Skip to main content
SpringerLink
Log in

Chinese Grades 1–9 Students’ Views of the Nature of Science

Do They Differ by Grade Level, Gender, and Parents’ Occupation?

  • Article
  • Published:
Science & Education Aims and scope Submit manuscript

Abstract

The nature of science (NOS) is an essential component of students’ scientific literacy and the key competence required in the new science curriculum standards in China. This study aimed to investigate Chinese students’ NOS views and explore any potential differences among grade levels, gender, and parents’ occupations. An online questionnaire was conducted on 4492 students from Grades 1–9 in a metropolis area of Southwest China. The Students’ Ideas about Nature of Science questionnaire (Chen et al., Journal of Research in Science Teaching, 50, 408–430, 2013), which is a Chinese version of the Likert scale questionnaire developed based on students’ viewpoints, was used to examine students’ perspectives of NOS on the Subjective, Objective, and Science for All categories. Regarding the key findings, Chinese students’ views of NOS tended to be subjective and showed suboptimal self-efficacy for being scientists. Students’ agreement with NOS showed a decreasing trend as grade levels increased. And the decrease in students’ agreement with Subjective categories was not accompanied with an increase in agreement with Objective categories. Boys tended to be more subjective than girls, and stereotype that boys are better suited to be scientists existed among boys in Grades 1–9 and girls in middle school. Children whose parents’ occupations are not science-related showed stronger agreement on the NOS Objective categories than those whose are science-related. We discussed possible reasons for the above results and implications for science education.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

Data Availability

The data supporting this study’s findings are available upon request from the first author, [Liu], upon reasonable request. E-mail: liurui616@sina.com.

Notes

  1. Provide a website: https://www.wjx.cn/

References

  • Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665–701.

    Article  Google Scholar 

  • Acar, Ö., Büber, A., & Tola, Z. (2015). The effect of gender and socio-economic status of students on their physics conceptual knowledge, scientific reasoning, and nature of science understanding. Procedia-Social and Behavioral Sciences, 174, 2753–2756.

    Article  Google Scholar 

  • Aikenhead, G. S. (1988). An analysis of four ways of assessing student beliefs about STS topics. Journal of Research in Science Teaching, 25(8), 607–629.

    Article  Google Scholar 

  • Akbayrak, M., & Kaya, E. (2020). Fifth-grade students’ understanding of social-institutional aspects of science. International Journal of Science Education, 42(11), 1834–1861.

    Article  Google Scholar 

  • Akçay, S., & Türkme, G. S. (2023). High school students’ and parents’ perceptions of the nature of science. International Journal of Education and Literacy Studies, 11(4), 353–361.

    Article  Google Scholar 

  • Akerson, V. L., & Abd-El-Khalick, F. S. (2005). “How should I know what scientists do?—I am just a kid”: Fourth-grade students’ conceptions of nature of science. Journal of Elementary Science Education, 17(1), 1–11.

    Article  Google Scholar 

  • Akerson, V., & Donnelly, L. A. (2010). Teaching nature of science to K-2 students: What understandings can they attain? International Journal of Science Education, 32(1), 97–124.

    Article  Google Scholar 

  • Allchin, D. (2011). Evaluating knowledge of the nature of (whole) science. Science Education, 95(3), 518–542.

    Article  Google Scholar 

  • American Association for the Advancement of Science. (1990a). Science for all Americans. Oxford University Press.

    Google Scholar 

  • American Association for the Advancement of Science. (1990b). Science for all Americans: Project 2061. Oxford University Press.

    Google Scholar 

  • American Association for the Advancement of Science. (2007). Atlas of science literacy (Vol. 2). Oxford University Press.

    Google Scholar 

  • Australian Curriculum, Assessment and Reporting Authority. (2012). The Australian Curriculum: Science. Retrieved June 16, 2023, http://www.australiancurriculum.edu.au/Australian%20Curriculum.pdf?Type=0&a=S&e=ScopeAndSequence

  • Azninda, H., & Sunarti, T. (2021). Teachers’ views about nature of science (NOS) using reconceptualized family resemblance approach to nature of science (RFN) questionnaire. Journal of Physics: Conference Series, 1747(1), 012019. IOP Publishing.

    Google Scholar 

  • Bell, R. L. (2009). Teaching the nature of science: Three critical questions. Best Practices in Science Education, 22, 1–6.

