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Biology Programs in the Peoples Republic of China and the United States

Biology Programs in the Peoples Republic of China and the United States. April Gardner, BSCS Liu Enshan, Beijing Normal University Bruce Fuchs, Office of Science Education, NIH. Origins of the project.

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Biology Programs in the Peoples Republic of China and the United States

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  1. Biology Programs in the Peoples Republic of China and the United States April Gardner, BSCS Liu Enshan, Beijing Normal University Bruce Fuchs, Office of Science Education, NIH

  2. Origins of the project • July 2005: Meeting of American and Chinese math and science education leaders convened by Asia Society • Potential areas of collaborative work identified at meeting included comparative studies of curriculum standards and materials in the two countries • 2006: Grant to BSCS from the Office of Science Education, NIH, supported a comparative study in biology education

  3. Study Questions • What concepts are used as the foundation for biology programs in the US and China? • What is the role of scientific inquiry in the programs? • What is the role of educational technology in the programs?

  4. Background • US and Chinese math and science have unique strengths and challenges • US and Chinese math and science have common areas of interest/concern • Chinese education system • National science education standards in both countries

  5. US More “second chances” throughout the system Greater flexibility and innovation More use of inquiry and laboratory Greater emphasis on biology and earth science at high school level CHINA All curriculum materials meet national standards Clear alignment between curriculum materials and instruction Emphasis on mastery of basic concepts Strong work ethic among students Diverse strengths in science education

  6. US Uneven and repetitive curriculum Adherence to diverse state standards rather than national standards Basic concepts not taught to mastery Lack of alignment between instruction and accountability CHINA Pedagogy dominated by teacher-to-student lectures Lack of independent thinking by students Examination-driven system provides little choice or “second chances” Large gap between education in urban and rural areas Diverse challenges in science education

  7. Common area of interest: Effective use of educational technology • Building adequate hardware and software infrastructure • Evaluating effectiveness of technology for student learning • Developing effective ways of using technology in assessment systems • Revising examination systems to reflect student learning through technology • Evaluating technology-based curriculum materials for their educational value (as opposed to solely entertainment) • Providing professional development for teachers on effective uses of technology-based curriculum materials and instructional strategies

  8. Chinese education system • Children enter day care center at 2 ½ years • Kindergarten: K1 to K3, ages 3 to 7 years • Based on Syllabus of Kindergarten Education issued by MOE • Content areas include health, language, social studies, science, and arts • Elementary school: Grades 1 to 6, ages 7 to 12 years • Science content includes biology, physics, and Earth/space science; science as inquiry; and positive attitudes toward science • “Living world” content includes diversity of organisms; common features of life; organisms and their environment; and health

  9. Chinese education system • Middle school: Grades 7 to 9, ages 13 to 15 • Biology & geology in grade 7; biology, geology, & physics in grade 8; physics & chemistry in grade 9 • Ten topics in biology: inquiry biotechnology organisms & their environment plants  animal movement & behavior humans reproduction, development, & genetics biodiversity  basic structures of organisms health • Zhong kao: external examination at grade 9 determines who can enter high school • High school: Grades 10 to 12, ages 16 to 18 • General high schools for university bound; vocational high schools for labor-force bound • Three core modules in biology required; three elective modules available • Gao kao: national entrance examination for universities

  10. US: Six standards The cell Matter, energy, and organization in organisms Molecular basis of heredity Biological evolution Interdependence of organisms Behavior of organisms China: Three modules Molecular and cell biology Genetics and evolution Homeostasis and environment National science education standards, grades 9/10 – 12

  11. Study Questions • What concepts are used as the foundation for biology programs in the US and China? • What is the role of scientific inquiry in the programs? • What is the role of educational technology in the programs?

  12. General Plan & Procedures • Examine 2 programs from each country, one traditional and one standards-based: TraditionalStandards-based Prentice Hall Biology Kendall/Hunt BSCS: A Human Approach Peoples Education Press Biology Zhejiang Science & Technology Press Biology • PH Biology used by 25-30% of US high schools; PEP Biology used by 90% of Chinese high schools; AHA and ZJST Biology used by much smaller proportions of high schools in each country • An English version of PEP Biology is available; Professor Liu provided translation of ZJST Biology

  13. General Plan & Procedures, continued • Addressed first question by analyzing the table of contents for each program and mapping this overview to the relevant country’s standards • Address second and third questions using an in-depth curriculum analysis process for two “units” in each program, ecology and genetics

  14. Analysis of table of contents • The programs have varying numbers of chapters and pages. • Each chapter in a program was identified as relating primarily to one standard. • The proportional focus on each standard was determined by dividing the number of chapters per standard by the total number of chapters.

  15. Results: Analysis of table of contents **Percentages may not add to 100% due to rounding errors. †Percentages add to only 60%, because 40% (16/40) of the chapters cover topics that are not in the Life Science Standards for grades 9-12. ††Percentages add to only 90%, because 12% (2/17) of the chapters cover topics that are not in the Life Science Standards for grades 9-12.

  16. Results: Analysis of table of contents

  17. Analyzing Instructional Materials (AIM) • Approximately equivalent content in ecology and genetics identified in each program; 2 to 4 consecutive chapters per program • Three-member teams composed of April, Professor Liu, and a BSCS staff biologist analyzed each program • Team members split up the reading and identified the “overarching concept” of a chapter and the primary and sub-concepts for each section of a chapter • These concepts were organized into a “conceptual flow graphic,” or CFG • The CFG was used as the basis for completing 4 rubrics: Concept Development, Work Students Do, Assessment, and Work Teachers Do

  18. Sample Rubric: Work Students Do

  19. Role of inquiry and educational technology in the programs

  20. To be completed: • Analyze programs for coherence, rigor, focus • Report findings in a set of three papers • History of biology education in China • Development of standards in US and China • Analysis of representative programs in US and China

  21. Thank you! For a copy of the slides visit www.bscs.org and click on “News”

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