Science teaching in BRICS: A systematic review of pedagogical approaches and challenges
Full Text (PDF)
Alfiya R. Masalimova 1 * , Marina R. Zheltukhina 2 , Olga V. Sergeeva 3 , Nikolay N. Kosarenko 4 , Dibakhan A. Tsomartova 5 , Lyudmila M. Smirnova 5
More Detail
1 Institute of Psychology and Education, Kazan Federal University, Kazan, RUSSIA2 Pyatigorsk State University, Pyatigorsk, RUSSIA3 Kuban State University, Krasnodar, RUSSIA4 Plekhanov Russian University of Economics, Moscow, RUSSIA5 Sechenov First Moscow State Medical University, Moscow, RUSSIA* Corresponding Author
Abstract
As major emerging economies, BRICS nations (Brazil, Russia, India, China, and South Africa) are prioritizing advancements in science education to drive innovation and sustainable development. This systematic review synthesizes insights across 55 studies on policies, practices, challenges, and innovations in science teaching and learning in BRICS countries. The analysis reveals shared goals of enhancing inquiry-based, technology-integrated, hands-on pedagogies and improving teacher competencies. However, systemic constraints like large classes, limited resources, assessment pressures and lack of local contextualization persist, exacerbated by cultural barriers in countries like South Africa. Variations also emerge in research foci, with Brazil emphasizing content knowledge, China evaluating interventions, India highlighting teacher-student roles and South Africa targeting systemic challenges. While common reform directions are evident, tailored interventions responding to each nation’s unique developmental context are essential, given differing priorities. Developing context-specific solutions while collaborating to exchange best practices can enable BRICS countries to collectively strengthen science education. Cross-national comparisons reveal gaps in areas like cultural responsiveness, indigenous knowledge, and comparative outcome analyses that can be addressed in future research. As BRICS nations cooperate strategically amid shifting global paradigms, transforming science education by addressing systemic inequities and nurturing critical thinking is vital for developing talent and technological capabilities. Sustained improvements require reorienting assessment-driven structures towards creativity, curiosity and local relevance while considering cultural perspectives.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Review Article
EURASIA J Math Sci Tech Ed, 2024, Volume 20, Issue 4, Article No: em2432
https://doi.org/10.29333/ejmste/14434
Publication date: 03 Apr 2024
Article Views: 317
Article Downloads: 198
Open Access References How to cite this articleReferences
- Akuma, F. V., & Callaghan, R. (2019). Characterizing extrinsic challenges linked to the design and implementation of inquiry-based practical work. Research in Science Education, 49(6), 1677-1706. https://doi.org/10.1007/s11165-017-9671-x
- Amin, N., & Mahabeer, P. (2021). Curriculum tinkering in situations of crises and inequalities: The case of South Africa. Prospects, 51(1-3), 489-501. https://doi.org/10.1007/s11125-021-09564-8
- Anisimova, T. I. (2021). Forming bachelors’ labor actions in teacher training when studying disciplines of mathematical and natural science cycle. International Electronic Journal of Mathematics Education, 10(3), 157-165. https://doi.org/10.29333/iejme/298
- Anokhin, E. O., Aleshin, G. Y., Tishkin, A. A., Korolev, V. V., Sobol, A. G., Evdokimov, K. M., & Chepiga, A. A. (2021). Not great, not terrible: Distance learning of chemistry in Russian secondary schools during COVID-19. Chemistry Teacher International, 3(4), 349-357. https://doi.org/10.1515/cti-2020-0016
