In addition, from the1920s to the191930s, activists in China successively established a number of children's popular science organizations, such as children's popular science magazines, children's science associations and Shanghai and Chongqing science headquarters. These organizations and magazines have made positive contributions to the popularization of children's science education in China.
Why do scientists teach pupils?
In 2002 and 20 12, Apollo, associate researcher of Chinese academy of educational sciences, director of the research center of primary school science education and editor-in-chief of the textbook Science, assisted Professor Zhang Hongxia of Nanjing University School of Education to conduct a questionnaire survey on the scientific literacy of nearly 4,000 primary school teachers in 2 1 provinces and cities. The survey found that teachers' scientific literacy is not optimistic.
Apollo is worried that if teachers don't understand the connotation of science and the difference between science and other disciplines, it is not only possible to introduce pseudoscience into the classroom, but also impossible to put the study of scientific knowledge in the process of scientific practice, in the context of the history of science and the relationship between science and society, and only stay in the stage of "exam-oriented education".
On the one hand, the state attaches importance to science and strives to improve the scientific literacy of citizens; on the other hand, the scientific literacy of science teachers in primary and secondary schools needs to be improved. Under such realistic predicament, it is more and more urgent for scientists to participate in science education. This science course is listed as a compulsory course in primary schools, which also provides an opportunity for the reform of science education in China.