Comparative Study on HPSS Content in Current and Previous Chinese High School
##plugins.themes.bootstrap3.article.main##
##plugins.themes.bootstrap3.article.sidebar##
Published
Jan 27, 2025
Abstract
Chinese 2017 General High School Physics Curriculum Standards explicitly include understanding the nature of science (NOS) as core literacy for students. History, philosophy of science, and sociology of science (HPSS) education is an important way to promote students’ understanding of the nature of science. In this context, this study analyzed the content of HPSS in two physics textbooks before and after the promulgation of the new curriculum standards using a content analysis method based on the analytical framework of HPSS. The analysis compares the number and copiousness of HPSS content in the current high school physics textbooks published in 2019 and the previous edition of high school physics textbooks published in 2004. The presentation of this HPSS content was also analyzed. It was found that there was an increase in HPSS content in the new edition of the textbook compared to the old edition, mainly a decrease in the history of science content and an increase in both the philosophy of science and sociology of science content. The HPSS content copiousness was low in both the old and new editions of the textbook. Finally, the distribution of the respective sub-dimensions of the HPSS was very uneven.
Downloads
Download data is not yet available.
##plugins.themes.bootstrap3.article.details##
Keywords
High School, Nature of Science, HPSS, Physics Textbook, Content Analysis
Supporting Agencies
No funding sources declared.
References
Abd-El-Khalick, F. (2005). Developing deeper understandings of nature of science: The impact of a philosophy of science course on preservice science teachers’ views and instructional planning. International Journal of Science Education, 27(1), 15-42. DOI: https://doi.org/10.1080/09500690410001673810
Abd-El-Khalick F. (2012). Examining the Sources for our Understandings about Science: Enduring conflations and critical issues in research on nature of science in science education. International Journal of Science Education, 34(3), 353-374. DOI: https://doi.org/10.1080/09500693.2011.629013
Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417-436. DOI: https://doi.org/10.1002/(SICI)1098-237X(199807)82:4<417::AID-SCE1>3.0.CO;2-E
Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of the history of science courses on students’ views of the nature of science. Journal of Research in Science Teaching, 37(10), 1057-1095. DOI: https://doi.org/10.1002/1098-2736(200012)37:10<1057::AID-TEA3>3.0.CO;2-C
Abd-El-Khalick, F., Waters, M., & Le, A.-P. (2008). Representations of the nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835-855. DOI: https://doi.org/10.1002/tea.20226
Alters, B. J. (1997). Whose nature of science? Journal of Research in Science Teaching, 34(1), 39-55. DOI: https://doi.org/10.1002/(SICI)1098-2736(199701)34:1<39::AID-TEA4>3.0.CO;2-P
Blachowicz, J. (2009). How Science Textbooks Treat Scientific Method: A Philosopher’s Perspective. The British Journal for the Philosophy of Science, 60(2), 303-344. DOI: https://doi.org/10.1093/bjps/axp011
Boniolo, G., & Campaner, R. (2020). Life Sciences for Philosophers and Philosophy for Life Scientists: What Should We Teach? Biological Theory, 15(1), 1-11. DOI: https://doi.org/10.1007/s13752-019-00333-7
Brito, A., Rodríguez, M. A., & Niaz, M. (2005). A reconstruction of the development of the periodic table based on history and philosophy of science and its implications for general chemistry textbooks: PERIODIC TABLE AND GENERAL CHEMISTRY TEXTBOOKS. Journal of Research in Science Teaching, 42(1), 84-111. DOI: https://doi.org/10.1002/tea.20044
Brush, S. G. (2000). Thomas Kuhn as a Historian of Science. Science & Education, 9(1), 39-58. DOI: https://doi.org/10.1023/A:1008761217221
Bybee, R. W., Powell, J. C., Ellis, J. D., Giese, J. R., Parisi, L., & Singleton, L. (1991). Integrating the history and nature of science and technology in science and social studies curriculum. Science Education, 75(1), 143-155. DOI: https://doi.org/10.1002/sce.3730750113
Chen, S.-Y., Chen, C.-H., & Liu, S.-Y. (2022). History of Science Reading Materials as Everyday Homework to Improve Middle School Students’ Epistemological Beliefs about Science. International Journal of Science and Mathematics Education, 20(S1), 69-92. DOI: https://doi.org/10.1007/s10763-022-10285-3
Clary, R. M., & Wandersee, J. H. (2015). The History of Science in the Science Classroom: The Past Is the Key to the Future in Science Education. Earth Sciences History, 34(2), 310-332.
