在全球化(globalization)影响下的科学教育(science education)
2016年12月1日 BBED1101 Final Paper
(大一写的 观点很稚嫩 procrastinate到最后几小时写的 囫囵吞枣了)
Review of Science Education in Different Regions
In the context of globalization, science education in Hong Kong has been witnessed to have constructive development over the years, due to some significant moves including promotion of STEM Education, collaboration of school-based curriculum and central curriculum, implementation of fine-tuning policy to cater for learners’ diversity, and etc. This essay, identifying some significant aspects of the science curriculum in Hong Kong through comparison between Hong Kong and other countries, attempts to demonstrate the development of science curriculum development of Hong Kong in a global context.
The definition of curriculum development is a process which is “planned, purposeful, progressive, and systematic”, aiming to efficiently improve the education system in a positive approach (Alvior, 2015). If we apply this definition to the science education system in Hong Kong, several instances can effectively demonstrate this development. In terms of learning objectives of science curriculum specifically in secondary level, Hong Kong Education Bureau provides students with a well-developed curriculum that aims to improve students’ science learning abilities regarding six different strands. Generally speaking, considering the respective objectives that each strand stands for, the overall curriculum is all about helping students obtain basic scientific knowledge and skills, and how to apply these abilities acquired in the scientific and technological world in terms of personal development as well as contribution to the society as a whole. The curriculum merely performs as a central framework based on which schools and teachers should be able to make further appropriate variations. Adjustments with regard to course contents and materials, teaching and assessing strategies could be considered as necessary on behalf of the capabilities of schools, teachers and students (Curriculum Development Council, n.d.). In my point of view, this development of school-based curriculum and central curriculum could be regarded as a practical approach as it is designed to be an ongoing process in which the students and even the teachers can constantly improve themselves, for the sake of self-fulfillment and the benefits to the community.
The general aims of science education in Hong Kong could also apply to other countries. Similar perspectives like training students to be scientifically literate, nurturing talents with a variety of talents in different science areas, and enhancing the competitiveness of the nation in the global range are shared among visions of some western countries. What is worth mentioning is that, as one of the leading countries in STEM Education, US view science education as to increase not only the national competitiveness, but also the competition among individuals and societies (U.S. Department of Education, 2016). Moreover, other countries like Australia, Japan and Canada tend to consider the conservation and utilization of environment as one of their major aims in science education. In Japan, students’ recognition of the relationship between nature and human beings is particularly highlighted in the curriculum framework. Japanese secondary schools also require students to relate their science learning experiences to environmental issues like utilization of natural energy resources and humanity issues like appreciation of continuity of life. This interaction and interdependence of science and non-science subjects is what Hong Kong science curriculum lacks.
Assessment plays an important role in science education as a way to indicate whether students have mastered what they have encountered in classes. In Hong Kong, assessment consists of public assessment and internal assessment. Public assessment refers to TIMSS, PISA, and of course HKDSE which is designated for students graduating from secondary schools and often as a tertiary education entrance exam (Hong Kong Examinations and Assessment Authority, 2016). Among all these exams, science is inevitably treated as a major subject regardless of exam context. As for internal assessment, it primarily refers to small-scale quizzes and tests conducted within the school. These small exams are often comprised of multiple choice questions, calculation questions, and short answer questions, especially in secondary level. Whilst in some western countries, most of the internal exams are designed in a creative way that could become the inspiration to students in science inquiries. For example, internal assessment methods in Canadian secondary schools involve a variety of formats. These diversified formats include anecdotal records, portfolios, and conferences. These assessing approaches could be effective ways that help students indulge in creativity and imagination, and more importantly, encourage and inspire them to become literate adults in future careers. Accordingly, science curriculum in Hong Kong may need to consider introducing and implementing innovative assessment methods.
