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Journal papers
Luo, X., Wei, B., Shi, M., & Xiao, X. (2020). Exploring the impact of reasoning flow scaffold (RFS) on students’ scientific argumentation: based on the structure of observed learning outcomes (SOLO) taxonomy. Chemistry Education Research and Practice.【SSCI】
Chen, S. & Wei, B. (2020). Development and validation of an instrument to measure high school students’ science identity in science learning. Research in Science Education. (Online first 29/04/2020)【SSCI】
Wei, B. & Chen, Y. (2020). The Meaning of ‘experiment’ in the intended chemistry curriculum in China: the changes over the period from 1952 to 2018. International Journal of Science Education, 42, 656-674.【SSCI】
Wei, B. (2020). The change of the intended senior high school chemistry curriculum in China: Focus on intellectual demands. Chemistry Education Research and Practice, 21, 14-23.【SSCI】
Wei, B. (2019). Science teacher education in Macau: A critical review. Asia-Pacific Science Education, 5:10.
Wei, B. (2019). Reconstructing school chemistry curriculum in the era of core competencies: A case from China. Journal of Chemical Education, 96, 1359-1366.【SCI】
Wei, B., & Ou, Y. (2019). A comparative analysis of junior high school science curricula in Mainland China, Taiwan, Hong Kong and Macau: Based on revised Bloom's taxonomy. International Journal of Science and Mathematics Education, 17, 1459-1474.【SSCI】
Wei, B., Chen, S., & Chen, B. (2019). An investigation of sources of science teachers’ practical knowledge of teaching with practical work. International Journal of Science and Mathematics Education, 17, 723-738.【SSCI】
Wei, B., & Chen, N. (2019). Agency in action: Two beginning science teachers’ stories in a context of curriculum reform in China. International Journal of Science Education, 41(10), 1287-1302.【SSCI】
Chen, B., Wei, B., & Mai, Y. (2019). Examining chemistry teachers’ perceptions of their interaction with curriculum materials: a quantitative approach. Journal of Baltic Science Education, 18 (2), 197-208.【SSCI】
Oon, P.T., Hu, B.Y., & Wei, B. (2019). Early childhood educators’ attitudes towards science teaching in Chinese schools. Australasian Journal of Early Childhood, 44, 423-435.【SSCI】
Wei, B., Chen, N., & Chen, B. (2019). Teaching with laboratory work: The presentations of beginning science teachers’ identity in school settings. Research Papers in Education. (Online first 10/05/2019)【SSCI】
Wei, B., Avraamidou, L., Chen, N. (2019). How a beginning science teacher deals with practical work: An explorative study through the lens of identity. Research in Science Education. (Online first 05/02/2019)【SSCI】
Wei, B. (2018). An exploratory study of teacher development in the implementation of integrated science curriculum. Research in Science Education. (Online first 15/09/2018)【SSCI】
Wan, D., Zhang, H., & Wei, B. (2018). Impact of Chinese culture on pre-service science teachers’ views of the nature of science. Science & Education. 27 (3), 321-355. 【SSCI】
Lu, Q., Zhang, H., & Wei, B. (2018). Exploration of the variety of teachers’ VNOS in China: Is the “step-over development” approach effective? Asia-Pacific Science Education, 4 (5), 1-23.
Wei, B. & Liu, H. (2018). An experienced chemistry teacher’s practical knowledge of teaching with practical work: The PCK perspective. Chemistry Education Research and Practice, 19, 452-462. 【SSCI】
Wei, B. & Li, X. (2017). Science teachers’ perceptions of experimentation: Implications for restructuring school practical work. International Journal of Science Education, 39, 1775-1794. 【SSCI】
Chen, B & Wei, B. (2015). Investigating the factors that influence chemistry teachers’ use of curriculum materials: The case of China. Science Education International, 26 (2), 195-216.