Cofré, H., Núñez, P., Santibáñez, D., Pavez, J. M., Valencia, M., & Vergara, C. (2019). A Critical Review of Students’ and Teachers’ Understandings of Nature of Science. Science & Education, 28(3-5), 205-248. DOI: https://doi.org/10.1007/s11191-019-00051-3
Cunningham, C. M., & Helms, J. V. (1998). Sociology of science as a means to a more authentic, inclusive science education. Journal of Research in Science Teaching, 35(5), 483-499. DOI: https://doi.org/10.1002/(SICI)1098-2736(199805)35:5<483::AID-TEA2>3.0.CO;2-L
DiGiuseppe, M. (2014). Representing Nature of Science in a Science Textbook: Exploring author-editor-publisher interactions. International Journal of Science Education, 36(7), 1061-1082. DOI: https://doi.org/10.1080/09500693.2013.840405
Farías Camero, D. M., Castelló Escandell, J., & Molina Caballero, M. F. (2012). Análisis del enfoque de historia y filosofía de la ciencia en libros de texto de química: El caso de la estructura atómica. Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas, 31(1), 115-133. DOI: https://doi.org/10.5565/rev/ec/v31n1.489
Galili, I., & Hazan, A. (2000). The influence of an historically oriented course on students’ content knowledge in optics evaluated by means of facets-schemes analysis. American Journal of Physics, 68(S1), S3-S15. DOI: https://doi.org/10.1119/1.19518
Galili, I., & Hazan, A. (2001). The Effect of a History-Based Course in Optics on Students’ Views about Science. In F. Bevilacqua, E.
Giannetto, & M. R. Matthews (Eds.), Science Education and Culture (pp. 229-254). Springer Netherlands. DOI: https://doi.org/10.1007/978-94-010-0730-6_16
Gardner, P. L. (1999). The representation of science-technology relationships in Canadian physics textbooks. International Journal of Science Education, 21(3), 329-347. DOI: https://doi.org/10.1080/095006999290732
Grüne-Yanoff, T. (2014). Teaching philosophy of science to scientists: Why, what and how. European Journal for Philosophy of Science, 4(1), 115-134. DOI: https://doi.org/10.1007/s13194-013-0078-x
Henke, A., & Höttecke, D. (2015). Physics Teachers’ Challenges in Using History and Philosophy of Science in Teaching. Science & Education, 24(4), 349-385. DOI: https://doi.org/10.1007/s11191-014-9737-3
Höttecke, D., & Silva, C. C. (2011). Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles. Science & Education, 20(3), 293-316. DOI: https://doi.org/10.1007/s11191-010-9285-4
Justi, R., & Gilbert, J. (2000). History and philosophy of science through models: Some challenges in the case of “the atom.” International Journal of Science Education, 22(9), 993-1009. DOI: https://doi.org/10.1080/095006900416875
Kelly, G. J., Carlsen, W. S., & Cunningham, C. M. (1993). Science education in sociocultural context: Perspectives from the sociology of science. Science Education, 77(2), 207-220. DOI: https://doi.org/10.1002/sce.3730770208
Kim, S. Y., & Irving, K. E. (2010). History of Science as an Instructional Context: Student Learning in Genetics and Nature of Science. Science & Education, 19(2), 187-215. DOI: https://doi.org/10.1007/s11191-009-9191-9
Klassen, S., Niaz, M., Metz, D., McMillan, B., & Dietrich, S. (2012). Portrayal of the History of the Photoelectric Effect in Laboratory Instructions. Science & Education, 21(5), 729-743. DOI: https://doi.org/10.1007/s11191-011-9360-5
Laçin-Şimşek, C. (2011). WOMEN SCIENTISTS IN SCIENCE AND TECHNOLOGY TEXTBOOKS IN TURKEY. Journal of Baltic Science Education, 10(4).
