Status of Integrated Science Instruction in Junior Secondary Schools of China: An exploratory study

Sun, Daner; Wang, Zu Hao; Xie, Wen Ting; Boon, Chirn Chye

doi:10.1080/09500693.2013.829254

Cited by 25 publications

(14 citation statements)

References 40 publications

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“…The advice given by the system is very useful for developing learning activities based on the integration of basic competencies. This is very useful to facilitate the problem of scientific background to create integrated science learning [26]. Although integrating the curriculum requires effort, coordination, collaboration, and communication between science teachers in creating the latest innovative learning, it can also help teachers to share knowledge and create good interactions.…”

Section: Discussionmentioning

confidence: 99%

Exploring Science Teachers' Lesson Plans by the Implementation of Intelligent Tutoring Systems in Blended Learning Environments

Gunawan¹,

Liliasari²,

Kaniawati³

et al. 2020

ujer

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Recent technological developments have increasingly supported the science learning that presents artificial intelligence as part of Internet of Things (IoT). Its implementation can be carried out through Intelligent Tutoring Systems (ITS) in blended learning environment. This technology was used to support 29 Indonesian junior secondary science teachers in creating innovative lesson plans, which are members of competencies improvement programs. The purpose of this study was to describe the lesson plans that contain an integrated science teaching, supported by ITS in blended learning. The lesson plan product was analyzed descriptively. This Qualitative method was used to determine its characteristics about curriculum integration, learning activity, technology integration, higher order thinking skills, and assessment process. The result revealed that most teachers have strongly represented aspects of these all required aspects. The lesson plan created reflects the ability of teachers who are creative and capable to integrate various contents in learning activities. Learning activities are student-centered oriented to higher-order thinking skills. Technological support applied in learning activities is also an aid for students to be more motivated, as well as the presentation of assessment aspects that are relevant to the learning objectives. There are still some inadequacies in these results to be discussed. Thus, the potential future researches for supporting the science teaching are highly welcomed.

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Section: Discussionmentioning

confidence: 99%

Exploring Science Teachers' Lesson Plans by the Implementation of Intelligent Tutoring Systems in Blended Learning Environments

Gunawan¹,

Liliasari²,

Kaniawati³

et al. 2020

ujer

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show abstract

“…However, according to an existing survey, Chinese science teachers have insufficient understanding and application of interdisciplinary content, engineering, and technology, so their self-efficacy in STEM education is not high (Lin and Shi 2019;Sun et al 2014). That means it is also a challenge for science teachers to create authentic problem situations which connect with contemporary technology and engineering to enhance students STEM literacy.…”

Section: Modernizing Science Teachers' Literacy Through Stem Educationmentioning

confidence: 99%

From a lecturer to a researcher: a three-stage process of science teachers’ professional development in mainland China

Lin

2019

Asia Pac. Sci. Educ.

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“…Traditionally, science curriculum was offered in separate forms, i.e., biology, chemistry and physics in most of secondary schools in Macau. In recent years, more and more junior secondary schools are attempting to replace separate sciences by the integrated science under the influence of Hong Kong, where the integrated science is adopted as the science curriculum at the junior level, and mainland China, where attempts have been made to promote the integrated science in the junior secondary schools (Sun et al 2014;Wei 2009Wei , 2018b. The implementation of integrated science curriculum requires every teacher to teach the content knowledge of all science subjects including that beyond their own subjects.…”

Section: Challengesmentioning

confidence: 99%

Science teacher education in Macau: a critical review

Wei¹

2019

Asia Pac. Sci. Educ.

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In this reviewing paper, a couple of issues concerning school science education in Macau are discussed, including science teacher education, science curriculum reform, and opportunities and challenges for science teachers. Especially, more space is devoted to the issue of science teacher development in the social context of Macau. This paper will be helpful for international readers to understand the history and current situation of science education in general and science teacher education in particular in Macau, a special administration region of China.

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Status of Integrated Science Instruction in Junior Secondary Schools of China: An exploratory study

Cited by 25 publications

References 40 publications

Exploring Science Teachers' Lesson Plans by the Implementation of Intelligent Tutoring Systems in Blended Learning Environments

Exploring Science Teachers' Lesson Plans by the Implementation of Intelligent Tutoring Systems in Blended Learning Environments

From a lecturer to a researcher: a three-stage process of science teachers’ professional development in mainland China

Science teacher education in Macau: a critical review

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