Foreword: A Paradigm Shift in Science Learning and Teaching

Asia-Pacific Forum on Science Learning and Teaching, Volume 1, Issue 2, Foreword (Dec., 2000)
Yin Cheong CHENG
A Paradigm Shift in Science Learning and Teaching

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New Paradigm of Science Learning
In the new paradigm, science learning should be triplized: individualized, localized, and globalized. (Table 1)

Individualized Science Learning:
It assumes that student is the centre of science education. "Individualized Science Learning" means that students and their science learning should be facilitated in a way such that all types of transfer, adaptation, and development of related values, knowledge, technology, and norms during science learning process can meet their needs and personal characteristics, and that their potentials particularly CMI can develop in an optimal way. Different students can learn in different style. Individualized and tailor-made science programs (including targets, content, methods, and schedules) for different students is necessary and feasible. Students can be self-motivated and self-learning with appropriate guidance and facilitation, and science learning is a self-actualizing, discovering, experiencing, and reflecting process. Since the information and knowledge are accumulated in a unbelievable speed but outdated very quickly, it is nearly impossible to make any sense if science education is mainly to deliver skills and knowledge of science, particularly when students can find the knowledge and information easily with the help of information technology and Internet. Therefore, the new century paradigm emphasizes that the focus of science learning is on how to learn, think, and create in science related domains. In order to sustain science learning is life long, science learning should be facilitated as enjoyable and self-rewarding.

Localized and Globalized Science Learning:
Students and their science learning should be facilitated in such a way such that all types of science learning activities and processes can bring in local and global resources, support, and networks to maximize the opportunities for their developments during science learning process. Through localization and globalization, there are multiple sources of science learning. Students can learn from multiple sources of science materials and experiences, inside and outside their schools, locally and globally, not limited to a small number of science teachers in their schools. Participation in local and international learning programs can help them achieve the related community and global outlook and experiences in science beyond schools. Also their science learning is a type of networked learning. They will be grouped and networked locally and internationally. Science learning groups and networks will become a major driving force to sustain the learning climate and multiply the learning effects through mutual sharing and inspiring. We can expect that each student can have a group of life long partner students in different corners of the world to share their science learning experiences.

It is expected that science learning happens everywhere and is life-long. School education is just the start or preparation for life-long science learning. Learning opportunities are unlimited. Students can maximize the opportunities for their science learning from local and global exposures through Internet, web-based learning, video-conferencing, cross-cultural sharing, and different types of interactive and multi-media materials. Students can learn from world-class teachers, experts, scientists, peers, and learning materials from different parts of the world. In other words, their science learning can be a world-class learning.

But in the traditional thinking, students and their science learning are part of the reproduction and perpetuation process of the existing science knowledge and manpower structure to sustain developments of the society, particularly in the economic and industrial aspects. In science education, students are the followers of their science teacher. They go through standard programs of science education, in which students are taught in the same way and same pace even though their ability may be different. The science learning process is characterized by absorbing science knowledge: students are "Students" of their teachers, and they absorb knowledge from their teachers. Science learning is a disciplinary, receiving, and socializing process such that close supervision and control on the learning process is necessary. The focus of science learning is on how to gain some knowledge and skills of science. Science learning is often perceived as hard working to achieve external rewards and avoid punishment. All science learning activities are school-bounded and teacher-based. Students learn from a limited numbers of school teachers and their prepared materials. Therefore, science teachers are the major source of knowledge and learning. Students learn the standard curriculum from their science textbooks and related materials assigned by their science teachers. Students are often arranged to learn in a separated way and are kept responsible for their individual learning outcomes. They have few opportunities to mutually support and learn. Science learning happens only in school within a given school time frame. Graduation tends to be the end of students' science learning.

Table 1: New Paradigm of Science Learning

New Triplization Paradigm
of Science Learning Traditional Site-Bounded Paradigm
of Science Learning

Individualized Science Learning:

Student is the centre of science education

Individualized science programs:

Self-Learning in Science

Science learning is a self-actualizing and exploring process

The focus of science learning is on how to learn, think, and create

Science learning is enjoyable and self rewarding

Reproduced Science Learning:

Student is the follower of science teacher

Standard science programs:

Absorbing science knowledge from science teachers

Science learning is a process of receiving science knowledge

The focus of science learning is on how to gain some knowledge and skills of science

Science learning is hard working to achieve external rewards and avoid punishment

Localized and Globalized Science Learning:

Multiple sources of science learning, inside and outside their schools, locally, and globally

Grouped and networked science learning

Science learning happens everywhere and is life-long

Unlimited opportunities for science learning

World-class science learning

Local and international outlook in science:

School-Bounded Science Learning:

Teacher-based science learning: Teachers are the major source of knowledge and learning

Separated science learning.

Science learning happens only in school within a given time frame

Limited opportunities for science learning

School-bounded science learning

Mainly school science experiences