Laudan, L. (1989). Thoughts on Hps—20 Years Later. Studies in History and Philosophy of Science, 20(1), 9-13. DOI: https://doi.org/10.1016/0039-3681(89)90030-7
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521. DOI: https://doi.org/10.1002/tea.10034
Leite, L. (2002). History of Science in Science Education: Development and Validation of a Checklist for Analysing the Historical Content of Science Textbooks. SCIENCE & EDUCATION, 11, 333-359.
Li, X., Tan, Z., Shen, J., Hu, W., Chen, Y., & Wang, J. (2020). Analysis of Five Junior High School Physics Textbooks Used in China for Representations of Nature of Science. Research in Science Education, 50(3), 833-844. DOI: https://doi.org/10.1007/s11165-018-9713-z
Li, Y., & Zheng, C. (2009). The Development of International HPS Education and It’s Apocalypse for Reform of Science Education. Comparative Education Review, 31(05), 13-18.
Lin, L., Song, Q., Wang, J., Hu, T., Ping, X., & Ling, Y. (2022). History of Science in Two Recent Versions of High School Physics Textbooks in China. Science & Education. DOI: https://doi.org/10.1007/s11191-021-00307-x
Ma, Y., & Wan, Y. (2017). History of science content analysis of Chinese science textbooks from the perspective of acculturation. Science & Education, 26(6), 669-690. DOI: https://doi.org/10.1007/s11191-017-9914-2
Martin, M. (1972). Philosophy of Science and Science Education. Studies in Philosophy and Education, 7(3), 210-225. DOI: https://doi.org/10.1007/BF00373219
Matthews, M. R. (1989). History, philosophy, and science teaching: A brief review. Synthese, 80(1), 1-7. DOI: https://doi.org/10.1007/BF00869945
Matthews, M. R. (1992). History, philosophy, and science teaching: The present rapprochement. Science and Education, 1(1), 11-47. DOI: https://doi.org/10.1007/BF00430208
Matthews, M. R. (2009). Teaching the Philosophical and Worldview Components of Science. Science & Education, 18(6-7), 697-728. DOI: https://doi.org/10.1007/s11191-007-9132-4
Matthews, M. R. (2017). Reconceptualizing the nature of science for science education. Studies in Science Education, 53(1), 105-107. DOI: https://doi.org/10.1080/03057267.2016.1258108
Matthews, M. R. (Ed.). (2018). History, Philosophy and Science Teaching. Springer International Publishing. DOI: https://doi.org/10.1007/978-3-319-62616-1
Metz, D., Klassen, S., McMillan, B., Clough, M., & Olson, J. (2007). Building a Foundation for the Use of Historical Narratives. Science & Education, 16(3), 313-334. DOI: https://doi.org/10.1007/s11191-006-9024-z
Ministry of Education, P. R. (2017). Physics curriculum standards for senior high school. People’s Education Press.
Monk, M., & Osborne, J. (1997). Placing the history and philosophy of science on the curriculum: A model for the development of pedagogy. Science Education, 81(4), 405-424. DOI: https://doi.org/10.1002/(SICI)1098-237X(199707)81:4<405::AID-SCE3>3.0.CO;2-G
Montgomery, S. L., & Kumar, A. (2021). Under the Influence: History in Scientific Training, the Case of Textbooks. KNOW: A Journal on the Formation of Knowledge. DOI: https://doi.org/10.1086/716847
Niaz, M. (1998). From cathode rays to alpha particles to quantum of action: A rational reconstruction of structure of the atom and its implications for chemistry textbooks. Science Education, 82(5), 527-552. DOI: https://doi.org/10.1002/(SICI)1098-237X(199809)82:5<527::AID-SCE1>3.0.CO;2-B
Niaz, M. (2000a). A rational reconstruction of the kinetic molecular theory of gases based on history and philosophy of science and its implications for chemistry textbooks. INSTRUCTIONAL SCIENCE, 28, 23-50.
