| Description |
1 online resource (xiii, 161 pages) : illustrations |
| Contents |
Intro -- Preface -- Contents -- 1 Introduction -- 1.1 Why the Hong Kong Model? -- 1.2 Why Math and Science Education? -- 1.3 Summary of International Assessments -- 1.3.1 TIMSS -- 1.3.2 PISA -- 1.3.3 PIAAC -- 1.3.4 Implications -- 1.4 Responses to International Assessments -- 1.4.1 Hong Kong's Responses -- 1.4.2 US Responses -- 1.5 Foreign Talent in the US -- 1.5.1 Foreign Students and the High-Tech Workforce -- 1.5.2 STEM Exodus Among American Students -- 1.5.3 International Math Olympiad -- 1.5.4 Asian Americans -- 1.6 What Can Be Done? Malleable Factors and Actionable Items |
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1.7 Methodology -- 1.8 Organization of the Book -- References -- 2 Overarching Framework: Learning to Learn -- 2.1 Hong Kong Education Framework -- 2.1.1 Exam-Oriented Culture and the Through Road Approach -- 2.1.2 Mathematics Education -- 2.1.3 Science Education -- 2.2 Alignment with the Global Trends: Delors and OECD Reports -- 2.3 Learning to Learn in Hong Kong Education Policies -- 2.4 Lifelong Learning in Practice -- 2.4.1 Learning by Teaching -- 2.4.2 Science as a Mentality -- 2.4.3 Teaching Nature of Science (NOS) -- 2.4.4 Lifelong Learning and Science as an Attitude |
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2.4.5 Scientific Discourse -- 2.5 Conclusion -- References -- 3 Creativity, Work Ethic, and Foundational Knowledge -- 3.1 American Innovation and US Education -- 3.2 Personality Traits and Work Ethic -- 3.3 Foundational Knowledge -- 3.4 Creativity in Hong Kong Science and Math Education -- 3.5 Combination Thinking -- 3.6 Biocraft Model Making -- 3.6.1 Introduction -- 3.6.2 General Instruction -- 3.7 Playfulness and Risk-Taking -- 3.8 Counterfactual Reasoning -- 3.9 Conclusion -- References -- 4 Problem-Solving -- 4.1 International and the US Approaches Toward Problem-Solving |
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4.2 Problem-Solving: Discernment and Grit -- 4.3 Room for Improvement in US Math and Science Education -- 4.4 Openness to Problem-Solving in Hong Kong Education -- 4.5 Examples of Effective Hong Kong Math and Science Education -- 4.5.1 Arbitrary Math for Promoting Critical Thinking -- 4.5.2 Trick and Treat -- 4.5.3 Paradox and Unsolvable Problems -- 4.5.4 George Polya's Problem-Solving Strategy -- 4.5.5 Science Camp -- 4.5.6 Chemistry Experiment -- 4.5.7 Crime Scene Investigation -- 4.6 Conclusion -- References -- 5 Self-efficacy and Productive Failure |
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5.1 Self-esteem, Self-efficacy, and Self-enhancement for the Chinese -- 5.2 Debate in Self-efficacy -- 5.3 What International Assessments Reveal -- 5.3.1 PISA 2015 -- 5.3.2 PIAAC 2016 -- 5.3.3 Lambda Smoothing -- 5.4 What's Next: Productive Failure -- 5.4.1 Productive Failure in Education -- 5.4.2 Resilience and Humility -- 5.4.3 Learning from Failures in Organizations -- 5.4.4 Authentic Problems -- 5.4.5 Phases of Productive Failure -- 5.5 Examples of Productive Failure in Hong Kong -- 5.6 Comparing Information Gap, and Productive Failure -- 5.7 Discussion and Conclusion -- References |
| Summary |
This book discusses the merits and potential shortcomings of Hong Kong STEM education from Grade 8 to Grade 12. Based on concurrent triangulated mixed-method methodology, which integrates both quantitative and qualitative procedures, it describes various change models and proposes new models that are considered compatible with Western cultures |
| Bibliography |
Includes bibliographical references |
| Notes |
Print version record |
| Subject |
Science -- Study and teaching -- China -- Hong Kong
|
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Mathematics -- Study and teaching -- China -- Hong Kong
|
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Mathematics -- Study and teaching
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Science -- Study and teaching
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China -- Hong Kong
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| Form |
Electronic book
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| Author |
Lee, Hyun Seo
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| ISBN |
9789811531569 |
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9811531560 |
|
9789811531576 |
|
9811531579 |
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