Culture, Not Just Curriculum : Determines East Asian Education Success
Keywords:
science education, Curriculum, culture, curriculumAbstract
Effective educational system and the emphasis on culture are considered to be the foundation for human resource development in East Asian countries. Specifically, high-quality education, instruction for critical thinking as a life skill, together with, the sound understanding of their own cultures ensure that the new generations of the East Asian countries will be pride for being citizenship of their nations. This source of integration among culture, curriculum, and education supports the youths to accept, learn, and apply foreign cultures wisely as means to develop their motherlands. We believe culture plays a key role for supporting East Asian countries’ educational success.
References
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Yoo, J., and Kim, H. (2017, December). Key competences and science curriculum in Korea. Paper presented at 2017 HU-SNU-NTNU-KU Joint-Symposium for Science Education. Sapporo, Japan.
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Chang, C. Y. (2017, December). Taiwanese literacy-oriented curriculum reform: Past, present, and the possible future. Paper presented at 2017 HU-SNU-NTNU-KU Joint-Symposium for Science Education. Sapporo, Japan.
Eom, K., and Martin, S. N. (2017, December). Examining trends in gamification in education and the potential for application to the 2015 Korean National Science Curriculum. Paper presented at 2017 HU-SNU-NTNU-KU Joint-Symposium for Science Education. Sapporo, Japan.
Jansong, C., Pitiporntapin, S., and Chumnanpuen, P. (2017, December). High school students’ informal reasoning patterns in the lesbians, gays, bisexuals, and transgenders (LGBT) blood donation issue and factors influencing their informal reasoning. Paper presented at 2017 HU-SNU-NTNU-KU Joint-Symposium for Science Education. Sapporo, Japan.
Kang, D. Y., and Martin, S. N. (2017, December). Exploring the usage of digital textbook in science education for culturally and linguistically diverse student. Paper presented at 2017 HU-SNU-NTNU-KU Joint-Symposium for Science Education. Sapporo, Japan.
Ketsing, J., Inoue, N., and Buczynski, S. (2017, December). Pre-service science teachers’ reflective quality on inquiry: What novices see in practices? Paper presented at 2017 HU-SNU-NTNU-KU Joint-Symposium for Science Education. Sapporo, Japan.
Kim, Y, and Yoo, J. (2017, December). An analysis of postings about teaching lenses in an autonomous online elementary teacher community. Paper presented at 2017 HU-SNU-NTNU-KU Joint-Symposium for Science Education. Sapporo, Japan.
Kongkoey, T., Ketsing, J., and Boonsoong, B. (2017, December). Exploring high school students’ learning progression for carbon cycling. Paper presented at 2017 HU-SNU-NTNU-KU Joint-Symposium for Science Education. Sapporo, Japan.
Lee, Y., and Kim, H. B. (2017, December). Exploring teachers’ enactment of scientific argumentation lessons focused on epistemological resources. Paper presented at 2017 HU-SNU-NTNU-KU Joint-Symposium for Science Education. Sapporo, Japan.
Luehmann, A. L. (2007). Identity development as a lens to science teacher preparation. Science Education, 91, 822-839. DOI 10.1002/sce.20209
Ohno, E. (2017, December). What does “資質 ,能力” mean in the new course of study? Paper presented at 2017 HU-SNU-NTNU-KU Joint-Symposium for Science Education. Sapporo, Japan.
Pinthong, T., Ketsing, J., and Jaitrong, W. (2017, December). From student to teacher: Relation between preservice science teachers’ prior experience and self-efficacy belief of inquiry-based learning. Paper presented at 2017 HU-SNU-NTNU-KU Joint-Symposium for Science Education. Sapporo, Japan.
Yoo, J., and Kim, H. (2017, December). Key competences and science curriculum in Korea. Paper presented at 2017 HU-SNU-NTNU-KU Joint-Symposium for Science Education. Sapporo, Japan.
Yang, F. Y. (2017, December). Instructional suggestions supporting science learning in digital environments based on a review of eye tracking studies. Paper presented at 2017 HU-SNU-NTNU-KU Joint-Symposium for Science Education. Sapporo, Japan.
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2019-01-01
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