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Li, Chen; Yu, Jian; Li, Gaofeng – International Journal of Science and Mathematics Education, 2023
Integrating the nature of science (NOS) into textbooks is one of the challenges in science curricula. This case study assessed the issue based on a sample of high school biology textbooks in Mainland China. We quantitatively compared changes in the extent, quality, and distribution of NOS representations between 2004 and 2019 editions. Three main…
Descriptors: Biology, Science Instruction, Case Studies, Scientific Principles
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Nie, Ying; Xiao, Yang; Fritchman, Joseph C.; Liu, Qiaoyi; Han, Jing; Xiong, Jianwen; Bao, Lei – International Journal of Science Education, 2019
Knowledge integration is essential to achieve deep conceptual understanding, which requires students to develop well-connected knowledge structures through the central idea of a concept. To effectively represent and analyze knowledge integration, a conceptual framework model on force and motion is developed to map learners' knowledge structures in…
Descriptors: Physics, Middle School Students, Teaching Methods, Science Instruction
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Abrahams, Ian; Homer, Matt; Sharpe, Rachael; Zhou, Mengyuan – Research in Science & Technological Education, 2015
Background: Despite the large body of literature regarding student misconceptions, there has been relatively little cross-cultural research to directly compare the prevalence of common scientific misconceptions amongst students from different cultural backgrounds. Whilst previous research does suggest the international nature of many…
Descriptors: Science Instruction, Physics, Scientific Concepts, Misconceptions
Farland-Smith, Donna – Journal of Elementary Science Education, 2009
For decades, researchers have been convinced that one stereotypic image of scientists existed among children worldwide (Chambers, 1983; Chiang & Guo, 1996; Fung, 2002; Maoldomhnaigh & Hunt, 1988; Newton & Newton, 1992, 1998; She, 1998; Song, Pak, & Jang, 1992). This study, however, moves beyond that stereotypic image and examines…
Descriptors: Science Careers, Foreign Countries, Comparative Analysis, Misconceptions
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Li, Xiaobao; Ding, Meixia; Capraro, Mary Margaret; Capraro, Robert M. – Cognition and Instruction, 2008
This study reports findings from comparative samples of sixth-grade Chinese and U.S. students' interpretations of the equal sign. Ninety-eight percent of the Chinese sample correctly answered 4 items indicating conceptions of equality and provided conceptually accurate explanations. In contrast, only 28% of the U.S. sample performed at this level.…
Descriptors: Foreign Countries, Comparative Analysis, Symbols (Mathematics), Grade 6