Chen, B & Wei, B. (2015). Examining chemistry teachers’ use of curriculum materials: In the view of teachers’ pedagogical content knowledge. Chemistry Education Research and Practice, 16, 260-272. 【SSCI】
Wan, Z.H., Wong, S.L., Wei, B., & Zhan, Y. (2013). Focusing on the classical or contemporary? Chinese science teacher educators’ conceptions of Nature of Science content to be taught to pre-service science teachers. Research in Science Education, 43, 2541-2566. 【SSCI】
Wei, B., Li, Y. & Chen, B. (2013). Representations of nature of science in selected histories of science in the integrated science textbooks in China. School Science and Mathematics, 113 (4), 170 -179.
Wei, B. (2012). In pursuit of professionalism in the field of chemistry education in China: The Story of Zhixin Liu. International Journal of Science Education , 34, 1971-1989. 【SSCI】
Wei, B. (2009). In search of meaningful integration: The experiences of developing integrated science curriculum in junior secondary schools in China. International Journal of Science Education, 31, 259-277. 【SSCI】
Wei, B. & Thomas, G. P. (2006). An examination of the change of the junior secondary school chemistry curriculum in the People’s Republic of China: In the view of scientific literacy. Research in Science Education, 36, 403-418. 【SSCI】
Wei, B. (2005). Science curriculum reform in post-compulsory education in the People’s Republic of China: The case of senior secondary school chemistry curriculum. Science Education International, 16, 291-303.
Wei, B. & Thomas, G. P. (2005). Rationale and approaches for embedding scientific literacy into the new junior secondary school chemistry curriculum in the People’s Republic of China. International Journal of Science Education, 27, 1477-1493. 【SSCI】
Wei, B. & Thomas, G. P. (2005). Explanations for the transition of the junior secondary school chemistry curriculum in the People’s Republic of China during the period from 1978 to 2001. Science Education, 89, 451-469. 【SSCI】
Fensham, P. J., Law, N., Li, S., & Wei, B. (2000). Public understanding of science as basic literacy. Melbourne Studies in Education, 41, 145-155.
魏冰 林佳佳 (2020). 澳门非高等教育“基本学力要求”中的21世纪核心素养. 《澳 门研究》, The 21st century skills in the RBAAs of the non-higher education in Macau.
魏冰 (2018). 科学素养教育在澳门: 中学自然科学基本学力要求研制过程追述. 《澳 门研究》, 90, 99-106. Scientific literacy oriented education in Macau: A retrospect of designing the RBAAs of natural sciences for secondary schools.
万东升 魏冰 (2017). 我国科学教师教育: 问题、挑战与路径选择.《高 等理科教育》, 1, 28-33.Science teacher education: Problems, challenges, and possible solutions.
万东升 魏冰 (2016). 以当代科学实践爲情境的科学教学模式初探. 《课程 教材 教法》, 12, 85-90. An investigation of teaching models of taking contemporary science practices as contexts.
陈博 魏冰 (2016). 理科教师使用课程材料的影响因素及启示. 《外国中小学教育》, 4, 42-48. Factors Influencing science teachers’ use of curriculum materials and its implications.
万东升 魏冰(2015). 科学本质教学内容的国际比较与啓示. 《教育科学》, 12, 83-87. An international comparison of the content of the nature of science in science teaching.
陈博 魏冰 (2013). 理科课程实施忠实度的分析模型. 《全球教育展望》, 11, 110-117. The analytic models for fidelity of implementation in science curriculum.
陈博 魏冰 (2012). 理科教师信念研究综述. 《全球教育展望》, 7, 33-38. Review of the research on science teacher beliefs.
陈博 魏冰 (2012). 以科学素养为视角的“正式课程”分析模型. 《全球教育展望》, 3, 79-82. The models of analyzing the “formal curriculum”: In the view of scientific literacy.
陈博 魏冰 (2012). 科学素养概念三种取向的界定. 《上海教育科研》, 2, 48-52. Defining three orientations of scientific literacy.
魏冰 (2010). 澳门中学科学教学：问题与挑战. 《澳门研究 》, 58, 161-168. School science teaching in Macau: Problems and challenges.
魏冰 (2010). 中学理科课程中实验教学的若干问题探析. 《全球教育展望》, 7, 78-82. An analysis of the problems of practical work in the school science curriculum.
胡维政 魏冰 (2010). 澳门中学理科教师的教学观念与教学实践的调查研究. 《化学教育》, 4, 77-80. A survey on school science teachers’ conceptions and practices in Macau.
