[ { "key": "ZTAEZNJ9", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/ZTAEZNJ9", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/ZTAEZNJ9", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1227112, "username": "Luc Trouche", "name": "Luc Trouche", "links": { "alternate": { "href": "https://www.zotero.org/luc_trouche", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Tao et al.", "parsedDate": "2013", "numChildren": 0 }, "data": { "key": "ZTAEZNJ9", "version": 115, "itemType": "journalArticle", "title": "A Comparison of Approaches to the Teaching and Learning of Science in Chinese and Australian Elementary Classrooms:Cultural and Socioeconomic Complexities", "creators": [ { "creatorType": "author", "firstName": "Ying", "lastName": "Tao" }, { "creatorType": "author", "firstName": "Mary", "lastName": "Oliver" }, { "creatorType": "author", "firstName": "Grady", "lastName": "Venville" } ], "abstractNote": "Set in the context of today’s globalized approaches to curriculum reform, the purpose of\nthis study was to compare the teaching and learning of science in Chinese and Australian Grade 6 classrooms.\nA conceptual framework based on notions of culture and socioeconomic status informed the\nresearch design. Case study participants were three teachers of science and 140 students from three\nelementary schools of high, medium, and low socioeconomic status in Hunan Province, China; and three\nteachers and 105 students from paired schools in Western Australia. The formal curriculum, the curriculum-\nin-action, and the experiential curriculum in all case studies in each country were examined. Both\nqualitative and quantitative data were collected with student questionnaires, lesson observations, teacher interviews, a school tour, and document collection. Findings indicated that participating Chinese students reported a greater proportion of their science lessons involved activities such as reading textbooks and memorizing facts, activities that are consistent with Confucian educational culture. In Australia, where there has been a longer historical influence from social-constructivist theorists such as Bruner and Vygotsky, students reported their lessons involved a greater proportion of activities such as designing\nand doing science experiments, and working in small groups. The findings also indicated that in both countries, socioeconomic status was an important factor impacting the implementation of\nthe science curriculum with students in higher socioeconomic status schools participating more frequently in classroom activities consistent with reform curriculum documents. This phenomenon was more apparent in China possibly due to the Confucian educational tradition supporting culturally viable alternative approaches to the teaching and learning of science.", "publicationTitle": "JOURNAL OF RESEARCH IN SCIENCE TEACHING", "publisher": "", "place": "", "date": "2013", "volume": "50", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "33-61", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00003", "tags": [ { "tag": "Australia" }, { "tag": "China" }, { "tag": "comparative study" }, { "tag": "elementary science" }, { "tag": "reform" } ], "collections": [ "EP9WXF4C" ], "relations": {}, "dateAdded": "2013-02-27T12:52:30Z", "dateModified": "2015-08-30T15:40:28Z" } }, { "key": "XJTFDAVP", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/XJTFDAVP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/XJTFDAVP", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "parsedDate": "1995", "numChildren": 0 }, "data": { "key": "XJTFDAVP", "version": 115, "itemType": "report", "title": "White Paper on Education and Training. Teaching and Learning. Towards the Learning Society", "creators": [], "abstractNote": "", "reportNumber": "", "reportType": "", "institution": "European Commission", "place": "", "date": "1995", "seriesTitle": "", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://ec.europa.eu/languages/documents/doc409_en.pdf", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00003", "tags": [], "collections": [ "SHBE7QGR", "WHPMTSKZ" ], "relations": {}, "dateAdded": "2013-09-08T14:38:00Z", "dateModified": "2015-08-30T15:40:27Z" } }, { "key": "X7TEWPMG", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/X7TEWPMG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/X7TEWPMG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1384291, "username": "jinyinglian", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jinyinglian", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Tang and Neber", "parsedDate": "2008", "numChildren": 1 }, "data": { "key": "X7TEWPMG", "version": 115, "itemType": "journalArticle", "title": "Motivation and self-regulated science learning in high-achieving students: differences related to nation, gender, and grade-level", "creators": [ { "creatorType": "author", "firstName": "M.", "lastName": "Tang" }, { "creatorType": "author", "firstName": "H.", "lastName": "Neber" } ], "abstractNote": "A total of three hundred and fifteen (n=315) gifted students from the 10th and 12th grade from the United States (n=102), China (n=125) and Germany (n=88) were surveyed regarding their motivation and self-regulation in chemistry learning. A 322 MANOVA revealed nation as having the largest major effect on these variables. The American group scored higher in most of the motivational and self-regulatory characteristics than their Chinese and German counterparts. Although in all samples gifted girls reported a higher effort goal orientation, they used superficial cognitive strategies in learning science more frequently than boys. In addition, students' effort goal orientation was less pronounced in higher grades in all samples.", "publicationTitle": "High Ability Studies", "publisher": "", "place": "", "date": "2008", "volume": "19", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "103-116", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "://WOS:000261194800002", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00024", "tags": [], "collections": [ "6ZXXMNHR" ], "relations": {}, "dateAdded": "2013-05-02T07:15:42Z", "dateModified": "2015-08-30T15:40:26Z" } }, { "key": "VWHPUA8R", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/VWHPUA8R", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/VWHPUA8R", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1384291, "username": "jinyinglian", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jinyinglian", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Tao et