Niaz, M. (2000b). The Oil Drop Experiment: A Rational Reconstruction of the Millikan-Ehrenhaft Controversy and Its Implications for Chemistry Textbooks. Journal of Research in Science Teaching, 37(5), 480-508. DOI: https://doi.org/10.1002/(SICI)1098-2736(200005)37:5<480::AID-TEA6>3.0.CO;2-X
Niaz, M. (2001). A rational reconstruction of the origin of the covalent bond and its implications for general chemistry textbooks. International Journal of Science Education, 23(6), 623-641. DOI: https://doi.org/10.1080/09500690010006491
Niaz, M., & Coştu, B. (2009). Presentation of atomic structure in Turkish general chemistry textbooks. Chemistry Education Research and Practice, 10(3), 233. DOI: https://doi.org/10.1039/b914503f
Niaz, M., Klassen, S., McMillan, B., & Metz, D. (2010). Reconstruction of the history of the photoelectric effect and its implications for general physics textbooks. Science Education, 94(5), 903-931. DOI: https://doi.org/10.1002/sce.20389
Persson, J. R. (2018). Evolution of quasi-history of the Planck blackbody radiation equation in a physics textbook. American Journal of Physics, 86(12), 887-892. DOI: https://doi.org/10.1119/1.5054005
Reiss, M. J. (2020). Science Education in the Light of COVID-19 The Contribution of History, Philosophy and Sociology of Science. Science & Education, 29(4), 1079-1092. DOI: https://doi.org/10.1007/s11191-020-00143-5
Rodríguez, M. A., & Niaz, M. (2004). The Oil Drop Experiment: An Illustration of Scientific Research Methodology and its Implications for Physics Textbooks. Instructional Science, 32(5), 357-386. DOI: https://doi.org/10.1023/B:TRUC.0000044641.19894.ed
Sachs, M. (1993). On the Problem of Cosmology. Physics Essays, 6(1), 32-38. DOI: https://doi.org/10.4006/1.3029034
Simon, J. (2016). Writing the DisciplineGanot’s Textbook Science and the “Invention” of Physics. Historical Studies in the Natural Sciences, 46(3), 392-427. DOI: https://doi.org/10.1525/hsns.2016.46.3.392
Solbes, J., & Traver, M. (2003). Against a Negative Image of Science: History of Science and the Teaching of Physics and Chemistry. Science & Education, 12, 703-717.
Solomon, J., Duveen, J., Scot, L., & McCarthy, S. (1992). Teaching about the nature of science through history: Action research in the classroom. Journal of Research in Science Teaching, 29(4), 409-421. DOI: https://doi.org/10.1002/tea.3660290408
Teixeira, E. S., Greca, I. M., & Freire, O. (2012). The History and Philosophy of Science in Physics Teaching: A Research Synthesis of Didactic Interventions. Science & Education, 21(6), 771-796. DOI: https://doi.org/10.1007/s11191-009-9217-3
Vesterinen, V.-M., Manassero-Mas, M.-A., & Vázquez-Alonso, Á. (2014). History, Philosophy, and Sociology of Science and Science-Technology-Society Traditions in Science Education: Continuities and Discontinuities. In M. R. Matthews (Ed.), International Handbook of Research in History, Philosophy and Science Teaching (pp. 1895-1925). Springer Netherlands. DOI: https://doi.org/10.1007/978-94-007-7654-8_58
Vojíř, K., & Rusek, M. (2019). Science education textbook research trends: A systematic literature review. International Journal of Science Education, 41(11), 1496-1516. DOI: https://doi.org/10.1080/09500693.2019.1613584
Williams, C. T., & Rudge, D. W. (2016). Emphasizing the History of Genetics in an Explicit and Reflective Approach to Teaching the Nature of Science: A Pilot Study. Science & Education, 25(3-4), 407-427. DOI: https://doi.org/10.1007/s11191-016-9821-y
Wong, S. L., & Hodson, D. (2010). More from the Horse’s Mouth: What scientists say about science as a social practice. International Journal of Science Education, 32(11), 1431-1463. DOI: https://doi.org/10.1080/09500690903104465
Wylie, A. (1994). Discourse, Practice, Context: From HPS to Interdisciplinary Science Studies. PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association, 1994(2), 392-395. DOI: https://doi.org/10.1086/psaprocbienmeetp.1994.2.192950
Yuan, W. (2005). A Summary of Studies on Integration of Scientific Science Curriculum in Foreign Countreis. Comparative Education Review, 10, 62-67.