    Google Scholar 

  • Bell, R. L., Blair, L. M., Crawford, B. A., & Lederman, N. G. (2003). Just do it? Impact of a science apprenticeship program on high school students’ understandings of the nature of science and scientific inquiry. Journal of Research in Science Teaching, 40, 487–509.

    Article  Google Scholar 

  • Bhaskar, R. (1998). The logic of scientific discovery. In M. Archer, R. Bhaskar, A. Collier, T. Lawson, & A. Norrie (Eds.), Critical realism: Essential readings. Taylor and Francis.

    Google Scholar 

  • Bodzin, A., & Gehringer, M. (2001). Breaking science stereotypes. Science and Children, 38(4), 36.

    Google Scholar 

  • Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43(5), 485–499.

    Article  Google Scholar 

  • Brotman, J. S., & Moore, F. M. (2008). Girls and science: A review of four themes in the science education literature. Journal of Research in Science Teaching, 45(9), 971–1002.

    Article  Google Scholar 

  • Buldu, M. (2006). Young children’s perceptions of scientists: A preliminary study. Educational Research, 48(1), 121–132.

    Article  Google Scholar 

  • Cansiz, M., Cansiz, N., Tas, Y., & Yerdelen, S. (2017). Turkish version of students’ ideas about nature of science questionnaire: A validation study. International Journal of Progressive Education, 13(1), 42–51.

    Google Scholar 

  • Carol-Ann Burke, L. E., Wessels, A., & McAvella, A. (2018). Using theater and drama to expose and expand the epistemic insights of youth regarding the nature of science. Research in Science Education, 48(6), 1151–1169.

    Article  Google Scholar 

  • Chang, Y. H., Chang, C. Y., & Tseng, Y.-H. (2010). Trends of science education research: An automatic content analysis. Journal of Science Education and Technology, 19(4), 315–331.

    Article  Google Scholar 

  • Chen, S., Chang, W. H., Lieu, S. C., Kao, H. L., Huang, M. T., & Lin, S. F. (2013). Development of an empirically based questionnaire to investigate young students’ ideas about nature of science. Journal of Research in Science Teaching, 50(4), 408–430.

    Article  Google Scholar 

  • Chen, C., Sonnert, G., & Sadler, P. M. (2020). The effect of first high school science teacher’s gender and gender matching on students’ science identity in college. Science Education, 104(1), 75–99.

    Article  Google Scholar 

  • Çilekrenkli, A., & Kaya, E. (2023). Learning science in context: Integrating a holistic approach to nature of science in the lower secondary classroom. Science & Education, 32(5), 1435–1469.

    Article  Google Scholar 

  • Clough, M. P. (2011). The story behind the science: Bringing science and scientists to life in post-secondary science education. Science & Education, 20(7), 701–717.

    Article  Google Scholar 

  • Cobern, W. W., & Loving, C. C. (2008). An essay for educators: Epistemological realism really is common sense. Science & Education, 17(4), 425–447.

    Article  Google Scholar 

  • Cobern, W. W., Adams, B. A., Pleasants, B. A., Bentley, A., & Kagumba, R. (2022). Do we have a trust problem? Exploring undergraduate student views on the tentativeness and trustworthiness of science. Science & Education, 31(5), 1209–1238.

    Article  Google Scholar 

  • Conley, A. M., Pintrich, P. R., Vekiri, I., & Harrison, D. (2004). Changes in epistemological beliefs in elementary science students. Contemporary Educational Psychology, 29(2), 186–204.

    Article  Google Scholar 

  • Dagher, Z. R., & Erduran, S. (2023). To FRA or not to FRA: What is the question for science education? Science & Education, 32, 1247–1264.

    Article  Google Scholar 

  • Das, P. M., Faikhamta, C., & Punsuvon, V. (2019). Bhutanese students’ views of nature of science: A case study of culturally rich country. Research in Science Education, 49(2), 391–412.

    Article  Google Scholar 

  • Deng, F., Chai, C. S., Tsai, C. C., & Lin, T. J. (2014). Assessing South China (Guangzhou) high school students’ views on nature of science: A validation study. Science & Education, 23(4), 843–863.

    Article  Google Scholar 

  • Diamond, K. K., & Stebleton, M. J. (2019). The science identity experiences of undergraduate, foreign-born immigrant women in STEM at US institutions. Journal of Women and Gender in Higher Education, 12(2), 143–165.

    Article  Google Scholar 

  • Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083–1112.