- Bajpai, S., Asif, S. S., & Akhtar, S. A. (2016). Electromagnetic education in India. Comparative Professional Pedagogy, 6(2), 60-66. https://doi.org/10.1515/rpp-2016-0020
- Balgopal, M. M., Gerardo, N. M., Topden, J., & Gyatso, K. (2021). Moving past postcolonial hybrid spaces: How Buddhist monks make meaning of biology. Science Education, 105(3), 473-497. https://doi.org/10.1002/sce.21616
- Bansal, G. (2021). Indian pre-service teachers’ conceptualizations and enactment of inquiry-based science education. Education 3-13, 49(3), 275-287. https://doi.org/10.1080/03004279.2020.1854957
- Bansal, G. (2022). The hegemony of English in science education in India: A case study exploring impact of teacher orientation in translating policy in practice. Cultural Studies of Science Education, 17(2), 439-466. https://doi.org/10.1007/s11422-021-10068-2
- Barbosa, R. S., Adefila, A., & Garcia, M. L. T. (2022). Entrenched disadvantage and the internationalization of education: A review of the science without border program in Brazil. Education Policy Analysis Archives, 30, 171. https://doi.org/10.14507/EPAA.30.7211
- Bortnik, B., Stozhko, N., & Pervukhina, I. (2021). Context-based testing as an assessment tool in chemistry learning on university level. Education Sciences, 11(8), 450. https://doi.org/10.3390/educsci11080450
- Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
- Carnoy, M., Khavenson, T., Loyalka, P., Schmidt, W. H., & Zakharov, A. (2016). Revisiting the relationship between international assessment outcomes and educational production: Evidence from a longitudinal PISA-TIMSS sample. American Educational Research Journal, 53(4), 1054-1085. https://doi.org/10.3102/0002831216653180
- Carnoy, M., Loyalka, P., & Froumin, I. (2013). University expansion in the BRIC countries and the global information economy. Change: The Magazine of Higher Learning, 45(4), 36-43. https://doi.org/10.1080/00091383.2013.806196
- Carter, N., Bryant-Lukosius, D., Dicenso, A., Blythe, J., & Neville, A. J. (2014). The use of triangulation in qualitative research. Oncology Nursing Forum, 41(5), 545-547. https://doi.org/10.1188/14.ONF.545-547
- Chang, V., Chen, Y., & Xiong, C. (2018). Dynamic interaction between higher education and economic progress: A comparative analysis of BRICS countries. Information Discovery and Delivery, 46(4), 225-238. https://doi.org/10.1108/IDD-07-2018-0023
- Costin, C., & Pontual, T. (2020). Curriculum reform in Brazil to develop skills for the twenty-first century. In F. M. Meimers (Ed.), Audacious education purposes: How governments transform the goals of education systems (pp. 47-64). Springer. https://doi.org/10.1007/978-3-030-41882-3_2
- Cynthia, R., Armijo, L., & Katada, S. (2017). Introduction: The BRICS as a club. Oxford University Press. https://doi.org/10.1093/oso/9780190697518.003.0001
- da Ressurreicão Brandão, M. A., do Rego Barros Bello, M. E., de Souza, M. F., de Jesus Carvalho, M. R., & Maciel, B. M. (2023). Food safety knowledge among 7th-grade middle school students: A report of a Brazilian municipal school using workshop-based educational strategies. Food Science and Nutrition, 11(10), 6447-6458. https://doi.org/10.1002/fsn3.3587
- da Silva, K. F., de Oliveira, R. D. V. L., & Soares, M. H. F. B. (2021). The ludic and human rights: The anti-racist fight in science education for a political-scientific formation through graffiti art. Acta Scientiae [Journal of Science], 23(6), 237-269. https://doi.org/10.17648/ACTA.SCIENTIAE.6324
