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Common interest, common visions? Chinese science teacher educators' views about the values of teaching nature of science to prospective science teachers
Author(s) -
Wan Zhi Hong,
Wong Siu Ling,
Yung Benny Hin Wai
Publication year - 2011
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/sce.20451
Subject(s) - nature of science , science education , science, technology, society and environment education , vision , value (mathematics) , mathematics education , china , social science education , sociology , teaching method , pedagogy , psychology , political science , mathematics , statistics , anthropology , law
Teaching nature of science (NOS) is beginning to take root in science education in China. This exploratory study interviewed 24 science teacher educators from economically developed parts of China about their conceptions of teaching NOS to prospective science teachers. Five key dimensions emerged from the data. This paper focuses on the dimension of value of teaching NOS . The values of teaching NOS as perceived by the educators fall into two types. The first type relates to values within the scope of science teaching, which consists of (i) enriching content to be taught in school science, (ii) transforming traditional science teaching methods, (iii) increasing interest in science teaching, and (iv) constituting a foundation of school science teaching. The second type goes beyond classroom teaching, which includes (i) enhancing individual well‐being in daily life and work‐related matter, (ii) enlightening Chinese traditional culture, and (iii) promoting national development. While some of these values share much similarity of those discussed in the Western literature on NOS research, some are distinctively different with a Chinese favor. This paper discusses the social, political, and historical contexts that have contributed to the shaping of such differences. © 2011 Wiley Periodicals, Inc. Sci Ed 95: 1101–1123, 2011