2025/11/17 by Feng Deng, Xian Lin, Ruitai Chen +2
Social Sciences · Psychology · #Science Education and Pedagogy #Educational Strategies and Epistemologies #Innovative Teaching and Learning Methods
paper · doi:10.1021/acs.jchemed.5c01076
Nature of Science (NOS) plays an important role in science education for cultivating students’ scientific literacy. Based on the Family Resemblance Approach (FRA), this study examined how NOS was represented in the Chinese General Senior High School Curriculum Standard for Chemistry (CCS). Besides, the epistemic network analysis (ENA) was used to explore the consistency between (a) the compulsory and selectively compulsory modules (i.e., module type), (b) the input and output requirements (i.e., requirement type), and (c) the general and specific topics (i.e., topic type) from the CCS. Results showed that (1) all of the NOS categories of the cognitive–epistemic system were recognized, while the social–institutional system was not fully covered and (2) different degrees of inconsistency were identified regarding the module type, requirement type, and topic type. Implications for further optimizing the CCS were also discussed.