Chinese Science Education in the 21st Century: Policy, Practice, and Research
Springer (Verlag)
978-94-017-9863-1 (ISBN)
This book appeals to science education researchers, comparative educationresearchers, science educators, graduate students, state science educationleaders and officers in the international communities.
This book provides an overview of science education
policies, research and practices in mainland China, with specific examples of
the most recent developments in these areas. It presents an insiders’ report on
the status of Chinese science education written primarily by native speakers
with first-hand experiences inside the country. In addition, the book features
multiple sectional commentaries by experts in the field that further connect
these stories to the existing science education literature outside of China.
This book informs the international community about the current status of
Chinese science education reforms. It helps readers understand one of the
largest science education systems in the world, which includes, according to
the Programme for International Student Assessment, the best-performing economy
in the world in science, math and reading: Shanghai, China.
Readers gain insight into how science education in the rest of China compares
to thatin Shanghai; the ways Chinese science educators, teachers and students
achieve what has been accomplished; what Chinese students and teachers actually
do inside their classrooms; what educational policies have been helpful in
promoting student learning; what lessons can be shared within the international
science education community; and much more.
This book appeals to science education researchers, comparative education
researchers, science educators, graduate students, state science education
leaders and officers in the international communities. It also helps Chinese
students and faculty of science education discover effective ways to share
their science education stories with the rest of the world.
ACKNOWLEDGMENTS.- SERIES FOREWORD, Dana Zeidler.- PREFACE.-
INTRODUCTION:
CHINESE SCIENCE EDUCATION IN A GLOBAL CONTEXT.- PART I. SCIENCE EDUCATION REFORM
POLICIES.- Editor’s Introduction: Part I.- Chapter 1. Status of Chinese Science Education Reforms:
Policies and Development Framework, Hongshia Zhang & Dongshen Wan.- PART II. SCIENCE CURRICULUM AND INSTRUCTION.- Editor’s Introduction:
Part II.- Chapter 2. An Overview of Early
Childhood Science Education in China, Xiaoyi Gao & Baohui Zhang.-
Chapter 3. Elementary Science Education
Reform in Guangzhou: Expectations and Changes, Lingbiao
Gao, Cuidian Feng, Maorong Zhan, & Xueping Zheng.- Chapter 4. Science Teaching Practices in
Junior Secondary Schools, Hongjia Ma, Gavin W. Fulmer & Ling L. Liang.- Chapter
5. Science Curriculum and implementation in Senior Secondary School,Xiao Huang, Lin Ding & Bingyuan Hu.- Chapter 6. Examining the Senior Secondary School Chemistry
Curriculum in China in View of Scientific Literacy, Bing Wei & Bo Chen.- PART III. SOCIO-CULTURAL ASPECTS IN SCIENCE
EDUCATION.- Editor’s
Introduction: Part III.- Chapter 7:Challenges and Opportunities
for Environmental Education Towards Education for Sustainable Development in Chinese
Communities, Irene Nga-yee Cheng &
Winnie Wing-mui So.- Chapter
8. Hong Kong Students'
Decision Making about Ecological and Health Issues, Y. C. Lee.- PART IV. ASSESSMENT.- Editor’s Introduction:
Part IV.- Chapter 9. Assessing Science
Learning in Schools: Current Policy and Practices, Cuidian Feng & Lingbiao Gao.- Chapter
10. Alignment between the National
Science Curriculum Standards and Standardized Exams at Secondary School
Gateways, Xian Chen, Min Y. Jiang, Li Cai,
Ling L. Liang, Jin Du, Yan Zhou.- Chapter
11.Relationship between Science Teachers’ Conceptions of Assessment
of Students’ Academic Performance and Their Instructional Approaches, Weining Wu.- PART V. SCIENCE LEARNING
IN INFORMAL SETTINGS.- Editor’s
Introduction: Part V.- Chapter
12. An Examination of National Policy on
Youth Science Learning in Informal Education Settings and Its Implementation in
China, Huiliang Zhang & Shunke Shi.-Chapter
13. An
Overview of Research on Informal Science Learning among China’s Youth, Fujun Ren &
Jingying Wang.- Chapter 14. Effects of
Media on Science Learning of Chinese Youths: A Synthesis of Literature and a
Case Study, Ling Chen, Yan Yan & Jie Yuan.- Chapter 15. A Case Study of a Science Teacher in a
Science Club Teaching Scientific Inquiry, Xiu-Ju Li.- Chapter 16.Students’
Views of Science Learning During Visits to Science Museums: A Case Study, Lihui Wang.- PART VI. SCIENCE TEACHER EDUCATION.-
Editor’s Introduction: Part VI.- Chapter 17. An Overview of Professional
Preparation for Pre-Service and In-Service Science Teachers, Cheng
Liu & Enshan
Liu.- Chapter
18. Enhancing
Science Teacher Professional Development: Lessons from a Study of
Misconceptions of Junior Secondary Biology Teachers, Enshan
Liu &
Mingyu Li.- Chapter 19. Video Case Instruction: A New Approach to Instructional Design and
Practice for Pre-Service Chemistry Teachers, Zhen Lu & Lyna Kwan.- EPILOGUE.
| Erscheint lt. Verlag | 25.8.2016 |
|---|---|
| Reihe/Serie | Science & Technology Education Library ; 45 |
| Zusatzinfo | 44 Illustrations, color; 18 Illustrations, black and white; XXXI, 448 p. 62 illus., 44 illus. in color. |
| Verlagsort | Dordrecht |
| Sprache | englisch |
| Maße | 155 x 235 mm |
| Themenwelt | Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie |
| Naturwissenschaften | |
| Sozialwissenschaften ► Pädagogik ► Erwachsenenbildung | |
| Schlagworte | collective lesson preparation • lesson study • science curriculum • Science education China • Teaching science • video case instruction |
| ISBN-10 | 94-017-9863-X / 940179863X |
| ISBN-13 | 978-94-017-9863-1 / 9789401798631 |
| Zustand | Neuware |
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