个人简介

ACADEMIC QUALIFICATIONSPhD, University of Hong Kong, Hong Kong, 2003Master of Education, Beijing Normal University, China, 1992 Diploma of Chemistry, Chuzhou Teacher’s College, China, 1987TEACHING AREASScience Education in Primary SchoolScience Education in Secondary SchoolScientific Inquiry Science Teaching and LearningQualitative Research Methods in EducationCURRENT TEACHINGEDUC7051 Qualitative Research in EducationEDUC7165 Professional Development of Science Teachers

研究领域

Science Curriculum DevelopmentIntegrated Science CurriculumScience Teacher DevelopmentHistory and Philosophy of Science and Science Teaching

RESEARCH PROJECTSInternal projectsDeveloping a science identity survey instrument and applying it in measuring the effect of a STEM program (funded by UM, principal investigator). 2019-2021.How do science teachers deal with practical work? An explorative study through the lens of identity (funded by UM, principal investigator). 2018-2020.A study of science teachers’ practical knowledge in laboratory teaching (funded by UM, principal investigator). 2015-2018.Curriculum materials in class: A study of the implementation of the new science curriculum (funded by UM, principal investigator). 2013-2014.A study of school science curricula in Macau: In the view of scientific literacy (funded by UM, principal investigator). 2010-2011.The evaluation project of primary and secondary school sciences in Macau (funded by Macau Bureau of Education & Youth, principal investigator, coordinator). 2008-2009.An examination of the science curriculum change in the P. R. China within the recent three decades: A socio-cultural perspective (funded by UM, principal investigator). 2007-2008.External projectsThe model construction of scientific literacy for primary and secondary school students within Confucian Culture and its empirical study (funded the National Social Science Foundation of China, BHA180145, A key researcher). 2018-2021.The effects of the integrated science curriculum in comparison with those of separated science curricula (funded by the Ministry of Education of China, principal investigator). 2006-2008.Evaluative studies on science teaching materials developed in the new school curriculum system: In the view of scientific literacy (funded by Guangzhou Educational Bureau, Guangdong, China, principal investigator). 2005-2007.

近期论文

Journal papersLuo, X., Wei, B., Shi, M., & Xiao, X. (2020). Exploring the impact of reasoning flow scaffold (RFS) on students’ scientific argumentation: based on the structure of observed learning outcomes (SOLO) taxonomy. Chemistry Education Research and Practice.【SSCI】Chen, S. & Wei, B. (2020). Development and validation of an instrument to measure high school students’ science identity in science learning. Research in Science Education. (Online first 29/04/2020)【SSCI】Wei, B. & Chen, Y. (2020). The Meaning of ‘experiment’ in the intended chemistry curriculum in China: the changes over the period from 1952 to 2018. International Journal of Science Education, 42, 656-674.【SSCI】Wei, B. (2020). The change of the intended senior high school chemistry curriculum in China: Focus on intellectual demands. Chemistry Education Research and Practice, 21, 14-23.【SSCI】Wei, B. (2019). Science teacher education in Macau: A critical review. Asia-Pacific Science Education, 5:10.Wei, B. (2019). Reconstructing school chemistry curriculum in the era of core competencies: A case from China. Journal of Chemical Education, 96, 1359-1366.【SCI】Wei, B., & Ou, Y. (2019). A comparative analysis of junior high school science curricula in Mainland China, Taiwan, Hong Kong and Macau: Based on revised Bloom's taxonomy. International Journal of Science and Mathematics Education, 17, 1459-1474.【SSCI】Wei, B., Chen, S., & Chen, B. (2019). An investigation of sources of science teachers’ practical knowledge of teaching with practical work. International Journal of Science and Mathematics Education, 17, 723-738.