Our faculty members are leading physicians and researchers who are passionate teachers, committed to mentoring and guiding students through every step of their training. By the end of World War II, the place of science in school programs had attained universal acceptance. Teacher education programs were standardized to include science methods courses and student teaching after a year of introduction to education and educational psychology courses. School programs were to provide functional science experiences, that is, skills and knowledge that students could use. Faculty at preparatory institutions became the chief proponents for a useful science program for students.
Asia-Pacific Science Education (APSE) publishes papers examining on-going educational issues associated with science learning and teaching in the Asia-Pacific region as well as research involving Asian students and teacher populations in other areas of the world. APSE seeks to provide researchers in the Asia-Pacific region with a central channel for disseminating research in local contexts about issues in science education to both science educators in the geographical region and researchers in the extended international community. APSE is unique in that our journal focuses on the publication of scholarly articles examining issues related to science teaching and learning in Asia as well as articles that address the issues facing science teachers and science learners who are members of the Asian Diaspora. As a result, we expect the scholarly works published in APSE will encompass diverse topics of interest that will be significant for a wide readership.
This journal promotes the inclusion of history and philosophy of science and mathematics courses in science and mathematics teacher education programs. Moreover, it promotes the discussion of the philosophy and purpose of science and mathematics education and their place in and contribution to the intellectual and ethical development of individuals and cultures.
Science education is evolving once again-as it has since the emergence of public schools in the United States-to a focus on mastering basic concepts and skills that can be used in new situations. Yet, in order to truly accomplish this, contexts need to be established first. Concepts and process skills are desirable end points. But if real learning is to occur, concepts and skills cannot be approached directly and used as organizers for courses and instruction. Without the proper background, students do not understand and are rarely able to use the information and skills that are taught. This explains why science lacks popularity and why most students stop their study of science as soon as they are permitted to do so. Little is gained by simply requiring more for a longer period of time.
If you obtained any otherÂ degree, your file will be screened thoroughly by the Admission Board.Â Evidence of educational expertise, academic proficiency and background in social sciences will substantiate the decision of acceptance.Â Therefore, the department advisesÂ you to demonstrate your academic writing competence (cf. formal writing, APA guidelines) in your motivation letter and to make your educational background knowledge (cf.Â obtained creditsÂ or work experience)Â explicit.Â If accepted, you will be required to substitute your optional courses by courses, such as Statistics,Â Diversity and inclusion in educational settingsâ€ and Facilitation of learning and coachingâ€.