Science education goals and curriculum designs in American and Chinese High Schools

Su, Zhixin; Goldstein, Suzanne; Su, Jilin

doi:10.1007/bf01103035

Cited by 8 publications

(10 citation statements)

References 5 publications

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“…The best students in China are enrolled in the key school system, accounting for 4% of the Chinese student population (Lin & Chen, 1995). In contrast, 10% of U.S. students study in the AP track classes (Su et al, 1995). The larger proportion of extremely good students may have caused the larger score variability in the United States.…”

Section: Discussionmentioning

confidence: 98%

“…The financial problem is directly reflected in science teaching. Su, Goldstein, and Su (1995) reported that "some rural schools did not even have basic lab facilities" (p. 377). Elsewhere, they recollected:…”

Section: Discussionmentioning

confidence: 99%

“…In the United States, researchers found that students in its Advanced Placement (AP) track are as good as the best Chinese students (Su et al, 1995). The best students in China are enrolled in the key school system, accounting for 4% of the Chinese student population (Lin & Chen, 1995).…”

Section: Discussionmentioning

confidence: 99%

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Comparative study of student science achievement between United States and China

Wang

1998

J. Res. Sci. Teach.

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Comparable Chinese and American databases were identified in this study through a review of existing international projects in the United States and China. The Chinese data were collected from a random sample of more than 12,000 ninth-grade students in the SISS Extended Study, a key project supported by the China State Commission of Education in the late 1980s. The U.S. data were collected at the same grade level using the same international instrument. The achievement comparison revealed a small difference between Chinese and American average scores. Variability of the score distribution was larger in the United States than in China. These findings were triangulated with other comparative research results to shed light on the condition of Chinese and American science education.

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Section: Discussionmentioning

confidence: 98%

Section: Discussionmentioning

confidence: 99%

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Comparative study of student science achievement between United States and China

Wang

1998

J. Res. Sci. Teach.

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“…Many studies focus on comparing science education in different countries. Most of them can be divided into the following five groups according to their predominant perspective: a) Studies concentrating on how a particular topic is dealt with in countries with different national curricula (Erdogan, Kostova & Marcinkowski, 2009;Poupová, 2018;Zembylas, 2002); b) Studies comparing different school educational programmes based on the same national curriculum (Hayes & Deyhle, 2001); c) Studies comparing textbooks (Park, Park & Lee, 2009); d) Studies describing differences monitored directly during science lessons at schools (Su, Su & Goldstein, 1994, 1995; e) Studies comparing pupils' results in connection with the type of their school curriculum (Kim, Lavonen & Ogawa, 2009;Russell & Weaver, 2011;Schmidt et al, 1996); f) Studies describing the development of curricula or comparing selected aspects of curricula of different school subjects in particular countries (Ayas, Ç lepni & Akdeni, 1993;Šorgo & Špernjak, 2012).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

A Comparative Analysis of the Biological Parts of the National Curricula in Lower Secondary Education in the Czech Republic and Selected Post-Communist Countries

Poupová¹,

Janštová²,

Kuba³

et al. 2019

sciED

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In the Czech Republic, a revision of the national curricular documents for primary and secondary education is being prepared and intensively discussed. The aim of this paper is therefore to contribute to the ongoing professional discussion and to select the key aspects of foreign curricular documents that may be inspiring for the Czech curricular reform.In our study, we compare the concept of the biological part of the valid national curricular documents for lower secondary education (from the 6th to the 9th grades), the second stage of basic school in the Czech Republic, with five selected post-communist European countries, namely Estonia, Hungary, Poland, Slovakia and Slovenia. We focused on the following key aspects: a) the major characteristics of biology as a school subject (or the biological part of the subject “science”); b) specification and arrangement of subject matter; c) biology as a scientific discipline; d) didactic recommendations and requirements; e) the way of treating crucial biological disciplines; f) other criteria, such as emphasis on local regions or public engagement.We consider the Estonian and Slovenian educational programmes to be the most inspiring ones, since they elaborate general educational objectives to the level of particular learning content and standards of knowledge. We also find the links to practical work and ICT and connections between biology and general competences very useful when using the documents in classroom practice. The Slovenian document offers an inspiring holistic approach to teaching of biological issues. The Estonian curriculum is a good example of incorporating local aspects, such as typical local ecosystems. The national curricula of both countries recognise biological knowledge and scientific literacy as being very important for the lives of the individual as well as for society.

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“…Su, Goldstein, and Su (1995) reported, "In comparison to the highly uniform classrooms and heavy emphases on basic theories and skills in Chinese science education, the American classes with their emphases on students' interests and individuality were very refreshing for Chinese visiting scholars" (p. 375-376). The individualized instruction also hinges on professional support from school counselors.…”

Section: Time Gap In the Global Contextmentioning

confidence: 99%

An Assessment of Education Quality beyond Dinner Table Discussions

Wang¹

2012

IES

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News media often publish comparative studies that report U.S. student performance in a global context. The school quality concern seems so simplistic that anyone who had compulsory education can chime into the discussion. In this article, the condition of U.S. education is further disentangled across the boundary of K-12 and higher education. Core program features are examined to reveal profound factors behind student performance in mathematics and science. These findings are grounded on triangulation of the interrelated observations that are typically obscured from test score comparisons across nations.

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Science education goals and curriculum designs in American and Chinese High Schools

Cited by 8 publications

References 5 publications

Comparative study of student science achievement between United States and China

Comparative study of student science achievement between United States and China

A Comparative Analysis of the Biological Parts of the National Curricula in Lower Secondary Education in the Czech Republic and Selected Post-Communist Countries

An Assessment of Education Quality beyond Dinner Table Discussions

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