A Comparative Analysis of Junior High School Science Curriculum Standards in Mainland China, Taiwan, Hong Kong, and Macao: Based on Revised Bloom’s Taxonomy

Abstract

Mainland China, Taiwan, Hong Kong, and Macao, in the Greater China Region, have similar yet different educational systems and curriculum standards, and each has performed well in international tests for science achievement. Using revised Bloom’s taxonomy, this study analyzed and explored the similarities and differences among these four Chinese regions. Some common features of their junior high science curricula were identified: conceptual knowledge represents the largest proportion of the curricula, while meta-cognitive knowledge remains extremely marginalized, and the lower levels of cognitive process represented a significantly larger proportion of the curricula than the higher levels. This study also identified some differences: mainland China, Taiwan, and Macao emphasize the memory of factual and conceptual knowledge, while Hong Kong emphasizes understanding. In addition to conceptual knowledge, Taiwan attaches importance to procedural knowledge, while Hong Kong places more emphasis on factual knowledge. Finally, some recommendations are offered for the reform of the junior high school science curriculum in these four Chinese regions and beyond, and suggestions are made for future comparative studies of science curricula around the world.