Investigation on Teaching Status of Content Knowledge, Procedural Knowledge and Epistemological Knowledge of Senior High School Chemistry Teachers
WU Yue1,2, ZHOU Shi-Dong1*
1. College of Chemistry, Northeast Normal University, Changchun 130024, China; 2. Shenyang No.2 High School Hunnan Senior High School,Shenyang 110000, China
Abstract International science education emphasizes the teaching that integrates content knowledge, procedural knowledge, and epistemological knowledge. This study develops the “Classroom Observation Scale for the Teaching Status of Three Types of Knowledge” and adopts classroom observation and case analysis methods for investigation and analysis. The study finds that: senior high school chemistry teaching is dominated by content knowledge, followed by procedural knowledge, with epistemological knowledge accounting for the lowest proportion; the level of student subjectivity in the teaching of the three types of knowledge is generally low.
WU Yue, ZHOU Shi-Dong. Investigation on Teaching Status of Content Knowledge, Procedural Knowledge and Epistemological Knowledge of Senior High School Chemistry Teachers[J]. Chinese Journal of Chemical Education, 2025, 46(23): 77-83.