【SSCI】Wei, B., & Chen, N. (2019). Agency in action: Two beginning science teachers’ stories in a context of curriculum reform in China. International Journal of Science Education, 41(10), 1287-1302.【SSCI】Chen, B., Wei, B., & Mai, Y. (2019). Examining chemistry teachers’ perceptions of their interaction with curriculum materials: a quantitative approach. Journal of Baltic Science Education, 18 (2), 197-208.【SSCI】Oon, P.T., Hu, B.Y., & Wei, B. (2019). Early childhood educators’ attitudes towards science teaching in Chinese schools. Australasian Journal of Early Childhood, 44, 423-435.【SSCI】Wei, B., Chen, N., & Chen, B. (2019). Teaching with laboratory work: The presentations of beginning science teachers’ identity in school settings. Research Papers in Education. (Online first 10/05/2019)【SSCI】Wei, B., Avraamidou, L., Chen, N. (2019). How a beginning science teacher deals with practical work: An explorative study through the lens of identity. Research in Science Education. (Online first 05/02/2019)【SSCI】 Wei, B. (2018). An exploratory study of teacher development in the implementation of integrated science curriculum. Research in Science Education. (Online first 15/09/2018)【SSCI】 Wan, D., Zhang, H., & Wei, B. (2018). Impact of Chinese culture on pre-service science teachers’ views of the nature of science. Science & Education. 27 (3), 321-355. 【SSCI】Lu, Q., Zhang, H., & Wei, B. (2018). Exploration of the variety of teachers’ VNOS in China: Is the “step-over development” approach effective? Asia-Pacific Science Education, 4 (5), 1-23.Wei, B. & Liu, H. (2018). An experienced chemistry teacher’s practical knowledge of teaching with practical work: The PCK perspective. Chemistry Education Research and Practice, 19, 452-462. 【SSCI】Wei, B. & Li, X. (2017). Science teachers’ perceptions of experimentation: Implications for restructuring school practical work. International Journal of Science Education, 39, 1775-1794. 【SSCI】Chen, B & Wei, B. (2015). Investigating the factors that influence chemistry teachers’ use of curriculum materials: The case of China. Science Education International, 26 (2), 195-216.Chen, B & Wei, B. (2015). Examining chemistry teachers’ use of curriculum materials: In the view of teachers’ pedagogical content knowledge. Chemistry Education Research and Practice, 16, 260-272. 【SSCI】Wan, Z.H., Wong, S.L., Wei, B., & Zhan, Y. (2013). Focusing on the classical or contemporary? Chinese science teacher educators’ conceptions of Nature of Science content to be taught to pre-service science teachers. Research in Science Education, 43, 2541-2566. 【SSCI】Wei, B., Li, Y. & Chen, B. (2013). Representations of nature of science in selected histories of science in the integrated science textbooks in China. School Science and Mathematics, 113 (4), 170 -179.Wei, B. (2012). In pursuit of professionalism in the field of chemistry education in China: The Story of Zhixin Liu. International Journal of Science Education , 34, 1971-1989. 【SSCI】 Wei, B. (2009). In search of meaningful integration: The experiences of developing integrated science curriculum in junior secondary schools in China. International Journal of Science Education, 31, 259-277. 【SSCI】 Wei, B. & Thomas, G. P. (2006). An examination of the change of the junior secondary school chemistry curriculum in the People’s Republic of China: In the view of scientific literacy. Research in Science Education, 36, 403-418. 【SSCI】Wei, B. (2005). Science curriculum reform in post-compulsory education in the People’s Republic of China: The case of senior secondary school chemistry curriculum. Science Education International, 16, 291-303.Wei, B. & Thomas, G. P. (2005). Rationale and approaches for embedding scientific literacy into the new junior secondary school chemistry curriculum in the People’s Republic of China. International Journal of Science Education, 27, 1477-1493. 【SSCI】Wei, B. & Thomas, G. P. (2005). Explanations for the transition of the junior secondary school chemistry curriculum in the People’s Republic of China during the period from 1978 to 2001. Science Education, 89, 451-469. 