- Daus, S., Nilsen, T., & Braeken, J. (2019). Exploring content knowledge: Country profile of science strengths and weaknesses in TIMSS. Possible implications for educational professionals and science research. Scandinavian Journal of Educational Research, 63(7), 1102-1120. https://doi.org/10.1080/00313831.2018.1478882
- Dhurumraj, T., & Moola, Z. (2023). Exploring teacher improvisation and its influence on learner performance in an under-resourced grade 11 life science class. International Journal of Research in Business and Social Science (2147-4478), 12(2), 384-392. https://doi.org/10.20525/ijrbs.v12i2.2341
- Fan, X., Liu, H., Wang, Y., Wan, Y., & Zhang, D. (2022). Models of internationalization of higher education in developing countries–A perspective of international research collaboration in BRICS countries. Sustainability, 14(20), 13659. https://doi.org/10.3390/su142013659
- Fedina, O. V., Zakinyan, A. R., & Agibova, I. M. (2017). Design of science laboratory sessions with magnetic fluids. International Journal of Mechanical Engineering Education, 45(4), 349-359. https://doi.org/10.1177/0306419017708644
- Ferreira, C., Baptista, M., & Arroio, A. (2013). Teachers’ pedagogical strategies for integrating multimedia tools in science teaching. Journal of Baltic Science Education, 12(4), 509-524. https://doi.org/10.33225/jbse/13.12.509
- Ferreira, D. M., Sentanin, F. C., Parra, K. N., Negrao Bonini, V. M., De Castro, M., & Kasseboehmer, A. C. (2022). Implementation of inquiry-based science in the classroom and its repercussion on the motivation to learn chemistry. Journal of Chemical Education, 99(2), 578-591. https://doi.org/10.1021/acs.jchemed.1c00287
- Fuller, M. B. (2013). An empirical study of cultures of assessment in higher education. Education Leadership Review, 14(1), 20-27.
- Gilyazova, O. S., Zamoshchanskii, I. I., & Zamoshchanskaya, A. N. (2020). A liberal arts and sciences education at the Russian higher school: Concept, formats, benefits, and limitations. Perspektivy Nauki i Obrazovania [Perspectives Sciences and Education], 46(4), 10-22. https://doi.org/10.32744/pse.2020.4.1
- Gong, Z., Soomro, S. A., Nanjappan, V., & Georgiev, G. V. (2022). The gap in design creativity education between China and developed countries. Proceedings of the Design Society, 2, 871-880. https://doi.org/10.1017/pds.2022.89
- Gorelova, G. G., Shibanova, E. K., Nechaeva, S. V., & Zakharova, T. N. (2021). BRICS countries education export: Challenges and forecasts. KnE Social Sciences, 5(2), 37-45. https://doi.org/10.18502/kss.v5i2.8332
- Gurgel, I., Pietrocola, M., & Watanabe, G. (2016). The role of cultural identity as a learning factor in physics: A discussion through the role of science in Brazil. Cultural Studies of Science Education, 11(2), 349-370. https://doi.org/10.1007/s11422-014-9580-5
- Heras, M., & Ruiz-Mallén, I. (2017). Responsible research and innovation indicators for science education assessment: How to measure the impact? International Journal of Science Education, 39(18), 2482-2507. https://doi.org/10.1080/09500693.2017.1392643
- Hewson, M. G. (2012). Traditional healers’ views on their indigenous knowledge and the science curriculum. African Journal of Research in Mathematics, Science and Technology Education, 16(3), 317-332. https://doi.org/10.1080/10288457.2012.10740748
- James, A. A., Beni, S., & Stears, M. (2019). Teaching science in the foundation phase: Where are the gaps and how are they accounted for? South African Journal of Childhood Education, 9(1), a759. https://doi.org/10.4102/sajce.v9i1.759
