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Science education in the People's Republic of China
Author(s) -
Wang Wenjin,
Wang Jiayi,
Zhang Guizing,
Lang Yong,
Mayer Victor J.
Publication year - 1996
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/(sici)1098-237x(199604)80:2<203::aid-sce5>3.0.co;2-k
Subject(s) - china , people's republic , science education , philosophy of science , sociology , mathematics education , pedagogy , political science , psychology , philosophy , epistemology , law
Science education in the People's Republic of China (PRC) has a long history. Under the influence of traditional culture, science education in the PRC has its own unique characteristics; for example, it is teacher‐centered, theory focused, national examination oriented, and homework supplemented. We also find it is characterized by systematic after‐class activities and the active involvement of parents. Though science teachers on the whole do not have strong academic backgrounds, they attach great importance to lesson planning and exchange of experiences following systematic pre‐ or in‐service teacher training. As the PRC experiences rapid economic growth, its cultural and educational exchanges with other countries throughout the world will continue to grow. It is the senior authors' belief that through the development of this international mutual studying, China will overcome its shortcomings and enhance its strengths in science education. There are also lessons for American science educators to learn about education from this very old culture that has valued education throughout its history. © 1996 John Wiley & Sons, Inc.