NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1132892
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISSN: ISSN-2326-3873
Ten-Year Change in the Scientific Literacy of Primary Science Teachers in China: Reflections on Training Programs and Personnel Policies
Zhang, Hongshia; Shamsi, Imran Haider; Batool, Iffat; Wan, Dongsheng; Yu, Bo
FIRE: Forum for International Research in Education, v3 n3 Article 4 p16-31 2016
Using two rounds in 2003 and 2013 of large sample longitudinal surveys of science teachers in primary schools from 21 provinces and autonomous regions of China, results suggest that Chinese teachers' basic scientific literacy was still low with only a slight increase in the procedural knowledge of science. The evidence also suggests little increase in epistemological knowledge of science among teachers, especially concerning with the classic nature of science. Chinese teachers' non-scientific teaching behavior remained unchanged. This phenomenon associated with the relative ineffectiveness of in-service training teachers' received and with the discriminative personnel policy of recruitment and promotion for primary science teachers. The implicit cultural impact of these findings is also discussed.
Lehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A