- Jennifer G., A., Thomas, M. G., & Solomon, R. V. (2022). Does virtual titration experiment meet students’ expectation? Inside out from Indian context. Journal of Chemical Education, 99(3), 1280-1286. https://doi.org/10.1021/acs.jchemed.1c01034
- John, M. (2019). Physical sciences teaching and learning in eastern cape rural schools: Reflections of pre-service teachers. South African Journal of Education, 39, S1-S12. https://doi.org/10.15700/saje.v39ns1a1660
- Kavai, P., de Villiers, R., Fraser, W., Sommerville, J., & Strydom, N. (2015). Animal organ dissections in high schools: Is there more than just cutting? African Journal of Research in Mathematics, Science and Technology Education, 19(2), 143-155. https://doi.org/10.1080/10288457.2015.1049011
- Kavai, P., Villiers, R., & Fraser, W. (2017). Teachers’ and learners’ inclinations towards animal organ dissection and its use in problem-solving. International Journal of Instruction, 10(2), 39-54. https://doi.org/10.12973/iji.2017.1023a
- Koul, R. (2019). Addressing diversity in Indian science classrooms. In Science education in India (pp. 129-142). Springer. https://doi.org/10.1007/978-981-13-9593-2_7
- Kovalev, I., & Shcherbakova, A. (2019). BRICS cooperation in science and education. Strategic Analysis, 43(6), 532-542. https://doi.org/10.1080/09700161.2019.1669903
- Krishnamoorthy, R. (2023). Intra-action analysis of emergent science phenomena: Examining meaning-making with the more than human in science classrooms. Cultural Studies of Science Education, 18, 853-877. https://doi.org/10.1007/s11422-023-10148-5
- Krishnan, M. S., Brakaspathy, R., & Arunan, E. (2016). Chemical education in India: Addressing current challenges and optimizing opportunities. Journal of Chemical Education, 93(10), 1731-1736. https://doi.org/10.1021/acs.jchemed.6b00231
- Kulshreshtha, P., Gupta, S., Shaikh, R., Aggarwal, D., Sharma, D., & Rahi, P. (2022). Foldscope embedded pedagogy in STEM education: A case study of SDG4 promotion in India. Sustainability, 14(20), 13427. https://doi.org/10.3390/su142013427
- Lee, K. T., Chalmers, C., Chandra, V., Yeh, A., & Nason, R. (2014). Retooling Asian-Pacific teachers to promote creativity, innovation and problem solving in science classrooms. Journal of Education for Teaching, 40(1), 47-64. https://doi.org/10.1080/02607476.2013.864017
- Lester, J. N., Cho, Y., & Lochmiller, C. R. (2020). Learning to do qualitative data analysis: A starting point. Human Resource Development Review, 19(1), 94-106. https://doi.org/10.1177/1534484320903890
- Liang, B. (2017). The problem of science education in minority areas–Based on a study in Gansu Province of China. Chinese Education and Society, 50(1), 18-24. https://doi.org/10.1080/10611932.2016.1262183
- Lingbiao, G. (2013). Reforms in student assessment in Mainland China. In E. Hau-Fai Law, & C. Li (Eds.), Curriculum innovations in changing societies (pp. 449-472). Sense Publishers. https://doi.org/10.1007/978-94-6209-359-1_25
- Lisichkin, G. V., & Leenson, I. A. (2013). Natural-sciences education in secondary school in the USSR and Russia: History, trends, and challenges of modernization. Russian Journal of General Chemistry, 83(6), 1185-1203. https://doi.org/10.1134/S1070363213060388
- Liu, E., Liu, C., & Wang, J. (2015). Pre-service science teacher preparation in China: Challenges and promises. Journal of Science Teacher Education, 26(1), 29-44. https://doi.org/10.1007/s10972-014-9404-1
- Louw, G., & Verwey, S. (2000). The South African new educational environment: Turbulent change in tertiary institutions. Communicare [Communicate], 19(1), 78-94. https://doi.org/10.36615/jcsa.v19i1.
