NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1195470
Record Type: Journal
Publication Date: 2018
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-7925
EISSN: N/A
Influence of Science Instruction Reform on Academic Performance of Eighth Grade Students in Chinese Inner-Mongolia Autonomous Region
Gao, Su; Wang, Jian; Zhong, Zhiyong
Compare: A Journal of Comparative and International Education, v48 n6 p879-895 2018
The Chinese government has implemented centralised science curriculum standards to change science teaching from a didactic to inquiry-based approach to support all students in acquiring science literacy. Framed through theoretical perspectives of inquiry-based instruction and cultural pedagogy, this study examined the influence and impact of these reforms on Chinese science teaching and the performance of 8th grade Chinese students in the Inner-Mongolia Autonomous Regions using instruments developed by TIMSS 2007. It revealed that mixed, lecture-based, more inquiry-based and practice-based science teaching approaches were popularly practiced in classrooms, with the mixed-teaching approach being the most popular. While a mixed approach was positively associated with performance, the frequent practice of a more inquiry-based approach had a significant negative relationship. Neither lecture-based nor practiced-based teaching approaches were found to be related to performance. This finding questions the assumption that inquiry-based science teaching is central to improving the science performance of all students in China.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A