HKPISA Centre. Science Education in Hong Kong and Some Underlying Factors. SCORE Annual Conference 2010

Transcription

1 SCORE Annual Conference 2010 HKPISA Centre Science Education in Hong Kong and Some Underlying Factors Wai-Leung KWONG The Chinese University of Hong Kong

2 Science Performance in PISA Cognitive competencies: high in general Affective: Low self-concept Equality standards no significant gender difference comparatively low SES impact PISA 2

3 Science in the School Curriculum Science-related subjects ~ grade levels Instructional time Resources. Curriculum 3

4 Major Factors contributing to Science Performance Socio-cultural - the fundamental factor Education highly valued cultural heritage the community in post-war Hong Kong: refugees Institutional Comparable resources among schools achieving equality Resources The UK connection Curriculum reform in the 70 s People 4

5 Some negative factors Change in mode of economy or career prospect: industrial financial service Guided discovery approach (coupled with language barrier English instruction) Prescriptive procedures Guided observation & conclusion Textbook publishing practice Closely follow official curriculum guide Translate from English to Chinese The diminishing role of teacher organisations 5

6 Performance in PISA 2006 Science Mathematics Reading Change in Scores across Cycles Countries Mean S.E. Countries Mean S.E. Countries Mean S.E. Finland 563 (2.0) Chinese Taipei 549 (4.1) Korea 556 (3.8) Hong Kong 542 (2.5) Finland 548 (2.3) Finland 547 (2.1) Canada 534 (2.0) Hong Kong 547 (2.7) Hong Kong 536 (2.4) Chinese Taipei 532 (3.6) Korea 547 (3.8) Canada 527 (2.4) Estonia 531 (2.5) Netherlands 531 (2.6) New Zealand 521 (3.0) Japan 531 (3.4) Switzerland 530 (3.2) Ireland 517 (3.5) New Zealand 530 (2.7) Canada 527 (2.0) Australia 513 (2.1) Australia 527 (2.3) Macao-China 525 (1.3) Liechtenstein 510 (3.9) Netherlands 525 (2.7) Liechtenstein 525 (4.2) Poland 508 (2.8) Liechtenstein 522 (4.1) (Figures) Japan in bracket 523 (3.3) may not Sweden be fairly compared 507 (3.4) - OECD average 500 (0.5) scale OECD not average fully 498 established. (0.5) OECD average 492 (0.6) Cycle Mean S.E (541) (539) Performance: consistently high across cycles 6

7 Performance in Different Competencies Comparison of Percentage of Correct Answer in Different Competencies of Scientific Literacy between Hong Kong and the OECD Countries 1. Explaining Phenomena Scientifically Identifying Scientific Issues Using Scientific Evidence Relatively weak Percentage Correct Hong Kong OECD Countries 7

8 Self-Concept in Science: PISA 2006 Self-concept in Science Colombia Jordan Kyrgyzstan Thailand Azerbaijan Tunisia Qatar Mexico Montenegro Bulgaria Brazil Uruguay Romania Portugal Israel Canada Argentina Germany Serbia Luxembourg Slovenia United States Chile Indonesia Italy Russian Turkey Slovak Republic Estonia Iceland Switzerland Austria Liechtenstein Poland Finland Norway Greece Latvia United Kingdom Sweden Spain Croatia Australia Czech Republic New Zealand Denmark France Macao-China Ireland Belgium Hungary Lithuania Hong Kong-China Netherlands Chinese Taipei Korea Japan HONG KONG Self-concept Index

9 Science Score Comparison of Performance by Gender Science Reading Mathematics 300 Gender Differences in Scientific, Reading and Mathematical Literacy in HKPISA 2000+, HKPISA 2003 and HKPISA 2006 Comparison of Mean Scores in Scientific Literacy between Hong Kong Girls and Boys at Different Percentiles Insignificant difference -32* -31* -16* HKPISA2000+ HKPISA2003 HKPISA Girls perform better Boys perform better Percentile Note: Statistically significant differences are indicated by an asterisk* 16* 18* Boys Girls 9