Zhang, J. (2017). HPS Education Research. Science Press.
Zhuang, H., Xiao, Y., Liu, Q., Yu, B., Xiong, J., & Bao, L. (2021). Comparison of nature of science representations in five Chinese high school physics textbooks. International Journal of Science Education, 43(11), 1779-1798. DOI: https://doi.org/10.1080/09500693.2021.1933647
Abd-El-Khalick F. (2012). Examining the Sources for our Understandings about Science: Enduring conflations and critical issues in research on nature of science in science education. International Journal of Science Education, 34(3), 353-374. DOI: https://doi.org/10.1080/09500693.2011.629013
Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417-436. DOI: https://doi.org/10.1002/(SICI)1098-237X(199807)82:4<417::AID-SCE1>3.0.CO;2-E
Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of the history of science courses on students’ views of the nature of science. Journal of Research in Science Teaching, 37(10), 1057-1095. DOI: https://doi.org/10.1002/1098-2736(200012)37:10<1057::AID-TEA3>3.0.CO;2-C
Abd-El-Khalick, F., Waters, M., & Le, A.-P. (2008). Representations of the nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835-855. DOI: https://doi.org/10.1002/tea.20226
Alters, B. J. (1997). Whose nature of science? Journal of Research in Science Teaching, 34(1), 39-55. DOI: https://doi.org/10.1002/(SICI)1098-2736(199701)34:1<39::AID-TEA4>3.0.CO;2-P
Blachowicz, J. (2009). How Science Textbooks Treat Scientific Method: A Philosopher’s Perspective. The British Journal for the Philosophy of Science, 60(2), 303-344. DOI: https://doi.org/10.1093/bjps/axp011
Boniolo, G., & Campaner, R. (2020). Life Sciences for Philosophers and Philosophy for Life Scientists: What Should We Teach? Biological Theory, 15(1), 1-11. DOI: https://doi.org/10.1007/s13752-019-00333-7
Brito, A., Rodríguez, M. A., & Niaz, M. (2005). A reconstruction of the development of the periodic table based on history and philosophy of science and its implications for general chemistry textbooks: PERIODIC TABLE AND GENERAL CHEMISTRY TEXTBOOKS. Journal of Research in Science Teaching, 42(1), 84-111. DOI: https://doi.org/10.1002/tea.20044
Brush, S. G. (2000). Thomas Kuhn as a Historian of Science. Science & Education, 9(1), 39-58. DOI: https://doi.org/10.1023/A:1008761217221
Bybee, R. W., Powell, J. C., Ellis, J. D., Giese, J. R., Parisi, L., & Singleton, L. (1991). Integrating the history and nature of science and technology in science and social studies curriculum. Science Education, 75(1), 143-155. DOI: https://doi.org/10.1002/sce.3730750113
Chen, S.-Y., Chen, C.-H., & Liu, S.-Y. (2022). History of Science Reading Materials as Everyday Homework to Improve Middle School Students’ Epistemological Beliefs about Science. International Journal of Science and Mathematics Education, 20(S1), 69-92. DOI: https://doi.org/10.1007/s10763-022-10285-3
Clary, R. M., & Wandersee, J. H. (2015). The History of Science in the Science Classroom: The Past Is the Key to the Future in Science Education. Earth Sciences History, 34(2), 310-332.
