A comparison of approaches to the teaching and learning of science in Chinese and Australian elementary classrooms: Cultural and socioeconomic complexities

Tao, Ying; Oliver, Mary; Venville, Grady

doi:10.1002/tea.21064

Cited by 36 publications

(22 citation statements)

References 30 publications

(45 reference statements)

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“…For instance, East Asian teachers might perceive the teacher-centered learning environment as being most effective because its pedagogical practice parallels Confucian learning traditions in their view. Many East Asian teachers also believe that students learn less when they engage in hands-on activities; they feel that learning requires students to follow traditional classroom discipline routines, such as listening to their teachers and respecting them (Tao, Oliver andVenville 2013). Nguyen Phuong-Mai, Cees Terlouw andAlbert Pilot (2006) argue that, in East Asian countries, teachers' cultural beliefs and teaching philosophies may not be congruent with learnercentered approaches and this could have a considerable impact on constructivist reform initiatives.…”

Section: Teachers' Conflicts With Educational Reformsmentioning

confidence: 99%

Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan

Huang

Asghar

2016

Cult Stud of Sci Educ

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This empirical study investigates secondary science teachers' perspectives on science education reform in Taiwan and reflects how these teachers have been negotiating constructivist and learner-centered pedagogical approaches in contemporary science education. It also explores the challenges that teachers encounter while shifting their pedagogical focus from traditional approaches to teaching science to an active engagement in students' learning. Multiple sources of qualitative data were obtained, including individual interviews with science teachers and teachers' reflective journals about Confucianism in relation to their educational philosophies. Thematic analysis and constant comparative method were used to analyze the data. The findings revealed that Confucian traditions play a significant role in shaping educational practices in Taiwan and profoundly influence teachers' epistemological beliefs and their actual classroom practice. Indeed, science teachers' perspectives on Confucian learning traditions played a key role in supporting or obstructing their pedagogical commitments to inquiry-based and learner-centered approaches. This study draws on the literature concerning teachers' professional struggles and identity construction during educational reform. Specifically, we explore the ways in which teachers respond to educational changes and negotiate their professional identities. We employed various theories of identity construction to understand teachers' struggles and challenges while wrestling with competing traditional and reform-based pedagogical approaches. Attending to these struggles and the ways in which they inform the development of a teacher's professional identity is vital for sustaining current and future educational reform in Taiwan as well as in other Eastern cultures. These findings have important implications for teachers' professional development programs in East Asian cultures.

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Section: Teachers' Conflicts With Educational Reformsmentioning

confidence: 99%

Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan

Huang

Asghar

2016

Cult Stud of Sci Educ

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“…A study comparing teaching and learning of science in Chinese and Australian elementary classrooms found that participating Chinese students reported a greater proportion of their science lessons involved activities such as reading textbooks and memorizing facts and activities that are consistent with Confucian educational culture (Tao, Oliver, & Venville, 2013). Results from another research focusing on the consistency between the teaching conceptions and behaviors of science teachers in secondary schools located at Zhejiang province, one of the rapidest economic, social and educational development areas in China mainland, were quite same.…”

Section: Education Has a Supreme Position In Chinese Culturementioning

confidence: 95%

Pre-service Science Teacher Preparation in China: Challenges and Promises

Liu

Wang

2015

Journal of Science Teacher Education

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The purpose of this article was to present an overview of pre-service science teacher preparation in China, which is heavily influenced by Chinese tradition, Confucianism, and rapid social and economic development. The policies, science teacher education systems and related programs jointly contribute to producing enough science teachers for hundreds of thousands of schools at different levels. At the same time, some important reforms should be undertaken, and more candidates with the ability to do educational research should be trained. These qualified science teachers not only face the challenges of the new round of science education reform, but also take opportunities to implement new science curriculum effectively. Therefore, it will facilitate professional development and improve science education in turn.

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“…Another study which contained a significant qualitative element to investigate globalization compared the approaches used to teach science in Australian and Chinese elementary schools (Tao et al 2013). This study used a multiple comparative case study approach in which three Australian schools and three Chinese schools were paired together for comparison based upon socioeconomic status (high, medium or low).…”

Section: What Methods Have Been Used Previously To Investigate Globalmentioning

confidence: 99%

“…One of the most important counteracting factors is local culture. For example, research comparing science teaching in Grade 6 classrooms in Australia and China highlighted the impact of culture on curricula and educational practices in these countries (Tao et al 2013). …”

Section: Policy Borrowing and Standardizationmentioning

confidence: 99%

A Review of the Existing Literature on Globalization of Science Curricula

Stacey

Lazzari

Grayson

et al. 2018

IEA Research for Education

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Given the extensive nature of globalization and its wide-ranging impact, the review of the literature on the effect of globalization on science education and science curricula was restricted to three particular aspects. Firstly, identifying the factors that potentially contribute to the globalization of science education; secondly, exploring research evidence for the globalization of science curricula over time; and thirdly, analyzing the approaches and methods that have been used in previous research studies to empirically investigate the globalization of curricula. A wide range of factors were identified as promoting the globalization of science education and curricula, including the growing use of information technologies and the increasing influence of intergovernmental organizations in education. However, regional and local cultural factors may counteract globalization to some extent. The literature review identified some evidence for globalization of science curricula over time; the impacts of international large-scale assessments, such as the Trends in International Mathematics and Science Study (TIMSS), may have driven changes and reforms in the science curricula of many participating countries. The literature revealed that a number of both qualitative and quantitative methods had been used to investigate globalization of curricula over time, and the advantages and drawbacks of each of the approaches were considered.

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A comparison of approaches to the teaching and learning of science in Chinese and Australian elementary classrooms: Cultural and socioeconomic complexities

Cited by 36 publications

References 30 publications

Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan

Science education reform in Confucian learning cultures: teachers’ perspectives on policy and practice in Taiwan

Pre-service Science Teacher Preparation in China: Challenges and Promises

A Review of the Existing Literature on Globalization of Science Curricula

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