Contextualizing the philosophy of science education: Insight from China

Abstract

Understanding the nature of science is conducive to establishing a correct view of science and understanding the connotation of science education and the nature of scientific inquiry. This study aims to contextualize the philosophy of science education from China’s perspective. The value, goal, and content of science humanistic education, experience in China’s science education, and regionalization for promoting the development of science education in schools have been explored in this study. In addition, both the challenges facing science education and countermeasures of science education have also been offered in the last.

Keywords:

• Science education
• China’s science education
• education policy
• China’s basic education

Acknowledgements

Eryong Xue and Jian Li serve as co-first/corresponding authorship in this study.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This research was supported by Social Science Foundation of Beijing “The mechanism of high-quality education resource sharing in Beijing-Tianjin-Hebei” major project (No.: 18ZDA03).

Notes on contributors

Eryong Xue

Eryong Xue, Professor, China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing, China.

Jian Li

Jian Li, Assistant professor, China Institute of Education Policy, Faculty of Education, Beijing Normal University, Beijing, China.