The development of science curricula in both mainland China and Hong Kong in the last decade has undergone a shift from content-focused goals to a wider goal of promotion of scientific literacy. This shift is a result of a considerable influence from Western countries where understanding of nature of science (NOS) has long been regarded as a major component of scientific literacy and important learning outcomes of science curricula in the West. This chapter will first report on the similarities and differences of the NOS ideas as portrayed in the physics curriculum standards document and the key physics textbooks in both places. The unique differences identified are associated strongly with certain social agenda and considerably influenced by the historical and cultural heritages of mainland China and Hong Kong. Lastly the considerable difference in the implementation of NOS education at teacher training level and school level in both places will be elaborated. Copyright © 2014 Springer Science+Business Media Dordrecht.
|Title of host publication||International handbook of research in history, philosophy and science teaching|
|Editors||Michael R. MATTHEWS|
|Place of Publication||Dordrecht|
|Publication status||Published - 2014|
development of science
CitationWong, S. L., Wan, Z. H., & Cheng, K. L. (2014). One country two systems: Nature of science education in Mainland China and Hong Kong. In M. R. Matthews (Ed.), International handbook of research in history, philosophy and science teaching (pp. 2149-2175). Dordrecht: Springer.
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