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Chinese Grades 1–9 Students' Views of the Nature of Science.

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Title: Chinese Grades 1–9 Students' Views of the Nature of Science.
Authors: Liu, Rui1 (AUTHOR) liurui@sicnu.edu.cn, Liu, Chang1 (AUTHOR), He, Peng2 (AUTHOR) peng.he@wsu.edu
Source: Science & Education. Oct2025, Vol. 34 Issue 5, p2871-2897. 27p.
Subject Terms: *Science education, *Grade levels, *Chinese-speaking students, Scientific literacy, Self-efficacy, Socioeconomic factors, Gender differences (Sociology)
Geographic Terms: China, Southwest China
Abstract: The nature of science (NOS) is an essential component of students' scientific literacy and the key competence required in the new science curriculum standards in China. This study aimed to investigate Chinese students' NOS views and explore any potential differences among grade levels, gender, and parents' occupations. An online questionnaire was conducted on 4492 students from Grades 1–9 in a metropolis area of Southwest China. The Students' Ideas about Nature of Science questionnaire (Chen et al., Journal of Research in Science Teaching, 50, 408–430, 2013), which is a Chinese version of the Likert scale questionnaire developed based on students' viewpoints, was used to examine students' perspectives of NOS on the Subjective, Objective, and Science for All categories. Regarding the key findings, Chinese students' views of NOS tended to be subjective and showed suboptimal self-efficacy for being scientists. Students' agreement with NOS showed a decreasing trend as grade levels increased. And the decrease in students' agreement with Subjective categories was not accompanied with an increase in agreement with Objective categories. Boys tended to be more subjective than girls, and stereotype that boys are better suited to be scientists existed among boys in Grades 1–9 and girls in middle school. Children whose parents' occupations are not science-related showed stronger agreement on the NOS Objective categories than those whose are science-related. We discussed possible reasons for the above results and implications for science education. [ABSTRACT FROM AUTHOR]
Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Chinese Grades 1–9 Students' Views of the Nature of Science.
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  Data: <searchLink fieldCode="AR" term="%22Liu%2C+Rui%22">Liu, Rui</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> liurui@sicnu.edu.cn</i><br /><searchLink fieldCode="AR" term="%22Liu%2C+Chang%22">Liu, Chang</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22He%2C+Peng%22">He, Peng</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> peng.he@wsu.edu</i>
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  Data: The nature of science (NOS) is an essential component of students' scientific literacy and the key competence required in the new science curriculum standards in China. This study aimed to investigate Chinese students' NOS views and explore any potential differences among grade levels, gender, and parents' occupations. An online questionnaire was conducted on 4492 students from Grades 1–9 in a metropolis area of Southwest China. The Students' Ideas about Nature of Science questionnaire (Chen et al., Journal of Research in Science Teaching, 50, 408–430, 2013), which is a Chinese version of the Likert scale questionnaire developed based on students' viewpoints, was used to examine students' perspectives of NOS on the Subjective, Objective, and Science for All categories. Regarding the key findings, Chinese students' views of NOS tended to be subjective and showed suboptimal self-efficacy for being scientists. Students' agreement with NOS showed a decreasing trend as grade levels increased. And the decrease in students' agreement with Subjective categories was not accompanied with an increase in agreement with Objective categories. Boys tended to be more subjective than girls, and stereotype that boys are better suited to be scientists existed among boys in Grades 1–9 and girls in middle school. Children whose parents' occupations are not science-related showed stronger agreement on the NOS Objective categories than those whose are science-related. We discussed possible reasons for the above results and implications for science education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Science & Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s11191-024-00519-x
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        Type: general
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      – SubjectFull: Chinese-speaking students
        Type: general
      – SubjectFull: Scientific literacy
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      – SubjectFull: Self-efficacy
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      – SubjectFull: Socioeconomic factors
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      – SubjectFull: Gender differences (Sociology)
        Type: general
      – SubjectFull: China
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      – SubjectFull: Southwest China
        Type: general
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      – TitleFull: Chinese Grades 1–9 Students' Views of the Nature of Science.
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            NameFull: Liu, Chang
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              Text: Oct2025
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