Baohui Zhang|Joseph Krajcik|Lee?Ann Sutherland|Lei Wang|Jing Wu|Yu Qian
Opportunities and challenges of China?s inquiry-based education reform in middle and high schools: Perspectives of science teachers and teacher educators
University of Pittsburgh|University of Michigan–Ann Arbor|University of Michigan–Ann Arbor|Beijing Normal University|Shanghai Normal University|South China Normal University
consistent international trends emergent interest inquirybased science teaching learning k12 schools also occurring china study investigates possibilities barriers enactment inquirybased science education chinese schools altogether 220 chinese science teachers science teacher educators researchers primarily field chemistry education participated study august 2001 participants represented 13 cities provinces china administered two questionnaires one preceding one following 3hour presentation us science educator researcher inquirybased teaching learning theories practices three sites study conducted shanghai guangzhou beijing questionnaires administered four representative participants interviewed coding analysis quantifiable questionnaire responses using likert scale openended responses interview transcripts revealed enthusiastic interest incorporating inquirybased teaching learning approaches chinese schools however chinese educators face several challenges national college entrance exam needs align goals inquirybased teaching b systemic reform needs happen order inquirybased science beneficial students including change curriculum curriculum materials relevant resources teacher professional development c class size needs reduced equitable distribution resources urban rural schools needs occur