COMPARATIVE RESEARCH ON THE UNDERSTANDINGS OF NATURE OF SCIENCE AND SCIENTIFIC INQUIRY BETWEEN SCIENCE TEACHERS FROM SHANGHAI AND CHICAGO

TitleCOMPARATIVE RESEARCH ON THE UNDERSTANDINGS OF NATURE OF SCIENCE AND SCIENTIFIC INQUIRY BETWEEN SCIENCE TEACHERS FROM SHANGHAI AND CHICAGO
Publication TypeJournal Article
Year of Publication2016
AuthorsWang, J, Zhao, Y
JournalJournal of Baltic Science Education
Volume15
Issue1
Start Page97–108
PaginationContinuous
Date PublishedFebruary/2016
Type of ArticleOriginal article
ISSN1648-3898
Other NumbersICID: 1196719
Keywordsepistemological belief in science, nature of science, scientific inquiry
Abstract

Nature of science is considered to be an important component of scientific literacy, and understanding the nature of science is advocated as an important goal of science education. Scientific inquiry is regarded as the core of curriculum reform, which has become the consensus of the international K-12 science education, as well as a scientific direction for which educators have been striving over the last century. To compare the views of nature of science and scientific inquiry of teachers between China and United States, 90 high school science teachers from Shanghai and Chicago are chosen to do open-ended questionnaires and interviews. By conducting the sequential mixed method and using the empirical investigations of VNOS-D and VOSI-S, their different understandings mainly perform in the specific aspects of nature of science and scientific inquiry, cognitive stages, types and relationships etc. Overall, the level of American teachers’ views of nature of science and science inquiry are better than Chinese. Finally, some suggestions on Chinese science teachers’ education are proposed.

URLhttp://journals.indexcopernicus.com/abstract.php?icid=1196719
Refereed DesignationRefereed
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