Science education reform in confucian learning cultures: policymakers’ perspectives on policy and practice in Taiwan

Abstract

This qualitative inquiry project investigates the political and policy discourses related to education reform in Taiwan. Specifically, it examines the science education reform policies and policy leaders' vision for the reform. This work also reveals the unique challenges involved in implementing contemporary science education approaches in a Confucian learning culture. Data sources included reform policy documents and interviews with policymakers. Thematic and constant comparative methods were used to analyze these data. The Foucauldian framework on governmentality served as a lens to examine the historical and political conditions which shaped policy leaders' rationale for educational change and the strategies that they used to implement the reform policies in local educational institutions. Policymakers identified a number of critical challenges related to the reform initiative, emphasizing that social and cultural traditions in Confucian learning cultures presented significant obstacles to the implementation of inquiry-based and learner-centered approaches in Taiwanese schools. These findings have important implications for future policy and curriculum initiatives in East Asian cultures.

Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan

“…Our analysis of the data revealed that the policymakers believed that certain Confucian learning traditions posed significant obstacles to the implementation of the new science curriculum, which focuses on developing innovation and critical-thinking skills in students (Huang 2014). The policy leaders who participated in our study also asserted that "the emphasis on maintaining a harmonious social order in Confucianism has led to excessive social conformity" (Huang 2014, pp.…”

“…The findings of this study also illuminate the various ways in which science teachers in Taiwan continue to navigate through traditional and contemporary practices in science education. Although the reform in science education was meant to bring about a fundamental shift toward constructivist pedagogy in Taiwanese classrooms (Huang 2014), many teachers in this study still believed that direct teaching would best prepare students for success in Taiwan's examination-driven learning culture. Transforming educational practice is not easy in a learning culture where respect for tradition is highly valued; it requires a significant shift in teachers' epistemological beliefs about teaching and learning.…”

“…The present article is a part of a larger research project that explored Taiwanese policymakers' and science teachers' perspectives on the challenges involved in implementing the science curriculum reform in Taiwanese schools (Huang 2014). Our analysis of the data revealed that the policymakers believed that certain Confucian learning traditions posed significant obstacles to the implementation of the new science curriculum, which focuses on developing innovation and critical-thinking skills in students (Huang 2014).…”

“…As noted earlier, this article presents a small part of a larger research project (Huang 2014). In this research project, we were interested in exploring Taiwanese policymakers' and science teachers' perspectives on the reform.…”

“…Indeed, Confucius' values and learning traditions continue to shape the educational systems and approaches-including science curriculum and instruction-in Taiwanese schools in many ways (Huang 2014). However, very few studies have addressed the myriad ways in which Eastern cultural values interact with constructivist science teaching approaches.…”