Examining the Diversity of Scientific Methods in College Entrance Chemistry Examinations in China

Autor/inn/en	Xu, Yufeng; Liu, Huinan; Chen, Bo; Huang, Sihui; Zhong, Chongyu
Titel	Examining the Diversity of Scientific Methods in College Entrance Chemistry Examinations in China
Quelle	In: Chemistry Education Research and Practice, 24 (2023) 2, S.494-508 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chen, Bo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	College Entrance Examinations; Chemistry; Scientific Methodology; Test Items; Comparative Analysis; Foreign Countries; China; China (Beijing) + Suchen Sie Ihr Suchwort? Aufnahmeprüfung; Chemie; Test content; Testaufgabe; Ausland
Abstract	Scientific methods have received widespread attention in recent years. Based on the analytical framework derived from Brandon's matrix consisting of four categories of scientific methods, this paper aims to conduct a content analysis to examine how the diversity of scientific methods is represented in college entrance chemistry examination papers from three exam boards in China. It was found that the percentages of the four categories of scientific methods in the examination papers varied significantly from each exam board, highlighting an imbalanced representation of scientific methods. Furthermore, among the four categories of scientific methods, non-manipulative parameter measurement (Non-MPM) accounted for the largest proportion in each examination paper, while the proportion of manipulative hypothesis testing (MHT) was very small, indicating that the practical chemistry items in China are less experimental. At the end of this paper, the implications of the findings and suggestions for further studies are discussed. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01