Cofré, H., Núñez, P., Santibáñez, D., Pavez, J. M., Valencia, M., & Vergara, C. (2019). A Critical Review of Students’ and Teachers’ Understandings of Nature of Science. Science & Education, 28(3-5), 205-248. DOI: https://doi.org/10.1007/s11191-019-00051-3
Cunningham, C. M., & Helms, J. V. (1998). Sociology of science as a means to a more authentic, inclusive science education. Journal of Research in Science Teaching, 35(5), 483-499. DOI: https://doi.org/10.1002/(SICI)1098-2736(199805)35:5<483::AID-TEA2>3.0.CO;2-L
DiGiuseppe, M. (2014). Representing Nature of Science in a Science Textbook: Exploring author-editor-publisher interactions. International Journal of Science Education, 36(7), 1061-1082. DOI: https://doi.org/10.1080/09500693.2013.840405
Farías Camero, D. M., Castelló Escandell, J., & Molina Caballero, M. F. (2012). Análisis del enfoque de historia y filosofía de la ciencia en libros de texto de química: El caso de la estructura atómica. Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas, 31(1), 115-133. DOI: https://doi.org/10.5565/rev/ec/v31n1.489
Galili, I., & Hazan, A. (2000). The influence of an historically oriented course on students’ content knowledge in optics evaluated by means of facets-schemes analysis. American Journal of Physics, 68(S1), S3-S15. DOI: https://doi.org/10.1119/1.19518
Galili, I., & Hazan, A. (2001). The Effect of a History-Based Course in Optics on Students’ Views about Science. In F. Bevilacqua, E.
Giannetto, & M. R. Matthews (Eds.), Science Education and Culture (pp. 229-254). Springer Netherlands. DOI: https://doi.org/10.1007/978-94-010-0730-6_16
Gardner, P. L. (1999). The representation of science-technology relationships in Canadian physics textbooks. International Journal of Science Education, 21(3), 329-347. DOI: https://doi.org/10.1080/095006999290732
Grüne-Yanoff, T. (2014). Teaching philosophy of science to scientists: Why, what and how. European Journal for Philosophy of Science, 4(1), 115-134. DOI: https://doi.org/10.1007/s13194-013-0078-x
Henke, A., & Höttecke, D. (2015). Physics Teachers’ Challenges in Using History and Philosophy of Science in Teaching. Science & Education, 24(4), 349-385. DOI: https://doi.org/10.1007/s11191-014-9737-3
Höttecke, D., & Silva, C. C. (2011). Why Implementing History and Philosophy in School Science Education is a Challenge: An Analysis of Obstacles. Science & Education, 20(3), 293-316. DOI: https://doi.org/10.1007/s11191-010-9285-4
Justi, R., & Gilbert, J. (2000). History and philosophy of science through models: Some challenges in the case of “the atom.” International Journal of Science Education, 22(9), 993-1009. DOI: https://doi.org/10.1080/095006900416875
Kelly, G. J., Carlsen, W. S., & Cunningham, C. M. (1993). Science education in sociocultural context: Perspectives from the sociology of science. Science Education, 77(2), 207-220. DOI: https://doi.org/10.1002/sce.3730770208
Kim, S. Y., & Irving, K. E. (2010). History of Science as an Instructional Context: Student Learning in Genetics and Nature of Science. Science & Education, 19(2), 187-215. DOI: https://doi.org/10.1007/s11191-009-9191-9
Klassen, S., Niaz, M., Metz, D., McMillan, B., & Dietrich, S. (2012). Portrayal of the History of the Photoelectric Effect in Laboratory Instructions. Science & Education, 21(5), 729-743. DOI: https://doi.org/10.1007/s11191-011-9360-5
Laçin-Şimşek, C. (2011). WOMEN SCIENTISTS IN SCIENCE AND TECHNOLOGY TEXTBOOKS IN TURKEY. Journal of Baltic Science Education, 10(4).
Laudan, L. (1989). Thoughts on Hps—20 Years Later. Studies in History and Philosophy of Science, 20(1), 9-13. DOI: https://doi.org/10.1016/0039-3681(89)90030-7
Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521. DOI: https://doi.org/10.1002/tea.10034
Leite, L. (2002). History of Science in Science Education: Development and Validation of a Checklist for Analysing the Historical Content of Science Textbooks. SCIENCE & EDUCATION, 11, 333-359.
Li, X., Tan, Z., Shen, J., Hu, W., Chen, Y., & Wang, J. (2020). Analysis of Five Junior High School Physics Textbooks Used in China for Representations of Nature of Science. Research in Science Education, 50(3), 833-844. DOI: https://doi.org/10.1007/s11165-018-9713-z
Li, Y., & Zheng, C. (2009). The Development of International HPS Education and It’s Apocalypse for Reform of Science Education. Comparative Education Review, 31(05), 13-18.
