Biology Programs in the Peoples Republic of China and the United States April Gardner, BSCS Liu Enshan, Beijing Normal University Bruce Fuchs, Office of.

Biology Programs in the Peoples Republic of China and the United

StatesApril Gardner, BSCS

Liu Enshan, Beijing Normal UniversityBruce Fuchs, Office of Science Education,

NIH

Origins of the project

July 2005: Meeting of American and Chinese math and science education leaders convened by Asia Society

Potential areas of collaborative work identified at meeting included comparative studies of curriculum standards and materials in the two countries

2006: Grant to BSCS from the Office of Science Education, NIH, supported a comparative study in biology education

Study Questions

1. What concepts are used as the foundation for biology programs in the US and China?

2. What is the role of scientific inquiry in the programs?

3. What is the role of educational technology in the programs?

Background

US and Chinese math and science have unique strengths and challenges

US and Chinese math and science have common areas of interest/concern

Chinese education system

National science education standards in both countries

Diverse strengths in science education

US• More “second chances” throughout the system• Greater flexibility and innovation• More use of inquiry and laboratory• Greater emphasis on biology and earth science at high

school level

CHINA• All curriculum materials meet national standards• Clear alignment between curriculum materials and

instruction• Emphasis on mastery of basic concepts• Strong work ethic among students

Diverse challenges in science education

US• Uneven and repetitive curriculum• Adherence to diverse state standards rather than national

standards• Basic concepts not taught to mastery• Lack of alignment between instruction and accountability

CHINA• Pedagogy dominated by teacher-to-student lectures• Lack of independent thinking by students• Examination-driven system provides little choice or “second

chances”• Large gap between education in urban and rural areas

Common area of interest: Effective use of educational technology• Building adequate hardware and software

infrastructure• Evaluating effectiveness of technology for student

learning• Developing effective ways of using technology in

assessment systems• Revising examination systems to reflect student

learning through technology• Evaluating technology-based curriculum materials for

their educational value (as opposed to solely entertainment)

• Providing professional development for teachers on effective uses of technology-based curriculum materials and instructional strategies

Chinese education system

Children enter day care center at 2 ½ years

Kindergarten: K1 to K3, ages 3 to 7 years Based on Syllabus of Kindergarten Education issued by MOE Content areas include health, language, social studies, science,

and arts

Elementary school: Grades 1 to 6, ages 7 to 12 years Science content includes biology, physics, and Earth/space

science; science as inquiry; and positive attitudes toward science

“Living world” content includes diversity of organisms; common features of life; organisms and their environment; and health

Chinese education system Middle school: Grades 7 to 9, ages 13 to 15

Biology & geology in grade 7; biology, geology, & physics in grade 8; physics & chemistry in grade 9

Ten topics in biology: inquiry biotechnologyorganisms & their environment plants animal movement & behavior humansreproduction, development, & genetics biodiversity basic structures of organisms health

Zhong kao: external examination at grade 9 determines who can enter high school

High school: Grades 10 to 12, ages 16 to 18 General high schools for university bound; vocational high

schools for labor-force bound Three core modules in biology required; three elective modules

available Gao kao: national entrance examination for universities

National science education standards, grades 9/10 – 12

US: Six standards

• The cell• Matter, energy, and organization in organisms• Molecular basis of heredity• Biological evolution• Interdependence of organisms• Behavior of organisms

China: Three modules

• Molecular and cell biology

• Genetics and evolution

• Homeostasis and environment

Study Questions

1. What concepts are used as the foundation for biology programs in the US and China?

2. What is the role of scientific inquiry in the programs?

3. What is the role of educational technology in the programs?

General Plan & Procedures

Examine 2 programs from each country, one traditional and one standards-based:Traditional Standards-basedPrentice Hall BiologyKendall/Hunt BSCS: A Human ApproachPeoples Education Press Biology Zhejiang Science & Technology Press

Biology

PH Biology used by 25-30% of US high schools; PEP Biology used by 90% of Chinese high schools; AHA and ZJST Biology used by much smaller proportions of high schools in each country

An English version of PEP Biology is available; Professor Liu provided translation of ZJST Biology

General Plan & Procedures, continued

Addressed first question by analyzing the table of contents for each program and mapping this overview to the relevant country’s standards

Address second and third questions using an in-depth curriculum analysis process for two “units” in each program, ecology and genetics

Analysis of table of contents

The programs have varying numbers of chapters and pages.