魏冰 (2008). 中学理科课程发展：三十年的回顾与反思. 《中国教育学刊》, 11, 5-8. School science curriculum development in China: Retrospection and reflection over thirty years.
魏冰 (2008). 略论刘知新教授对中国化学教育学科建设的贡献. 《化学教育》, 5, 52-55. Zhixin Liu’s contribution to the academic field of chemistry education in China.
魏冰 罗星凯 (2005). 科学大众化的困境——社会学的分析. 《外国教育研究》, 6, 14-17. Dilemmas of the move of Science for All: A sociological analysis.
魏冰 (2005). 如何进行教育研究——一个化学教育工作者的反思. 《化学教学》, 1-2, 4-7. How to conduct educational research: personal reflection as a chemistry educator.
魏冰 (2004). 化学教材中的伴随含义. 《化学教学》, 12, 4-7. Companion meanings in chemistry textbooks.
魏冰 (2004). 科学素养教育在中国初中化学课程的历史演进. 《化学教育》, 10, 14-17. A historical evolution of the junior secondary school chemistry curriculum in China: In the view of scientific literacy.
魏冰 (2004). 国际背景下的我国初中化学课程的发展. 《教育理论与实践》, 6, 34-36. Chemistry curriculum development in China: An international perspective.
魏冰 (2004). 关于化学课程中能力培养问题的思考. 《化学教育》, 7, 14-17. Critical reflection on the notion of ‘training students’ abilities’ in the secondary school chemistry curriculum in China.
魏冰 (2003). 由精英教育到大众教育——中国初中化学课程的演变(1978-2001). 《教育科学研究》, 2, 36-40. Science for All: The case of the junior secondary school chemistry curriculum in China.
魏冰 (2003). 西方科学素养理论的形成与发展.《外国中小学教育》, 6 , 16-18.The evolution of the theories of scientific literacy in the West.
魏冰 (2001). 美国国家科学教育标准中的科学素养探微. 《化学教育》, 7-8, 17-20. An examination of the meanings of scientific literacy in the National Science Education Standards of the United States.
魏冰 贾玉江 潘海鸿 钱玲 (2001). 关于中学生的原子、分子心智模型的研究. 《化学教育》, 3, 6-9. A study on the mental models of atoms and molecules of secondary school students.
魏冰 (2001). 关于西方4国的国家科学教育标准的比较研究. 《上海师大学报(社科版)》, 3, 95-98. A comparative study on national standards of science education released in four western countries.
魏冰 (2001). 科学素养: 从理念到实践. 《学科教育》, 1, 46-49. Scientific literacy: From purposes to practices.
魏冰 (2000). 从科学教育标准看当代科学教育内容——关于美国几个科学教育改革方案的内容分析. 《教育研究与实验》, 4, 26-30. The contents of contemporary science education: Results of content analysis of the selected science education reform documents released in the United States.
魏冰 (2000). 让科学史走进课堂——介绍一种科学史教学模式. 《化学教育》, 2, 38-40. Teaching history of science in classroom: An introduction to a teaching model.
魏冰 (2000). 美国“国家科学教育标准”──一项富有挑战性的科学教育改革方案. 外国教育研究》, 3, 20-23.National Science Education Standards of the US: A challenging project of science education reform.
魏冰 (2000). 科学素养探析.《比较教育研究》, 增刊, 105-108.An analysis of the concept scientific literacy.
魏冰 (1999). 科学史、科学哲学和科学教学. 《比较教育研究》, 3, 52-54.The history of science, philosophy of science, and science teaching.
魏冰 (1999). STS与理科课程改革. 《比较教育研究》, 2, 33-35. STS and science curriculum reform.
魏冰 (1998). 科学素养——美国科学教育改革的中心概念. 《外国中小学教育》, 5, 1-3. Scientific literacy: A central concept of science education reforms in USA.
魏冰 (1998). 美国中学化学教材关于摩尔概念的处理及对我们的启示. 《化学教育》, 11, 7-9. The treatment of the concept mole in chemistry textbooks of the US and its implications.