Lin, L., Song, Q., Wang, J., Hu, T., Ping, X., & Ling, Y. (2022). History of Science in Two Recent Versions of High School Physics Textbooks in China. Science & Education. DOI: https://doi.org/10.1007/s11191-021-00307-x
Ma, Y., & Wan, Y. (2017). History of science content analysis of Chinese science textbooks from the perspective of acculturation. Science & Education, 26(6), 669-690. DOI: https://doi.org/10.1007/s11191-017-9914-2
Martin, M. (1972). Philosophy of Science and Science Education. Studies in Philosophy and Education, 7(3), 210-225. DOI: https://doi.org/10.1007/BF00373219
Matthews, M. R. (1989). History, philosophy, and science teaching: A brief review. Synthese, 80(1), 1-7. DOI: https://doi.org/10.1007/BF00869945
Matthews, M. R. (1992). History, philosophy, and science teaching: The present rapprochement. Science and Education, 1(1), 11-47. DOI: https://doi.org/10.1007/BF00430208
Matthews, M. R. (2009). Teaching the Philosophical and Worldview Components of Science. Science & Education, 18(6-7), 697-728. DOI: https://doi.org/10.1007/s11191-007-9132-4
Matthews, M. R. (2017). Reconceptualizing the nature of science for science education. Studies in Science Education, 53(1), 105-107. DOI: https://doi.org/10.1080/03057267.2016.1258108
Matthews, M. R. (Ed.). (2018). History, Philosophy and Science Teaching. Springer International Publishing. DOI: https://doi.org/10.1007/978-3-319-62616-1
Metz, D., Klassen, S., McMillan, B., Clough, M., & Olson, J. (2007). Building a Foundation for the Use of Historical Narratives. Science & Education, 16(3), 313-334. DOI: https://doi.org/10.1007/s11191-006-9024-z
Ministry of Education, P. R. (2017). Physics curriculum standards for senior high school. People’s Education Press.
Monk, M., & Osborne, J. (1997). Placing the history and philosophy of science on the curriculum: A model for the development of pedagogy. Science Education, 81(4), 405-424. DOI: https://doi.org/10.1002/(SICI)1098-237X(199707)81:4<405::AID-SCE3>3.0.CO;2-G
Montgomery, S. L., & Kumar, A. (2021). Under the Influence: History in Scientific Training, the Case of Textbooks. KNOW: A Journal on the Formation of Knowledge. DOI: https://doi.org/10.1086/716847
Niaz, M. (1998). From cathode rays to alpha particles to quantum of action: A rational reconstruction of structure of the atom and its implications for chemistry textbooks. Science Education, 82(5), 527-552. DOI: https://doi.org/10.1002/(SICI)1098-237X(199809)82:5<527::AID-SCE1>3.0.CO;2-B
Niaz, M. (2000a). A rational reconstruction of the kinetic molecular theory of gases based on history and philosophy of science and its implications for chemistry textbooks. INSTRUCTIONAL SCIENCE, 28, 23-50.
