On April 29, 2025, Professor Wang Ping, a senior science teacher at Farmington Hills Bilingual School (K-8) in Michigan, USA, was invited to our institute to deliver a special lecture titled “What Constitutes Effective Science Teaching?” This in-depth session, tailored for future biology teachers, integrated cutting-edge international concepts with local practices, not only dissecting the core logic of science education but also providing practical guidance for graduate students' teaching and research. The lecture was chaired by Professor Cao Zhijiang from Nanjing Normal University, with full participation from the 2024 cohort of the Biology Education program. 

I. Debunking Misconceptions about “Inquiry-Based Teaching”: From Single Experiments to Diverse Practices 

At the outset, Professor Wang Ping shared a series of science education standards issued in the U.S. in 1996. He then posed a thought-provoking question to the audience: “Have you encountered such scenarios in the classroom?” This question sparked lively discussion and reflection among the attendees.

Professor Wang Ping pointed out that the essence of scientific inquiry is “asking questions and seeking answers.” However, a long-standing misconception equates “inquiry” solely with “experiments.” Citing the U.S. Next Generation Science Standards (NGSS) and the 5E Instructional Model (Engage, Explore, Explain, Elaborate, Evaluate), he emphasized that inquiry can be realized through diverse approaches, including natural observation, data analysis, virtual simulations, and scientific reading. 

Drawing on real classroom examples from the U.S, such as students’ analyzing weather data and simulating ecosystem changes to understand scientific principles, rather than relying exclusively on lab experiments, Professor Wang Ping stressed that scientific reading is a vital component of inquiry. He noted that scientists spend over half of their working hours reading and writing. Therefore, the persistent neglect of reading in China's science education must be addressed, as it hinders the development of students' critical thinking and interdisciplinary integration skills. 

II. Insights from International Experience: Graduate Students Engage in Case Studies to Deconstruct Problem-Driven Logic 

Next, Professor Wang Ping compared teaching models such as Project-Based Learning (PBL) and storylines in the U.S., highlighting their shared characteristics: 

1. They begin with a phenomenon, which students often experience. 

2. Through a series of lessons, students are supported in applying various scientific and engineering practices. 

3. Students and teachers, as a learning community, collaboratively build core and cross-cutting concepts to explain phenomena or solve engineering problems. 

When discussing interdisciplinary concepts, Professor Wang Ping remarked, “Interdisciplinary learning is not about piecing together knowledge haphazardly but integrating it around core concepts.” Using the U.S. middle school unit on “Digestion and Absorption” as an example, he explained how students explored the topic through virtual dissections, data analysis, and model-building. This multidimensional approach not only deepened their understanding of human body systems but also enhanced their mathematical modeling and language skills. He emphasized that while China's “Compulsory Education Science Curriculum Standards” have drawn inspiration from NGSS's interdisciplinary framework, further efforts are needed to strengthen the integration of core concepts such as “cause and effect” and “scale and proportion.”

 

III. Challenges and Solutions 

Addressing the pain points in China's science education, such as the shortage of dedicated elementary science teachers, limited class hours, and superficial inquiry practices, Professor Wang Ping cited research from the U.S. National Science Foundation (NSF): “Ages 7 to 8 are a critical period for cultivating scientific interest, and high-quality elementary science education directly shapes students' future attitudes toward science.” He particularly underscored the enlightenment value of biology in early education. To tackle these challenges, Professor Wang Ping proposed several measures: 

1. Regularizing scientific reading, such as incorporating picture books and research papers for in-depth reading. 
2. Promoting collaboration between scientists and teachers, inspired by the U.S. “Scientists in the Classroom” model. 
3. Implementing process-based assessments that focus on discussions, modeling, and argumentation during inquiry to enhance the effectiveness of science education. 

At the end of the lecture, Professor Wang Ping engaged in an interactive Q&A session with the students, patiently addressing their questions and sharing her insights and experiences. 

This lecture was not merely an academic feast but also a starting point for the teaching practices of biology education graduate students. Against the backdrop of the new curriculum standards, they will carry forward a profound understanding of the essence of science education into their classrooms and practical work, contributing to the cultivation of future citizens with scientific literacy.