A Paradigm Shift in Science Learning and Teaching
Professor Yin Cheong CHENG, Centre Director
Centre for Research and International
Asia-Pacific Centre for Education Leadership and School Quality
Hong Kong Institute of Education
10 Lo Ping Road, Tai Po, N.T.
Hong Kong, P.R. China
New Aim of Science Education New Paradigm of Science Learning New Paradigm of Science Teaching New Quality Assurance in Science Education References & Note
There is a great demand for paradigm shift in education to meet the challenges of rapid globalization, tremendous advances in information technology, and strong pursuit of economic and social developments in the new century. A new paradigm of school education has been proposed by Cheng (2000)*. It is built on the concepts of contextualized multiple intelligences**, globalization, localization, and individualization in schooling, teaching, and learning. Its assumptions about the future of the world, the human nature, the developments of individuals and the society, the aims of education, the students and learning, the teachers and teaching, and the school and schooling are contrastingly different from the traditional paradigm. The new paradigm is named as "New Triplization Paradigm" and the traditional one as "Traditional Site-Bounded Paradigm." Triplization refers to the process including globalization, localization and individualization. The adaptation of this new paradigm to science learning and teaching can be illustrated as follows:
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