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Comparative Analysis of Inquiry Activities in Sino-US High School Biology Textbooks

Received: 5 July 2017     Accepted: 17 July 2017     Published: 11 August 2017
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Abstract

The arrangement of inquiry activities in the textbooks, to a certain degree, affects the quality of inquiry learning activities. The research made a comparative analysis of the inquiry activities in Chinese high school biology compulsory textbooks (PEP edition) and American high school biology textbooks (Biology: the Dynamics of Life) from the inquiry types, equipments, arrangements of teacher-students interactions and etc. The research suggests that in order to improve the quality of inquiry learning activities, China could enrich the content of textbooks, develop the equipments of activities and optimize the detail of teaching activities.

Published in Science Journal of Education (Volume 5, Issue 5)
DOI 10.11648/j.sjedu.20170505.13
Page(s) 200-205
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2017. Published by Science Publishing Group

Keywords

Textbook Comparison, Inquiry Activities, High School Biology

References
[1] Qin Chen, Lijuan Pang. Scientific inquiry: essence, characteristics and process. Education Science, Vol. 21, No. 1, 2005, pp. 1-5.
[2] Ministry of Education of the People's Republic of China. The General High School Biology Curriculum Standard (Experimental edition). Beijing: People's Education Press, 2003.
[3] Yangpu Huang. Comparative study on Sino-US high schools biology textbooks. Tsinan, Shandong Normal University, 2015.
[4] Wenjun Pan. Comparative study of Sino-US high school biology curriculum standards and textbooks. Chongqing: Chongqing Normal University, 2013.
[5] Qing Dai, Fengping Jiang. Comparative study on ecology in Sino-US high school biology textbooks. Modern Primary and secondary education, Vol. 32, No. 6, 2016, pp. 119-123.
[6] Lingyu Meng. Comparative study on ecology in Sino-US high school biology textbooks. Harbin: Harbin Normal University, 2016.
[7] Lingshi Zhang. Comparative study on the content of career education in Sino-US high school biology textbooks. Wuhan: Central China Normal University, 2015.
[8] Yufan Liao. Comparative study on the scientific content system of genetic in Sino-US high school biology textbooks. Changchun: Northeast Normal University, 2014.
[9] Min Gao. Comparative study on the history of life science in Sino-US high school biology textbooks. Xi'an: Shaanxi Normal University, 2013.
[10] Shide Zheng. Comparative study of critical thinking in Sino-US high school biology textbooks. Xi'an: Shaanxi Normal University, 2014.
[11] Shan Zhao. Comparative study on the difficulty of exercises between Chinese and American high school biology textbooks. Shanghai: East China Normal University, 2016.
[12] Sha Zhang. Comparative study on exercises system between Chinese and American high school biology textbooks. Guilin: Guangxi Normal University, 2015.
[13] Na Yao. Comparative study on exercises between Chinese and American high school biology textbooks. Xi'an: Shaanxi Normal University, 2014.
[14] Shuangxu Han. Comparative study of synchronous network instructional resources between Chinese and American high school biology textbooks. Xi'an: Shaanxi Normal University, 2015.
[15] Hong Zhu. Comparative study of ecological experiments in Chinese and American high school biology textbooks. Nanjing: Nanjing Normal University, 2014.
[16] Wenshuo Zhang. Comparative study on inquiry activities in BSCS (Blue Book) and Chinese high school biology textbooks. Changchun: Northeast Normal University, 2014.
[17] Xuefu Xu. Scientific inquiry and inquiry teaching. Curriculum, Teaching Material and Method, No. 12, 2002, pp. 18-20.
[18] Shidong Zhou, Changlong Zheng, Lihai Fu. Types, Functions and Activity Modes of Scientific Inquiry Activities. Chinese Journal of Chemical Education, No. 4, 2005, pp. 10-11.
[19] Richard I. Arends. Learning to Teach. The McGraw- Hill Companies, INC, 2011.
[20] Xiangdong Ying. Philosophical Thought on Scientific Inquiry Teaching. Curriculum, Teaching Material and Method, Vol. 26, No. 5, 2006, pp. 65-67.
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  • APA Style

    Yingchun Zhang, Fen Lin, Xueqin Gaohua. (2017). Comparative Analysis of Inquiry Activities in Sino-US High School Biology Textbooks. Science Journal of Education, 5(5), 200-205. https://doi.org/10.11648/j.sjedu.20170505.13

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    ACS Style

    Yingchun Zhang; Fen Lin; Xueqin Gaohua. Comparative Analysis of Inquiry Activities in Sino-US High School Biology Textbooks. Sci. J. Educ. 2017, 5(5), 200-205. doi: 10.11648/j.sjedu.20170505.13

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    AMA Style

    Yingchun Zhang, Fen Lin, Xueqin Gaohua. Comparative Analysis of Inquiry Activities in Sino-US High School Biology Textbooks. Sci J Educ. 2017;5(5):200-205. doi: 10.11648/j.sjedu.20170505.13

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  • @article{10.11648/j.sjedu.20170505.13,
      author = {Yingchun Zhang and Fen Lin and Xueqin Gaohua},
      title = {Comparative Analysis of Inquiry Activities in Sino-US High School Biology Textbooks},
      journal = {Science Journal of Education},
      volume = {5},
      number = {5},
      pages = {200-205},
      doi = {10.11648/j.sjedu.20170505.13},
      url = {https://doi.org/10.11648/j.sjedu.20170505.13},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20170505.13},
      abstract = {The arrangement of inquiry activities in the textbooks, to a certain degree, affects the quality of inquiry learning activities. The research made a comparative analysis of the inquiry activities in Chinese high school biology compulsory textbooks (PEP edition) and American high school biology textbooks (Biology: the Dynamics of Life) from the inquiry types, equipments, arrangements of teacher-students interactions and etc. The research suggests that in order to improve the quality of inquiry learning activities, China could enrich the content of textbooks, develop the equipments of activities and optimize the detail of teaching activities.},
     year = {2017}
    }
    

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    AU  - Fen Lin
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    AB  - The arrangement of inquiry activities in the textbooks, to a certain degree, affects the quality of inquiry learning activities. The research made a comparative analysis of the inquiry activities in Chinese high school biology compulsory textbooks (PEP edition) and American high school biology textbooks (Biology: the Dynamics of Life) from the inquiry types, equipments, arrangements of teacher-students interactions and etc. The research suggests that in order to improve the quality of inquiry learning activities, China could enrich the content of textbooks, develop the equipments of activities and optimize the detail of teaching activities.
    VL  - 5
    IS  - 5
    ER  - 

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Author Information
  • College of Life Sciences, Shaanxi Normal University, Xi’an, China

  • College of Life Sciences, Shaanxi Normal University, Xi’an, China

  • College of Life Sciences, Shaanxi Normal University, Xi’an, China

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