10 The Equality Dimension of Performance Selected Socio-Economic Gradients in PISA 2006 Performance 700 Finlan Germany Japan Kore Sweden UK Taipei Hong Kong UK - 48:1 Level 6 Level Level Chinese Taipei 42:1 Hong Kong 26:1 Finland 31:1 Level 3 Level 2 Level Below Level 1 Index of Economic, Social and Cultural Status (ESCS) Gradient = Score point difference per unit change on the ESCS 10

11 How schools are organised Stage vs Age Stage No. of years Age Kindergarten 3 (K1-3) 3-6 Primary 6 (P1-6) 6 12 Junior Secondary 3 (S1-3) Senior Secondary 2(S4-5) Matriculation 2(S6-7) Tertiary 3 (university) 11

12 How Science Instruction is organised Age Science Stream Arts stream Technical stream A-Level S6 7 Phy/Chem/Bio Liberal Studies Engg. Sci O-Level S4 5 Phy/Chem/Bio Human Bio/S&T Engg. Sci S1 3 Science (S1-3) Basic Education 6 11 P1 6 General Studies 12

13 How Science Instruction is organised: Instructional Time P1-6: General Studies (A compulsory subject) Covers elements of Science, Technology and Humanities 20% of total curriculum time i.e. curriculum of Science ~ 6-7% S1-3: Science (A compulsory subject) Integrated approach 10-15% of total curriculum time S4-7: Science/Arts stream S4-5: Bio, Chem, Phy (8-10 % of total curriculum time each) S6-7: Bio, Chem, Phy (16-20% of total curriculum time each) 13

14 How Science Instruction is organised: Resources Stage (Years) Subject Primary (6) Junior Sec Junior Sec (3) (3) Senior Sec (2) Senior Sec (2) Matriculation (2) Matriculation (2) Tertiary (3) Tertiary (3) General Studies Int. Science Science stream Science stream Phy, Chem, Bio A-L & AS-Level Phy, Chem, Bio Remark No lab provision Projects, visits and field trips Teachrs not subject specialist Standardised provision of lab, material & apparatus; Teachers mostly subj specialist 3 specialised labs; Trs - Subject specialists; Practical assessment (now school-based) 14

15 School Categories by Funding & Governance ( ) School category Number (%) Government 36 (7) Aided 380 (78) Direct Subsidy Scheme 43 (9) Private 27 (6) Total 486 (100) Public funding 15

16 Standardised Provision: Laboratory & Equipment 16

17 Example: guided discovery in textbooks What happens to the colour of the indicator? Exhaled air contains (less/more) carbon dioxide than fresh air.

18 Which splint burns more [less] brightly? Exhaled air contains (less/more) oxygen than fresh air.

19 Why does the flame go out? Because the burning candle has used up in the air.

20 Problems of Guided Discovery Coupled w language barrier What can students learn? manipulative skills observation fragmented reasoning but little opportunity to: identify problems for investigation formulate hypothesis design experiments 20

21 Influential Science Educators John Willett Terry Allsop Jack Holbrook 21

22 Curriculum change ahead: 334 To be implemented in Stage (Yrs) Subject Primary (6) General Studies Remark Junior Sec (3) Senior Sec (3) Integrated Science Core: Liberal Studies (cpnt: Science, Tech & Environment) (Science related) Electives: Phy, Chem, Bio, Integrated Science, Combined Science Tertiary (4) 22

23 Institutional Factor contributing to Performance Positive Discrimination Policy Additional Support to schools with more ALAS (Academically Less Able Students) Remedial Classes for major subjects (i.e. smaller class, additional teachers) Schools with bottom 10% low achievers (additional teachers) Expert Support (from EDB, universities) for School-Based Curriculum Development Misc. schemes involving additional resources (e.g. language teachers, library funds, counselling professionals) 23

