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Book Chapter: Nature of Science as portrayed in the Physics official curricula and textbooks in Hong Kong and on the mainland of the People’s Republic of China

TitleNature of Science as portrayed in the Physics official curricula and textbooks in Hong Kong and on the mainland of the People’s Republic of China
Authors
Issue Date2014
PublisherSpringer
Citation
Nature of Science as portrayed in the Physics official curricula and textbooks in Hong Kong and on the mainland of the People’s Republic of China. In C. Bruguière, A Tiberghien & P. Clément (Eds.), Topics and trends in current science education: 9th ESERA Conference Contributions, p. 519-534. Dordrecht: Springer, 2014 How to Cite?
AbstractDeveloping students’ understanding of the nature of science (NOS) became one of the curriculum aims in both Hong Kong and on the mainland of the People’s Republic of China (hereafter referred to as mainland China) at the beginning of the twenty-first century. In this study, we examine both the official curricula and the key textbooks in both places. Differences between mainland China and Hong Kong regarding the inclusion of NOS ideas in the official curricula are noted. There are also significant differences in terms of the inclusion and the focus of the NOS ideas in the textbooks. It is evident that the (overt and covert) messages in the official curricula could (and sometimes fail to) influence the corresponding textbooks. Further investigation will be conducted to identify the factors that affect the official curriculum-textbook alignment.
Persistent Identifierhttp://hdl.handle.net/10722/211602
ISBN
Series/Report no.Contributions from Science Education Research ; v. 1

 

DC FieldValueLanguage
dc.contributor.authorCheng, KLA-
dc.contributor.authorWong, ASL-
dc.date.accessioned2015-07-21T02:04:25Z-
dc.date.available2015-07-21T02:04:25Z-
dc.date.issued2014-
dc.identifier.citationNature of Science as portrayed in the Physics official curricula and textbooks in Hong Kong and on the mainland of the People’s Republic of China. In C. Bruguière, A Tiberghien & P. Clément (Eds.), Topics and trends in current science education: 9th ESERA Conference Contributions, p. 519-534. Dordrecht: Springer, 2014-
dc.identifier.isbn9789400772809-
dc.identifier.urihttp://hdl.handle.net/10722/211602-
dc.description.abstractDeveloping students’ understanding of the nature of science (NOS) became one of the curriculum aims in both Hong Kong and on the mainland of the People’s Republic of China (hereafter referred to as mainland China) at the beginning of the twenty-first century. In this study, we examine both the official curricula and the key textbooks in both places. Differences between mainland China and Hong Kong regarding the inclusion of NOS ideas in the official curricula are noted. There are also significant differences in terms of the inclusion and the focus of the NOS ideas in the textbooks. It is evident that the (overt and covert) messages in the official curricula could (and sometimes fail to) influence the corresponding textbooks. Further investigation will be conducted to identify the factors that affect the official curriculum-textbook alignment.-
dc.languageeng-
dc.publisherSpringer-
dc.relation.ispartofTopics and trends in current science education: 9th ESERA Conference Contributions-
dc.relation.ispartofseriesContributions from Science Education Research ; v. 1-
dc.titleNature of Science as portrayed in the Physics official curricula and textbooks in Hong Kong and on the mainland of the People’s Republic of China-
dc.typeBook_Chapter-
dc.identifier.emailCheng, KLA: chengkla@hku.hk-
dc.identifier.emailWong, ASL: aslwong@hkucc.hku.hk-
dc.identifier.authorityWong, ASL=rp00972-
dc.identifier.doi10.1007/978-94-007-7281-6_32-
dc.identifier.hkuros244344-
dc.identifier.spage519-
dc.identifier.epage534-
dc.publisher.placeDordrecht-

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