Note: Intro -- Organization -- Organizers -- Co-organizers -- Sponsors -- About the Chinese Science Education Association -- About Nanjing University -- About the Institute of Education, Nanjing University -- Conference Organization -- International Organizing Committee -- Local Organizing Committee -- English Proceeding Editing Committee -- Preface -- The Development and Changes of Science Education in a Global Age: An Overview of the International Conference on Science Education 2012 (Nanjing, China) -- The Purposes and Values of the Conference -- An Overview of the Conference -- The Main Topics and Content of ICSE2012 -- STEM Education Became Dominant Science Education Policies and Became Hot Research Topics in Some Countries -- There Were Revolutionary Changes in the Basis and Content of Their New Science Education Standards in Some Countries -- Science Education Scholars from Overseas and China Need to Learn from Each Other -- Good Experience from Different Countries in Public Science Education Needs Systematic Summarization and Popularization -- Brain Science Research Might Provide New Evidence for Education Evaluation -- Scholars from China and Overseas Were Concerned About the Issues and Way Out -- Note -- Acknowledgment -- Contents -- Part I: National/Local Science EducationStandards -- Chapter 1: History and Challenges of Integrated Science Curriculum Implementation in Zhejiang Province, China -- 1.1 Introduction -- 1.2 Research Design: Content and Method -- 1.2.1 Research Questions -- 1.2.2 Instruments -- 1.2.3 Methods -- 1.2.4 Objects -- 1.3 The Historical Evolution of the Science Curriculum -- 1.3.1 "National Science" Curriculum Reform in Zhejiang -- 1.3.1.1 Process of "Natural Science" Curriculum Reform -- 1.3.1.2 Implementation of "Natural Science" Curriculum -- 1.3.2 From "Natural Science" to "Science". , 1.4 Status Quo and Reflection of Science Curriculum in Zhejiang -- 1.4.1 Positioning of Integrated Science Curriculum Form -- 1.4.2 Objectives and Nature of Science Curriculum -- 1.4.3 Development and Utilization of Science Curriculum Resources -- 1.4.4 Difficulty of the Implementation of Science Curriculum -- 1.5 Conclusions -- References -- Chapter 2: Policies for Broadening Implementation of Research-Based Pedagogy in Undergraduate STEM Education: Possible Models, Limitations, and Solutions -- 2.1 Introduction -- 2.2 Models to Support Adoption of Research-Based Pedagogies -- 2.2.1 Policy-Oriented Models -- 2.2.1.1 Funding Stipulation Model -- 2.2.1.2 Institutional Policy Model -- 2.2.1.3 Grant Result Model -- 2.2.2 Facilitation-Oriented Models -- 2.2.2.1 Training and Dissemination Model -- 2.2.2.2 Publicity and Recognition Model -- 2.3 Promise and Problems of the Models -- 2.3.1 Promise of the Selected Models -- 2.3.2 Limitations and Solutions of the Selected Models -- 2.3.2.1 Assumption of Established Knowledge Base -- 2.3.2.2 Institutional Response to Rigidity of Requirements -- 2.3.2.3 Individual Responses to Rigidity of Requirements -- 2.3.2.4 Practical Problems with Measurement and Evaluation -- 2.4 Conclusions and Directions -- References -- Chapter 3: Commonalities and Trends in High School Chemistry Curriculum Standards: By Comparison of International Curriculum Standards -- 3.1 Introduction -- 3.2 Research Framework and Methods -- 3.3 Analytical Framework -- 3.4 Findings and Conclusions -- 3.4.1 Features and Trends in Chemistry Curriculum Standards All over the Countries/Regions -- 3.4.2 Commonalities and Trends in Senior High School Chemistry Curriculum Setting -- 3.4.3 Learning Progressions on Chemistry Core Concepts -- 3.4.4 The Breadth and Depth of Chemistry Knowledge in High School. , 3.4.5 The Commonalities and Trends in Senior High School Chemistry Curriculum Assessment in Terms of the Performance Expectation, the Ability, and the Assessment -- 3.5 Reflection and Discussions -- References -- Part II: Public Science Education -- Chapter 4: Search for SEAMEO Young Scientists (SSYS) - RECSAM's Initiative for Promoting Public Science Education: The Way Forward -- 4.1 Introduction -- 4.2 Research Questions -- 4.3 Background of SEAMEO RECSAM's Search for SEAMEO Young Scientists (SSYS): An Initiative to Promote Science Literacy in the Region -- 4.3.1 Objectives of SSYS -- 4.3.2 The SSYS Themes -- 4.3.3 The SSYS Student Researchers -- 4.3.4 Number of Science and Mathematics Research Projects -- 4.3.5 The Field of Study, Nature of Research Design, and Types of Research Samples -- 4.3.6 Major Events in the SSYS Congress -- 4.3.7 SSYS Research Projects: An Initiative to Bridge Formal and Informal Science Education to