms are based on contemporary education trend and national economy needs. 1975, 8 (GDP $984) 1978, 8 (yearly) ˙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.

Characteristics of Major Reforms Promulgation Implementation Characteristics of Major Reforms 1993, 9 (GDP $11,077) 1996, 8 (yearly) ˙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.

Grade 1 – 9 Science and Technology Curriculum Guidelines (A Revolution Reform) Promulgation Implementation Characteristics of Major Reforms 1998, 9 (GDP $12,679) Four stages: 2001, 8 (Grade 1) 2002, 8 (Grade 4, 7) 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. 2008 Minor revision

Curriculum Reform of Junior High School Science Education Promulgation Implementation Characteristics of Major Reforms 1972, 10 (GDP $528) 1973, 8 (yearly) ˙To cultivate abilities related to independent thinking, decision making, and reasoning. ˙Spirit of science, scientific methods, and scientific knowledge and ability shall be emphasized. 1983, 7 (GDP $2,876) 1986, 8 ˙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.

Characteristics of Major Reforms Promulgation Implementation Characteristics of Major Reforms 1985 (GDP $3,314) ˙Adjust partially the instruction goals for each learning area. 1994, 10 (GDP $11,991) 1998, 8 (yearly) ˙To emphasize that curriculum contents shall related to students daily life and student – centered learning. ˙By implementing integrated curriculum to improve learning achievement.

Curriculum Reform of Senior High School Science Education Promulgation Implementation Characteristics of Major Reforms 1971, 2 (GDP $449) 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. 1983 (GDP $2,876) 1984, 8 ˙To add more elective courses to implement “course selection concept” in place of “major study concept”. 1995, 10 (GDP $12,906) 1998, 8 ˙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”. 2004, 8 (GDP $14,663) 2006, 8 ˙To continue “course selection concept” in place of “major study concept”

Reformation Trend in Elementary and High School Science Education Stages Characteristics of Major Reforms I: End World War Ⅱ – 1968 (GDP $189) ˙Conceptual framework and knowledge structure were emphasized in curriculum design. ˙Student learning was focus on concept and knowledge. Ⅱ: 1968 – 1974 (GDP $524) ˙Learning psychology was emphasized in curriculum design and teaching. ˙Cultivation of science process and inquiring ability was emphasized in curriculum contents. Ⅲ: 1974 – 1990 (GDP $3,329) ˙Completeness of conceptual framework and knowledge structure was emphasized in curriculum design. ˙ Concept of integrated science was gradually adopted in curriculum contents and teaching.

Characteristics of Major Reforms Stages Characteristics of Major Reforms Ⅳ: 1990 – 2000 (GDP $11,995) ˙Learning of both the knowledge structure and science process as well as the cultivation of abilities was emphasized. ˙Concept of “integrated science” was gradually accepted and was reflected in school science curriculum and teaching design. ˙Curriculum and teaching were moving towards activities related to daily life, localized events, and STS concept. Ⅴ: after 2000 (GDP $15,061) ˙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, beauty of science, and ethics of science. ˙Design of curriculum contents was emphasized on “school-based” curriculum and the concept of multi-dimensional and flexibility was also emphasized. ˙Combined curriculum, modular curriculum, and STS-based curriculum were gradually adopted in teaching.

TIMSS Science Achievement Chinese Taipei Singa-pore Japan Korea Hong Kong Intl. Avg. Score Rank Grade 8 1999 569 1 568 2 550 4 549 5 530 15 N/A 2003 571 578 552 6 558 3 556 474 Grade 4 551 565 543 542 489

Distribution of Science Achievement of Grader 8 in Chinese Student Number Scale Score Distribution of Science Achievement of Grader 8 in Chinese Taipei：Approximately a normal distribution with one peak.

Distribution of Science Achievement of Grader 4 in Chinese Student Number Scale Score Distribution of Science Achievement of Grader 4 in Chinese Taipei：Approximately a normal distribution with one peak.

Enjoy Learning Science TIMSS Enjoy Learning Science % of agreement Chinese Taipei Singa- pore Japan Korea Hong Kong Intl. Avg. Grade 8 1999 71 87 50 33 73 79 2003 83 59 38 69 77 Grade 4 1995 N / A 88 78 81 86 82

Self-Confidence in Learning Science TIMSS 2003 Self-Confidence in Learning Science % of agreement Chinese Taipei Singa- pore Japan Korea Hong Kong Intl. Avg. Grade 8 66 82 62 79 86 4 87 73 N / A 92 91

Financial Times Asia-Pacific teenagers top OECD tests By David Turner, Education Correspondent Published: December 4 2007 09:07 Chinese Taipei 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. Chinese Taipei also earns fourth place in the parallel Pisa science ranking, published last week, although in reading it is a mere 16th.

PISA Age 15 Students (Science Literacy) Chinese Taipei Japan Korea Hong Kong Finland Sweden Score Rank PISA 2003 N / A 548 1 538 4 539 3 506 15 PISA 2006 532 531 5 522 10 542 2 563 503 22

PISA 2006 Science Literacy of Chinese Taipei 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)

PISA 2006 — To Identify Scientific Issues Chinese Taipei Japan Korea Hong Kong Finland Sweden Score Rank To identify scientific issues 509 17 522 7 519 9 528 6 555 1 499 21 Male 506 513 508 520 542 491 Female 512 531 530 535 568 507

PISA 2006 — To Explain Scientific Phenomenon Chinese Taipei Japan Korea Hong Kong Finland Sweden Score Rank To explain scientific phenome-non 545 3 527 6 512 18 549 2 566 1 510 19 Male 554 535 517 560 571 516 Female 519 506 539 562 504

PISA 2006 — To Provide Evidence – Based Conclusion Chinese Taipei Japan Korea Hong Kong Finland Sweden Score Rank To provide evidence – based conclusion 532 8 544 2 538 5 542 3 567 1 496 23 Male 543 535 564 494 Female 545 541 571 499

PISA 2006 — Earth Science Chinese Taipei Japan Korea Hong Kong Finland Sweden Score Rank Earth Science 529 9 530 6 533 5 525 11 554 1 498 25 Male 537 544 540 562 508 Female 520 517 528 547 488

PISA 2006 — Life Science Chinese Taipei Japan Korea Hong Kong Finland Sweden Score Rank Life Science 549 3 526 7 498 27 558 2 574 1 512 16 Male 556 529 501 564 569 513 Female 542 523 495 552 579 511

PISA 2006 — Physics and Chemistry Chinese Taipei Japan Korea Hong Kong Finland Sweden Score Rank Physics and Chemistry 545 3 530 9 546 2 560 1 517 14 Male 558 541 537 563 576 526 Female 532 519 522 529 544 507

PISA 2006 (Interested in Science) % of agreement Chinese Taipei Japan Korea Hong Kong Finland Sweden OECD average Human body 68 65 62 75 66 61 Astronomy 64 55 52 48 53 Chemistry 46 42 45 50 Physics 40 31 56 41 49 Plant Biology 54 58 22 37 47 Design Investigation Procedure 51 34 24 44 Geology 33 43 35 Science Explanation 25 28 26 36

PISA 2006 (Enjoyment of Learning Science) % of agreement Chinese Taipei Japan Korea 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 57 D 36 45 60 49 E 43 29 27 54 34 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.

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.

Solutions: 1) Curriculum reform for teacher’s education； 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.

Number of Cram Schools in Science Area. Number of Cram Schools for Elementary and High School Students. Solutions: To foster new social value to respect multi-intelligent nature of a student.