Correlation between Zhongyong Thinking and Views of Science among Primary Science Teachers in China

doi:10.16382/j.cnki.1000-5560.2017.03.010

Abstract

Abstract: Using structure equation model and other models, this study, based on a national survey of primary school science teachers in China, seeks to explore the complex correlation between teachers' [WTBX]Zhongyong[WTBZ] thinking and their views of science. It introduces a proxy variable of [WTBX]Zhongyong[WTBZ] thinking in Chinese culture into the model, while dividing views of science into the classic one and the modern one. It has been found that: (a) teachers'[WTBX]Zhongyong[WTBZ] thinking does not necessarily constitute an obstacle to the development of teachers' views of science; more than 1/3 of the participants developed their [WTBX]Zhongyong[WTBZ] and science views synchronously with positive correlation co-efficient; (b)[WTBX]Zhongyong[WTBZ] thinking and views of science are both mutually enhanced and offset;(c) about 1/5 post-modernists had higher modern science score than the classic score, which was against the historic process of science; (d) Fourth, there is no positive correlation between [WTBX]Zhongyong[WTBZ] thinking and modern views of science. The article concludes with the suggestion that science teacher training in China should start from the stage of classic science, and give different people with different programs. Also, science education programs should be scheduled in line with the historical process instead of "skip-over development".

Key words: thinking, classic views of science, modern views of science, post-modern views of science, development of views on science

QU Mingfeng, ZHANG Hongxia, LU Qi, LÜ Linhai, WAN Dongsheng, YU Bo. Correlation between Zhongyong Thinking and Views of Science among Primary Science Teachers in China[J]. Journal of East China Normal University(Educationa, 2017, 35(3): 94-102+171.

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