Abstract The new curriculum standards have set higher requirements for the coherence between primary and junior secondary science education. However, current teaching practices still face issues such as content gaps and repetitive instruction. To address this issue, this study systematically constructs five developmental levels for the concept of “solubility” across primary and junior secondary stages, based on the theory of learning progression. Correspondingly, five conceptual coherence teaching strategies are proposed: (1)Life relevance and observational experience; (2)Experimental inquiry and quantitative perception; (3) Conceptual transformation and quantitative construction; (4)Model transformation and systemic application; and (5) Authentic context and transferable application. The teaching strategies are elaborated in detail through teaching segment examples and the design of assessment methods, aiming to provide frontline teachers with a practical and actionable new approach for teaching conceptual coherence.
HAN Xin-Yue, LUO Ma, KUANG Zi-Hao. Teaching Strategies for Connecting Science Concepts in Primary and Secondary Education Based on Learning Progression: Solubility[J]. Chinese Journal of Chemical Education, 2026, 47(7): 56-63.
