Comparison of U.S. and Chinese High-School Physics Teaching and the Need for Active Learning at the College Level

This study examines the extent to which inquiry-based teaching is practiced in Chinese high-school physics in comparison with US high schools. Data were collected through lesson observations and the administration of a teacher survey (N=19). Results show that both US and Chinese teachers are well aware of the importance of the elements that are associated with inquiry-based teaching. However, in practice, little inquiry-based teaching was observed in either of the countries by different reasons. US physics lessons often lacked rigorous content development to help students understand physics concepts, while many of the Chinese lessons failed to include opportunities for students to present and test their own thoughts. It is advocated that the implementation of active learning strategies at the college level physics would help the situation in both of the countries.