As a place that used to have citizens consisted of immigrants from different culture backgrounds, learning diversity needs to be carefully catered for in education in Hong Kong. Hong Kong has been taking advantages of the fine-tuning policy ever since it was initiated a few years ago. With the aid of such policy, the Medium of Instruction (MOI) is less of a problem that needs to be considered in not only international schools but also local schools. EMI and CMI can be collaborated during teaching and learning in order to suit individual needs regarding different mother tongues that students have, as well as to improve the scientific literacy of students in a second language. As English is proved be an effective language in science learning, adoption of English as MOI can help students become genuine science intellectuals in the globalization context. Countries like Singapore that share similar identity are also adopting corresponding MOI policies to cater for the language diversity. Furthermore, gender issue also cannot be neglected among sociological factors and it needs to be paid attention to regardless of countries. Learning activities that involve gender inequalities need to be further investigated. In Hong Kong as well as many other countries, activities from a diversified range are applied and used in science teaching. Such activities tend to encourage the collaboration of opposite genders in order to create a learning environment in which students of either gender should not be feeling any uncomfortableness. Admittedly, these approaches are still in their infancy and further development may need to be considered.
In conclusion, the development of science curriculum in Hong Kong has been remarkable in the last decades, with the introduction of innovative concepts that involve teaching, learning, and construction of framework as a whole. Some aspects regarding subjects’ interdependence and lack of creative assessment methods may need to be further developed, in order to improve the scientific performance of Hong Kong on the global stage.
References:
Alvior, M. (2015). The Meaning and Importance of Curriculum Development. Retrieved December 1, 2016 from https://www.linkedin.com/pulse/meaning-importance-curriculum-development-dr-mary-alvior
Curriculum Development Council. (n.d.). Science Education Key Learning Area (Primary 1 - Secondary 3). Retrieved November 22, 2016 from http://www.edb.gov.hk/attachment/en/curriculum-development/kla/science-edu/sckla-e.pdf
Hong Kong Examinations and Assessment Authority. http://www.hkeaa.edu.hk/en/hkdse/assessment/ Accessed 22 Nov. 2016.
U.S. Department of Education. State Department of Education, http://www.edu.gov Accessed 21 Nov. 2016.
(大一写的 观点很稚嫩 procrastinate到最后几小时写的 囫囵吞枣了)
Review of Science Education in Different Regions
In the context of globalization, science education in Hong Kong has been witnessed to have constructive development over the years, due to some significant moves including promotion of STEM Education, collaboration of school-based curriculum and central curriculum, implementation of fine-tuning policy to cater for learners’ diversity, and etc. This essay, identifying some significant aspects of the science curriculum in Hong Kong through comparison between Hong Kong and other countries, attempts to demonstrate the development of science curriculum development of Hong Kong in a global context.
The definition of curriculum development is a process which is “planned, purposeful, progressive, and systematic”, aiming to efficiently improve the education system in a positive approach (Alvior, 2015). If we apply this definition to the science education system in Hong Kong, several instances can effectively demonstrate this development. In terms of learning objectives of science curriculum specifically in secondary level, Hong Kong Education Bureau provides students with a well-developed curriculum that aims to improve students’ science learning abilities regarding six different strands. Generally speaking, considering the respective objectives that each strand stands for, the overall curriculum is all about helping students obtain basic scientific knowledge and skills, and how to apply these abilities acquired in the scientific and technological world in terms of personal development as well as contribution to the society as a whole. The curriculum merely performs as a central framework based on which schools and teachers should be able to make further appropriate variations. Adjustments with regard to course contents and materials, teaching and assessing strategies could be considered as necessary on behalf of the capabilities of schools, teachers and students (Curriculum Development Council, n.d.). In my point of view, this development of school-based curriculum and central curriculum could be regarded as a practical approach as it is designed to be an ongoing process in which the students and even the teachers can constantly improve themselves, for the sake of self-fulfillment and the benefits to the community.
