Zuhao Wang
Biographic Data
| ID | 6553147 |
|---|---|
| NAME | Zuhao Wang |
| GIVEN NAMES | Zuhao |
| FAMILY NAME | Wang |
| SIGNATURE | WANG Z |
| AFFILIATIONS | East China Normal University |
| ORCID | 0000-0002-2967-8232 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Assessment of High School Students’ Interdisciplinary Competence in Solving Scientific Issues
Pathways to low-SES student success in science: A fuzzy-set qualitative comparative analysis
Persistent concerns exist regarding the relationship between socioeconomic status (SES) and science achievement, prompting ongoing research into the factors enabling some low-SES students to excel in science despite the odds. This study seeks to identify multiple combinations of individual, family, and school conditions that contribute to successful outcomes within this demographic. Utilising a sample of 1,460 low-SES Chinese students, aged 15, f…
Scientists in the Textbook: Development and Validation of an Analytical Framework for Analyzing Scientists’ Portrayals in an American Chemistry Textbook
Enhancing science achievement through inquiry activities: The critical role of perceived teacher support
Students’ science learning experiences and career expectations: Mediating effects of science-related attitudes and beliefs
In response to growing concerns about adolescents’ low expectations for science-related careers, this study explores the mechanisms of the ternary associations among science learning experiences, science-related attitudes and beliefs, and science-related career expectations, involving a sample of 9841 15-year-old students from four Chinese provinces (Beijing, Shanghai, Jiangsu, and Guangdong) who took part in the sixth cycle of the Programme for …
Towards an assessment of students’ interdisciplinary competence in middle school science
Interdisciplinary approach is viewed as the best way to learn about and perceive complex scientific phenomena in the real world; therefore, students need to develop interdisciplinary habits of mind in K-12 science education. This article provided a framework for understanding middle school students’ interdisciplinary competence that included four dimensions, each with three performance levels. Science educators have claimed that the current asses…
Moderating effects of teacher feedback on the associations among inquiry-based science practices and students’ science-related attitudes and beliefs
This study aims to examine the moderating effect of teacher feedback on the associations among inquiry-based science teaching and learning practices and students’ science-related attitudes and beliefs. The data set included 9, 841 15-year-old students from four Chinese provinces (Beijing, Shanghai, Jiangsu, and Guangdong) who took part in the sixth cycle of the Programme for International Student Assessment (PISA). Multiple regression analyses re…
Factors influencing middle school students' interdisciplinary competence in science education
Science educators are placing increasing emphasis on the development of students' interdisciplinary competence. This study examined the degree to which disciplinary, cognitive and affective factors could explain students' ( N = 385) individual differences in interdisciplinary competence. Multiple linear regression indicated that students' disciplinary knowledge (DK), attitudes toward interdisciplinary approach and interdisciplinary learning oppor…
Comparing student science performance between hands-on and traditional item types: A many-facet Rasch analysis
No prominent works on this page.
Towards an assessment of students’ interdisciplinary competence in middle school science
Interdisciplinary approach is viewed as the best way to learn about and perceive complex scientific phenomena in the real world; therefore, students need to develop interdisciplinary habits of mind in K-12 science education. This article provided a framework for understanding middle school students’ interdisciplinary competence that included four dimensions, each with three performance levels. Science educators have claimed that the current asses…
Moderating effects of teacher feedback on the associations among inquiry-based science practices and students’ science-related attitudes and beliefs
This study aims to examine the moderating effect of teacher feedback on the associations among inquiry-based science teaching and learning practices and students’ science-related attitudes and beliefs. The data set included 9, 841 15-year-old students from four Chinese provinces (Beijing, Shanghai, Jiangsu, and Guangdong) who took part in the sixth cycle of the Programme for International Student Assessment (PISA). Multiple regression analyses re…
Factors influencing middle school students' interdisciplinary competence in science education
Science educators are placing increasing emphasis on the development of students' interdisciplinary competence. This study examined the degree to which disciplinary, cognitive and affective factors could explain students' ( N = 385) individual differences in interdisciplinary competence. Multiple linear regression indicated that students' disciplinary knowledge (DK), attitudes toward interdisciplinary approach and interdisciplinary learning oppor…
Comparing student science performance between hands-on and traditional item types: A many-facet Rasch analysis
Students’ science learning experiences and career expectations: Mediating effects of science-related attitudes and beliefs
In response to growing concerns about adolescents’ low expectations for science-related careers, this study explores the mechanisms of the ternary associations among science learning experiences, science-related attitudes and beliefs, and science-related career expectations, involving a sample of 9841 15-year-old students from four Chinese provinces (Beijing, Shanghai, Jiangsu, and Guangdong) who took part in the sixth cycle of the Programme for …
Pathways to low-SES student success in science: A fuzzy-set qualitative comparative analysis
Persistent concerns exist regarding the relationship between socioeconomic status (SES) and science achievement, prompting ongoing research into the factors enabling some low-SES students to excel in science despite the odds. This study seeks to identify multiple combinations of individual, family, and school conditions that contribute to successful outcomes within this demographic. Utilising a sample of 1,460 low-SES Chinese students, aged 15, f…
Scientists in the Textbook: Development and Validation of an Analytical Framework for Analyzing Scientists’ Portrayals in an American Chemistry Textbook
Enhancing science achievement through inquiry activities: The critical role of perceived teacher support
Assessment of High School Students’ Interdisciplinary Competence in Solving Scientific Issues
Science education (9 works) · Psychology (8 works) · Mathematics education (7 works) · Pedagogy (6 works) · Social Psychology (5 works) · Science Education and Pedagogy (4 works) · Educational Strategies and Epistemologies (3 works) · Interdisciplinary Research and Collaboration (3 works) · Political science (3 works) · Sociology (3 works)