24 HKPISA Thank you! Further information HKPISA

25 Differing approaches to secondary science education and its impact on students attainment and attitude of science Royal Society, London 26th Feb 2010 Hannu Salmi, University of Helsinki ; hannu.salmi@heureka.fi)

26 Formal education / Informal learning (Salmi 1993, 2003 ) Family Peer groups Organisations INFORMAL LEARNING FORMAL EDUCATION School system pre-school primary school secondary higher university Special Education Vocational schools Adult education Museum Library Science centre Mass media www LEARNING BY CHANCE

27 Science, technology and education Towards public understanding of science (Salmi 1993, 2001)

28 R & D: percentange of GNI (OECD)

29 % of GNP Research and development activities 4.5 in some OECD countries (% of GNI) 4 Sweden Finland 3.5 Japan Iceland 3 USA Denmark 2.5 Germany Austria 2 OECD (average) France 1.5 EU-25 United Kingdom 1 Norway Estimate Source: OECD

30

31

32 PISA06: Analysis, Reflections, Explanations M/Julkaisut/2008/liitteet/opm44.pdf?lang=e n

33

34 Students attitudes in science (PISA06: item analysis I) 1. Support for scientific enquiry. - indicates and aims students value life situations related to science 2. Self-belief as science learners. - assesses students appraisals of their own abilities in science [Hautamaki & al. 2009, ]

35 Students attitudes in science (PISA06: item analysis II) 3. Interest in science. Predictor for later engagement in science related careers. 4. Responsibility towards resources and environments. Included due to the growing global concern for environmental issues and the need for sustainable development. [Hautamaki & al. 2009]

36 Attitudes&Motivation: case Finland I - Strong performance in all cognitive tests (reading, mathematics, sceince, etc.) - The attitudes: just about average like in many developed hightech countries

37 Attitudes&Motivation: case Finland II Conclusion: some concerns related to readiness to follow a career in advanced science Cognitive outcomes cannot be simply explained by students attitudes (OECD) In Finland: students attitudes and beliefs do have explantory power.which accordingly must be paid attention to in thre educational discourse

38 Study / Career choices choose - chosen dilemma [!] Tradition: - social presure - career orientated - content orientated - career advisory and campaigns vs. informal learning sources [!]

39 Study / Career choices informal learning sources as a factor of study career choices has nearly been neglected in the literature (Woolnough 1994) hobbies; entertainment; web; etc. seem to have strong correlation on study / career choices (Salmi 2003) extra-curricular activities essential accelator personal encouragement by teacher tutor helps to brake the traditional predestination choices (gender, talent, social habit, etc.)

40 Situation motivation Situation motivation: motivation grows from a new situation. Temporary, external factors are important. Social relations are often an affecting factor. Entertainment. Typical features: * short-lasting * learning is easily disturbed * learning is orientated to irrelevant subjects

41 Instrumental motivation Instrumental motivation: the basis is to get a reward and/or to avoid punishment. The main stimulus is to get things done rather than being interested in the deeper meaning of the subject. Typical features: * the goal is often to pass an examination * the learning of isolated facts, but not common principles * connections or the theoretical background are less important for the learner * facts are very quickly forgotten after an examination

42 Cell Mean Instrumental Motivation [T 0 ]: gender 43 42, , , , ,5 Interaction Line Plot for InstrumentalMotivation Effect: Gender Error Bars: 95% Confidence Interval Boys had higher instrumental motivation level the difference was statistically significant Boys tend to have instrumental goals

43 Intrinsic motivation Intrinsic motivation: The basis of this motivation is a real interest in the topic studied. No other person persuades. Curiosity, exploring and problem solving are key elements of this motivation. Typical features: * a critical and open-minded attitude to learning * seeing the connection between isolated facts and the topic area as a whole * connection between theory and practice

44 Cell Mean Intrinsic Motivation [T 0 ]: gender 28, , , ,5 25 Interaction Line Plot for IntrinsicMotivation Effect: Gender Error Bars: 95% Confidence Interval 1 2 Girls had higher level of intrinsic motivation than boys The difference was statitically significant According the literature, this is typical phenomenon at this age

45 Towards open learning environments The aim is not solely to produce more scientists and technologists; it is also to produce a new generation of citizens who are scientifically and technologically literate and are thus better prepared to function in a world that is increasingly being influenced by science and technology (Coombs 1985).