【SSCI】Fensham, P. J., Law, N., Li, S., & Wei, B. (2000). Public understanding of science as basic literacy. Melbourne Studies in Education, 41, 145-155.魏冰 林佳佳 (2020). 澳门非高等教育“基本学力要求”中的21世纪核心素养. 《澳 门研究》, The 21st century skills in the RBAAs of the non-higher education in Macau. 魏冰 (2018). 科学素养教育在澳门: 中学自然科学基本学力要求研制过程追述. 《澳 门研究》, 90, 99-106. Scientific literacy oriented education in Macau: A retrospect of designing the RBAAs of natural sciences for secondary schools. 万东升 魏冰 (2017). 我国科学教师教育: 问题、挑战与路径选择.《高 等理科教育》, 1, 28-33.Science teacher education: Problems, challenges, and possible solutions.万东升 魏冰 (2016). 以当代科学实践爲情境的科学教学模式初探. 《课程 教材 教法》, 12, 85-90. An investigation of teaching models of taking contemporary science practices as contexts.陈博 魏冰 (2016). 理科教师使用课程材料的影响因素及启示. 《外国中小学教育》, 4, 42-48. Factors Influencing science teachers’ use of curriculum materials and its implications.万东升 魏冰(2015). 科学本质教学内容的国际比较与啓示. 《教育科学》, 12, 83-87. An international comparison of the content of the nature of science in science teaching. 陈博 魏冰 (2013). 理科课程实施忠实度的分析模型. 《全球教育展望》, 11, 110-117. The analytic models for fidelity of implementation in science curriculum. 陈博 魏冰 (2012). 理科教师信念研究综述. 《全球教育展望》, 7, 33-38. Review of the research on science teacher beliefs. 陈博 魏冰 (2012). 以科学素养为视角的“正式课程”分析模型. 《全球教育展望》, 3, 79-82. The models of analyzing the “formal curriculum”: In the view of scientific literacy. 陈博 魏冰 (2012). 科学素养概念三种取向的界定. 《上海教育科研》, 2, 48-52. Defining three orientations of scientific literacy. 魏冰 (2010). 澳门中学科学教学：问题与挑战. 《澳门研究 》, 58, 161-168. School science teaching in Macau: Problems and challenges. 魏冰 (2010). 中学理科课程中实验教学的若干问题探析. 《全球教育展望》, 7, 78-82. An analysis of the problems of practical work in the school science curriculum. 胡维政 魏冰 (2010). 澳门中学理科教师的教学观念与教学实践的调查研究. 《化学教育》, 4, 77-80. A survey on school science teachers’ conceptions and practices in Macau.魏冰 (2008). 中学理科课程发展：三十年的回顾与反思. 《中国教育学刊》, 11, 5-8. School science curriculum development in China: Retrospection and reflection over thirty years. 魏冰 (2008). 略论刘知新教授对中国化学教育学科建设的贡献. 《化学教育》, 5, 52-55. Zhixin Liu’s contribution to the academic field of chemistry education in China.魏冰 罗星凯 (2005). 科学大众化的困境——社会学的分析. 《外国教育研究》, 6, 14-17. Dilemmas of the move of Science for All: A sociological analysis.魏冰 (2005). 如何进行教育研究­——一个化学教育工作者的反思. 《化学教学》, 1-2, 4-7. How to conduct educational research: personal reflection as a chemistry educator. 魏冰 (2004). 化学教材中的伴随含义. 《化学教学》, 12, 4-7. Companion meanings in chemistry textbooks. 魏冰 (2004). 科学素养教育在中国初中化学课程的历史演进. 《化学教育》, 10, 14-17. A historical evolution of the junior secondary school chemistry curriculum in China: In the view of scientific literacy. 魏冰 (2004). 国际背景下的我国初中化学课程的发展. 《教育理论与实践》, 6, 34-36. Chemistry curriculum development in China: An international perspective. 魏冰 (2004). 关于化学课程中能力培养问题的思考. 《化学教育》, 7, 14-17. Critical reflection on the notion of ‘training students’ abilities’ in the secondary school chemistry curriculum in China. 魏冰 (2003). 由精英教育到大众教育——中国初中化学课程的演变(1978-2001). 《教育科学研究》, 2, 36-40. Science for All: The case of the junior secondary school chemistry curriculum in China. 魏冰 (2003). 西方科学素养理论的形成与发展.《外国中小学教育》, 6 , 16-18.The evolution of the theories of scientific literacy in the West. 魏冰 (2001). 美国国家科学教育标准中的科学素养探微. 《化学教育》, 7-8, 17-20. An examination of the meanings of scientific literacy in the National Science Education Standards of the United States. 魏冰 贾玉江 潘海鸿 钱玲 (2001). 关于中学生的原子、分子心智模型的研究. 《化学教育》, 3, 6-9. A study on the mental models of atoms and molecules of secondary school students. 魏冰 (2001). 关于西方4国的国家科学教育标准的比较研究. 《上海师大学报(社科版)》, 3, 95-98. A comparative study on national standards of science education released in four western countries. 魏冰 (2001). 科学素养: 从理念到实践. 《学科教育》, 1, 46-49. Scientific literacy: From purposes to practices. 魏冰 (2000). 从科学教育标准看当代科学教育内容——关于美国几个科学教育改革方案的内容分析. 《教育研究与实验》, 4, 26-30. The contents of contemporary science education: Results of content analysis of the selected science education reform documents released in the United States.魏冰 (2000). 让科学史走进课堂——介绍一种科学史教学模式. 《化学教育》, 2, 38-40. Teaching history of science in classroom: An introduction to a teaching model. 