Integrated STEM in high school science courses: an analysis of 23 science textbooks in China

科学教育 中国 数学教育 课程 内容分析 集合(抽象数据类型) 亲密度 教育学 社会学 心理学 数学 计算机科学 社会科学 政治学 程序设计语言 法学 数学分析
作者
Tao Wang,MA Yong-jun,Yizhou Ling,Jingying Wang
出处
期刊:Research in Science & Technological Education [Taylor & Francis]
卷期号:41 (3): 1197-1214 被引量:6
标识
DOI:10.1080/02635143.2021.1995346
摘要

Background STEM education, which features interdisplines and integration of disciplines, influences the reform of curriculum and teaching, and is reflected in Chinese science textbooks.Purpose This study aims to analyse how STEM and its integration factors are presented in Chinese science textbooks.Sample Three sets of high school science textbooks in China, encompass a set of current textbooks nationwide, a set of old national textbooks and a set of old local textbooks, totalling 23 volumes. Each set of scientific textbooks involves physics, chemistry and biology.Design and methods An evaluation framework was developed to analyse STEM and its integrated content from the distribution of STEM content, types, location, degree of closeness and teaching objectives. Content analysis method was used for STEM and its integrated content.Results The quantity of science knowledge is the largest, followed by engineering, technology, and mathematics. Physics textbooks are closely related to mathematics, while chemistry textbooks are closely connected with engineering. The STEM integration is more of an integration involving two subjects, which appears in the text most frequently.Conclusion Although different Chinese science textbooks covered STEM content and its integrated elements, there were differences in publishers and disciplines. The new ideas of science education and curriculum reform can be embodied in science textbooks to update the content.
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