**4. Results and discussion**

Qualitative data was obtained from participating teachers who were individually interviewed upon returning from their visits to secondary science classrooms in Chongqing, China. The interviews were transcribed and sent to participants to member check, amend, and approve their final responses before analysis. The interview data were coded and analyzed for general, common themes. Four main themes emerged: inquiry-based lessons and teaching opportunities in Canada and China, types of available equipment for lab experiments, benefits to Canadian science classrooms based on Chinese practices, and benefits to Chinese science classrooms based on Canadian practices. Each of the four themes are discussed in greater detail within this section.

#### **4.1 Inquiry-based lessons and teaching opportunities**

Both of the interviewed teachers perceived greater opportunities for inquiry-based lessons and teaching within Canadian classrooms. However, previous research within the Reciprocal Learning Project suggests no significant difference in inquiry-based teaching applications in the two countries [18]. In this current study, teachers attributed these perceptions to the smaller class sizes within Canadian classrooms and the increased availability of classroom spaces and lab equipment to students and teachers. One significant note was the effectiveness of the inquiry-based teaching practices that were being implemented in Canadian classrooms. Teacher A noted that even though many teachers are using or attempting to use inquiry-based teaching practices within their classrooms, the overall success of these endeavors has not been measured. It is unclear with current measures and assessments if inquiry-based practices are useful to students and how inquiry-based lessons are standardized among different classrooms.

Additionally, there are teachers in Canadian schools who do not utilize inquirybased teaching methods. Teacher B noted, she witnessed mainly Chemistry classes which consisted of

*"The teachers just providing lectures to the students…and the teachers would ask students questions on the board or have the students finish equations for them. The teacher would experiment [at the front of the class], and then the students will all be sitting at their desks watching. I was told that the students will have a lab maybe a couple of times a year but very infrequently, and they would have to go to a different classroom to perform the lab."*

The frequency of laboratory experiences for students brings up interesting questions about the lab equipment and space available to students in Chinese classrooms.

### **4.2 Types of available lab equipment**

When asked about laboratory equipment availability, both teachers felt they had access to the necessary equipment to run safe and effective lab experiments in their

*Cross-Cultural Experiences of Canadian Science Educators Visiting the Sister Schools… DOI: http://dx.doi.org/10.5772/intechopen.112769*

Canadian classrooms. They also noted that it was relatively easy to borrow, share, or purchase the necessary equipment if the equipment was not available within their respective schools. In the Canadian teachers' experiences, there was also adequate space within classrooms, in the form of wet labs and dry labs, for students to conduct laboratory experiments. The Canadian perception is that increased lab space gives students and teachers more opportunity to engage in inquiry-based learning practices.

In addition to physical space, Teacher B noted Canadian classrooms had complete sets of glassware and access to enough reactant chemicals that classroom demonstrations were easier to present. The classroom setup itself was also conducive to demonstrations and hands-on laboratory experiences due to the number of students in the class and the physical space, including a lab bench for the teacher and various lab stations around the classroom for the students. Canadian teachers reported that they witnessed some classroom demonstrations while in China and heard that Chinese students also had opportunities to conduct laboratory experiments during their courses, just more infrequently than Canadian students, with the significant limitations being time, space, and availability of large volumes of material.

#### **4.3 Benefits to Canadian science classrooms based on Chinese practices**

One of the Canadian teachers' views of best practices is consistency in planning and lesson delivery within Chinese schools and classrooms. Teacher A, who visited the Sister School, noted,

*"Every lesson is coordinated like a massive, massive synchronized swimming meet. They [the Chinese teachers] all teach at the same time, so they all work on the lessons together."*

All of the Chinese teachers who were teaching the same course worked together to create course content and create lectures and activities common for all students, regardless of the teacher. This level of consistency could help Canadian students within multiple sections of a course, as the curriculum is the same, and students should be learning the same content across sections. Teacher A also noted,

*"Their [the Chinese teachers] teaching is like an art form in the sense that there are very, very prepared and they are going from a script, and they work together and they collaborate, and it's amazing."*

Given the opportunity, co-planning can also help teachers, especially those who are either new to the practice, new to teaching the course, or more experienced educators looking for new ways to disseminate information and impact student learning. Many teachers within Canadian school systems partake in co-planning opportunities, but it is not mandated in the same ways as Chinese schools.

Finally, Teacher A noted that since the lesson plan developed for each Chinese science class is so detailed, pinpointed, and well-planned, there is more time for teachers to monitor and assess the students while in the classroom, rather than frantically trying to fit in the course material, leading to more opportunities to collect pieces of data that can be used to triangulate assessment practices. A significant difference that could impact lesson delivery is that Chinese students are in school for an extended time each day compared to Canadian students. From a time standpoint alone, there is more time to assess and monitor students, specifically while in the classroom.
