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<p>China’s 2022 curriculum standards issued by the Ministry of Education prioritize a “competency-oriented” education that highlights the role of science education in improving students’ scientific literacy and competency. However, the implementation of science education in secondary schools remains fraught with challenges. This study is among the first empirical investigations in China to examine the current state of English-taught science education in Shanghai’s secondary level. It aims to identify critical needs and propose strategies to enhance students’ science literacy. A mixed-methods design was adopted, combining questionnaires and interviews. The survey covered 25 junior high schools and 22 senior high schools across 16 districts in Shanghai, yielding 3459 valid responses. Data were analyzed using SPSS through descriptive statistics, correlation analysis, and chi-square tests. The findings indicate that resource scarcity, traditional pedagogical approaches, and teachers’ limited interdisciplinary capabilities hinder effective science instruction. This study proposes an interdisciplinary, project-based English science education framework tailored to the Chinese context, offering both theoretical insight and practical guidance for educational reform.</p>

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Current status of science learning in Shanghai and a possible PBL mechanism

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年10月14日

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  • Haiqin Sun,
  • Zhiyuan Gu

摘要

China’s 2022 curriculum standards issued by the Ministry of Education prioritize a “competency-oriented” education that highlights the role of science education in improving students’ scientific literacy and competency. However, the implementation of science education in secondary schools remains fraught with challenges. This study is among the first empirical investigations in China to examine the current state of English-taught science education in Shanghai’s secondary level. It aims to identify critical needs and propose strategies to enhance students’ science literacy. A mixed-methods design was adopted, combining questionnaires and interviews. The survey covered 25 junior high schools and 22 senior high schools across 16 districts in Shanghai, yielding 3459 valid responses. Data were analyzed using SPSS through descriptive statistics, correlation analysis, and chi-square tests. The findings indicate that resource scarcity, traditional pedagogical approaches, and teachers’ limited interdisciplinary capabilities hinder effective science instruction. This study proposes an interdisciplinary, project-based English science education framework tailored to the Chinese context, offering both theoretical insight and practical guidance for educational reform.