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Article: Common interest, common visions? Chinese science teacher educators' views about the values of teaching nature of science to prospective science teachers

TitleCommon interest, common visions? Chinese science teacher educators' views about the values of teaching nature of science to prospective science teachers
Authors
Issue Date2011
PublisherJohn Wiley & Sons, Inc. The Journal's web site is located at http://www3.interscience.wiley.com/cgi-bin/jhome/32122
Citation
Science Education, 2011, v. 95 n. 6, p. 1101-1123 How to Cite?
AbstractTeaching nature of science (NOS) is beginning to take root in science education in China. This exploratory study interviewed 24 science teacher educators from economically developed parts of China about their conceptions of teaching NOS to prospective science teachers. Five key dimensions emerged from the data. This paper focuses on the dimension of value of teaching NOS. The values of teaching NOS as perceived by the educators fall into two types. The first type relates to values within the scope of science teaching, which consists of (i) enriching content to be taught in school science, (ii) transforming traditional science teaching methods, (iii) increasing interest in science teaching, and (iv) constituting a foundation of school science teaching. The second type goes beyond classroom teaching, which includes (i) enhancing individual well-being in daily life and work-related matter, (ii) enlightening Chinese traditional culture, and (iii) promoting national development. While some of these values share much similarity of those discussed in the Western literature on NOS research, some are distinctively different with a Chinese favor. This paper discusses the social, political, and historical contexts that have contributed to the shaping of such differences. © 2011 Wiley Periodicals, Inc.
Persistent Identifierhttp://hdl.handle.net/10722/175502
ISSN
2015 Impact Factor: 1.8
2015 SCImago Journal Rankings: 2.560
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorWan, ZHen_US
dc.contributor.authorWong, SLen_US
dc.contributor.authorYung, BHWen_US
dc.date.accessioned2012-11-26T08:58:59Z-
dc.date.available2012-11-26T08:58:59Z-
dc.date.issued2011en_US
dc.identifier.citationScience Education, 2011, v. 95 n. 6, p. 1101-1123en_US
dc.identifier.issn0036-8326en_US
dc.identifier.urihttp://hdl.handle.net/10722/175502-
dc.description.abstractTeaching nature of science (NOS) is beginning to take root in science education in China. This exploratory study interviewed 24 science teacher educators from economically developed parts of China about their conceptions of teaching NOS to prospective science teachers. Five key dimensions emerged from the data. This paper focuses on the dimension of value of teaching NOS. The values of teaching NOS as perceived by the educators fall into two types. The first type relates to values within the scope of science teaching, which consists of (i) enriching content to be taught in school science, (ii) transforming traditional science teaching methods, (iii) increasing interest in science teaching, and (iv) constituting a foundation of school science teaching. The second type goes beyond classroom teaching, which includes (i) enhancing individual well-being in daily life and work-related matter, (ii) enlightening Chinese traditional culture, and (iii) promoting national development. While some of these values share much similarity of those discussed in the Western literature on NOS research, some are distinctively different with a Chinese favor. This paper discusses the social, political, and historical contexts that have contributed to the shaping of such differences. © 2011 Wiley Periodicals, Inc.en_US
dc.languageengen_US
dc.publisherJohn Wiley & Sons, Inc. The Journal's web site is located at http://www3.interscience.wiley.com/cgi-bin/jhome/32122en_US
dc.relation.ispartofScience Educationen_US
dc.titleCommon interest, common visions? Chinese science teacher educators' views about the values of teaching nature of science to prospective science teachersen_US
dc.typeArticleen_US
dc.identifier.emailWong, SL: aslwong@hkucc.hku.hken_US
dc.identifier.emailYung, BHW: hwyung@hkucc.hku.hken_US
dc.identifier.authorityWong, SL=rp00972en_US
dc.identifier.authorityYung, BHW=rp00985en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1002/sce.20451en_US
dc.identifier.scopuseid_2-s2.0-80053443442en_US
dc.identifier.hkuros208824-
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-80053443442&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume95en_US
dc.identifier.issue6en_US
dc.identifier.spage1101en_US
dc.identifier.epage1123en_US
dc.identifier.isiWOS:000295939800007-
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridWan, ZH=52264987500en_US
dc.identifier.scopusauthoridWong, SL=55253498200en_US
dc.identifier.scopusauthoridYung, BHW=8293186400en_US

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