History and Challenges of Integrated Science Curriculum Implementation in Zhejiang Province, China

Abstract

The integrated science curriculum of Zhejiang Province, China, has lasted for nearly 20 years, which started from the three experimental areas in 1991 to the whole province in 1993. With the development of curriculum reform, effective implementation of science curriculum is stressed, which necessitates the study and solution of several problems in science practice. Thus, we will show the history of integrated science curriculum to identify the problems and determine the most effective means of implementing the course formation, goals, strategies, evaluation, mechanisms of science learning, teacher professional development, and other dimensions. In the present study, we review the history of science curriculum from “the natural science” to “science” curriculum to know the development process in detail. We also examined teachers’ integrated science implementation and the understanding of the nature of science. Data came from classroom observation, surveys, and interviews of teachers and students. Thus, several conclusions are drawn: (1) integrated science and combined science both existed in science teaching practice. (2) Most science teachers paid more attention to the specific dimensions of knowledge and show a lack of concern regarding students’ understanding of the nature of science, which is necessary in the current evaluation system. (3) As to scientific inquiry and cooperation, further study was needed, not only into the effectiveness of inquiry and cooperative necessary, but into the operational evaluation of scientific inquiry as well. (4) The role of information technology was often limited to presentations, lacking resource functions, and interactive features. As for the Digital Information Systems (DIS), most science teachers remained unfamiliar with these technologies in science teaching.