Educational environment and college students: an investigation of scientific literacy of early childhood education students in two Chinese normal universities
Journal: Region - Educational Research and Reviews DOI: 10.32629/rerr.v6i1.1630
Abstract
Scientific literacy was seen as an important component of national quality, also as the foundation of social civilization. This study investigated the scientific literacy (SL) of early childhood education students (ECEs) in two Chinese normal universities. Altogether 177 ECEs were surveyed and randomized semi-structured interviews were conducted with 5 ECEs. The results revealed that ECEs demonstrated unbalanced and uneven scientific knowledge reserves. While they possessed positive attitudes in improving the SL, there was minimal progress in terms of taking action. Clearly, school, family and society, the so called educational environment, had insufficient support for ECEs' SL development.
Keywords
scientific literacy; early childhood education students; educational environment
Funding
Fund project: 2022, Philosophy and Social Sciences Research Project of the Education Department of Hubei Province: Young scholars program: Research on the construction of kindergarten to primary school transition curriculum from a child-centered perspecti
Full Text
PDF - Viewed/Downloaded: 0 TimesIndexation
Download Index RecordReferences
[1] Gao X, Hu Q. 2010. Teachers' conception of the nature of science: research progress and trend. Studies in Foreign Education, 37(08): 1-6.
[2] Gao X, Li W. 2019. Investigation of kindergarten teachers' views of the nature of science. Teacher Education Research, 31(1): 58-65.
[3] Hope KG, Steven JP, Kyungsook L, et al. 2018. Early childhood educators' self-efficacy in science, math, and literacy instruction and science practice in the classroom. Early Education and Development, 29(1): 70-90.
[4] Jiang F, Mccomas WF. 2015. The effects of inquiry teaching on student science achievement and attitudes: evidence from propensity score analysis of PISA data. International Journal of Science Education, 37(3): 554-576.
[5] Duschl RA, Schweingruber HA, Shouse AW. 2006. Taking Science to School: Learning and Teaching Science in Grades K-8. National Academies Press, 9.
[6] Li Q. 2021. Research on the development of American informal science education from the perspective of modernity. China, Cheng Du: Sichuan Normal University.
[7] Li X. 2023. Empirical analysis of the impact of inquiry-based science teaching on students' scientific literacy -- evidence from PISA 2015 in four provinces and cities in China. Journal of Educational Development, 5: 44-52.
[8] Ministry of Education of China. 2022. Science Curriculum Standards for Compulsory Education. Beijing.
[9] Miller JD. 1983. Scientific literacy: A conceptual and empirical review. Daedalus, 112(2): 29-48.
[10] Ministry of Education of China. 2001. Guidelines for Kindergarten Education (Trial Version). Beijing.
[11] Ministry of Education of China. 2012. Guidelines for Learning and Development for Children Aged 3 to 6. Beijing.
[12] Ministry of Education of China. 2023.Opinions on Strengthening Science Education in Primary and Secondary Schools in the New Era. Beijing.
[13] Ministry of Science and Technology of China and et al. 2016. Chinese Civic Scientific Literacy Standards. Beijing.
[14] OECD (Organization for Economic Co-operation and Development). 2006. Measuring Student Knowledge and Skills: The PISA 2000 Assessment of Reading, Mathematical and Scientific Literacy. Paris: OECD, 76.
[15] OECD (Organization for Economic Co-operation and Development). 2006. The PISA 2006 Assessment Framework for Science, Reading and Mathematics. Paris: OECD.
[16] Rogoff B. 2003. The Cultural Nature of Human Development. New York, NY: Oxford University Press.
[17] State Council of China. 2021. Outline of the Action Plan for National Scientific Literacy (2021-2035). Beijing.
[18]Zhu HG. 2022. Research on the Present Situation and Promotion Strategy of Preschool Teachers' Scientific Literacy. China, Guang Xi: Guangxi Minzu University, 3-7.
[2] Gao X, Li W. 2019. Investigation of kindergarten teachers' views of the nature of science. Teacher Education Research, 31(1): 58-65.
[3] Hope KG, Steven JP, Kyungsook L, et al. 2018. Early childhood educators' self-efficacy in science, math, and literacy instruction and science practice in the classroom. Early Education and Development, 29(1): 70-90.
[4] Jiang F, Mccomas WF. 2015. The effects of inquiry teaching on student science achievement and attitudes: evidence from propensity score analysis of PISA data. International Journal of Science Education, 37(3): 554-576.
[5] Duschl RA, Schweingruber HA, Shouse AW. 2006. Taking Science to School: Learning and Teaching Science in Grades K-8. National Academies Press, 9.
[6] Li Q. 2021. Research on the development of American informal science education from the perspective of modernity. China, Cheng Du: Sichuan Normal University.
[7] Li X. 2023. Empirical analysis of the impact of inquiry-based science teaching on students' scientific literacy -- evidence from PISA 2015 in four provinces and cities in China. Journal of Educational Development, 5: 44-52.
[8] Ministry of Education of China. 2022. Science Curriculum Standards for Compulsory Education. Beijing.
[9] Miller JD. 1983. Scientific literacy: A conceptual and empirical review. Daedalus, 112(2): 29-48.
[10] Ministry of Education of China. 2001. Guidelines for Kindergarten Education (Trial Version). Beijing.
[11] Ministry of Education of China. 2012. Guidelines for Learning and Development for Children Aged 3 to 6. Beijing.
[12] Ministry of Education of China. 2023.Opinions on Strengthening Science Education in Primary and Secondary Schools in the New Era. Beijing.
[13] Ministry of Science and Technology of China and et al. 2016. Chinese Civic Scientific Literacy Standards. Beijing.
[14] OECD (Organization for Economic Co-operation and Development). 2006. Measuring Student Knowledge and Skills: The PISA 2000 Assessment of Reading, Mathematical and Scientific Literacy. Paris: OECD, 76.
[15] OECD (Organization for Economic Co-operation and Development). 2006. The PISA 2006 Assessment Framework for Science, Reading and Mathematics. Paris: OECD.
[16] Rogoff B. 2003. The Cultural Nature of Human Development. New York, NY: Oxford University Press.
[17] State Council of China. 2021. Outline of the Action Plan for National Scientific Literacy (2021-2035). Beijing.
[18]Zhu HG. 2022. Research on the Present Situation and Promotion Strategy of Preschool Teachers' Scientific Literacy. China, Guang Xi: Guangxi Minzu University, 3-7.
Copyright © 2024 Yifan LI, Yanhui LIU
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License