al.", "parsedDate": "2013-01", "numChildren": 1 }, "data": { "key": "VWHPUA8R", "version": 115, "itemType": "journalArticle", "title": "A Comparison of Approaches to the Teaching and Learning of Science in Chinese and Australian Elementary Classrooms: Cultural and Socioeconomic Complexities", "creators": [ { "creatorType": "author", "firstName": "Y.", "lastName": "Tao" }, { "creatorType": "author", "firstName": "M.", "lastName": "Oliver" }, { "creatorType": "author", "firstName": "G.", "lastName": "Venville" } ], "abstractNote": "Set in the context of today's globalized approaches to curriculum reform, the purpose of this study was to compare the teaching and learning of science in Chinese and Australian Grade 6 classrooms. A conceptual framework based on notions of culture and socioeconomic status informed the research design. Case study participants were three teachers of science and 140 students from three elementary schools of high, medium, and low socioeconomic status in Hunan Province, China; and three teachers and 105 students from paired schools in Western Australia. The formal curriculum, the curriculum-in-action, and the experiential curriculum in all case studies in each country were examined. Both qualitative and quantitative data were collected with student questionnaires, lesson observations, teacher interviews, a school tour, and document collection. Findings indicated that participating Chinese students reported a greater proportion of their science lessons involved activities such as reading textbooks and memorizing facts, activities that are consistent with Confucian educational culture. In Australia, where there has been a longer historical influence from social-constructivist theorists such as Bruner and Vygotsky, students reported their lessons involved a greater proportion of activities such as designing and doing science experiments, and working in small groups. The findings also indicated that in both countries, socioeconomic status was an important factor impacting the implementation of the science curriculum with students in higher socioeconomic status schools participating more frequently in classroom activities consistent with reform curriculum documents. This phenomenon was more apparent in China possibly due to the Confucian educational tradition supporting culturally viable alternative approaches to the teaching and learning of science. (c) 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:3361, 2013", "publicationTitle": "Journal of Research in Science Teaching", "publisher": "", "place": "", "date": "2013 Jan", "volume": "50", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "33-61", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "://WOS:000312733200003", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00003", "tags": [], "collections": [], "relations": {}, "dateAdded": "2013-04-28T01:15:08Z", "dateModified": "2015-08-30T15:40:25Z" } }, { "key": "VMGM24NU", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/VMGM24NU", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/VMGM24NU", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1384291, "username": "jinyinglian", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jinyinglian", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Liu et al.", "parsedDate": "2009-09", "numChildren": 1 }, "data": { "key": "VMGM24NU", "version": 115, "itemType": "journalArticle", "title": "Alignment Between the Physics Content Standard and the Standardized Test: A Comparison Among the United States-New York State, Singapore, and China-Jiangsu", "creators": [ { "creatorType": "author", "firstName": "X. F.", "lastName": "Liu" }, { "creatorType": "author", "firstName": "B. H.", "lastName": "Zhang" }, { "creatorType": "author", "firstName": "L. L.", "lastName": "Liang" }, { "creatorType": "author", "firstName": "G.", "lastName": "Fulmer" }, { "creatorType": "author", "firstName": "B.", "lastName": "Kim" }, { "creatorType": "author", "firstName": "H. Q.", "lastName": "Yuan" } ], "abstractNote": "Alignment between content standards and standardized tests is a significant issue to society, science pedagogy, and test validation. To better understand the issues related to alignment, this study compares the alignment in physics among three education systems: Jiangsu (China), New York State (United States), and Singapore. The same coding framework for content standards and standardized tests is used to compute the alignment indices in the three education systems. It was found that there was a statistically significant alignment between the New York content standard and the standardized test for physics, but there was not a statistically significant alignment for Chinese and Singapore physics. The insignificant alignment for Chinese and Singapore physics was due to a shift toward higher level cognitive reasoning skills from content standards to standardized tests. For Chinese physics, the insignificant alignment was also due to a heavier emphasis on electricity in the test than in the content standard. Both significant and insignificant alignments may result in desirable and undesirable effects on guiding classroom instruction. Thus, ongoing study of the alignment between a science content standard and the standardized test is necessary for any education system, and alignment studies may be used as a means of teacher professional development for improving student achievement. (C) 2009 Wiley Periodicals, Inc. Sci Ed 93:777-797. 2009", "publicationTitle": "Science Education", "publisher": "", "place": "", "date": "2009 Sep", "volume": "93", "issue": "5", "section": "", "partNumber": "", "partTitle": "", "pages": "777-797", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "://WOS:000268973700001", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00020", "tags": [], "collections": [ "6ZXXMNHR" ], "relations": {}, "dateAdded": "2013-04-28T01:16:14Z", "dateModified": "2015-08-30T15:40:24Z" } }, { "key": "UQP7NI9I", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/UQP7NI9I", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/UQP7NI9I", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Coquidé et al.", "parsedDate": "2008", "numChildren": 0 }, "data": { "key": "UQP7NI9I", "version": 115, "itemType": "bookSection", "title": "The Common Base for Knowledge and Skills in France: debates over the concept of \"competence\" and other obstacles", "creators": [ { "creatorType": "author", "firstName": "Maryline", "lastName": "Coquidé" }, { "creatorType": "author", "firstName": "Hélène", "lastName": "Godinet" }, { "creatorType": "author", "firstName": "Alain", "lastName": "Pastor" }, { "creatorType": "author", "firstName": "Jean-Marie", "lastName": "Pincemin" }, { "creatorType": "editor", "firstName": "Chris", "lastName": "Van Woensel" } ], "abstractNote": "", "bookTitle": "A toolkit for the European citizen. The implementation of Key Competences. Challenges and opportunities.", "series": "", "seriesNumber": "December 2006", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2008", "publisher": "CIDREE, Consortium of Institutions for Development and Research in Education in Europe.", "place": "Bruxelles", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "pages": "95–106", "ISBN": "", "DOI": "", "citationKey": "", "url": "http://www.cidree.be/uploads/documentenbank/52d4eddca5f913bbd6696e6f41a07fff.pdf", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00002", "tags": [ { "tag": "Socle commun" }, { "tag": "competences" }, { "tag": "qualification" } ], "collections": [ "SHBE7QGR", "WHPMTSKZ" ], "relations": {}, "dateAdded": "2013-09-08T14:38:00Z", "dateModified": "2015-08-30T15:40:23Z" } }, { "key": "U7EUEH6F", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/U7EUEH6F", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/U7EUEH6F", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Trouche et al.", "parsedDate": "2013", "numChildren": 0 }, "data": { "key": "U7EUEH6F", "version": 115, "itemType": "bookSection", "title": "Technology-Driven Developments and Policy Implications for Mathematics Education", "creators": [ { "creatorType": "author", "firstName": "Luc", "lastName": "Trouche" }, { "creatorType": "author", "firstName": "Paul", "lastName": "Drijvers" }, { "creatorType": "author", "firstName": "Ghislaine", "lastName": "Gueudet" }, { "creatorType": "author", "firstName": "Ana Isabel", "lastName": "Sacristan" }, { "creatorType": "editor", "firstName": "A.J.", "lastName": "Bishop" }, { "creatorType": "editor", "firstName": "M.A.", "lastName": "Clements" }, { "creatorType": "editor", "firstName": "C.", "lastName": "Keitel" }, { "creatorType": "editor", "firstName": "J.", "lastName": "Kilpatrick" }, { "creatorType": "editor", "firstName": "F.K.S.", "lastName": "Leung" } ], "abstractNote": "", "bookTitle": "Third International Handbook of Mathematics Education", "series": "", "seriesNumber": "", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2013", "publisher": "Springer", "place": "New-York", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "pages": "753-790", "ISBN": "", "DOI": "", "citationKey": "", "url": "http://www.springer.com/mathematics/book/978-1-4614-4683-5", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00026", "tags": [], "collections": [ "SHBE7QGR", "WHPMTSKZ" ], "relations": {}, "dateAdded": "2013-09-08T14:38:00Z", "dateModified": "2015-08-30T15:40:22Z" } }, { "key": "U6442DJQ", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/U6442DJQ", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/U6442DJQ", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1384291, "username": "jinyinglian", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jinyinglian", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Tao et al.", "parsedDate": "2013-01", "numChildren": 1 }, "data": { "key": "U6442DJQ", "version": 115, "itemType": "journalArticle", "title": "A Comparison of Approaches to the Teaching and Learning of Science in Chinese and Australian Elementary Classrooms: Cultural and Socioeconomic Complexities", "creators": [ { "creatorType": "author", "firstName": "Y.", "lastName": "Tao" }, { "creatorType": "author", "firstName": "M.", "lastName": "Oliver" }, { "creatorType": "author", "firstName": "G.", "lastName": "Venville" } ], "abstractNote": "Set in the context of today's globalized approaches to curriculum reform, the purpose of this study was to compare the teaching and learning of science in Chinese and Australian Grade 6 classrooms. A conceptual framework based on notions of culture and socioeconomic status informed the research design. Case study participants were three teachers of science and 140 students from three elementary schools of high, medium, and low socioeconomic status in Hunan Province, China; and three teachers and 105 students from paired schools in Western Australia. The formal curriculum, the curriculum-in-action, and the experiential curriculum in all case studies in each country were examined. Both qualitative and quantitative data were collected with student questionnaires, lesson observations, teacher interviews, a school tour, and document collection. Findings indicated that participating Chinese students reported a greater proportion of their science lessons involved activities such as reading textbooks and memorizing facts, activities that are consistent with Confucian educational culture. In Australia, where there has been a longer historical influence from social-constructivist theorists such as Bruner and Vygotsky, students reported their lessons involved a greater proportion of activities such as designing and doing science experiments, and working in small groups. The findings also indicated that in both countries, socioeconomic status was an important factor impacting the implementation of the science curriculum with students in higher socioeconomic status schools participating more frequently in classroom activities consistent with reform curriculum documents. This phenomenon was more apparent in China possibly due to the Confucian educational tradition supporting culturally viable alternative approaches to the teaching and learning of science. (c) 2012 Wiley Periodicals, Inc. J Res Sci Teach 50:3361, 2013", "publicationTitle": "Journal of Research in Science Teaching", "publisher": "", "place": "", "date": "2013 Jan", "volume": "50", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "33-61", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "://WOS:000312733200003", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00003", "tags": [], "collections": [ "6ZXXMNHR" ], "relations": {}, "dateAdded": "2013-04-28T01:16:14Z", "dateModified": "2015-08-30T15:40:21Z" } }, { "key": "TTJUMUHG", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/TTJUMUHG", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/TTJUMUHG", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1255795, "username": "chunleizhang", "name": "Chunlei Zhang", "links": { "alternate": { "href": "https://www.zotero.org/chunleizhang", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Wong", "parsedDate": "2012", "numChildren": 