The general aims of science education in Hong Kong could also apply to other countries. Similar perspectives like training students to be scientifically literate, nurturing talents with a variety of talents in different science areas, and enhancing the competitiveness of the nation in the global range are shared among visions of some western countries. What is worth mentioning is that, as one of the leading countries in STEM Education, US view science education as to increase not only the national competitiveness, but also the competition among individuals and societies (U.S. Department of Education, 2016). Moreover, other countries like Australia, Japan and Canada tend to consider the conservation and utilization of environment as one of their major aims in science education. In Japan, students’ recognition of the relationship between nature and human beings is particularly highlighted in the curriculum framework. Japanese secondary schools also require students to relate their science learning experiences to environmental issues like utilization of natural energy resources and humanity issues like appreciation of continuity of life. This interaction and interdependence of science and non-science subjects is what Hong Kong science curriculum lacks.
Assessment plays an important role in science education as a way to indicate whether students have mastered what they have encountered in classes. In Hong Kong, assessment consists of public assessment and internal assessment. Public assessment refers to TIMSS, PISA, and of course HKDSE which is designated for students graduating from secondary schools and often as a tertiary education entrance exam (Hong Kong Examinations and Assessment Authority, 2016). Among all these exams, science is inevitably treated as a major subject regardless of exam context. As for internal assessment, it primarily refers to small-scale quizzes and tests conducted within the school. These small exams are often comprised of multiple choice questions, calculation questions, and short answer questions, especially in secondary level. Whilst in some western countries, most of the internal exams are designed in a creative way that could become the inspiration to students in science inquiries. For example, internal assessment methods in Canadian secondary schools involve a variety of formats. These diversified formats include anecdotal records, portfolios, and conferences. These assessing approaches could be effective ways that help students indulge in creativity and imagination, and more importantly, encourage and inspire them to become literate adults in future careers. Accordingly, science curriculum in Hong Kong may need to consider introducing and implementing innovative assessment methods.
As a place that used to have citizens consisted of immigrants from different culture backgrounds, learning diversity needs to be carefully catered for in education in Hong Kong. Hong Kong has been taking advantages of the fine-tuning policy ever since it was initiated a few years ago. With the aid of such policy, the Medium of Instruction (MOI) is less of a problem that needs to be considered in not only international schools but also local schools. EMI and CMI can be collaborated during teaching and learning in order to suit individual needs regarding different mother tongues that students have, as well as to improve the scientific literacy of students in a second language. As English is proved be an effective language in science learning, adoption of English as MOI can help students become genuine science intellectuals in the globalization context. Countries like Singapore that share similar identity are also adopting corresponding MOI policies to cater for the language diversity. Furthermore, gender issue also cannot be neglected among sociological factors and it needs to be paid attention to regardless of countries. Learning activities that involve gender inequalities need to be further investigated. In Hong Kong as well as many other countries, activities from a diversified range are applied and used in science teaching. Such activities tend to encourage the collaboration of opposite genders in order to create a learning environment in which students of either gender should not be feeling any uncomfortableness. Admittedly, these approaches are still in their infancy and further development may need to be considered.
In conclusion, the development of science curriculum in Hong Kong has been remarkable in the last decades, with the introduction of innovative concepts that involve teaching, learning, and construction of framework as a whole. Some aspects regarding subjects’ interdependence and lack of creative assessment methods may need to be further developed, in order to improve the scientific performance of Hong Kong on the global stage.
References:
Alvior, M. (2015). The Meaning and Importance of Curriculum Development. Retrieved December 1, 2016 from https://www.linkedin.com/pulse/meaning-importance-curriculum-development-dr-mary-alvior
Curriculum Development Council. (n.d.). Science Education Key Learning Area (Primary 1 - Secondary 3). Retrieved November 22, 2016 from http://www.edb.gov.hk/attachment/en/curriculum-development/kla/science-edu/sckla-e.pdf
Hong Kong Examinations and Assessment Authority. http://www.hkeaa.edu.hk/en/hkdse/assessment/ Accessed 22 Nov. 2016.
U.S. Department of Education. State Department of Education, http://www.edu.gov Accessed 21 Nov. 2016.
