1. 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

2. 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

3. 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.

4. 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.

5. 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

6. 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.

7. 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.

8. 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”

9. 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.

10. 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.

11. 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

12. 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.

13. 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.

14. 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

15. 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

16. Financial Times Asia-Pacific teenagers top OECD tests
By David Turner, Education Correspondent
Published: December :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.

17. 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

18. 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)

19. 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

20. 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

21. 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

22. 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

23. 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

24. 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

25. 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

26. 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.

27. 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.

28. 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.

29. 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.