46 References: Salmi, H. & Sotiriou, S. & Bogner, F Visualising the Invisible in Science Centres and Science Museums: Augmented Reality (AR) In Karacapilidis, N. (ed.): Web-Based Learning Soultions for Communities of Practice. Hershey, New York. Hautamäki, J. & al PISA06. Analysis, Reflections, Explanations. University of Helsinki. Min. of Education. 2008: 44. Salmi, H Open Learning Environments: combining web-based virtual and hands-on science centre learning In E-LEARNING AND VIRTUAL SCIENCE CENTERS by Wee, L. & Subramaniam, R.Idea Group, Hershey, USA Salmi, H Science centres as learning laboratories. Int. Jour. Of Technology Management, vol.25, no 5, Salmi, H Science centre education. Research Report 119. University of Helsinki.

47 SCIENCE EDUCATION IN SECONDARY SCHOOLS: A UNITED STATES PERSPECTIVE A Presentation for the SCORE (Science Community Representing Education) First Annual Conference Rodger W. Bybee Executive Director (Emeritus) Biological Sciences Curriculum Study (BSCS) The Royal Society London, England 26 February 2010

48 INTRODUCTION AND OVERVIEW Current Approaches to Science Teaching in Secondary Education Improving Student Learning of Science Reforming National Policies, Science Programs, and Teaching Practices Teaching Science As Inquiry and Developing a Deep Technical Workforce Achieving Scientific Literacy for All

49 CURRENT APPROACHES TO SECONDARY SCIENCE EDUCATION Current approaches represent a mixture of national policies, state requirements, curriculum materials, instructional strategies, cultural influences, and teachers knowledge and skills. THE RESULTS Incoherence among Components of the Science Education System Low Student Achievement Poor Student Attitudes Inadequate Abilities and Skills

50 THE NEED TO ATTAIN HIGHER LEVELS OF STUDENT ACHIEVEMENT FOR ALL STUDENTS Results on National Assessments Results on International Assessments The low student achievement has stimulated discussions of reform and improvement of science education

51 THE CHALLENGE IMPROVING SCIENCE TEACHING AT A SCALE THAT MAKES A DIFFERENCE Increase Students Active Learning of STEM Content (Curriculum-Instruction- Assessment) Increase the Level and Emphasis on STEM Content (Common Core Standards) Increase the Skills and Knowledge that Teachers Bring to Teaching STEM Content (Professional Development) Adapted from: Richard Elmore. Improving the Instructional Core. In City, E., Elmore, R., Fiarman, S., & Teite, L. (2009). Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning. Cambridge, MA: Harvard Education Press.

52 REFORMING NATIONAL POLICIES New Common Core Standards for Science Education Agreement by 48 States to Use the New Standards

53 IMPLEMENTING COMMON STANDARDS IN PROGRAMS AND PRACTICES Accepting New Standards by States Supporting New Science Curricula and Assessment Providing Teacher Education and Professional Development Programs

54 TEACHING SCIENCE AS INQUIRY AND DEVELOPING A 21 ST CENTURY WORKFORCE Teaching Science as Inquiry Developing 21 st Century Skills in Science Programs

55 ACHIEVING SCIENTIFIC LITERACY FOR ALL Teaching Science in Personal and Social Context Emphasizing Scientific Competencies

56 CONCLUSION An extraordinary set of challenges, but they are essential and achievable.