Ying Tao|Mary Oliver|Grady Venville
A comparison of approaches to the teaching and learning of science in Chinese and Australian elementary classrooms: Cultural and socioeconomic complexities
University of Western Australia|University of Western Australia|University of Western Australia
abstract set context todays globalized approaches curriculum reform purpose study compare teaching learning science chinese australian grade 6 classrooms conceptual framework based notions culture socioeconomic status informed research design case study participants three teachers science 140 students three elementary schools high medium low socioeconomic status hunan province china three teachers 105 students paired schools western australia formal curriculum curriculuminaction experiential curriculum case studies country examined qualitative quantitative data collected student questionnaires lesson observations teacher interviews school tour document collection findings indicated participating chinese students reported greater proportion science lessons involved activities reading textbooks memorizing facts activities consistent confucian educational culture australia longer historical influence socialconstructivist theorists bruner vygotsky students reported lessons involved greater proportion activities designing science experiments working small groups findings also indicated countries socioeconomic status important factor impacting implementation science curriculum students higher socioeconomic status schools participating frequently classroom activities consistent reform curriculum documents phenomenon apparent china possibly due confucian educational tradition supporting culturally viable alternative approaches teaching learning science 2012 wiley periodicals inc j res sci teach 503361 2013