4 }, "data": { "key": "TTJUMUHG", "version": 115, "itemType": "journalArticle", "title": "How has recent curriculum reform in China influenced school-based teacher learning? An ethnographic study of two subject departments in Shanghai, China", "creators": [ { "creatorType": "author", "firstName": "Jocelyn LN", "lastName": "Wong" } ], "abstractNote": "Curriculum reforms with a focus on helping students 'learn to learn' are now an established global educational phenomenon. China has been implementing such curriculum reform and this poses challenges to teachers as they need to develop new pedagogical skills and knowledge to deal with new educational demands that arise. This ethnographic study investigates the impacts of current curriculum reform on teacher learning using two subject departments from two schools in Shanghai, China. It shows that teachers direct much attention towards searching for good practices and norms of practice to encounter new curriculum challenges. Findings show that outside experts who act as 'boundary brokers' are crucial in teacher learning. They also identify two modes of teacher learning activities: hierarchical, which relies on imported expert knowledge; and reciprocal, which depends on exploiting local knowledge. Striking a balance between these two approaches may be the way forward. [PUBLICATION ABSTRACT]", "publicationTitle": "Asia - Pacific Journal of Teacher Education", "publisher": "", "place": "", "date": "2012", "volume": "40", "issue": "4", "section": "", "partNumber": "", "partTitle": "", "pages": "347", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://search.proquest.com/docview/1115150100?accountid=10659", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "1359866X", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00002", "tags": [ { "tag": "Curriculum development" }, { "tag": "Education reform" }, { "tag": "Education--Teaching Methods And Curriculum" }, { "tag": "Knowledge" }, { "tag": "Learning" }, { "tag": "Schools" }, { "tag": "Shanghai China" }, { "tag": "Teachers" } ], "collections": [ "QG5WKEFZ" ], "relations": {}, "dateAdded": "2013-04-28T23:23:59Z", "dateModified": "2015-08-30T15:40:20Z" } }, { "key": "THHUIZDR", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/THHUIZDR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/THHUIZDR", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1227112, "username": "Luc Trouche", "name": "Luc Trouche", "links": { "alternate": { "href": "https://www.zotero.org/luc_trouche", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Arnoux", "parsedDate": "2009", "numChildren": 0 }, "data": { "key": "THHUIZDR", "version": 115, "itemType": "journalArticle", "title": "The rise and fall of mathematical enrolments in the French educational system: a case study", "creators": [ { "creatorType": "author", "firstName": "Pierre", "lastName": "Arnoux" } ], "abstractNote": "In this article, we start by considering the relevant parts of the French educational system and the data relating to science at the end of secondary school and the early years of university. We show an increase, till 1995, and then a decline in the study of mathematics at baccalaureate and university level. However, our main conclusions relate to a decline in the study of all sciences, rather than just mathematics. The reason that we have to consider all sciences is because of the difficulty in getting accurate figures for mathematical enrolments at the university level. We do, however, have accurate figures for high school level mathematics enrolments. We consider the reasons for this downturn in enrolments, which appear to be largely political and social. It is also noted that there have been declines in the numbers of students in areas other than science. Finally, we show that for French tertiary students, well-paid secure jobs are at least as important as subject choice. This is dramatically illustrated by the numbers of applicants applying for competitive positions as secondary teachers", "publicationTitle": "International Journal of Mathematical Education in Science and Technology", "publisher": "", "place": "", "date": "2009", "volume": "40", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "43-57", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://dx.doi.org/10.1080/00207390802586145", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00005", "tags": [], "collections": [ "A6VJH9RB", "UHFEMHE9" ], "relations": {}, "dateAdded": "2013-01-09T21:54:20Z", "dateModified": "2015-08-30T15:40:19Z" } }, { "key": "TGPHUZHV", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/TGPHUZHV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/TGPHUZHV", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1255795, "username": "chunleizhang", "name": "Chunlei Zhang", "links": { "alternate": { "href": "https://www.zotero.org/chunleizhang", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Lu and Liu", "parsedDate": "2012", "numChildren": 1 }, "data": { "key": "TGPHUZHV", "version": 115, "itemType": "journalArticle", "title": "Alignment between High School Biology Curriculum Standard and the standardised tests of four provinces in China", "creators": [ { "creatorType": "author", "firstName": "Qun", "lastName": "Lu" }, { "creatorType": "author", "firstName": "Enshan", "lastName": "Liu" } ], "abstractNote": "With the development and implementation of new curriculum standards, the field tests of education reform in senior high schools began in 2004 in four pilot provinces in mainland China. After five years of the reform, it is necessary to know how and to what extent the curriculum standard guides test classroom instruction. The present study was conducted with the aims of quantitatively exploring the alignments between the national High School Biology Curriculum Standard and the standards-based High School Exit Exam (HSEE) of 2009 in the four provinces, using Porter's alignment model. As a result, it was found that none of the four provinces' standardised tests of 2009 analysed were significantly aligned with the national Biology Curriculum Standard. The low alignment indexes are mainly because the four HSEEs analysed generally require lower levels of cognitive skills than that of the Standard. These results deserve universal attention by both policymakers and test developers in mainland China.", "publicationTitle": "JOURNAL OF BIOLOGICAL EDUCATION", "publisher": "", "place": "", "date": "2012", "volume": "46", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "149-164", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0021-9266", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00001", "tags": [], "collections": [ "DNJQQK8D", "EP9WXF4C" ], "relations": {}, "dateAdded": "2013-04-28T22:55:46Z", "dateModified": "2015-08-30T15:40:18Z" } }, { "key": "T5E528EF", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/T5E528EF", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/T5E528EF", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Rocard et al.", "parsedDate": "2007", "numChildren": 0 }, "data": { "key": "T5E528EF", "version": 115, "itemType": "report", "title": "Science Education Now : a Renewed Pedagogy for the Future of Europe European Commission", "creators": [ { "creatorType": "author", "firstName": "Michel", "lastName": "Rocard" }, { "creatorType": "author", "firstName": "Péter.", "lastName": "Csermely" }, { "creatorType": "author", "firstName": "Doris", "lastName": "Jorde" }, { "creatorType": "author", "firstName": "Dieter", "lastName": "Lenzen" }, { "creatorType": "author", "firstName": "Harriet", "lastName": "Walberg-Henrikisson" }, { "creatorType": "author", "firstName": "Valerie", "lastName": "Hemmo" } ], "abstractNote": "", "reportNumber": "", "reportType": "", "institution": "European Commission", "place": "", "date": "2007", "seriesTitle": "", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "http://ec.europa.eu/research/science-society/document_library/pdf_06/report-rocard-on-science-education_en.pdf", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00003", "tags": [], "collections": [ "SHBE7QGR", "WHPMTSKZ" ], "relations": {}, "dateAdded": "2013-09-08T14:38:00Z", "dateModified": "2015-08-30T15:40:17Z" } }, { "key": "RGGSCQTK", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/RGGSCQTK", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/RGGSCQTK", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1384291, "username": "jinyinglian", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jinyinglian", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Zhang and Campbell", "parsedDate": "2012", "numChildren": 1 }, "data": { "key": "RGGSCQTK", "version": 115, "itemType": "journalArticle", "title": "An Exploration of the Potential Impact of the Integrated Experiential Learning Curriculum in Beijing, China", "creators": [ { "creatorType": "author", "firstName": "D. H.", "lastName": "Zhang" }, { "creatorType": "author", "firstName": "T.", "lastName": "Campbell" } ], "abstractNote": "This study examines the effectiveness of the Integrated Experiential Learning Curriculum (IELC) in China. This curriculum was developed to engage Chinese elementary students in science to cultivate a scientifically literate society by focusing science instruction on practical applications of scientific knowledge. Cornerstones of the approach adopted are scientific inquiry and Science-Technology-Society instruction. An experimental IELC (n = 7 teachers; n = 201 students) group and control non-IELC (n = 6 teachers; n = 184 students) group of elementary teachers and students were studied to determine whether significant differences could be found over a one-year intervention period. Pre- and post-measures were used to track teachers' attitude about teaching science and student attitude about science as well as student citizenship beliefs. Additionally, post-measures of student attitude toward the learning environment and teacher quality classroom observations were made of both teacher groups. Sequential (or hierarchical) ordinary least-squares regression analyzes were conducted to investigate which factors influenced teacher attitudes about the initial three outcome measures investigated (i.e. teacher attitude about teaching science, student attitude about science, and student citizenship beliefs), an independent t-test was conducted to investigate differences in student attitude toward the learning environment, and descriptive statistics were used to investigate teacher quality across the two groups. Based on the findings, the IELC has shown promise for improving teachers' attitudes about teaching science and their teaching quality. When considering student measures, the IELC (1) improved students' attitude toward science, (2) their citizen beliefs, and (3) their attitudes about the learning environment.", "publicationTitle": "International Journal of Science Education", "publisher": "", "place": "", "date": "2012", "volume": "34", "issue": "7", "section": "", "partNumber": "", "partTitle": "", "pages": "1093-1123", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "://WOS:000303520800006", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00001", "tags": [], "collections": [ "6ZXXMNHR" ], "relations": {}, "dateAdded": "2013-05-10T09:03:26Z", "dateModified": "2015-08-30T15:40:16Z" } }, { "key": "R434TF27", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/R434TF27", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/R434TF27", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1384291, "username": "jinyinglian", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jinyinglian", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Ren et al.", "parsedDate": "2012", "numChildren": 1 }, "data": { "key": "R434TF27", "version": 115, "itemType": "journalArticle", "title": "Progression of Chinese Students' Creative Imagination from Elementary Through High School", "creators": [ { "creatorType": "author", "firstName": "F. J.", "lastName": "Ren" }, { "creatorType": "author", "firstName": "X. J.", "lastName": "Li" }, { "creatorType": "author", "firstName": "H. L.", "lastName": "Zhang" }, { "creatorType": "author", "firstName": "L. H.", "lastName": "Wang" } ], "abstractNote": "For almost a century, researchers have studied creative imagination, most typically that of children. This article reports on a study of the development of creative imagination of Chinese youths and its relation to the educational environment. Data consisted of 4,162 students from grades 4 through 12. Findings showed that students' creative imagination increased as the grade in school increased from grades 4 through 11, but decreased slightly at grade 12. Students' creative imagination was lower in elementary school than that in middle school. The pace of development was also different in different stages. In different grades, youths used different ways to express their imagination. Students of 'excellent' academic performance had the highest creative imagination, followed by students of 'fairly good', 'medium' and 'poor' academic performance. Student-centred