- 1838Malyuga, E. N., & Petrosyan, G. O. (2022). Effective integration of distance courses through project-based learning. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.788829
- Mavuru, L., & Ramnarain, U. (2020). Learners’ socio-cultural backgrounds and science teaching and learning: A case study of township schools in South Africa. Cultural Studies of Science Education, 15(4), 1067-1095. https://doi.org/10.1007/s11422-020-09974-8
- Meiring, L. F. (2019). Foundation phase science teacher identity: Exploring evolutionary module development to promote science teaching self-efficacy. South African Journal of Childhood Education, 9(1), a603. https://doi.org/10.4102/sajce.v9i1.603
- Moiseev, V. V, & Chernyh, S. A. (2019). Actual problems of education and science in Russia. Advances in Economics, Business and Management Research, 96, 504-508. https://doi.org/10.2991/icemse-19.2019.117
- Mpisi, A., & Alexander, G. (2022). Social identity formation of Black learners in South African historically white schools. In Education applications & developments VII (pp. 74-84). https://doi.org/10.36315/2022ead07
- Msimanga, A., & Lelliott, A. (2014). Talking science in multilingual contexts in South Africa: Possibilities and challenges for engagement in learners home languages in high school classrooms. International Journal of Science Education, 36(7), 1159-1183. https://doi.org/10.1080/09500693.2013.851427
- Mtsi, N., & Maphosa, C. (2016). Challenges encountered in the teaching and learning of the natural sciences in rural schools in South Africa. Journal of Social Sciences, 47(1), 58-67. https://doi.org/10.1080/09718923.2016.11893544
- Mudaly, R., Pithouse-Morgan, K., van Laren, L., Singh, S., & Mitchell, C. (2015). Connecting with pre-service teachers’ perspectives on the use of digital technologies and social media to teach socially relevant science. Perspectives in Education, 33(4), 23-41.
- Nandhakumar, R., & Govindarajan, K. (2020). Effect of database technology on some cognitive variables in learning of physics at undergraduate level. TOJET: The Turkish Online Journal of Educational Technology, 19(4), 75-83.
- Ong, E. T., Luo, X., Yuan, J., & Yingprayoon, J. (2020). The effectiveness of a professional development program on the use of STEM-based 5E inquiry learning model for science teachers in China. Science Education International, 31(2), 179-184. https://doi.org/10.33828/sei.v31.i2.7
- Opoku, M. J., & James, A. (2021). Pedagogical model for decolonizing, indigenizing, and transforming science education curricula: A case of South Africa. Journal of Baltic Science Education, 20(1), 93-107. https://doi.org/10.33225/jbse/21.20.93
- Oyoo, S. O. (2017). Learner outcomes in science in South Africa: Role of the nature of learner difficulties with the language for learning and teaching science. Research in Science Education, 47(4), 783-804. https://doi.org/10.1007/s11165-016-9528-8
- Pareek, R. B. (2013). An assessment of availability and utilization of laboratory facilities for teaching science at secondary level. Science Education International, 30(1), 75-81. https://doi.org/10.33828/sei.v30.i1.9
- Pathare, S., Huli, S., Ladage, S., & Pradhan, H. C. (2018). Understanding first law of thermodynamics through activities. Physics Education, 53, 025013. https://doi.org/10.1088/1361-6552/aa9de7
- Patton, M. Q. (2002). Two decades of developments in qualitative inquiry. Qualitative Social Work, 1(3), 261-283. https://doi.org/10.1177/1473325002001003636
- Petrus, R. M. (2018). A comparison of teachers’ and students’ perceptions of the factors contributing to poor performance in physical sciences: A case of South Africa. Journal of Turkish Science Education, 15(4), 93-103.
