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dc.contributor.author Su, Zhixin
dc.contributor.author Goldstein, Suzanne
dc.contributor.author Su, Jilin
dc.date.accessioned 2017-09-12T00:03:40Z
dc.date.available 2017-09-12T00:03:40Z
dc.date.issued 1995
dc.identifier.citation Su, Z., Goldstein, S., & Su, J. (1995). Science education goals and curriculum designs in American and Chinese High Schools. International Review of Education, 41, 371–388. https://doi.org/10.1007/BF01103035 en_US
dc.identifier.issn 0020-8566
dc.identifier.uri http://hdl.handle.net/10211.3/195972
dc.description.abstract This paper reports findings from a comparative study of science education goals and curriculum designs in American and Chinese high schools, based on data gathered from a survey of Chinese educationists who came to the USA as visiting scholars between 1991 and 1994. The ideal goals of science education are similar in the USA and China, but the real emphases are quite different in the two nations' schools. In curriculum design, American science education has wider scope but much less depth than its Chinese counterpart. These differences are also reflected in text-books and classroom activities. Implications for change in science education are discussed for both American and Chinese high schools. en_US
dc.format.extent 18 en_US
dc.language.iso en en_US
dc.publisher International Review of Education en_US
dc.relation.uri https://www.researchgate.net/profile/Zhixin_Su/publication/248779106_Science_education_goals_and_curriculum_designs_in_American_and_Chinese_High_Schools/links/54774ce20cf293e2da2600eb.pdf en_US
dc.rights copyright 1995 Kluwer Academic Publisher en_US
dc.subject American high school en_US
dc.subject Chinese High School en_US
dc.subject education en_US
dc.subject curriculum design en_US
dc.subject science education en_US
dc.title Science education goals and curriculum designs in American and Chinese High Schools en_US
dc.type Article en_US


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