teaching methods were associated with higher creative imagination. Students whose teachers had a more supportive attitude showed better creative imagination. Finally, taking part in science-related competitions and frequently visiting science venues were related to the development of students' creative imagination. Some implications and recommendations for development of students' creative imagination are also proposed.", "publicationTitle": "International Journal of Science Education", "publisher": "", "place": "", "date": "2012", "volume": "34", "issue": "13", "section": "", "partNumber": "", "partTitle": "", "pages": "2043-2059", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "://WOS:000308805700005", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00004", "tags": [], "collections": [ "6ZXXMNHR" ], "relations": {}, "dateAdded": "2013-05-10T09:03:54Z", "dateModified": "2015-08-30T15:40:15Z" } }, { "key": "NZXNQ6WC", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/NZXNQ6WC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/NZXNQ6WC", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1384291, "username": "jinyinglian", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jinyinglian", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Lee et al.", "parsedDate": "2012-11", "numChildren": 1 }, "data": { "key": "NZXNQ6WC", "version": 115, "itemType": "journalArticle", "title": "A Comparative Study of Taiwan, Singapore, and China Preservice Teachers' Epistemic Beliefs", "creators": [ { "creatorType": "author", "firstName": "M. H.", "lastName": "Lee" }, { "creatorType": "author", "firstName": "C. C.", "lastName": "Tsai" }, { "creatorType": "author", "firstName": "C. S.", "lastName": "Chai" } ], "abstractNote": "This study compares the epistemic beliefs of Chinese preservice teachers from Taiwan, Singapore, and China. These three localities signify three different socio-political variations of Chinese culture. Employing an adapted survey instrument created by Chan and Elliott (2004), 630 preservice teachers from the three localities were surveyed for their epistemic beliefs, including beliefs about the nature of knowledge and learning. The results indicated that, with respect to beliefs about knowledge, relativist epistemological beliefs are generally held by the preservice teachers from Taiwan and Singapore, whereas the sample teachers from China were categorized as being in the multiplist epistemological stage. With respect to beliefs about learning, Taiwan's preservice teachers expressed much more tendency to believe that ability is innate or fixed than did the samples from Singapore and China. The results of the current study further implied that, on the one hand, different educational philosophies (i.e., Democratic Western philosophy versus Marxist materialism) may have an influence on beliefs about knowledge; on the other hand, the varied paths of educational development and educational philosophy may result in different beliefs about learning. The implications for future study of personal epistemology are discussed.", "publicationTitle": "Asia-Pacific Education Researcher", "publisher": "", "place": "", "date": "2012 Nov", "volume": "21", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "599-609", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "://WOS:000311524200017", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00005", "tags": [], "collections": [ "6ZXXMNHR" ], "relations": {}, "dateAdded": "2013-05-02T07:18:46Z", "dateModified": "2015-08-30T15:40:14Z" } }, { "key": "MQ3SWKQ8", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/MQ3SWKQ8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/MQ3SWKQ8", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1255795, "username": "chunleizhang", "name": "Chunlei Zhang", "links": { "alternate": { "href": "https://www.zotero.org/chunleizhang", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Zhang and Campbell", "parsedDate": "2012", "numChildren": 1 }, "data": { "key": "MQ3SWKQ8", "version": 115, "itemType": "journalArticle", "title": "An Exploration of the Potential Impact of the Integrated Experiential Learning Curriculum in Beijing, China", "creators": [ { "creatorType": "author", "firstName": "Danhui", "lastName": "Zhang" }, { "creatorType": "author", "firstName": "Todd", "lastName": "Campbell" } ], "abstractNote": "This study examines the effectiveness of the Integrated Experiential Learning Curriculum (IELC) in China. This curriculum was developed to engage Chinese elementary students in science to cultivate a scientifically literate society by focusing science instruction on practical applications of scientific knowledge. Cornerstones of the approach adopted are scientific inquiry and Science-Technology-Society instruction. An experimental IELC (n = 7 teachers; n = 201 students) group and control non-IELC (n = 6 teachers; n = 184 students) group of elementary teachers and students were studied to determine whether significant differences could be found over a one-year intervention period. Pre- and post-measures were used to track teachers' attitude about teaching science and student attitude about science as well as student citizenship beliefs. Additionally, post-measures of student attitude toward the learning environment and teacher quality classroom observations were made of both teacher groups. Sequential (or hierarchical) ordinary least-squares regression analyzes were conducted to investigate which factors influenced teacher attitudes about the initial three outcome measures investigated (i.e. teacher attitude about teaching science, student attitude about science, and student citizenship beliefs), an independent t-test was conducted to investigate differences in student attitude toward the learning environment, and descriptive statistics were used to investigate teacher quality across the two groups. Based on the findings, the IELC has shown promise for improving teachers' attitudes about teaching science and their teaching quality. When considering student measures, the IELC (1) improved students' attitude toward science, (2) their citizen beliefs, and (3) their attitudes about the learning environment.", "publicationTitle": "INTERNATIONAL JOURNAL OF SCIENCE EDUCATION", "publisher": "", "place": "", "date": "2012", "volume": "34", "issue": "7", "section": "", "partNumber": "", "partTitle": "", "pages": "1093-1123", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "0950-0693", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00001", "tags": [], "collections": [ "QG5WKEFZ" ], "relations": {}, "dateAdded": "2013-04-28T23:25:05Z", "dateModified": "2015-08-30T15:40:13Z" } }, { "key": "KFC5WC5W", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/KFC5WC5W", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/KFC5WC5W", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1384291, "username": "jinyinglian", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jinyinglian", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Deng et al.", "parsedDate": "2011-07", "numChildren": 1 }, "data": { "key": "KFC5WC5W", "version": 115, "itemType": "journalArticle", "title": "Constructivist-oriented Data-logging Activities in Chinese Chemistry Classroom: Enhancing Students' Conceptual Understanding and Their Metacognition", "creators": [ { "creatorType": "author", "firstName": "F.", "lastName": "Deng" }, { "creatorType": "author", "firstName": "W. L.", "lastName": "Chen" }, { "creatorType": "author", "firstName": "C. S.", "lastName": "Chai" }, { "creatorType": "author", "firstName": "Y. Y.", "lastName": "Qian" } ], "abstractNote": "This study investigated whether the implementation of constructivist-oriented data-logging activities in high school chemistry classroom would enhance students' conceptual understanding and their metacognition. Participants comprised 96 eleventh-grade Chinese students separated into two groups. The data-logging based learning environment (DBLE) group was equipped with data-loggers and engaged in constructivist-oriented inquiry activities. The comparison or traditional group was taught in a lecture-oriented manner, and spent much time on solving textbook problems. An eight-item Conceptual Understanding of Hydrolysis and Titration (CUHT) test and an adapted metacognition questionnaire were administered to all participants. Results showed that constructivist uses of data-logging in chemistry teaching seem to further develop students' understanding of chemistry concepts and their metacognition. The study indicated that students' metacognition is significantly associated with their conceptual understanding in chemistry.", "publicationTitle": "Asia-Pacific Education Researcher", "publisher": "", "place": "", "date": "2011 Jul", "volume": "20", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "207-221", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "://WOS:000293372200002", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00006", "tags": [], "collections": [ "6ZXXMNHR" ], "relations": {}, "dateAdded": "2013-05-10T09:03:42Z", "dateModified": "2015-08-30T15:40:11Z" } }, { "key": "ITGT45K2", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/ITGT45K2", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/ITGT45K2", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Pepin et al.", "parsedDate": "2013", "numChildren": 0 }, "data": { "key": "ITGT45K2", "version": 115, "itemType": "journalArticle", "title": "Investigating textbooks as crucial interfaces between culture, policy and teacher curricular practice: two contrasted case studies in France and Norway", "creators": [ { "creatorType": "author", "firstName": "Birgit", "lastName": "Pepin" }, { "creatorType": "author", "firstName": "Ghislaine", "lastName": "Gueudet" }, { "creatorType": "author", "firstName": "Luc", "lastName": "Trouche" } ], "abstractNote": "", "publicationTitle": "ZDM", "publisher": "", "place": "", "date": "2013", "volume": "", "issue": "", "section": "", "partNumber": "", "partTitle": "", "pages": "1-14", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "http://dx.doi.org/10.1007/s11858-013-0526-2", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00011", "tags": [ { "tag": "Curricular practice" }, { "tag": "Educational and cultural traditions" }, { "tag": "Intended and enacted curriculum" }, { "tag": "Textbooks" }, { "tag": "curriculum" } ], "collections": [ "SHBE7QGR", "WHPMTSKZ" ], "relations": {}, "dateAdded": "2013-09-08T14:38:00Z", "dateModified": "2015-08-30T15:40:10Z" } }, { "key": "GF377G79", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/GF377G79", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/GF377G79", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Crahay and Forget", "parsedDate": "2006", "numChildren": 0 }, "data": { "key": "GF377G79", "version": 115, "itemType": "bookSection", "title": "Changements curriculaires : quelle est l'influence de l'économique et du politique ?", "creators": [ { "creatorType": "author", "firstName": "Marcel", "lastName": "Crahay" }, { "creatorType": "author", "firstName": "Alexia", "lastName": "Forget" } ], "abstractNote": "", "bookTitle": "Curriculum, enseignement et pilotage", "series": "", "seriesNumber": "d", "volume": "", "numberOfVolumes": "", "edition": "", "date": "2006", "publisher": "De Boeck Supérieur", "place": "Paris, France", "originalDate": "", "originalPublisher": "", "originalPlace": "", "format": "", "pages": "63–84", "ISBN": "", "DOI": "", "citationKey": "", "url": "http://www.cairn.info/resume.php?ID_ARTICLE=DBU_AUDIG_2006_01_0063", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00023", "tags": [], "collections": [ "SHBE7QGR", "WHPMTSKZ" ], "relations": {}, "dateAdded": "2013-09-08T14:38:00Z", "dateModified": "2015-08-30T15:40:09Z" } }, { "key": "GBAAHTU7", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/GBAAHTU7", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/GBAAHTU7", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1384291, "username": "jinyinglian", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jinyinglian", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Bryce and Blown", "parsedDate": "2006-08", "numChildren": 1 }, "data": { "key": "GBAAHTU7", "version": 115, "itemType": "journalArticle", "title": "Cultural mediation of children's cosmologies: A longitudinal study of the astronomy concepts of Chinese and New Zealand children", "creators": [ { "creatorType": "author", "firstName": "T. G. K.", "lastName": "Bryce" }, { "creatorType": "author", "firstName": "E. J.", "lastName": "Blown" } ], "abstractNote": "These longitudinal studies investigated the cultural mediation of children's thinking about the Earth using an interview technique designed to elicit responses from children from all \"levels\" of their conceptual organization ( intuitive, cultural, and scientific). Close scrutiny of the research literature in this field reveals that some strategies used in the past to probe children's ideas have been influenced by the background of the interviewer, either in the design of their questions or in the use