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

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dc.contributor.author Wang, Yan
dc.contributor.author Lavonen, Jari
dc.contributor.author Tirri, Kirsi
dc.date.accessioned 2019-08-07T12:48:01Z
dc.date.available 2019-08-07T12:48:01Z
dc.date.issued 2019-05-01
dc.identifier.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
dc.identifier.other PURE: 124060978
dc.identifier.other PURE UUID: 4c8ca210-6583-4803-ac53-b852df112001
dc.identifier.other WOS: 000470578700001
dc.identifier.other ORCID: /0000-0003-2781-7953/work/60403134
dc.identifier.other ORCID: /0000-0001-5847-344X/work/60406579
dc.identifier.other ORCID: /0000-0002-5075-6039/work/60408041
dc.identifier.uri http://hdl.handle.net/10138/304329
dc.description.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. en
dc.format.extent 22
dc.language.iso eng
dc.relation.ispartof International Journal of Science Education
dc.rights.uri info:eu-repo/semantics/closedAccess
dc.subject 516 Educational sciences
dc.subject Science curriculum
dc.subject scientific literacy
dc.subject PISA
dc.subject China
dc.subject Finland
dc.subject EDUCATION
dc.subject ATTITUDES
dc.title An Assessment of How Scientific Literacy-Related Aims Are Actualised in the National Primary Science Curricula in China and Finland en
dc.type Article
dc.contributor.organization Maker@STEAM
dc.contributor.organization Learning, Culture & Interventions (LECI)
dc.contributor.organization Teacher Education
dc.contributor.organization Department of Education
dc.contributor.organization University Management
dc.contributor.organization Helsinki Collegium for Advanced Studies
dc.description.reviewstatus Peer reviewed
dc.relation.doi https://doi.org/10.1080/09500693.2019.1612120
dc.relation.issn 0950-0693
dc.rights.accesslevel closedAccess

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