- Prinsloo, E. H. (2016). The role of the humanities in decolonizing the academy. Arts and Humanities in Higher Education, 15(1), 164-168. https://doi.org/10.1177/1474022215613608
- Ramnarain, U. D. (2014). Teachers’ perceptions of inquiry-based learning in urban, suburban, township and rural high schools: The context-specificity of science curriculum implementation in South Africa. Teaching and Teacher Education, 38, 65-75. https://doi.org/10.1016/j.tate.2013.11.003
- Ramnarain, U. D., & Rudzirai, C. (2020). Enhancing the pedagogical practice of South African physical sciences teachers in inquiry-based teaching through empowerment evaluation. International Journal of Science Education, 42(10), 1739-1758. https://doi.org/10.1080/09500693.2020.1778810
- Rethlefsen, M. L., Kirtley, S., Waffenschmidt, S., Ayala, A. P., Moher, D., Page, M. J., Koffel, J. B., Blunt, H., Brigham, T., Chang, S., Clark, J., Conway, A., Couban, R., de Kock, S., Farrah, K., Fehrmann, P., Foster, M., Fowler, S. A., Glanville, J., …, & Young, S. (2021). PRISMA-S: An extension to the PRISMA statement for reporting literature searches in systematic reviews. Systematic Reviews, 10(1), 1-19. https://doi.org/10.1186/s13643-020-01542-z
- Ribas Rodrigues, M. I., & dos Santos, L. R. (2019). Conceptions of science teachers about the use of ICT in teaching practice: Challenges for science education in Brazil. Prometeica [Promethean], 19, 58-71. https://doi.org/10.34024/prometeica.2019.19.9460
- Roy, B., & Roy, A. (2021). Conducting examinations in India: Emergency, contention and challenges of students amidst covid-19 pandemic. Children and Youth Services Review, 120, 105768. https://doi.org/10.1016/j.childyouth.2020.105768
- Ruggiano, N., & Perry, T. E. (2019). Conducting secondary analysis of qualitative data: Should we, can we, and how? Qualitative Social Work, 18(1), 81-97. https://doi.org/10.1177/1473325017700701
- Saha, A., Nazar, M., Udaynarayanpur, B., & Mahavidyalaya, M. (2015). National curriculum framework for teacher education, 2009: A review of its perspectives and relevanceness. International Journal of Applied Research, 1(9), 776-778.
- Sang, G., Valcke, M., van Braak, J., Zhu, C., Tondeur, J., & Yu, K. (2012). Challenging science teachers’ beliefs and practices through a video-case-based intervention in China’s primary schools. Asia-Pacific Journal of Teacher Education, 40(4), 363-378. https://doi.org/10.1080/1359866X.2012.724655
- Sarkar, S., Mohapatra, S., & Sundarakrishnan, J. (2017). Assessing impact of technology based digital equalizer program on improving student learning outcomes. Education and Information Technologies, 22(1), 195-213. https://doi.org/10.1007/s10639-015-9434-0
- Sattor, K., Islombek, A., Adhamjon, K., Zayniddin, J., Shavkat, Y., & Isroiljon, U. (2022). The role of the integration of science, education, and production in the training of personnel for construction educational areas. Science and Innovation International Scientific Journal, 1(8), 1040-1045. https://doi.org/10.5281/zenodo.7447731
- Schabort, F., Sinnes, A., & Kyle, W. C. (2018). From contextual frustrations to classroom transformations: Female empowerment through science education in rural South Africa. Educational Action Research, 26(1), 127-143. https://doi.org/10.1080/09650792.2017.1286996
- Schulze, S., & van Heerden, M. (2015). Learning environments matter: Identifying influences on the motivation to learn science. South African Journal of Education, 35(2), 1-9. https://doi.org/10.15700/saje.v35n2a1058
- Seehawer, M. (2018). South African science teachers’ strategies for integrating indigenous and western knowledges in their classes: Practical lessons in decolonization. Educational Research for Social Change, 7(SPE), 91-110. https://doi.org/10.17159/2221-4070/2018/v7i0a7
- Siddaway, A. P., Wood, A. M., & Hedges, L. V. (2019). How to do a systematic review: A best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses. Annual Review of Psychology, 70, 747-770. https://doi.org/10.1146/annurev-psych-010418-102803
- Soares, D., Lopes, B., Abrantes, I., & Watts, M. (2021). The initial training of science teachers in African countries: A systematic literature review. Sustainability, 13(10), 5459. https://doi.org/10.3390/su13105459
- Sonam, T. (2019). Incubating western science education in Tibetan Buddhist monasteries in India. In Science education in India (pp. 27-45). Springer. https://doi.org/10.1007/978-981-13-9593-2_2
- Strauss, A., & Corbin, J. (1998). Basics of qualitative research techniques. SAGE.
