Abstract
That science has assumed a nigh indispensable and ubiquitous place within primary schools around the world is a fact that few educators would deny. Reasons for its contemporary currency are plentiful and range from early preparation for life and work in an increasingly technological world to exposure to one of humanity’s greatest cultural treasures. Given that not all young people might pursue the study of science beyond elementary school due to poverty, falling motivation, or lack of access, being able to learn and experience something about science at this stage no matter how modest becomes all the more precious.
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Notes
- 1.
In the rest of this book, we will refer to Hong Kong (SAR) as Hong Kong, the People’s Republic of China as China or mainland China, and the Republic of Korea as Korea. Technically speaking, Hong Kong is a special administrative region (SAR) of China, a territory and not a state although for convenience it will be called as such here. By designating all these six regions or territories as states, we wish to remain neutral as to their legal or political status within international politics.
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Lee, YJ., Kim, M., Jin, Q., Yoon, HG., Matsubara, K. (2017). Primary Science Curricula: Past and Present Realities. In: East-Asian Primary Science Curricula. SpringerBriefs in Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-2690-4_1
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