Bing WEI, Ph.D. 魏冰

Associate Professor &

Programme Coordinator of Bachelor of Education Programme (Integrated Science)

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@um.edu.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

 

 

RESEARCH AREAS

·        Science Curriculum Development

·        Integrated Science Curriculum

·        Science Teacher Development

·        History and Philosophy of Science and Science Teaching

 

 

TEACHING AREAS

·        Science Education in Primary School

·        Science Education in Secondary School

·        Scientific Inquiry

·        Science Teaching and Learning

·        Qualitative Research Methods in Education

 

 

CURRENT  TEACHING

·        EDUC7051 Qualitative Research in Education

·        EDUC7165 Professional Development of Science Teachers

 

 

RESEARCH PROJECTS

Internal projects

·        Developing 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 projects

·        The 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.

 

 

SELECTED PUBLICATIONS

Journal papers

·      Wei, B. & Chen, Y. (accepted). 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.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

·      Wei, 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. (Online first 03/09/2019)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, 452-462SSCI

·        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). 澳門非高等教育“基本學力要求”中的21世紀核心素養. 澳 門研究The 21st century skills in the RBAAs of the non-higher  education in Macau.

·         魏冰 (2018). 科學素養教育在澳門: 中學自然科學基本學力要求研制過程追述. 澳 門研究90, 99-106. Scientific literacy oriented education in Macau: A retrospect of designing the RBAAs of natural sciences for secondary schools.

·        萬東升 魏冰 (2017). 我國科學教師教育: 問題、挑戰與路徑選擇.高 等理科教育, 1, 28-33.Science teacher education: Problems, challenges, and possible solutions.

·        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.

·        陳博 魏冰 (2016). 理科教师使用程材料的影因素及. 《外國中小學教育》, 4, 42-48. Factors Influencing science teachers’ use of curriculum materials and its implications.

·        萬東升 魏冰(2015). 科學本質教學內容的國際比較與. 《教育科學》, 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

·        陳博 魏冰 (2012). 理科教師信念研究綜述. 《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 , 58, 161-168. 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.

·        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》, 4, 77-80. 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 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). 國際背景下的我國初中化學課程的發展. 《教育理論與實踐》, 6, 34-36. Chemistry curriculum development in China: An international perspective.

·        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 (2003). 西方科學素養理論的形成與發展.《外國中小學教育》, 6 , 16-18.The evolution of the theories of scientific literacy in the West.

·        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 (2000). 美國“國家科學教育標準”──一項富有挑戰性的科學教育改革方案. 外國教育研究》, 3, 20-23.National Science Education Standards of the US: A challenging project of science education reform.

·        魏冰 (2000). 科學素養探析.《比較教育研究》, 增刊, 105-108.An analysis of the concept scientific literacy.

·        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.

·        魏冰 (1998). 科學素養——美國科學教育改革的中心概念. 《外國中小學教育》, 5, 1-3. Scientific literacy: A central concept of science education reforms in USA.

·        魏冰 (1998). 美國中學化學教材關於摩爾概念的處理及對我們的啟示.  《化學教育》, 11, 7-9. The treatment of the concept mole in chemistry textbooks of the US and its implications.

·        魏冰 (1996). 世界中學化學課程改革的新動向. 《外國中小學教育》, 1, 39-42. New tendencies of school chemistry curriculum reforms across the world.

·        魏冰 (1996). 試論制約化學課程設計的內外因素. 《中學化學教學參考》, 1, 6-8. On the internal and external factors that influence chemistry curriculum design.

·        魏冰 (1993). 化學課程內容的組織模式初探. 《化學教育》, 1, 26-28. A study on the models of chemistry curriculum content organization.

·        魏冰 (1993). 從一份調查報告看美國中學化學教師的教學觀念和教學實踐. 《化學教育》, 6, 52-54. Chemical teachers’ conceptions and practices in USA: Based on a survey study.

·        魏冰 (1992), 科學方法與化學實驗, 《化學教學》, 4, 34-35. Scientific methods and chemical experiments.



Book chapters

·        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 》(135-142頁). 上海: 上海教育出版社. Examining school science curriculum in Macau: In the view of scientific literacy.

·        魏冰 (2007). 科學課程實施中的教師發展.刊於: 趙成美(主編),《路是走出來的:來自深圳荔香中學的科學課程實踐者的心聲》(243-251頁).桂林:廣西師範大學出版社.



Edited books

·        Wei, 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.