- Streltsov, E. S., Rozhin, A. A., Vosiev, S. S., & Kosnikov, S. N. (2021). The economic potential of the BRICS countries as a challenge to modern world realities. Propósitos y Representaciones [Purposes and Representations], 9(SPE3), e1143. https://doi.org/10.20511/pyr2021.v9nspe3.1143
- Sumatokhin, S. V. (2017). Textbooks for biology applied in schools in Russia. Journal of Subject Didactics, 2(1), 61-66. https://doi.org/10.5281/zenodo.1238998
- Sumatokhin, S. V., & Kalinova, G. S. (2016). Biology studies in Russian schools. Journal of Subject Didactics, 1(2), 127-132. https://doi.org/10.5281/zenodo.438179
- Tagutanazvo, P. O., & Bhagwandeen, R. (2022). Developing strategies for teaching critical thinking in physical sciences learners at selected schools in Mashishila circuit in Mpumalanga Province, South Africa. In Proceedings of the 14th International Conference on Education and New Learning Technologies (pp. 5407-5407). https://doi.org/10.21125/edulearn.2022.1277
- Tandon, M. (2019). History of science in India: Focus on pre-vedic and vedic times. In Science education in India (pp. 3-26). Springer. https://doi.org/10.1007/978-981-13-9593-2_1
- Teck, Y., Lim, K., Lavonen, J., Kulshreshtha, P., Gupta, S., Shaikh, R., Aggarwal, D., Sharma, D., & Rahi, P. (2022). Foldscope embedded pedagogy in STEM education: A case study of SDG4 promotion in India. Sustainability, 14(20), 13427. https://doi.org/10.3390/su142013427
- Tytler, R. (2020). STEM education for the twenty-first century. In J. Anderson, & Y. Li (Eds.), Integrated approaches to STEM education: An international perspective (pp. 21-43). Springer. https://doi.org/10.1007/978-3-030-52229-2_3
- Usak, M., & Masalimova, A. R. (2019). Mentoring on science teacher education in Russia and international perspectives. Journal of Baltic Science Education, 18(3), 320-322. https://doi.org/10.33225/jbse/19.18.320
- Vasilevna-Portnova, I. (2022). Russian scientific-animalistic images of the 20th century in the collection of biological museums. Their specific structure and meaning. Arte, Individuo y Sociedad [Art, Individual and Society], 34(4), 1517-1542. https://doi.org/10.5209/aris.79969
- Vinnichenko, O., & Gladun, E. (2018). Legal education in the BRICS countries in the context of globalization: A comparative analysis. BRICS Law Journal, 5(3), 4-39. https://doi.org/10.21684/2412-2343-2018-5-3-4-39
- Wan, D., & Lee, Y. J. (2023). Engineering in grades 1-9 science education standard from China. Science and Education. https://doi.org/10.1007/s11191-023-00457-0
- Wang, Y. (2022). Effects of augmented reality game-based learning on students’ engagement. International Journal of Science Education, Part B: Communication and Public Engagement, 12(3), 254-270. https://doi.org/10.1080/21548455.2022.2072015
- Wolhuter, C. C. (2023). Education in the BRICS countries and the likely impact of the COVID-19 pandemic. BRICS Journal of Economics, 4(1), 131-146. https://doi.org/10.3897/brics-econ.4.e100736
- Xaba, N., & Sondlo, A. (2022). Using a learner-based activity approach in developing science teachers’ readiness in inquiry-based learning. In Education and new developments (pp. 340-343). https://doi.org/10.36315/2022v1end077
- Xue, E., & Li, J. (2022). Contextualizing the philosophy of science education: Insight from China. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2022.2111256
