The evolution and future prospects of science education in China: Historical foundations and contemporary challenges
Authors
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Zümrüt Varol SelçukFaculty of Education, Department of Mathematics and Science Education, Ordu University, Türkiye
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Murat ÇetinkayaÜnye Vocational School Department of Computer Technologies, Ordu University, Ordu, Türkiye
DOI:
10.58583/EM.4.1.3Keywords:
Chinese science education, Historical development, Curriculum reform, Educational challenges, Future prospectsAbstract
This study examines the historical development and philosophical foundations of science education in China, highlighting its essential role in the country's socio-economic and cultural progress. The study also explores the benefits and challenges of science education within the Chinese context. A comprehensive review of historical documents, educational policies, and philosophical literature was conducted to trace the evolution of science education in China. The analysis focused on curriculum reforms, teacher adaptation challenges, and the integration of science with humanities and moral values. The study found that the roots of Chinese science education are deeply embedded in ancient cultural and philosophical traditions. Despite the progress made, current challenges include difficulties in implementing new curricula, adapting to changes in educational philosophy, and the need for enhanced teacher training and evaluation systems. The study also highlights the multifaceted importance of science education for China's national survival, economic growth, and individual development. The findings underscore the critical need for ongoing reform and support in science education. Recommendations include strengthening teacher professional development, establishing robust evaluation frameworks, and ensuring the integration of scientific and humanistic knowledge. These steps are essential for advancing science education in China and addressing the challenges identified.
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Copyright (c) 2025 Zümrüt Varol Selçuk, Murat Çetinkaya
This work is licensed under a Creative Commons Attribution 4.0 International License.