    Article  Google Scholar 

  • EduJobs. (2020). China Education Service Industry Development Report 2020” released, the total scale of China’s education industry will exceed 3.3 trillion. Retrieved July 7, 2023, http://www.edujobs.com.cn/nd.jsp?id=1286&_ngc=-1

  • Emran, A., Spektor-Levy, O., Paz Tal, O., & Ben ZviAssaraf, O. (2020). Understanding students’ perceptions of the nature of science in the context of their gender and their parents’ occupation. Science & Education, 29(2), 237–261.

    Article  Google Scholar 

  • Erduran, S., & Dagher, Z. R. (2014a). Reconceptualizing nature of science for science education (pp. 1–18). Springer Netherlands.

    Google Scholar 

  • Erduran, S., & Dagher, Z. R. (2014b). Family resemblance approach to characterizing science. Reconceptualizing the nature of science for science education (pp. 19–40). Springer Netherlands.

  • Erduran, S., & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133–1149.

    Article  Google Scholar 

  • Ferguson, S. L. (2022). Teaching what is “real” about science: Critical realism as a framework for science education. Science & Education, 31(6), 1651–1669.

    Article  Google Scholar 

  • Gerondio, L. B., Unabia, W. A. R., Mayang, Z. M., & Alimbon, J. A. (2023). Junior high school students’ views of nature of science: evidence from a private school in Davao Region, Philippines. International Journal of Science Education, 1–19. https://doi.org/10.1080/09500693.2023.2260522

  • Griffiths, A. K., & Barman, C. R. (1995). High school students’ views about the nature of science: Results from three countries. School Science and Mathematics, 95(5), 248–255.

    Article  Google Scholar 

  • Groff, R. (2004). Critical realism, post-positivism and the possibility of knowledge. Routledge.

    Book  Google Scholar 

  • Hacıeminoğlu, E., Yılmaz-Tüzün, Ö., & Ertepınar, H. (2014). Development and validation of nature of science instrument for elementary school students. Education 3–13, 42(3), 258–283.

    Google Scholar 

  • Hacıeminoğlu, E., Ertepınar, H., Yılmaz-Tüzün, Ö., & Çakır, H. (2015). Students and school characteristics related to elementary school students’ views of the nature of science. Education 3–13, 43(6), 700–721.

    Google Scholar 

  • Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M. C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978–1003.

    Article  Google Scholar 

  • Hopwood, B., Hay, I., & Dyment, J. (2016). The transition from primary to secondary school: Teachers’ perspectives. The Australian Educational Researcher, 43, 289–307.

    Article  Google Scholar 

  • Huang, C. M., Tsai, C. C., & Chang, C. Y. (2005). An investigation of Taiwanese early adolescents’ views about the nature of science. Adolescence, 40(159), 645–654.

    Google Scholar 

  • Institute for the Promotion of Teaching Science and Technology (2008). The basic education core curriculum B.E. 2551 (A.D. 2008). Science. Ministry of Education: Thailand.

  • Jacobs, J. E., & Eccles, J. S. (1985). Gender differences in math ability: The impact of media reports on parents. Educational Researcher, 14(3), 20–25.

    Article  Google Scholar 

  • Jiang, Z., & Wei, B. (2023). Understanding science identity development among college students: A systematic literature review. Science & Education, 1–28. https://doi.org/10.1007/s11191-023-00478-9

  • Kang, S., Scharmann, L. C., & Noh, T. (2005). Examining students’ views on the nature of science: Results from Korean 6th, 8th, and 10th graders. Science Education, 89(2), 314–334.

    Article  Google Scholar 

  • Kaya, E., & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115–1133.

    Article  Google Scholar 

  • Kim, S. Y., & HamdanAlghamdi, A. K. (2020). Saudi Arabian secondary students’ views of the nature of science within Islamic context. International Journal of Science Education, 42(13), 2266–2283.

    Article  Google Scholar 

  • Kuhn, D. (1997). Constraints or guideposts? Developmental psychology and science education. Review of Educational Research, 67(1), 141–150.

    Article  Google Scholar 

  • Leblebicioglu, G., Metin, D., Capkinoglu, E., Cetin, P. S., ErogluDogan, E., & Schwartz, R. (2017). Changes in students’ views about nature of scientific inquiry at a science camp. Science & Education, 26(7), 889–917.

    Article  Google Scholar 

  • Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331–359.

    Article  Google Scholar 

  • Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831–879). Routledge.

