**5.1 Conclusion**

In conclusion, Canadian and Chinese science classrooms can gain valuable insight into best practices from one another. Both Canadian and Chinese science classrooms can take steps to focus on inquiry-based lessons and teaching and an increased level of consistency in the delivery of such practices. Since lab equipment is available to students and teachers in both countries, it would benefit students and their learning to provide more lab experiment opportunities. Collaboration between Canadian and Chinese teachers concerning types of experiments would also be beneficial. One main takeaway Canadian science classroom teachers can learn about planning and the shared teaching processes used by teachers in Chinese science classrooms. Conversely, Chinese science classroom teachers can learn from students' collaboration activities and opportunities within Canadian science classrooms.

### **5.2 Implications**

The teachers' interviews and experiences within this study prove that Canadian and Chinese educators can share their experiences and perspectives to give the students a more well-rounded learning experience in secondary science classrooms. Canadian teachers shared that a greater focus can and should be placed on the consistent collaboration of teachers who teach the same courses to provide consistent lessons and course content no matter what teacher is presenting the material, as educators do in Chinese schools and classrooms. They also shared that Chinese

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

science teachers may want to encourage greater collaboration among students to increase their ability to work together and solve problems as a group. This practice may lead to improved understanding by considering other individuals' viewpoints and processes in their class. This research speaks to the significance of educators from different countries, cultures, backgrounds, and learning experiences sharing to create better learning opportunities for students in their respective classrooms, schools, and countries.

#### **5.3 Limitations and future work**

One of the major limitations of this study was the sample size of the participants. Only two Canadian teachers visited the sister schools in China and provided an analysis of their experiences. They were not in China for an entire semester, but rather a shorter time, so they could only view a snapshot of science education in China rather than the overall program experienced by the students. Furthermore, Canadian teachers have an understanding and comfort within their school system that they likely do not have within the Chinese school system. As such, in both Canada and China, the classroom experiences were viewed through a Canadian teacher who went through a Canadian school system and continues to teach within that system.

Reciprocal viewpoints were not directly obtained in this study. Still, through other portions of the Reciprocal Learning Project, the views and experiences of Chinese science educators have been received and shared. Given the opportunity, Chinese educators have shared they enjoyed having opportunities to engage students in real-world learning outside of the classroom [19]. Continued comparative research is a promising avenue for future research.

Further work in this area could implement changes within Canadian and Chinese classrooms based on reciprocal learning visits and suggestions from teachers in different contexts. Results will be presented at conferences and in peer-reviewed journals to increase the number of inquiry-based teaching and learning opportunities for students and teachers within Canadian and Chinese contexts.