- Yan, S., Sun, D., Zhou, Q., Yang, Y., & Tian, P. (2023). Exploring the impact of virtual laboratory with KWL reflective thinking approach on students’ science learning in higher education. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-023-09385-y
- Yang, F., & Lin, J. (2016). A Chinese Tai Chi model: An integrative model beyond the dichotomy of student-centered learning and teacher-centered learning. Asian Education Studies, 1(2), 44. https://doi.org/10.20849/aes.v1i2.61
- Yang, W., & Fan, G. (2023). Delving into the development of Chinese students based on PISA scores. In D. Guo (Ed.), The frontier of education reform and development in China (pp. 107-128). Springer. https://doi.org/10.1007/978-981-19-6355-1_7
- Yang, W., Liu, C., & Liu, E. (2019). Content analysis of inquiry-based tasks in high school biology textbooks in Mainland China. International Journal of Science Education, 41(6), 827-845. https://doi.org/10.1080/09500693.2019.1584418
- Yao, J. X., & Guo, Y. Y. (2018). Core competences and scientific literacy: The recent reform of the school science curriculum in China. International Journal of Science Education, 40(15), 1913-1933. https://doi.org/10.1080/09500693.2018.1514544
- Zenda, R. (2017). Essential teaching methods to enhance learner academic achievement in physical sciences in rural secondary schools. Information and Learning Science, 118(3/4), 170-184. https://doi.org/10.1108/ILS-03-2017-0014
- Zhao, G., Zhao, R., Li, X., Duan, Y., & Long, T. (2023). Are preservice science teachers (PSTs) prepared for teaching argumentation? Evidence from a university teacher preparation program in China. Research in Science and Technological Education, 41(1), 170-189. https://doi.org/10.1080/02635143.2021.1872518
How to cite this article
APA
Masalimova, A. R., Zheltukhina, M. R., Sergeeva, O. V., Kosarenko, N. N., Tsomartova, D. A., & Smirnova, L. M. (2024). Science teaching in BRICS: A systematic review of pedagogical approaches and challenges. Eurasia Journal of Mathematics, Science and Technology Education, 20(4), em2432. https://doi.org/10.29333/ejmste/14434
Vancouver
Masalimova AR, Zheltukhina MR, Sergeeva OV, Kosarenko NN, Tsomartova DA, Smirnova LM. Science teaching in BRICS: A systematic review of pedagogical approaches and challenges. EURASIA J Math Sci Tech Ed. 2024;20(4):em2432. https://doi.org/10.29333/ejmste/14434
AMA
Masalimova AR, Zheltukhina MR, Sergeeva OV, Kosarenko NN, Tsomartova DA, Smirnova LM. Science teaching in BRICS: A systematic review of pedagogical approaches and challenges. EURASIA J Math Sci Tech Ed. 2024;20(4), em2432. https://doi.org/10.29333/ejmste/14434
Chicago
Masalimova, Alfiya R., Marina R. Zheltukhina, Olga V. Sergeeva, Nikolay N. Kosarenko, Dibakhan A. Tsomartova, and Lyudmila M. Smirnova. "Science teaching in BRICS: A systematic review of pedagogical approaches and challenges". Eurasia Journal of Mathematics, Science and Technology Education 2024 20 no. 4 (2024): em2432. https://doi.org/10.29333/ejmste/14434
Harvard
Masalimova, A. R., Zheltukhina, M. R., Sergeeva, O. V., Kosarenko, N. N., Tsomartova, D. A., and Smirnova, L. M. (2024). Science teaching in BRICS: A systematic review of pedagogical approaches and challenges. Eurasia Journal of Mathematics, Science and Technology Education, 20(4), em2432. https://doi.org/10.29333/ejmste/14434
MLA
Masalimova, Alfiya R. et al. "Science teaching in BRICS: A systematic review of pedagogical approaches and challenges". Eurasia Journal of Mathematics, Science and Technology Education, vol. 20, no. 4, 2024, em2432. https://doi.org/10.29333/ejmste/14434