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Book Chapter: One Country, Two Systems: Nature of Science Education in Mainland China and Hong Kong

TitleOne Country, Two Systems: Nature of Science Education in Mainland China and Hong Kong
Authors
Issue Date2014
PublisherSpringer
Citation
One Country, Two Systems: Nature of Science Education in Mainland China and Hong Kong. In Matthew, MR (Ed.), International Handbook of Research in History, Philosophy and Science Teaching, p. 2149-2175. Dordrecht, Netherlands: Springer, 2014 How to Cite?
AbstractThe development of science curricula in both mainland China and Hong Kong in the last decade has undergone a shift from content-focused goals to a wider goal of promotion of scientific literacy. This shift is a result of a considerable influence from Western countries where understanding of nature of science (NOS) has long been regarded as a major component of scientific literacy and important learning outcomes of science curricula in the West. This chapter will first report on the similarities and differences of the NOS ideas as portrayed in the physics curriculum standards document and the key physics textbooks in both places. The unique differences identified are associated strongly with certain social agenda and considerably influenced by the historical and cultural heritages of mainland China and Hong Kong. Lastly the considerable difference in the implementation of NOS education at teacher training level and school level in both places will be elaborated.
Persistent Identifierhttp://hdl.handle.net/10722/206100
ISBN

 

DC FieldValueLanguage
dc.contributor.authorWong, ASLen_US
dc.contributor.authorWan, ZHen_US
dc.contributor.authorCheng, KLAen_US
dc.date.accessioned2014-10-20T12:17:04Z-
dc.date.available2014-10-20T12:17:04Z-
dc.date.issued2014en_US
dc.identifier.citationOne Country, Two Systems: Nature of Science Education in Mainland China and Hong Kong. In Matthew, MR (Ed.), International Handbook of Research in History, Philosophy and Science Teaching, p. 2149-2175. Dordrecht, Netherlands: Springer, 2014en_US
dc.identifier.isbn9789400776531en_US
dc.identifier.urihttp://hdl.handle.net/10722/206100-
dc.description.abstractThe development of science curricula in both mainland China and Hong Kong in the last decade has undergone a shift from content-focused goals to a wider goal of promotion of scientific literacy. This shift is a result of a considerable influence from Western countries where understanding of nature of science (NOS) has long been regarded as a major component of scientific literacy and important learning outcomes of science curricula in the West. This chapter will first report on the similarities and differences of the NOS ideas as portrayed in the physics curriculum standards document and the key physics textbooks in both places. The unique differences identified are associated strongly with certain social agenda and considerably influenced by the historical and cultural heritages of mainland China and Hong Kong. Lastly the considerable difference in the implementation of NOS education at teacher training level and school level in both places will be elaborated.-
dc.languageengen_US
dc.publisherSpringeren_US
dc.relation.ispartofInternational Handbook of Research in History, Philosophy and Science Teachingen_US
dc.titleOne Country, Two Systems: Nature of Science Education in Mainland China and Hong Kongen_US
dc.typeBook_Chapteren_US
dc.identifier.emailWong, ASL: aslwong@hkucc.hku.hken_US
dc.identifier.emailCheng, KLA: chengkla@hku.hken_US
dc.identifier.authorityWong, ASL=rp00972en_US
dc.identifier.doi10.1007/978-94-007-7654-8_66-
dc.identifier.hkuros241247en_US
dc.identifier.spage2149en_US
dc.identifier.epage2175en_US
dc.publisher.placeDordrecht, Netherlandsen_US

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