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Wei, Bing; Chen, Nan – International Journal of Science Education, 2019
In this study, a sociocultural perspective was adopted to understand the interplay between identity and agency in a context of science education reform in China. The manifestation of agency and the interaction between identity and agency were examined with two beginning science teachers teaching with practical work in high school. As part of this…
Descriptors: Science Teachers, Educational Change, Curriculum Development, Science Instruction
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Ha, Minsu; Wei, Xin; Wang, Jian; Hou, Dan; Nehm, Ross H. – International Journal of Science Education, 2019
The goal of our study was to examine a large (>400), cross-sectional sample of Chinese pre-service biology teachers (PBTs) in order to document their evolution acceptance levels, evolution knowledge, and evolutionary reasoning patterns. This approach was taken in order to better understand the degree to which particular evolutionary reasoning…
Descriptors: Foreign Countries, Preservice Teachers, Science Teachers, Biology
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Wei, Bing; Li, Xiaoxiao – International Journal of Science Education, 2017
It is commonly recognised that practical work has a distinctive and central role in science teaching and learning. Although a large number of studies have addressed the definitions, typologies, and purposes of practical work, few have consulted practicing science teachers. This study explored science teachers' perceptions of experimentation for…
Descriptors: Teacher Attitudes, Science Teachers, School Restructuring, Educational Change
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Jin, Hui; Wei, Xin; Duan, Peiran; Guo, Yuying; Wang, Wenxia – International Journal of Science Education, 2016
We investigated how Chinese physics teachers structured classroom discourse to support the cognitive and social aspects of inquiry-based science learning. Regarding the cognitive aspect, we examined to what extent the cognitive processes underlying the scientific skills and the disciplinary reasoning behind the content knowledge were taught.…
Descriptors: Foreign Countries, Physics, Science Teachers, Discussion (Teaching Technique)
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Yang, Wenyuan; Liu, Enshan – International Journal of Science Education, 2016
This article describes the development and validation of an instrument that can be used for content analysis of inquiry-based tasks. According to the theories of educational evaluation and qualities of inquiry, four essential functions that inquiry-based tasks should serve are defined: (1) assisting in the construction of understandings about…
Descriptors: Textbooks, Content Analysis, Inquiry, Foreign Countries