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Science Education in the 21st Century Kwok, Sun
Abstract
The traditional university science curriculum was designed to train specialists in specific disciplines. However, in universities all over the world, science students are going into increasingly diverse careers and the current model does not fit their needs. Advances in technology also make certain modes of learning obsolete. In the last 10 years, the Faculty of Science of the University of Hong Kong has undertaken major curriculum reforms. A sequence of science foundation courses required of all incoming science students are designed to teach science in an integrated manner, and to emphasize the concepts and utilities, not computational techniques, of mathematics. A number of non-discipline specific common core courses have been developed to broaden students’ awareness of the relevance of science to society and the interdisciplinary nature of science. By putting the emphasis on the scientific process rather than the outcome, students are taught how to identify, formulate, and solve diverse problems.
Item Metadata
Title |
Science Education in the 21st Century
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Creator | |
Date Issued |
2018
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Description |
The traditional university science curriculum was designed to train specialists in specific disciplines.
However, in universities all over the world, science students are going into increasingly diverse careers
and the current model does not fit their needs. Advances in technology also make certain modes of
learning obsolete. In the last 10 years, the Faculty of Science of the University of Hong Kong has
undertaken major curriculum reforms. A sequence of science foundation courses required of all
incoming science students are designed to teach science in an integrated manner, and to emphasize the
concepts and utilities, not computational techniques, of mathematics. A number of non-discipline
specific common core courses have been developed to broaden students’ awareness of the relevance of
science to society and the interdisciplinary nature of science. By putting the emphasis on the scientific
process rather than the outcome, students are taught how to identify, formulate, and solve diverse
problems.
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Genre | |
Type | |
Language |
eng
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Date Available |
2018-12-21
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Provider |
Vancouver : University of British Columbia Library
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Rights |
Attribution-NonCommercial-NoDerivatives 4.0 International
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DOI |
10.14288/1.0369728
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URI | |
Affiliation | |
Citation |
Kwok, S. (2018). Science education in the 21st century. Nature Astronomy, 2(7), 530-533.
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Publisher DOI |
10.1038/s41550-018-0510-4
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Peer Review Status |
Reviewed
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Scholarly Level |
Faculty
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Rights URI | |
Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
Attribution-NonCommercial-NoDerivatives 4.0 International