Each chapter in a program was identified as relating primarily to one standard.

The proportional focus on each standard was determined by dividing the number of chapters per standard by the total number of chapters.

Results: Analysis of table of contents

Standard* Percent** (Number/Total) of Chapters

U.S. China PH Biology KH BSCS: A Human Approach

PEP Biology ZJST Biology

The Cell Molecule and Cell 5%(2/40)

15%(2.5/17)

22%(2/9)

12%(2/17)

Molecular Basis of Heredity

Genetics and Evolution

10%(4/40)

18%(3/17)

11%(1/9)

29%(5/17)

Biological Evolution Genetics and Evolution

10%(4/40)

12%(2/17)

11%(1/9)

6% 1/17)

Interdependence of Organisms

Homeostasis and Environment

10% 4/40)

18%(3/17)

22%(2/9)

24%(4/17)

Matter, Energy, and Organization in Living Systems

Molecule and Cell 7.5%(3/40)

15%(2.5/17)

22% 2/9)

12%(2/17)

Behavior of Organisms

Homeostasis and Environment

17.5%(7/40)

12%(2/17)

11%(1/9)

18%(3/17)

**Percentages may not add to 100% due to rounding errors.†Percentages add to only 60%, because 40% (16/40) of the chapters cover topics that are not in the Life Science Standards for grades 9-12.††Percentages add to only 90%, because 12% (2/17) of the chapters cover topics that are not in the Life Science Standards for grades 9-12.

Results: Analysis of table of contents

Program Number of chapters

Number of pages

PH Biology 40 1059

K/H BSCS Biology: A Human Approach

17 682

PEP Biology 9 307

ZJST Biology 17 374

Analyzing Instructional Materials (AIM) Approximately equivalent content in ecology and

genetics identified in each program; 2 to 4 consecutive chapters per program

Three-member teams composed of April, Professor Liu, and a BSCS staff biologist analyzed each program

Team members split up the reading and identified the “overarching concept” of a chapter and the primary and sub-concepts for each section of a chapter

These concepts were organized into a “conceptual flow graphic,” or CFG

The CFG was used as the basis for completing 4 rubrics: Concept Development, Work Students Do, Assessment, and Work Teachers Do

Sample Rubric: Work Students Do

Work Students Do 1 3 5

Engaging Prior Knowledge 1 3 5

Metacognition 1 3 5

Abilities to Do Scientific Inquiry 1 3 5

Understandings about Scientific Inquiry

1 3 5

Role of inquiry and educational technology in the programs

Program Role of scientific inquiry Role of educational technology

PH Biology Minor:Labs primarily verification; students not asked to design experiments; teacher materials provided short “right-wrong” answers to questions

Major:Multiple web resources linked to every chapter

KH Biology:A Human Approach

Major:Students design experiments, formulate explanations based on evidence; teacher materials encourage accepting and challenging a variety of responses to questions

Major:DVD with video and animations an integral part of program; additional teacher support on accompanying CD

PEP Biology Moderate:Students use math in analyzing experimental data; propose explanations based on data; little-no support for teachers

None

ZJST Biology Moderate:Multiple opportunities to design experiments, analyze alternative models; teacher support for doing inquiry activities

None

To be completed:

Analyze programs for coherence, rigor, focus

Report findings in a set of three papers History of biology education in China Development of standards in US and China Analysis of representative programs in US and China

Thank you!

For a copy of the slides visit www.bscs.org and click on “News”