A Cross-Cultural Comparison of Biology Lessons between China and Germany: A Video Study

Autor/inn/en	Liu, Ning; Neuhaus, Birgit Jana
Titel	A Cross-Cultural Comparison of Biology Lessons between China and Germany: A Video Study
Quelle	In: Cultural Studies of Science Education, 13 (2018) 3, S.671-686 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-016-9797-6
Schlagwörter	Foreign Countries; Biology; Science Instruction; Cross Cultural Studies; Cultural Differences; Prior Learning; Knowledge Level; Questioning Techniques; Scientific Concepts; Teacher Role; Teaching Methods; Logical Thinking; China; Germany + Suchen Sie Ihr Suchwort? Ausland; Biologie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Vorkenntnisse; Wissensbasis; Befragungstechnik; Fragetechnik; Lehrerrolle; Teaching method; Lehrmethode; Unterrichtsmethode; Deutschland
Abstract	Given the globalization of science education and the different cultures between China and Germany, we tried to compare and explain the differences on teacher questions and real life instances in biology lessons between the two countries from a culture-related perspective. 22 biology teachers from China and 21 biology teachers from Germany participated in this study. Each teacher was videotaped for one lesson on the unit blood and circulatory system. Before the teaching unit, students' prior knowledge was tested with a pretest. After the teaching unit, students' content knowledge was tested with a posttest. The aim of the knowledge tests here was for the better selection of the four samples for qualitative comparison in the two countries. The quantitative analysis showed that more lower-order teacher questions and more real life instances that were introduced after learning relevant concepts were in Chinese lessons than in German lessons. There were no significant differences in the frequency of higher-order questions or real life instances that were introduced before learning concepts. Qualitative analysis showed that both German teachers guided students to analyze the reasoning process of Landsteiner experiment, but nor Chinese teachers did that. The findings reflected the subtle influence of culture on classroom teaching. Relatively, Chinese biology teachers focused more on learning content and the application of the content in real life; German biology teachers emphasized more on invoking students' reasoning and divergent thinking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01