TY - JOUR
T1 - Exploring Secondary Science Teachers' Perceptions on the Goals of Earth Science Education in Taiwan
AU - Chang, Chun Yen
AU - Chang, Yueh Hsia
AU - Yang, Fang Ying
N1 - Funding Information:
Research on the teachers’ perceptions of earth science literacy or teaching goals, therefore, would provide an opportunity for review and reflection needed for the further development of national earth science curriculum guidelines with possible local and global perspectives. The study presented here is part of a 3-year research project funded by the National Science Council of Taiwan on secondary earth science teachers’ preferences and practices of the Goals of Earth Science Education (GESE) in Taiwan.
Funding Information:
This research was funded by the National Science Council of the Republic of China under Contract numbers NSC 91-2511-S-003-061, 92-2511-S-003-044, and 93-2511-S-003-022. The data presented, the statements made, and the views expressed are solely the responsibility of the authors. The authors gratefully acknowledge the assistance of Jing-Wen Hsu. The authors would also like to thank the participating teachers in this study.
PY - 2009/11
Y1 - 2009/11
N2 - The educational reform movement since the 1990s has led the secondary earth science curriculum in Taiwan into a stage of reshaping. The present study investigated secondary earth science teachers' perceptions on the Goals of Earth Science Education (GESE). The GESE should express the statements of philosophy and purpose toward which educators direct their attention, and provide the visions or broad aims that earth science education is designed to achieve. Based on this rationale, the purpose of this study was to explore teachers' perceptions on the GESE at secondary school level (Grades 7-12) in Taiwan. A national survey of 1,000 earth science teachers was conducted in May 2004, with a response rate of 70.2%. The results revealed that 'Students acquire basic earth science concepts' is the most important GESE both in teachers' preferred goal and their actual teaching practice in the secondary earth science education; that there is a major gap between teachers' preferred and actual GESE in terms of 'Preparing students for the entrance examinations'; and that the differences between teachers' preferred and actual GESE are contingent on the teachers' age, the school size, and the teacher education background of teachers.
AB - The educational reform movement since the 1990s has led the secondary earth science curriculum in Taiwan into a stage of reshaping. The present study investigated secondary earth science teachers' perceptions on the Goals of Earth Science Education (GESE). The GESE should express the statements of philosophy and purpose toward which educators direct their attention, and provide the visions or broad aims that earth science education is designed to achieve. Based on this rationale, the purpose of this study was to explore teachers' perceptions on the GESE at secondary school level (Grades 7-12) in Taiwan. A national survey of 1,000 earth science teachers was conducted in May 2004, with a response rate of 70.2%. The results revealed that 'Students acquire basic earth science concepts' is the most important GESE both in teachers' preferred goal and their actual teaching practice in the secondary earth science education; that there is a major gap between teachers' preferred and actual GESE in terms of 'Preparing students for the entrance examinations'; and that the differences between teachers' preferred and actual GESE are contingent on the teachers' age, the school size, and the teacher education background of teachers.
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U2 - 10.1080/09500690802314868
DO - 10.1080/09500690802314868
M3 - Article
AN - SCOPUS:77649139486
VL - 31
SP - 2315
EP - 2334
JO - European Journal of Science Education
JF - European Journal of Science Education
SN - 0950-0693
IS - 17
ER -