Design to understand curriculum

Epistemic practices, teaching, and learning in science

Ming Chin Su, Che Ming Tsai, Hui Chi Chang, Wen-Hua Chang, Chen Yung Lin

Research output: Chapter in Book/Report/Conference proceedingChapter

1 Citation (Scopus)

Abstract

Current science curriculum emphasizes the knowledge, skills, and epistemic practices of science. Scientific practices usually involve asking questions, developing models, investigating, constructing explanations, and negotiating meanings. Students are not only expected to acquire more relevant science knowledge, but also to develop the ability to think and reason about phenomena and, furthermore, to take actions and solve problems. However, science teachers utilizing published textbooks and focusing on coverage and neglecting the epistemic practices aspect of science curriculum would restrain the enactment of reformed curriculum. This chapter draws on the paradigm of understanding curriculum and gives examples to illustrate to what extent Taiwanese science teachers enhance their understandings o f curriculum, teaching, and learning in science through designing science curriculum modules. We also compare and contrast the approaches of designing professional developing programs in literature and those emerging from the case teachers’ design experiences. Furthermore, we illustrate how teachers’ knowledge about curriculum, teaching, and learning in science interacted with each other and mediated teachers’ learning process. This chapter helps readers understand the trend of curriculum reform in Taiwan, as well as ways science teachers learn under the reform context.

Original languageEnglish
Title of host publicationScience Education Research and Practices in Taiwan
Subtitle of host publicationChallenges and Opportunities
PublisherSpringer Singapore
Pages331-347
Number of pages17
ISBN (Electronic)9789812874726
ISBN (Print)9789812874719
DOIs
Publication statusPublished - 2016 Jan 1

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teaching practice
curriculum
science
learning
teacher
reform
Teaching
textbook
learning process
Taiwan
coverage
paradigm
ability
trend

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

Su, M. C., Tsai, C. M., Chang, H. C., Chang, W-H., & Lin, C. Y. (2016). Design to understand curriculum: Epistemic practices, teaching, and learning in science. In Science Education Research and Practices in Taiwan: Challenges and Opportunities (pp. 331-347). Springer Singapore. https://doi.org/10.1007/978-981-287-472-6_17

Design to understand curriculum : Epistemic practices, teaching, and learning in science. / Su, Ming Chin; Tsai, Che Ming; Chang, Hui Chi; Chang, Wen-Hua; Lin, Chen Yung.

Science Education Research and Practices in Taiwan: Challenges and Opportunities. Springer Singapore, 2016. p. 331-347.

Research output: Chapter in Book/Report/Conference proceedingChapter

Su, MC, Tsai, CM, Chang, HC, Chang, W-H & Lin, CY 2016, Design to understand curriculum: Epistemic practices, teaching, and learning in science. in Science Education Research and Practices in Taiwan: Challenges and Opportunities. Springer Singapore, pp. 331-347. https://doi.org/10.1007/978-981-287-472-6_17
Su MC, Tsai CM, Chang HC, Chang W-H, Lin CY. Design to understand curriculum: Epistemic practices, teaching, and learning in science. In Science Education Research and Practices in Taiwan: Challenges and Opportunities. Springer Singapore. 2016. p. 331-347 https://doi.org/10.1007/978-981-287-472-6_17
Su, Ming Chin ; Tsai, Che Ming ; Chang, Hui Chi ; Chang, Wen-Hua ; Lin, Chen Yung. / Design to understand curriculum : Epistemic practices, teaching, and learning in science. Science Education Research and Practices in Taiwan: Challenges and Opportunities. Springer Singapore, 2016. pp. 331-347
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