Abstract
China is currently undergoing science curriculum reform. One area that is included in the science curriculum documents but under-researched in China is the area of the nature of science. This chapter discusses secondary school science teachers’ perceptions of the nature of both Western science and Chinese native knowledge. In so doing, this chapter presents a case study of three teachers who represent different perceptions of viewing school science and native knowledge. One teacher represents a universalist scientism point of view, one realist multiculturalism, and the other holds an ambiguous compromised constructivism. The chapter also discusses the implications of different teacher perceptions for science teaching and science teacher education.
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Ma, H. (2015). Chinese Secondary School Science Teachers’ Perceptions of the Nature of Science and Chinese Native Knowledge. In: Khine, M. (eds) Science Education in East Asia. Springer, Cham. https://doi.org/10.1007/978-3-319-16390-1_18
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DOI: https://doi.org/10.1007/978-3-319-16390-1_18
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