An assessment of how scientific literacy-related aims are actualised in the National Primary Science curricula in China and Finland

Abstract

This research compared how the scientific literacy-related goals of the current Chinese and Finnish national science curricula at primary school level are actualised using a revised Programme for International Student Assessment (PISA) scientific literacy framework in the content analysis of the curricula. The content of the curricula focuses principally on knowledge, followed by competencies and attitudes, respectively. The learning context was seen to be thoroughly integrated with the content in both countries. However, the curricula are writte in different ways. Generally, the literacy objectives for both curricula are based on scientific knowledge (Vision I) and the application of knowledge-based skills in situations (Vision II). However, they are characterised by implicit views that derive from the pursuit of the value-driven transformation of individuals and society achieved through science education (Vision III). The Chinese curriculum appears to favour the Anglo-American tradition, whereas the Finnish curriculum appears to be more attached to the Bildung-Didaktik tradition in terms of core tasks and the specification of objectives. The recommendation is that Vision III should be included in the science curricula, and should explicitly relate to social and scientific topics with a view to furthering a scientifically literate public.

How Complex or Abstract Are Science Learning Outcomes? A Novel Coding Scheme Based on Semantic Density and Gravity

“…We invite other researchers to refine our coding scheme; we have explained how we had to make certain assumptions as we adapted and reworked these Semantics codes specifically for LO. Thus far, we have empirically tested their utility among three East-Asian regions, but future research might involve coding LO from educational systems that have expressed their learning intentions in different ways or are guided by different educational philosophies (see Wang et al 2019). Other important questions might include: Would greater degrees of complexity and abstraction in science curricula, for example, lead to greater achievement or perhaps turn-off students?…”

“…Some might see these lengthy lists of LO as an attack on the professionalism of teachers especially in systems that hold dear to the Bildung-Didaktik tradition. In contrast, in developing countries or in systems that take reference from the Anglo-American tradition, these LO seem to offer transparent, ready-made guidance about what and how to teach (Wang et al 2019).…”

Scientific literacy: a key part of school contexts

“…Today, with the constant changes that society undergoes and the continuous advancement of technology, in addition to the multiple benefits that scientific knowledge brings to society at large, many countries have chosen to implement to their national curriculum the approach of scientific literacy (Navarro & Ferster, 2012;Wang et al, 2019) in order to shape students to become active, participatory and critical citizens of the reality in which they unfold (Winarni et al, 2020).…”

Evaluation of the Implementation of Online Learning during the Pandemic at SETUKPA LEMDIKLAT POLRI

“…There are main competencies that are important to be described in learning planning, namely competence in knowledge, attitudes and physical health (Wang et al, 2019). At the National Police Education and Training Center, physical health is an important point in learning because these students will later become police officers.…”