An Assessment of How Scientific Literacy-Related Aims Are Actualised in the National Primary Science Curricula in China and Finland

Show full item record



Permalink

http://hdl.handle.net/10138/304329

Citation

Wang , Y , Lavonen , J & Tirri , K 2019 , ' An Assessment of How Scientific Literacy-Related Aims Are Actualised in the National Primary Science Curricula in China and Finland ' , International Journal of Science Education , vol. 41 , no. 11 , pp. 1435-1456 . https://doi.org/10.1080/09500693.2019.1612120

Title: An Assessment of How Scientific Literacy-Related Aims Are Actualised in the National Primary Science Curricula in China and Finland
Author: Wang, Yan; Lavonen, Jari; Tirri, Kirsi
Contributor: University of Helsinki, Maker@STEAM
University of Helsinki, Maker@STEAM
University of Helsinki, Helsinki Collegium for Advanced Studies
Date: 2019-05-01
Language: eng
Number of pages: 22
Belongs to series: International Journal of Science Education
ISSN: 0950-0693
URI: http://hdl.handle.net/10138/304329
Abstract: This research compared how the scientific literacy-related goals of the current Chinese and Finnish national science curricula at primary school level are actualised using a revised Programme for International Student Assessment (PISA) scientific literacy framework in the content analysis of the curricula. The content of the curricula focuses principally on knowledge, followed by competencies and attitudes, respectively. The learning context was seen to be thoroughly integrated with the content in both countries. However, the curricula are written in different ways. Generally, the literacy objectives for both curricula are based on scientific knowledge (Vision I) and the application of knowledge-based skills in situations (Vision II). However, they are characterised by implicit views that derive from the pursuit of the value-driven transformation of individuals and society achieved through science education (Vision III). The Chinese curriculum appears to favour the Anglo-American curriculum tradition, whereas the Finnish curriculum appears to be more attached to the Bildung-Didaktik tradition in terms of core tasks and the specification of objectives. The recommendation is that Vision III should be included in the science curricula, and should explicitly relate to social and scientific topics with a view to furthering a scientifically literate public.
Subject: 516 Educational sciences
Science curriculum
scientific literacy
PISA
China
Finland
EDUCATION
ATTITUDES
Rights:


Files in this item

Total number of downloads: Loading...

Files Size Format View
PISA_paper.pdf 296.2Kb PDF View/Open

This item appears in the following Collection(s)

Show full item record