    Google Scholar 

  • Li, X. J., Xue, S., & Cui, H. (2020). A study of Chinese first and second grade students’ views of science based on four provinces’ data. Journal of Shanghai Educational Research, 2020(11), 39–44.

    Google Scholar 

  • Liang, L. L., Chen, S., Chen, X., Kaya, O. N., Adams, A. D., Macklin, M., & Ebenezer, J. (2009). Preservice teachers’ views about nature of scientific knowledge development: An international collaborative study. International Journal of Science and Mathematics Education, 7(5), 987–1012.

    Article  Google Scholar 

  • Lin, T. J., Goh, A. Y. S., Chai, C. S., & Tsai, C. C. (2013). An initial examination of Singaporean seventh and eighth graders’ views of nature of science. Research in Science & Technological Education, 31(2), 117–132.

    Article  Google Scholar 

  • Luce, M. R., Callanan, M. A., & Smilovic, S. (2013). Links between parents’ epistemological stance and children’s evidence talk. Developmental Psychology, 49(3), 454.

    Article  Google Scholar 

  • Massarani, L., IbanesAguiar, B., Magalhães de Araujo, J., Scalfi, G., Kauano, R., & Bizerra, A. (2022). Is there room for science at aquariums? An analysis of family conversations and interactions during visits to AquaRio, Rio de Janeiro. Brazil. Science Education, 106(6), 1605–1630.

    Google Scholar 

  • McClain, L. R., Chiu, Y. C., & Zimmerman, H. T. (2022). Place-based learning processes in a family science workshop: Discussion prompts supporting families sensemaking and rural science connections using a community water model. Science Education, 106(3), 645–673.

    Article  Google Scholar 

  • McComas, W. F. (2004). Keys to teaching the nature of science. The Science Teacher, 71(9), 24–27.

    Google Scholar 

  • McComas, W. F., Clough, M. P., & Almazroa, H. (1998). The role and character of the nature of science in science education. Science & Education, 7(6), 511–532.

    Article  Google Scholar 

  • McComas, W. F. (2020). Considering a consensus view of nature of science content for school science purposes. In W.F McComas (eds.), Nature of Science in Science Instruction. Science: Philosophy, History and Education (pp. 23–34). Springer. https://doi.org/10.1007/978-3-030-57239-6_2

  • Miller, D. I., Nolla, K. M., Eagly, A. H., & Uttal, D. H. (2018). The development of children’s gender-science stereotypes: A meta-analysis of 5 decades of US Draw-a-Scientist studies. Child Development, 89(6), 1943–1955.

    Article  Google Scholar 

  • Ministry of Education of the People’s Republic of China. (2001). Full-time compulsory elementary school science (grades 3–6) curriculum standards (experimental draft). Beijing Normal University Publishing Group.

  • Ministry of Education of the People’s Republic of China. (2022). Yiwu jiaoyu kexue kecheng biaozhun. Beijing Normal University Publishing Group.

  • Monhardt, R. M. (2003). The image of the scientist through the eyes of Navajo children. Journal of American Indian Education, 42(3), 25–39.

    Google Scholar 

  • Moss-Racusin, C. A., Dovidio, J. F., Brescoll, V. L., Graham, M. J., & Handelsman, J. (2012). Science faculty’s subtle gender biases favor male students. Proceedings of the National Academy of Sciences, 109(41), 16474–16479.

    Article  Google Scholar 

  • Mueller, S., & Reiners, C. S. (2023). Pre-service chemistry teachers’ views about the tentative and durable nature of scientific knowledge. Science & Education, 32, 1813–1845.

    Article  Google Scholar 

  • Müller, S., & Reiners, Ch. S. (2021). Ist chemisches Wissen vorläufig oder beständig oder beides? Untersuchung der Vorstellungen von Lehramtsstudierenden über die Vorläufigkeit von Erkenntnissen in der Chemie. CHEMKON, 28(5), 187–195.

    Article  Google Scholar 

  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academy Press.

    Google Scholar 

  • National Research Council. (1996). National science education standards. National Academies Press.

  • Nehm, R. H., & Schonfeld, I. S. (2007). Does increasing biology teacher knowledge of evolution and the nature of science lead to greater preference for the teaching of evolution in schools? Journal of Science Teacher Education, 18(5), 699–723.

    Article  Google Scholar 

  • NGSS Lead States. (2013). Next generation science standards: For states, by states. The National Academies Press.

