Status of Chinese Science Education Reforms: Policies and Development Framework

Zhang, Hongshia; Wan, Dongsheng

doi:10.1007/978-94-017-9864-8_1

Cited by 3 publications

(4 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…(2) Before the outbreak of the pandemic, distance teaching was advocated in universities in Chinese Mainland and multiple distance education platforms were developed with the support of the government and the Ministry of Education, which made it easier for university teachers to accept and adapt to online teaching. On the contrary, there is the least amount of literature on the study of JHS, − which can be explained by Chinese chemistry education system, where integrated science-based teaching is implemented at the JHS level in the Zhejiang Province of Chinese Mainland . That is to say, chemistry teaching only starts in the ninth grade and lasts for one year in the remaining areas of Chinese Mainland .…”

Section: Resultsmentioning

confidence: 99%

“…On the contrary, there is the least amount of literature on the study of JHS, 32−34 which can be explained by Chinese chemistry education system, where integrated science-based teaching is implemented at the JHS level in the Zhejiang Province of Chinese Mainland. 35 That is to say, chemistry teaching only starts in the ninth grade and lasts for one year in the remaining areas of Chinese Mainland. 36 Such a curriculum arrangement is a challenge for teachers, which means that they have to teach subject knowledge required in the curriculum standards within a limited time and schedule to revise for the High School Entrance Exam (an important test, also called Zhong Kao).…”

Section: Subject Themesmentioning

confidence: 99%

See 1 more Smart Citation

Teaching Performance of Chemistry Teachers in Chinese Mainland during the COVID-19 Pandemic: A Content Analysis Study

et al. 2023

View full text Add to dashboard Cite

Chemistry education has been affected in various aspects, especially teaching models, teaching technology, curriculum design, and teaching assessment, in Chinese Mainland since COVID-19 struck. To explore the change in teaching performance and differences in those teaching performances between middle school teachers and university teachers, this study analyzes 46 chemical education journal articles in three academic levels, including Junior High School (JHS), Senior High School (SHS), and university through content analysis method. The result shows that all levels of chemistry teachers (CTs) prefer to adopt two teaching models (live teaching or a combination of live and recorded teaching) and use Tencent Meeting as a teaching platform, but, university chemistry professors can integrate some software (MOOC and WeiXin as well as QQ) into their class to improve the effectiveness of teaching. As for curriculum design and teaching assessment, university teachers can employ the news in the context of the COVID-19 pandemic to carry out teaching more deeply than middle school teachers because university students learn more professional chemistry knowledge, but, all of them tend to evaluate students promptly (like oral assessment) through classroom interaction. Thus, it suggests the government and the school develop educational applications/software and teaching resources and a diverse curriculum to enhance online teaching work both domestically and foreign. And, it is also suggested that teachers should actively participate in the training of educational technology and strengthen cooperation with teachers in other disciplines to build interdisciplinary classrooms.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Subject Themesmentioning

confidence: 99%

Teaching Performance of Chemistry Teachers in Chinese Mainland during the COVID-19 Pandemic: A Content Analysis Study

et al. 2023

View full text Add to dashboard Cite

show abstract

“…In terms of domestic institutions’ contribution, most of the top-10 institutions were normal universities in Chinese Tier-1 cities. The plausible explanation may relate to the absence of science education researchers and expertise at the start of 21 st century in China (Zhang & Wan, 2017). In 2001, most normal universities which mainly prepare preservice teachers were required to set up research centers for curriculum reforms of compulsory education (MOE, 2001).…”

Section: Discussionmentioning

confidence: 99%

“…Hu and Shou (2018) proposed that primary science education in China has experienced many changes in curriculum goals, content, teaching, and evaluation, but has not obtained the status as a basic subject. Compared with their counterparts in developed countries, Chinese science research educators have limited participation in globalization to introduce Chinese science education research and have paid little attention to analysis its research trends (Liu et al, 2012; Zhang & Wan, 2017). Thus, it’s critical to examine research trends of science education in the Chinese mainland periodically and systematically for the research community with valuable perspectives.…”

Section: Introductionmentioning

confidence: 99%

Science Education Research Trends in the Chinese Mainland From 2017–2021: A Systematic Literature Review in Selected Journals

Luo

Saleh

Zhang

et al. 2023

International Journal of Chinese Education

View full text Add to dashboard Cite

With its great contributions to the world’s development, Chinese science education has become a hot issue in the international research community. Science education research trends have already received much attention; however, a few have been down about research trends of science education in China. This study systematically analyzed research articles ( n = 56) by science researchers in the Chinese mainland from five journals, Journal of Research in Science teaching, International Journal of Science Education, Research in Science Education, Science Education, and Science & Education, to reveal research trends in terms of authors’ institutions, research types, methods, and research topics from 2017 to 2021. This study found (a) with a slight increase in paper number, collaborating between domestic and international institutions’ researchers contributed mostly to publications in this period while top 10 domestic institutions were mostly normal universities in Tier-1 cities in China; (b) among the most popular articles—empirical articles, studies conducting correlational design were predominant; (c) topics about students’ learning context, assessment, and nature of science were highlighted in this period and variations of authors’ preference on journals existed. Recommendations for future research on local and international science education are suggested.

show abstract

Effect of Science Teachers’ Pedagogical Content Knowledge on Student Achievement: Evidence From Both Text- and Video-Based Pedagogical Content Knowledge Tests

She,

Chan,

Wang

et al. 2024

American Educational Research Journal

View full text Add to dashboard Cite

This article provides robust empirical evidence for the association between science teachers’ pedagogical content knowledge (PCK) and student achievement. Unlike previous studies, we employed two approaches (text-based vs. video-based tests) to assess if, and to what extent, teachers’ PCK assessed by these two approaches are related to student achievement. An analysis utilizing two-level hierarchical linear modeling revealed that PCK assessed by both types of tests reveals a significant and positive association with student achievement. Teachers’ PCK assessed by the video-based test better predicted student achievement than teachers’ PCK assessed by the text-based test. Based on this result, we discuss implications for research on teacher knowledge and policy implications for teacher education.

show abstract

Status of Chinese Science Education Reforms: Policies and Development Framework

Cited by 3 publications

References 7 publications

Teaching Performance of Chemistry Teachers in Chinese Mainland during the COVID-19 Pandemic: A Content Analysis Study

Teaching Performance of Chemistry Teachers in Chinese Mainland during the COVID-19 Pandemic: A Content Analysis Study

Science Education Research Trends in the Chinese Mainland From 2017–2021: A Systematic Literature Review in Selected Journals

Effect of Science Teachers’ Pedagogical Content Knowledge on Student Achievement: Evidence From Both Text- and Video-Based Pedagogical Content Knowledge Tests

Contact Info

Product

Resources

About