Promote Scientific Literacy -- 4.4 The Case from Thailand: "Catfish Command (Self- Controlled) Feeding Machine" Science Research Project -- 4.4.1 Objectives of the Project -- 4.4.2 The Scope, Materials, and Methodology -- 4.4.3 Summary of the Project -- 4.5 The Case from the Philippines: "An Exploratory Study on Coral Assemblage Establishment and Artificial Reef Enhancement in the Municipal Waters of Anilao, Iloilo, Philippines, Through Coral Transplantation" -- 4.5.1 Objectives of the Project -- 4.5.2 The Scope, Materials, and Methodology -- 4.5.3 Summary of the Research Project -- 4.5.4 Forging of Partnership and Linkages with the Public -- 4.6 RECSAM's SEARCH: An Initiative for Public Access to Science Education and as Science Education Resources for Science Teaching and Learning -- 4.7 Conclusions -- 4.8 Recommendations -- References. , Chapter 5: Structure of Student Interest in Science and Scientific Literacy: Using the Latent Class Analysis -- 5.1 Introduction -- 5.2 Method -- 5.3 Results and Discussion -- References -- Chapter 6: The Tentativeness of Scientific Theories: A Study of Views from Different Educational Levels in Malaysia -- 6.1 Introduction -- 6.2 The Nature of Science -- 6.3 The Problem -- 6.4 The Study -- 6.5 Findings and Discussion -- 6.5.1 Scientific Theories Are Static (C1) -- 6.5.2 Scientific Theories Are Book Static (C2) -- 6.5.3 Scientific Theories Are Conditionally Tentative (C3) -- 6.5.4 Theories Are Tentative (C4) -- 6.6 Outcome Space -- 6.7 Conclusions -- References -- Chapter 7: The Study of Koreans' View of Nature -- 7.1 The Necessity and Purpose of the Study -- 7.2 The Method of Study -- 7.3 Results of the Study -- 7.3.1 Meaning of Nature -- 7.3.2 Conforming to Nature -- 7.3.3 Cyclical and Organic View of Nature -- 7.3.4 Pantheism and Monotheism -- 7.3.5 Naturalness -- 7.3.6 Easy Integration with Strange Cultures -- 7.3.7 Evolutionary View -- 7.3.8 Nature-Centered Creation -- 7.3.9 Utopia -- 7.4 Suggestions -- References -- Part III: Science Teacher Education -- Chapter 8: New Curriculum Structure of High School in China -- 8.1 Introduction -- 8.2 Learning Area: New Structure for the New Curriculum -- 8.3 Sample: New Structure for Physics in High Schools -- 8.4 Samples for Module Integration -- 8.5 Comparison of the Science Curriculum Structure in China to Those of Other Countries -- 8.6 Conclusions -- References -- Chapter 9: An Experimental Study on the Integrated Mode of the Computer Simulation in Scientific Discovery Learning in Middle School Physics Education -- 9.1 Introduction -- 9.2 Exploring the Integrated Mode of Computer Simulation to Scientific Discovery Learning -- 9.2.1 Analyzing the Components of Scientific Discovery Learning. , 9.2.2 Designing the Integrated Mode of Computer Simulation to Scientific Discovery Learning -- 9.3 Design -- 9.4 Experimental Process and Results -- 9.4.1 Methodology -- 9.4.1.1 Computer-Simulated Course Wares -- 9.4.1.2 Sample -- 9.4.1.3 Design -- 9.4.1.4 Process -- 9.4.1.5 Test -- 9.4.2 Results -- 9.4.3 Analyses and Discussions -- 9.4.3.1 The Effects of the Integrated Mode of Computer Simulation in Scientific Discovery Learning on the Students' Principle Knowledge -- 9.4.3.2 The Effects of the Integrated Mode of Computer Simulation in Scientific Discovery Learning on Students' Intuitive Understanding -- 9.4.3.3 The Effect of Integrated Mode of Computer Simulation in Scientific Discovery Learning on Students' Flexible Application -- 9.4.3.4 Effect of Basic Physics Knowledge on Scientific Discovery Learning -- 9.4.3.5 Limitations of the Integrated Mode of Computer Simulation in Scientific Discovery Learning -- 9.5 Conclusions -- References -- Chapter 10: An Empirical Study of Factors Influencing the Professional Development Levels of Elementary Science Teachers -- 10.1 Introduction -- 10.2 Research Method and Variable Selection -- 10.2.1 Research Methods -- 10.2.1.1 Questionnaire Survey -- 10.2.1.2 Hierarchical Linear Model (HLM) Analysis -- 10.2.2 Correlated Variables of Descriptive Analysis -- 10.3 Empirical Results Analysis -- 10.3.1 Analysis of Variance Model -- 10.3.2 Random Regression Analysis that Do Not Include the Second Variable -- 10.3.3 Complete Model -- 10.4 Conclusions and Suggestions -- 10.4.1 Conclusions -- 10.4.2 Suggestions -- References -- Chapter 11: Impact Analysis of Student-Centered Inquiry- Based Project and Implications on Standards of Science Curriculum in Pakistan -- 11.1 Introduction -- 11.2 SCIB Project -- 11.3 Standard-Based Elementary Science Curriculum -- 11.4 In-Service Teacher Training. , 11.5 Baseline and End-Line Surveys for Impact Analysis.