  • Nordmann, A. (2012). Another parting of the ways: Intersubjectivity and the objectivity of science. Studies in History and Philosophy of Science Part A, 43(1), 38–46.

    Article  Google Scholar 

  • Organization for Economic Cooperation and Development (2012). Let’s read them a story! The parent factor in education. Organization for Economic Cooperation and Development.

  • Organization for Economic Cooperation and Development (2015). PISA 2015 results (volume III) students’ well-being. Organization for economic cooperation and development.

  • Organization for Economic Cooperation and Development (2018). PISA 2018 results (volume III) what school life means for students’ lives. Organization for Economic Cooperation and Development.

  • Özer, F., Doğan, N., Yalaki, Y., Irez, S., & Çakmakci, G. (2021). The ultimate beneficiaries of continuing professional development programs: Middle school students’ nature of science views. Research in Science Education, 51, 757–782.

    Article  Google Scholar 

  • Palmquist, S., & Crowley, K. (2007). From teachers to testers: How parents talk to novice and expert children in a natural history museum. Science Education, 91(5), 783–804.

    Article  Google Scholar 

  • Park, H., Nielsen, W., & Woodruff, E. (2014). Students’ conceptions of the nature of science: Perspective from Canadian and Korean middle secondary school students. Science & Education, 23(5), 1169–1196.

    Article  Google Scholar 

  • Park, W., Yang, S., & Song, J. (2020). Eliciting students’ understanding of nature of science with text-based tasks: Insights from new Korean high school textbooks. International Journal of Science Education, 42(3), 426–450.

    Article  Google Scholar 

  • Qualifications and Curriculum Authority. (2007). Science: Programme of study for key stage 4. Qualifications and Curriculum Authority.

    Google Scholar 

  • Safkolam, R., Nuangchalerm, P., El Islami, R. A. Z., & Saleah, P. (2023). Students’ understanding of nature of science in Islamic private school. Jurnal Pendidikan Islam, 9(1), 1–14.

    Article  Google Scholar 

  • Scholes, L., & Stahl, G. (2022). ‘I’m good at science but I don’t want to be a scientist’: Australian primary school student stereotypes of science and scientists. International Journal of Inclusive Education, 26(9), 927–942.

    Article  Google Scholar 

  • Sha, L., Schunn, C., Bathgate, M., & Ben-Eliyahu, A. (2016). Families support their children’s success in science learning by influencing interest and self-efficacy. Journal of Research in Science Teaching, 53(3), 450–472.

    Article  Google Scholar 

  • She, H. C. (1998). Gender and grade level differences in Taiwan students’ stereotypes of science and scientists. Research in Science & Technological Education, 16(2), 125–135.

    Article  Google Scholar 

  • Sinnes, A. T., & Loken, M. (2014). Gendered education in a gendered world: Looking beyond cosmetic solutions to the gender gap in science. Cultural Studies of Science Education, 9(2), 343–364.

    Article  Google Scholar 

  • Smith, C. L., Maclin, D., Houghton, C., & Hennessey, M. G. (2000). Sixth-grade students’ epistemologies of science: The impact of school science experiences on epistemological development. Cognition and Instruction, 18(3), 349–422.

    Article  Google Scholar 

  • Starr, C. R., Hunter, L., Dunkin, R., Honig, S., Palomino, R., & Leaper, C. (2020). Engaging in science practices in classrooms predicts increases in undergraduates’ STEM motivation, identity, and achievement: A short-term longitudinal study. Journal of Research in Science Teaching, 57(7), 1093–1118.

    Article  Google Scholar 

  • State Council of China. (2021). State council on the issuance of China women’s development program and China children’s development program. Retrieved July 7, 2023, from http://www.gov.cn/zhengce/content/2021-09/27/content_5639412.htm

  • Stets, J. E., Brenner, P. S., Burke, P. J., & Serpe, R. T. (2017). The science identity and entering a science occupation. Social Science Research, 64, 1–14.

    Article  Google Scholar 

  • Tairab, H. H. (2001). How do pre-service and in-service science teachers view the nature of science and technology? Research in Science & Technological Education, 19(2), 235–250.

    Article  Google Scholar 

  • Toma, R. B., Greca, I. M., & Orozco Gómez, M. L. (2019). Attitudes towards science and views of nature of science among elementary school students in terms of gender, cultural background and grade level variables. Research in Science & Technological Education, 37(4), 492–515.