魏冰 (1996). 世界中学化学课程改革的新动向. 《外国中小学教育》, 1, 39-42. New tendencies of school chemistry curriculum reforms across the world.
魏冰 (1996). 试论制约化学课程设计的内外因素. 《中学化学教学参考》, 1, 6-8. On the internal and external factors that influence chemistry curriculum design.
魏冰 (1993). 化学课程内容的组织模式初探. 《化学教育》, 1, 26-28. A study on the models of chemistry curriculum content organization.
魏冰 (1993). 从一份调查报告看美国中学化学教师的教学观念和教学实践. 《化学教育》, 6, 52-54. Chemical teachers’ conceptions and practices in USA: Based on a survey study.
魏冰 (1992), 科学方法与化学实验, 《化学教学》, 4, 34-35. Scientific methods and chemical experiments.
Book chapters
Wei, B. & Chen, Y. (2020). Integrated STEM education in K-12: Theory development, status, and prospects. In Theorizing STEM Education in the 21st Century. IntechOpen.
Wei, B. & Chen, B. (2017). Examining the senior secondary school chemistry curriculum in China: In the view of scientific literacy. In: L. Liang, X. F. Liu, & G. W. Fulmer (eds.), Science education in China: Policy, research and practice (pp. 133-148). Berlin: Springer.
Wei, B. (2016). School science teaching and learning in Macau: Problems and challenges. In: M-H. Chiu (ed.), Science education research and practice in Asia - challenges and opportunities (pp. 55-70). New York: Springer.
Chen, B., & Wei, B. (2015). Implementation of standards-based curriculum by chemistry teachers: From curriculum materials to teaching practice. In M. S. Khine (Ed.), Science education in East Asia: Pedagogical innovations and research-informed practices (pp. 523-547). Switzerland: Springer.
Wei, B. (2015). Integrated science. In: R. Gunstone (ed.), Encyclopedia of Science Education (pp. 527-529). New York: Springer.
Wei, B. (2012). Chemistry curriculum reform in China: Policy and practice. In: H. Yin & Lee, C. J. (eds.), Curriculum reform in China: Changes and challenges (pp. 95-109). New York: Nova Science Publishers, Inc.
Wei, B. (2010). The changes in science curricula in China after 1976: A reflective review. In: J. Lee (ed.), Science Education Research in Asia (pp.89-102). Boston: Sense Publishers.
Wei, B. & Thomas, G. P. (2007). The post-Mao junior secondary school chemistry curriculum in the People’s Republic of China: A case study in the internationalization of science education. In: B. Atweh et al (eds.), Internationalisation and Globalisation in Mathematics and Science Education (pp.487-507). London: Springer.
魏冰 (2013). 构建小学科学教学法课程：澳门职前小学科学教师教育的探索.刊于: 漆国生(主编), 《教师教育发展的趋势与对策》(21-31 页). 北京: 北京师范大学出版社. Reconstructing the science pedagogy course: An exploration of pre-service primary science teacher education in Macau.
魏冰 (2010). 由科学素养的教育理念看澳门中小学科学课程, 刊于: 联合国教科文组织国际教育局(编), 《教育展望 国际比较教育—课程开发者所面临的教育改革方面的挑战 》(135-142页). 上海: 上海教育出版社. Examining school science curriculum in Macau: In the view of scientific literacy.
魏冰 (2007). 科学课程实施中的教师发展.刊于: 赵成美(主编),《路是走出来的：来自深圳荔香中学的科学课程实践者的心声》(243-251页).桂林：广西师范大学出版社.
Edited books
Wei, B. (2017). Section editor. In L. Liang, X. F. Liu, & G. W. Fulmer (eds.), Science education in China: Policy, research and practice. Berlin: Springer.
Zhang, B. H., Fulmer, G., Liu, X., Wei, B., & Hu, W. (eds.). (2014). Proceeding of the 2012 international conference on science education (Nanjing, China). New York: Springer.
Book
魏冰 (2006). 《科学素养教育的理念与实践: 理科课程发展研究》.广州: 广东高等教育出版社. Purposes and practice of scientific literacy: Studies on science curriculum development.
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