made of concrete props ( e. g., of the Earth's shape). This has tended to obscure the degree of cultural influence in those interviewed. Central to the current research was the development of an interview method (\"instrument attunement\") that was flexible, culturally adaptable, and could be tuned to the response level of the child. The participants included 129 boys and 113 girls from China, and 217 boys and 227 girls from New Zealand. The methodology utilizing observational astronomy led into discussion of the motion and shape of the Earth, Sun and Moon. Surprisingly, the development of children's concepts was found to be remarkably similar within the three main ethnic groups (Han, New Zealand European and New Zealand Maori) in the two cultures ( China and New Zealand). Cases of cultural mediation were detected using the new methodology but these could be assimilated into a common taxonomy of cosmological concepts for all participants.", "publicationTitle": "International Journal of Science Education", "publisher": "", "place": "", "date": "2006 Aug", "volume": "28", "issue": "10", "section": "", "partNumber": "", "partTitle": "", "pages": "1113-1160", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "://WOS:000240595900001", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00031", "tags": [], "collections": [ "6ZXXMNHR" ], "relations": {}, "dateAdded": "2013-04-28T01:16:14Z", "dateModified": "2015-08-30T15:40:08Z" } }, { "key": "FT6IHI69", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/FT6IHI69", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/FT6IHI69", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1384291, "username": "jinyinglian", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/jinyinglian", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Lin et al.", "parsedDate": "2013-01", "numChildren": 1 }, "data": { "key": "FT6IHI69", "version": 115, "itemType": "journalArticle", "title": "High school students' scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture", "creators": [ { "creatorType": "author", "firstName": "T. J.", "lastName": "Lin" }, { "creatorType": "author", "firstName": "F.", "lastName": "Deng" }, { "creatorType": "author", "firstName": "C. S.", "lastName": "Chai" }, { "creatorType": "author", "firstName": "C. C.", "lastName": "Tsai" } ], "abstractNote": "This study explored the differences in high school students' scientific epistemological beliefs (SEBs), motivation in learning science (MLS), and the different relationships between them in Taiwan and China. 310 Taiwanese and 302 Chinese high school students' SEBs and MIS were assessed quantitatively. Taiwanese students generally were more prone to believe that scientific reality is invented, the development of scientific knowledge is culture-dependent, and scientific knowledge is always changing and its status is tentative than the Chinese students were. Yet, the Taiwanese students perceived higher test anxiety in science than the Chinese students did. Moreover, Chinese students who have a stronger belief that science knowledge is changing and tentative are more likely to perceive themselves as having higher test anxiety in science. The results suggest that the role of culture might have an impact on students' SEBs and their MIS. (C) 2012 Elsevier Ltd. All rights reserved.", "publicationTitle": "International Journal of Educational Development", "publisher": "", "place": "", "date": "2013 Jan", "volume": "33", "issue": "1", "section": "", "partNumber": "", "partTitle": "", "pages": "37-47", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "", "DOI": "", "citationKey": "", "url": "://WOS:000309310700005", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "", "callNumber": "", "rights": "", "extra": "00023", "tags": [], "collections": [ "6ZXXMNHR" ], "relations": {}, "dateAdded": "2013-05-10T09:12:58Z", "dateModified": "2015-08-30T15:40:07Z" } }, { "key": "FR45PQKC", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/FR45PQKC", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/FR45PQKC", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1255795, "username": "chunleizhang", "name": "Chunlei Zhang", "links": { "alternate": { "href": "https://www.zotero.org/chunleizhang", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "numChildren": 1 }, "data": { "key": "FR45PQKC", "version": 115, "itemType": "webpage", "title": "Supporting Science Teachers in Alignment with State Curriculum Standards through Professional Development: Teachers’ Preparedness, Expectations and Their Fulfillment", "creators": [], "abstractNote": "", "websiteTitle": "", "websiteType": "", "date": "", "publisher": "", "place": "", "DOI": "", "citationKey": "", "url": "http://cat.inist.fr/?aModele=afficheN&cpsidt=24291993", "accessDate": "2013-03-02T09:58:00Z", "shortTitle": "", "language": "", "rights": "", "extra": "00009", "tags": [], "collections": [ "UHFEMHE9" ], "relations": {}, "dateAdded": "2013-03-02T09:58:00Z", "dateModified": "2015-08-30T15:40:06Z" } }, { "key": "FGV2ADUU", "version": 115, "library": { "type": "group", "id": 137020, "name": "French-Chinese Lab for Comparing Curricula in Science Education", "links": { "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/137020/items/FGV2ADUU", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/french-chinese_lab_for_comparing_curricula_in_science_education/items/FGV2ADUU", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1255795, "username": "chunleizhang", "name": "Chunlei Zhang", "links": { "alternate": { "href": "https://www.zotero.org/chunleizhang", "type": "text/html" } } }, "lastModifiedByUser": { "id": 1063924, "username": "vbesson", "name": "Virgile Besson", "links": { "alternate": { "href": "https://www.zotero.org/vbesson", "type": "text/html" } } }, "creatorSummary": "Moroi and Sato", "parsedDate": "1975-08-15", "numChildren": 1 }, "data": { "key": "FGV2ADUU", "version": 115, "itemType": "journalArticle", "title": "Comparison between procaine and isocarboxazid metabolism in vitro by a liver microsomal amidase-esterase", "creators": [ { "creatorType": "author", "firstName": "K", "lastName": "Moroi" }, { "creatorType": "author", "firstName": "T", "lastName": "Sato" } ], "abstractNote": "", "publicationTitle": "Biochemical pharmacology", "publisher": "", "place": "", "date": "Aug 15, 1975", "volume": "24", "issue": "16", "section": "", "partNumber": "", "partTitle": "", "pages": "1517-1521", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Biochem. 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