Niaz, M. (2000b). The Oil Drop Experiment: A Rational Reconstruction of the Millikan-Ehrenhaft Controversy and Its Implications for Chemistry Textbooks. Journal of Research in Science Teaching, 37(5), 480-508. DOI: https://doi.org/10.1002/(SICI)1098-2736(200005)37:5<480::AID-TEA6>3.0.CO;2-X
Niaz, M. (2001). A rational reconstruction of the origin of the covalent bond and its implications for general chemistry textbooks. International Journal of Science Education, 23(6), 623-641. DOI: https://doi.org/10.1080/09500690010006491
Niaz, M., & Coştu, B. (2009). Presentation of atomic structure in Turkish general chemistry textbooks. Chemistry Education Research and Practice, 10(3), 233. DOI: https://doi.org/10.1039/b914503f
Niaz, M., Klassen, S., McMillan, B., & Metz, D. (2010). Reconstruction of the history of the photoelectric effect and its implications for general physics textbooks. Science Education, 94(5), 903-931. DOI: https://doi.org/10.1002/sce.20389
Persson, J. R. (2018). Evolution of quasi-history of the Planck blackbody radiation equation in a physics textbook. American Journal of Physics, 86(12), 887-892. DOI: https://doi.org/10.1119/1.5054005
Reiss, M. J. (2020). Science Education in the Light of COVID-19 The Contribution of History, Philosophy and Sociology of Science. Science & Education, 29(4), 1079-1092. DOI: https://doi.org/10.1007/s11191-020-00143-5
Rodríguez, M. A., & Niaz, M. (2004). The Oil Drop Experiment: An Illustration of Scientific Research Methodology and its Implications for Physics Textbooks. Instructional Science, 32(5), 357-386. DOI: https://doi.org/10.1023/B:TRUC.0000044641.19894.ed
Sachs, M. (1993). On the Problem of Cosmology. Physics Essays, 6(1), 32-38. DOI: https://doi.org/10.4006/1.3029034
Simon, J. (2016). Writing the DisciplineGanot’s Textbook Science and the “Invention” of Physics. Historical Studies in the Natural Sciences, 46(3), 392-427. DOI: https://doi.org/10.1525/hsns.2016.46.3.392
Solbes, J., & Traver, M. (2003). Against a Negative Image of Science: History of Science and the Teaching of Physics and Chemistry. Science & Education, 12, 703-717.
Solomon, J., Duveen, J., Scot, L., & McCarthy, S. (1992). Teaching about the nature of science through history: Action research in the classroom. Journal of Research in Science Teaching, 29(4), 409-421. DOI: https://doi.org/10.1002/tea.3660290408
Teixeira, E. S., Greca, I. M., & Freire, O. (2012). The History and Philosophy of Science in Physics Teaching: A Research Synthesis of Didactic Interventions. Science & Education, 21(6), 771-796. DOI: https://doi.org/10.1007/s11191-009-9217-3
Vesterinen, V.-M., Manassero-Mas, M.-A., & Vázquez-Alonso, Á. (2014). History, Philosophy, and Sociology of Science and Science-Technology-Society Traditions in Science Education: Continuities and Discontinuities. In M. R. Matthews (Ed.), International Handbook of Research in History, Philosophy and Science Teaching (pp. 1895-1925). Springer Netherlands. DOI: https://doi.org/10.1007/978-94-007-7654-8_58
Vojíř, K., & Rusek, M. (2019). Science education textbook research trends: A systematic literature review. International Journal of Science Education, 41(11), 1496-1516. DOI: https://doi.org/10.1080/09500693.2019.1613584
Williams, C. T., & Rudge, D. W. (2016). Emphasizing the History of Genetics in an Explicit and Reflective Approach to Teaching the Nature of Science: A Pilot Study. Science & Education, 25(3-4), 407-427. DOI: https://doi.org/10.1007/s11191-016-9821-y
Wong, S. L., & Hodson, D. (2010). More from the Horse’s Mouth: What scientists say about science as a social practice. International Journal of Science Education, 32(11), 1431-1463. DOI: https://doi.org/10.1080/09500690903104465
Wylie, A. (1994). Discourse, Practice, Context: From HPS to Interdisciplinary Science Studies. PSA: Proceedings of the Biennial Meeting of the Philosophy of Science Association, 1994(2), 392-395. DOI: https://doi.org/10.1086/psaprocbienmeetp.1994.2.192950
Yuan, W. (2005). A Summary of Studies on Integration of Scientific Science Curriculum in Foreign Countreis. Comparative Education Review, 10, 62-67.
Zhang, J. (2017). HPS Education Research. Science Press.
Zhuang, H., Xiao, Y., Liu, Q., Yu, B., Xiong, J., & Bao, L. (2021). Comparison of nature of science representations in five Chinese high school physics textbooks. International Journal of Science Education, 43(11), 1779-1798. DOI: https://doi.org/10.1080/09500693.2021.1933647
How to Cite
He, Y. (2025). Comparative Study on HPSS Content in Current and Previous Chinese High School. Science Insights Education Frontiers, 26(1), 4233–4260. https://doi.org/10.15354/sief.25.or691
Issue
Section
Original Article
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.