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Exploration of the variety of teachers’ VNOS in China: Is the “step-over development” approach effective?
Qi Lu1; Hongshia Zhang2; Bing Wei3
2018-03
Source PublicationAsia-Pacific Science Education
ISSN2364-1177
Volume4Issue:1Pages:1-23
Abstract

To improve the effectiveness of science teacher training, with regard to the impact of Chinese culture on teachers’ views on the nature of science (VNOS), a nationwide survey of primary science teachers was performed in China in 2013. The primary findings showed that the participants could be classified into four groups through cluster analysis according to their characteristics of classic VNOS and modern VNOS among the groups: the Ambiguous group (AG), Post-modernist group (PG), Classic group (CG) and Modern group (MG). Despite slight uncertainty between the CG and MG, the scores of VNOS knowledge application in both daily life and classroom teaching increased largely from the AG, PG, and CG to the MG, and the differences in these scores among the four groups were statistically significant. These findings seem to imply that the post-modernist stage occurs prior to the classic stage in certain Chinese teachers’ VNOS development, which notably contrasts with the historical processes of both science and science teacher training practices in developed countries. Moreover, the AG and PG had the longest training times among the four groups, which might indicate that science teacher training programmes in China were ineffective for these teachers. Unlike in Western countries, Chinese traditional culture lacks basic elements of scientific concepts. The society has not experienced the entire process of the development of science. Thus, Chinese teacher training programmes should pay attention to the progression from the classic VNOS to the modern VNOS and should be cautious of the “step-over development” approach.

KeywordClassic And Modern Vnos Science Teacher Training Nature Of Science Chinese Culture
DOI10.1186/s41029-018-0023-6
Language英語English
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Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorQi Lu
Affiliation1.Nanjing University Medical School, Nanjing, China
2.Institute of Education, Nanjing University, Nanjing, China
3.Faculty of Education, University of Macau, Macao, China
Recommended Citation
GB/T 7714
Qi Lu,Hongshia Zhang,Bing Wei. Exploration of the variety of teachers’ VNOS in China: Is the “step-over development” approach effective?[J]. Asia-Pacific Science Education,2018,4(1):1-23.
APA Qi Lu,Hongshia Zhang,&Bing Wei.(2018).Exploration of the variety of teachers’ VNOS in China: Is the “step-over development” approach effective?.Asia-Pacific Science Education,4(1),1-23.
MLA Qi Lu,et al."Exploration of the variety of teachers’ VNOS in China: Is the “step-over development” approach effective?".Asia-Pacific Science Education 4.1(2018):1-23.
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