%0 Journal Article
%T A Paradigm Shift in Science Learning and Teaching
%A Yin Cheong CHENG
%J Asia-Pacific Forum on Science Learning and Teaching
%D 2000
%I Hong Kong Institute of Education
%X There is a great demand for paradigm shift in education to meet the challenges of rapid globalization, tremendous advances in information technology, and strong pursuit of economic and social developments in the new century. A new paradigm of school education has been proposed by Cheng (2000)*. It is built on the concepts of contextualized multiple intelligences**, globalization, localization, and individualization in schooling, teaching, and learning. Its assumptions about the future of the world, the human nature, the developments of individuals and the society, the aims of education, the students and learning, the teachers and teaching, and the school and schooling are contrastingly different from the traditional paradigm. The new paradigm is named as "New Triplization Paradigm" and the traditional one as "Traditional Site-Bounded Paradigm." Triplization refers to the process including globalization, localization and individualization. The adaptation of this new paradigm to science learning and teaching can be illustrated as follows:
%U http://www.ied.edu.hk/apfslt/issue_2/foreword/index.htm