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Comparing US and Chinese High-School Physics Teaching in Terms of the Use of Inquiry

Abstract Details

2012, Master of Science (MS), Wright State University, Physics.
Inquiry based teaching has been widespread in the United States as well as in China in the last two decades. It was implemented by many teachers and shown to be effective in both countries. This study examines the extent to which inquiry-based teaching in high-school physics is practiced in US and China through the use of lesson observations and a survey. Nineteen lessons taught by 19 teachers (9 US and 10 Chinese) were observed (N=19). Results show that both US and Chinese teachers know well about the inquiry-based teaching. However, in practice, little inquiry-based teaching was observed in the two countries by different reasons: many of US physics lessons lack rigorous content, while many Chinese lessons failed to include student-centered instruction. Implications of the findings to improve teacher education in both countries are discussed.
Sachiko Tosa, PhD (Committee Chair)
Jason A. Deibel, PhD (Committee Member)
Jerry D. Clark, PhD (Committee Member)
117 p.

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Citations

  • Qian, L. (2012). Comparing US and Chinese High-School Physics Teaching in Terms of the Use of Inquiry [Master's thesis, Wright State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=wright1346393007

    APA Style (7th edition)

  • Qian, Lingbo. Comparing US and Chinese High-School Physics Teaching in Terms of the Use of Inquiry. 2012. Wright State University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=wright1346393007.

    MLA Style (8th edition)

  • Qian, Lingbo. "Comparing US and Chinese High-School Physics Teaching in Terms of the Use of Inquiry." Master's thesis, Wright State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wright1346393007

    Chicago Manual of Style (17th edition)