魏冰 (2000). 美国“国家科学教育标准”──一项富有挑战性的科学教育改革方案. 外国教育研究》, 3, 20-23.National Science Education Standards of the US: A challenging project of science education reform. 魏冰 (2000). 科学素养探析.《比较教育研究》, 增刊, 105-108.An analysis of the concept scientific literacy. 魏冰 (1999). 科学史、科学哲学和科学教学. 《比较教育研究》, 3, 52-54.The history of science, philosophy of science, and science teaching. 魏冰 (1999). STS与理科课程改革. 《比较教育研究》, 2, 33-35. STS and science curriculum reform. 魏冰 (1998). 科学素养——美国科学教育改革的中心概念. 《外国中小学教育》, 5, 1-3. Scientific literacy: A central concept of science education reforms in USA.魏冰 (1998). 美国中学化学教材关于摩尔概念的处理及对我们的启示. 《化学教育》, 11, 7-9. The treatment of the concept mole in chemistry textbooks of the US and its implications.魏冰 (1996). 世界中学化学课程改革的新动向. 《外国中小学教育》, 1, 39-42. New tendencies of school chemistry curriculum reforms across the world.魏冰 (1996). 试论制约化学课程设计的内外因素. 《中学化学教学参考》, 1, 6-8. On the internal and external factors that influence chemistry curriculum design.魏冰 (1993). 化学课程内容的组织模式初探. 《化学教育》, 1, 26-28. A study on the models of chemistry curriculum content organization.魏冰 (1993). 从一份调查报告看美国中学化学教师的教学观念和教学实践. 《化学教育》, 6, 52-54. Chemical teachers’ conceptions and practices in USA: Based on a survey study. 魏冰 (1992), 科学方法与化学实验, 《化学教学》, 4, 34-35. Scientific methods and chemical experiments.Book chapters Wei, B. & Chen, Y. (2020). Integrated STEM education in K-12: Theory development, status, and prospects. In Theorizing STEM Education in the 21st Century. IntechOpen. Wei, B. & Chen, B. (2017). Examining the senior secondary school chemistry curriculum in China: In the view of scientific literacy. In: L. Liang, X. F. Liu, & G. W. Fulmer (eds.), Science education in China: Policy, research and practice (pp. 133-148). Berlin: Springer. Wei, B. (2016). School science teaching and learning in Macau: Problems and challenges. In: M-H. Chiu (ed.), Science education research and practice in Asia - challenges and opportunities (pp. 55-70). New York: Springer. Chen, B., & Wei, B. (2015). Implementation of standards-based curriculum by chemistry teachers: From curriculum materials to teaching practice. In M. S. Khine (Ed.), Science education in East Asia: Pedagogical innovations and research-informed practices (pp. 523-547). Switzerland: Springer. Wei, B. (2015). Integrated science. In: R. Gunstone (ed.), Encyclopedia of Science Education (pp. 527-529). New York: Springer.Wei, B. (2012). Chemistry curriculum reform in China: Policy and practice. In: H. Yin & Lee, C. J. (eds.), Curriculum reform in China: Changes and challenges (pp. 95-109). New York: Nova Science Publishers, Inc.Wei, B. (2010). The changes in science curricula in China after 1976: A reflective review. In: J. Lee (ed.), Science Education Research in Asia (pp.89-102). Boston: Sense Publishers.Wei, B. & Thomas, G. P. (2007). The post-Mao junior secondary school chemistry curriculum in the People’s Republic of China: A case study in the internationalization of science education. In: B. Atweh et al (eds.), Internationalisation and Globalisation in Mathematics and Science Education (pp.487-507). London: Springer.魏冰 (2013). 构建小学科学教学法课程：澳门职前小学科学教师教育的探索.刊于: 漆国生(主编), 《教师教育发展的趋势与对策》(21-31 页). 北京: 北京师范大学出版社. Reconstructing the science pedagogy course: An exploration of pre-service primary science teacher education in Macau.魏冰 (2010). 由科学素养的教育理念看澳门中小学科学课程, 刊于: 联合国教科文组织国际教育局(编), 《教育展望 国际比较教育—课程开发者所面临的教育改革方面的挑战 》(135-142页). 上海: 上海教育出版社. Examining school science curriculum in Macau: In the view of scientific literacy. 魏冰 (2007). 科学课程实施中的教师发展.刊于: 赵成美(主编),《路是走出来的：来自深圳荔香中学的科学课程实践者的心声》(243-251页).桂林：广西师范大学出版社. Edited booksWei, B. (2017). Section editor. In L. Liang, X. F. Liu, & G. W. Fulmer (eds.), Science education in China: Policy, research and practice. Berlin: Springer. Zhang, B. H., Fulmer, G., Liu, X., Wei, B., & Hu, W. (eds.). (2014). Proceeding of the 2012 international conference on science education (Nanjing, China). New York: Springer. Book 魏冰 (2006). 《科学素养教育的理念与实践: 理科课程发展研究》.广州: 广东高等教育出版社. Purposes and practice of scientific literacy: Studies on science curriculum development.