Bing WEI, Ph.D. 魏冰

Associate Professor &

Programme Coordinator of Graduate Programmes 

Faculty of Education, University of Macau

 

Add.:

 

 

Phone:

Fax:

E-mail:

Web:

Room 3027, Faculty of Education,

University of Macau, E33,

Av. da Universidade, Taipa, Macau, China

(853) 8822 8751

(853) 8822 2402

bingwei@umac.mo

www.um.edu.mo/fed/staff/bingwei/

 

 

ACADEMIC QUALIFICATIONS 

·        PhD, University of Hong Kong, Hong Kong, 2003

·        Master of Education, Beijing Normal University, China, 1992

·        Diploma of Chemistry, Chuzhou Teacher’s College, China, 1987

 

 

TEACHING AREAS

·        Science Education in Primary School

·        Science Education in Secondary School

·        Scientific Inquiry

·        Science Teaching and Learning

·        Qualitative Research Methods in Education

 

 

RESEARCH AREA

·        Science Curriculum Development

·        Integrated Science Curriculum

·        Science Teacher Development

·        History and Philosophy of Science and Science Teaching

 

 

CURRENT RESEARCH

·        How do science teachers deal with practical work? An explorative study through the lens of identity (funded by UM, principal investigator). 2018-2020.

 

 

PREVIOUS RESEARCH

·        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.

·        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.

 

 

CURRENT COURSES

·        EDUC2037 Integrated Activity Teaching and Design for Primary Education

·        EDUC7126 Theories of Science Teaching and Learning

 

 

SELECTED PUBLICATIONS

·        Wei, B. & Ou, Y. (accepted). 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. SSCI

·        Wei, B (accepted). An exploratory study of teacher development in the implementation of integrated science curriculum. Research in Science Education. 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.

·       Wei, B., Chen, S., & Chen, B. (2018). An investigation of sources of science teachers’ practical knowledge of teaching with practical work. International Journal of Science and Mathematics Education. SSCI

·      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

·      Wei, B. & Chen, B. (2016). 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). 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.

·        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

·        Wei, B. (2015). Integrated science. In: R. Gunstone (ed.), Encyclopedia of Science Education (pp. 527-529). New York: Springer.

·        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. (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. (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. (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.

·        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.

·         萬東升 魏冰(2016). 以當代科學實踐爲情境的科學教學模式初探,《課程 教材 教法》,12,85-90. An investigation of teaching models of taking contemporary science practices as contexts.

·        萬東升 魏冰(2015). 科學本質教學內容的國際比較與啓示,《教育科學》,12,83-87. An international comparison of the content of the nature of science in science teaching.  

·        陳博 魏冰(2012). 理科教師教育研究綜述,《全球教育展望》,7, 33-38. Review of the research on science teacher beliefs.

·        陳博 魏冰(2012). 以科學素養為視角的正式課程分析模型,《全球教育展望》,3, 79-82. The models of analyzing the “formal curriculum”: In the view of scientific literacy.

·        陳博 魏冰(2012). 科學素養概念三種取向的界定,《上海教育科研》,2, 48-52. Defining three orientations of scientific literacy.

·        魏冰(2010). 澳門中學科學教學:問題與挑戰,《澳門研究 》,58161-168. School science teaching in Macau: Problems and challenges.

·        魏冰(2010). 中學理科課程中實驗教學的若干問題探析,《全球教育展望》,7, 78-82. An analysis of the problems of practical work in the school science curriculum.

·        魏冰(2010). 由科學素養的教育理念看澳門中小學科學課程,刊於:聯合國教科文組織國際教育局(編),《教育展望 國際比較教育——課程開發者所面臨的教育改革方面的挑戰 》(135142頁)。上海:上海教育出版社. Examining school science curriculum in Macau: In the view of scientific literacy.

·        胡維政 魏冰(2010). 澳門中學理科教師的教學觀念與教學實踐的調查研究,《化學教育》,477-80. A survey on school science teachers’ conceptions and practices in Macau.

·        魏冰(2008).中學理科課程發展:三十年的回顧與反思,《中國教育學刊》,11, 5-8. School science curriculum development in China: Retrospection and reflection over thirty years.

·        魏冰(2008).略論劉知新教授對中國化學教育學科建設的貢獻,《化學教育》,5, 52-55. Zhixin Liu’s contribution to the academic field of chemistry education in China.

·        魏冰(2006).《科學素養教育的理念與實踐: 理科課程發展研究》.廣州: 廣東高等教育出版社. Purposes and practice of scientific literacy: Studies on science curriculum development.

·        魏冰 羅星凱(2005).科學大眾化的困境——社會學的分析,《外國教育研究》,6,14-17. Dilemmas of the move of Science for All: A sociological analysis.

·        魏冰(2005).如何進行教育研究¬——一個化學教育工作者的反思,《化學教學》, 1-2, 4-7. How to conduct educational research: personal reflection as a chemistry educator.

·        魏冰(2004).化學教材中的伴隨含義,《化學教學》,12,4-7. Companion meanings in chemistry textbooks.

·        魏冰(2004).科學素養教育在中國初中化學課程的歷史演進,《化學教育》, 10, 14-17. A historical evolution of the junior secondary school chemistry curriculum in China: In the view of scientific literacy.

·        魏冰(2004).關於化學課程中能力培養問題的思考,《化學教育》,7,14-17. Critical reflection on the notion of ‘training students’ abilities’ in the secondary school chemistry curriculum in China.

·        魏冰(2003).由精英教育到大眾教育——中國初中化學課程的演變(1978-2001), 《教育科學研究》,2,36-40. Science for All: The case of the junior secondary school chemistry curriculum in China.

·        魏冰(2001).美國國家科學教育標準中的科學素養探微,《化學教育》,7-8,17-20. An examination of the meanings of scientific literacy in the National Science Education Standards of the United States.

·        魏冰 賈玉江 潘海鴻 錢玲(2001).關於中學生的原子、分子心智模型的研究,《化學教育》,3,6-9. A study on the mental models of atoms and molecules of secondary school students.

·        魏冰(2001).關於西方4國的國家科學教育標準的比較研究,《上海師大學報(社科版),3,95-98. A comparative study on national standards of science education released in four western countries.

·        魏冰(2001).科學素養: 從理念到實踐,《學科教育》,1,46-49. Scientific literacy: From purposes to practices.

·        魏冰(2000).從科學教育標準看當代科學教育內容——關於美國幾個科學教育改革方案的內容分析,《教育研究與實驗》,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).讓科學史走進課堂——介紹一種科學史教學模式,《化學教育》, 2, 38-40. Teaching history of science in classroom: An introduction to a teaching model.

·        魏冰(1999).科學史、科學哲學和科學教學,《比較教育研究》,3,52-54.The history of science, philosophy of science, and science teaching.

·        魏冰(1999).STS與理科課程改革,《比較教育研究》,2,33-35. STS and science curriculum reform.