Rethinking ‘Practice’ in Traditional Thoughts and Implications for Science Education Innovation in China

Abstract

This paper aims at explore what we can learn from rethinking ‘practice’ in traditional Chinese thoughts for today’s improvement of science education in using Problem-Based Learning (PBL). This firstly drives a discussion on four dimensions of Traditional Practical Learning (TPL): 1) practice varying learning, 2) learning in practice, 3) reflective learning on practice, and 4) learning to practice. It further helps to summarize both advantages and limitations of TPL. Secondly, the summary brings ideas on how to enrich our understanding of practical learning and experiential learning models in Chinese science education. Finally, PBL is regarded as one of the potential strategies to innovate contemporary science education that drives an analysis on how to make localization of PBL through TPL in a Chinese context. Briefly, this paper contributes to bridging diverse perspectives of being historical, cultural, and contemporary to address appropriate strategies in science education innovation in China.