    Article  Google Scholar 

  • Tsai, C. C. (2000). The effects of STS-oriented instruction on female tenth graders’ cognitive structure outcomes and the role of student scientific epistemological beliefs. International Journal of Science Education, 22(10), 1099–1115.

    Article  Google Scholar 

  • Tsai, C. C. (2004). Conceptions of learning science among high school students in Taiwan: A phenomenographic analysis. International Journal of Science Education, 26(14), 1733–1750.

    Article  Google Scholar 

  • Tsai, C. C., & Liu, S. Y. (2005). Developing a multi-dimensional instrument for assessing students’ epistemological views toward science. International Journal of Science Education, 27(13), 1621–1638.

    Article  Google Scholar 

  • Van Griethuijsen, R. A., van Eijck, M. W., Haste, H., Den Brok, P. J., Skinner, N. C., Mansour, N., ... & BouJaoude, S. (2015). Global patterns in students’ views of science and interest in science. Research in Science Education, 45, 581–603.

  • Vedder-Weiss, D. (2022). Discourse genres and children agency in everyday family science engagement. Learning, Culture and Social Interaction, 37, 100649.

    Article  Google Scholar 

  • Vincent-Ruz, P., Meyer, T., Roe, S. G., & Schunn, C. D. (2020). Short-term and long-term effects of POGIL in a large-enrollment general chemistry course. Journal of Chemical Education, 97(5), 1228–1238.

    Article  Google Scholar 

  • Wan, D., & Wei, B. (2015). An international comparison on the content of nature of science and its implication to school science of China. Educational Sciences, 31(6), 83–87.

    Google Scholar 

  • Wan, D., Zhang, H., & Wei, B. (2018). Impact of Chinese culture on pre-service science teachers’ views of the nature of science. Science & Education, 27(3–4), 321–355.

    Article  Google Scholar 

  • Wang, J., Li, Q., & Luo, Y. (2020). Physics identity of Chinese students before and after gaokao: The effect of high-stake testing. Research in Science Education, 2, 1–15.

    Google Scholar 

  • Wang, L., Zhu, Y., Jiang, Y., Wei, R., Zhou, Y., Guo, Y., ... & Liu, E. (2016). Science education research in mainland China. Science Education Research and Practice in Asia: Challenges and Opportunities, 17–39.

  • Warton Economic Institute. (2022). Top 100 Chinese cities in 2022 released in Shanghai. http://www.warton.com.cn/index.php?m=&c=Index&a=show&catid=30&id=222.

  • Wu, J. Y., & Erduran, S. (2024). Investigating scientists’ views of the family resemblance approach to nature of science in science education. Science & Education, 33(1), 73–102.

    Article  Google Scholar 

  • Wuthrich, V. M., Jagiello, T., & Azzi, V. (2020). Academic stress in the final years of school: A systematic literature review. Child Psychiatry & Human Development, 51, 986–1015.

    Article  Google Scholar 

  • Yoon, S. Y., Suh, J. K., & Park, S. (2014). Korean students’ perceptions of scientific practices and understanding of nature of science. International Journal of Science Education, 36(16), 2666–2693.

    Article  Google Scholar 

  • Yucel, R. (2018). Scientists’ ontological and epistemological views about science from the perspective of critical realism. Science & Education, 27(5–6), 407–433.

    Article  Google Scholar 

  • Zeldin, A. L., Britner, S. L., & Pajares, F. (2008). A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science, and technology careers. Journal of Research in Science Teaching, 45(9), 1036–1058.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. College of Chemistry and Materials Science, Sichuan Normal University, Chengdu, Sichuan, 610066, People’s Republic of China

    Rui Liu & Chang Liu

  2. College of Education, Washington State University, Pullman, WA, 99164, USA

    Peng He

Authors
  1. Rui Liu
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Chang Liu
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Peng He
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding authors

Correspondence to Rui Liu or Peng He.

Ethics declarations

Ethics Approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the Ethics Committee of Sichuan Normal University.

Conflict of Interest

The authors declare that they have no conflict of interest.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Liu, R., Liu, C. & He, P. Chinese Grades 1–9 Students’ Views of the Nature of Science. Sci & Educ (2024). https://doi.org/10.1007/s11191-024-00519-x

Download citation

  • Accepted:

  • Published:

  • DOI: https://doi.org/10.1007/s11191-024-00519-x

Search

Navigation