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 Teaching
In the new paradigm, science teaching should be triplized: individualized, localized, and globalized. (Table 2)

Individualized Science Teaching:
Teachers and their science teaching are facilitated in a way such that all science teaching activities can maximize their potentials to facilitate students' science learning in an optimal way. Science teaching is considered a process to initiate, facilitate, and sustain students' self-learning and self-actualization; therefore, teachers should play a role as a facilitator or mentor who support students' learning. The focus of science teaching is to arouse students' curiosity and motivation to think, act, investigate, explore, and learn. Also, science teaching is to share with students the joy of process and outcomes of science learning. To teachers themselves, science teaching is a life long learning process involving continuous discovery, experimenting, self-actualization, reflection, and professional development particularly in the area of science. Science teachers should be a multiple intelligence teacher who can set a model for students in developing their multiple intelligences during the process of science learning. Each teacher has his/her own potential and characteristics, and different teachers can teach in different styles to maximize their own contributions to science education.

Localized and Globalized Science Teaching:
The new paradigm emphasizes that teachers and their teaching should be facilitated in such a way such that all science teaching activities can bring in local and global resources, supports and networks to maximize the opportunities for their developments in science teaching and their contributions to students' science learning. Through localization and globalization, there are multiple sources of science teaching, for example, self learning programs and packages, web-based learning, outside experts, and experiental programs, inside and outside their schools, locally and globally. Teachers can maximize the opportunities to enhance effectiveness of their science teaching from local and global networking and exposure through Internet, web-based teaching, video-conferencing, cross-cultural sharing, and different types of interactive and multi-media materials. With their help, students can learn from the world-class teaching materials, scientists, peers, and teachers in different parts of the world such that their science teaching can become world-class teaching. Through participation in local and international development programs, teachers can achieve global and regional outlook and experiences in science, beyond schools. Furthermore, their science teaching is a type of networked teaching. Teachers are grouped and networked locally and globally to develop and sustain a new professional culture and multiply their teaching effects through mutual sharing and inspiring. They become a world class and networked science teacher through localization and globalization. It is not a surprise that each science teacher can have a group of life long partner teachers in other parts of the world to continuously share and discuss their experiences and ideas of professional practice in science education.

But in the traditional paradigm, teachers and their science teaching are often perceived as part of the reproduction and perpetuation process of the existing science knowledge and manpower structure to sustain developments of the society. As compared in Table 2, the characteristics of teacher and teaching are contrastingly different from those in the new paradigm.

Table 2:   New Paradigm of Science Teaching

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



Individualized Science Teaching

Science teacher is the facilitator or mentor to support students' science learning

Different teaching styles to maximize potential for students' science learning

The focus of science teaching is to arouse students' curiosity and motivation to think, act, investigate, explore and learn

Science teaching is a process to initiate, facilitate, and sustain students' self-learning and self-actualization

Science teaching is to share the joy of process and outcomes of science learning with students

Science teaching is a life long learning process involving continuous discovery, experimenting, self actualization, reflection, and professional development



Reproduced Science Teaching

Science teacher is the centre of science education

Standard teaching styles and patterns to ensure standard science knowledge delivery

The major task is to transfer some knowledge and skills of science to students

Science teaching is a disciplinary, delivery, training, and socializing process

Science teaching is hard working to achieve some external standards in science examinations

Science teaching is a practice, application, or transfer of the previous science knowledge the teacher has already owned



Localized and Globalized Science Teaching:

There are multiple sources of science teaching inside and outside their schools, locally and globally

Locally and globally networked science teaching

World-class science Teaching

Unlimited opportunities for science teaching

Participation in local and international development programs to achieve the related outlook and experiences in science and science education beyond schools

As a world-class and networked teacher



School-bounded Science Teaching:

Schools are the major venue for science teaching and teachers are the major source of science knowledge

Separated science teaching

School-bounded science teaching

Limited opportunities for science teaching

The science teachers and their teaching are alienated from the fast changing local and global communities

As a school-bounded and separated teacher