Phone: (519) 253-3000 ext 3813
Office: Room 3326, Leonard & Dorothy Neal Education Building
Professor, Ph.D. University of Alberta
“If teacher candidates can accept that their pre-conceptions could be challenged, they will be more open to understanding their students’ diverse thought processes,” Dr. Guoqiang (George) Zhou states. Innovation comes from looking at a problem or situation from an alternative viewpoint. That is why it is important for community educators to recognize patterns of thought that maybe different from their own.
In such an environment, students with different life experiences and cultural backgrounds feel unthreatened when they present their ideas. This way, innovation and new thought is recognized.
Zhou works with chemistry and physics teacher candidates to help them learn to appreciate science through a process of argumentation. According to this model, teachers begin teaching where the students’ minds are. First, teachers assess how their students are learning and how they are thinking about a problem, then, base their teaching strategies upon this knowledge of their students’ thought processes. Students and teacher work together from this base point to move learning forward.
My research has been focused on science education and educational technology. Student preconceptions and conceptual change in science, inquiry-based science teaching and learning, technology integration with science instruction, argumentation and multiculturalism in science education, are some of the topics my research and publications have covered. In regards to technology, my research investigates how to facilitate pre- and in-service teachers develop technology-related pedagogical content knowledge so that they can teach with technology. Faculty adoption of technology is also within my research scope.
Given the significance of the culture factor for education, I have expanded my research into international and comparative education. I have finished a number of projects researching international students on Canadian university campuses, Chinese immigrant parents’ involvement in their children’s education, comparative studies of the use of science textbooks by Canadian and Chinese school teachers, comparative studies of technology integration with Canadian and Chinese teacher education programs, etc. With a post-colonial theoretical framework, I examine the goal of science education, the ways of teaching science to English Language Learners, and the preparation of teacher candidates for cultural diversity.
- 80-376 Physics Teachable
- 80-374 Chemistry Teachable
- 80-499 Practice Teaching Supervision
- 80-207 Ecology and Wellness: Environmental Education for 21st century Environmental Stewardship
- 80-527 Research in Education
- 80-547 Learning in Science
- 80-591 Special Topics in Education: Curriculum Development in Science Education
- 80-534 Individual Reading Course
- 80-795 Final Project Seminar
- 80-604 Doctoral Seminar 2: Current Research, Theories, and Issues
- 80-669 Doctoral Research Proposal Colloquium
Zhou, G. (2015) Environmental pedagogical content knowledge: A conceptual framework for teacher knowledge and development. In S. Stratton, R. Hagevik, A. Feldman, & M. Bloom (Eds.) Educating Science Teachers for Sustainability (pp. 110-128), SPi-Global.
Zhou, G., & Xu, Z. (2013). Teacher candidates' knowledge construction with technology. In D. J. Loveless, B. Griffith, M. E. Bérci, E. T. Ortlieb, & P. M. Sullivan (Eds). Knowledge construction and multimodal curriculum development (pp.112-127). IGI Global.
Zhou, G. (2011). Educational technology and educational reform. In R. Ouyang & X. Wang (Eds.), Educational Technology (pp. 82-106). Beijing: Renmin University of China Press.
Zhang, Z., & Zhou, G. (2011). Understanding Chinese international students at a Canadian university: Perspectives, expectations, and experiences. In J. Ryan (Ed.), Understanding China’s education reform: Creating cross cultural knowledge, pedagogies and dialogue (pp. 123-133). London: Routledge.
Dou, G. X., Ma, S. M., Zhou, G., & Shang, Z. P. (1997). Physics: Textbook for vocational high school students (Vol.1). Beijing: People's Education Press, 1997.
Dou, G. X., Ma, S. M., Zhou, G., & Shang, Z. P. (1997). Reference book for physics teachers in vocational high schools (Vol. 1). Beijing: People's Education Press.
Refereed journal articles
Zhou, G., & Zhang, Z. (2014). A study of the first year international students at a Canadian university: Challenges and experiences with social integration. Canadian and International Education, 43(2).
Manavathu, M., & Zhou, G. (2012). The impact of differentiated instructional materials on English language learner (Ell) students’ comprehension of science laboratory tasks. Canadian Journal of Science, Mathematics, and Technology Education, 12 (4), 334-349.
Jiang, F., Zhou, G., Zhang, Z., Beckford, C., & Zhong, L. (2012), Chinese immigrant parents communication with school teachers. Canadian and International Education, 41 (1), 59-80.
Zhou, G. (2012). A cultural perspective of conceptual change: Re-examine the goal of science education. McGill Journal of Education, 47 (1), 109-129.
Zhou,G., Zhang, Z. & Li, Y. (2011). Are secondary preservice teachers well prepared to teach with technology? A case from China. Australasian Journal of Educational Technology, 27 (6), 943-960.
Zhong, L. & Zhou, G. (2011), Chinese immigrant parents' involvement in their children’s school education: High interest but low action. Brock Education Journal, 20 (2), 4-21.
Zhou, G., Kim, J., & Kerekes, J. (2011). Collaborative teaching of a multidisciplinary methods course. International Electronic Journal of Elementary Education, 3 (2), 123-138.
Zhou, G., & Xu, J. (2011). Technology capacity building for preservice teachers through methods courses: Taking science as example. International Journal of Online Pedagogy and Course Design, 1 (3), 49-61, 2011.
Zhang, Z., & Zhou, G. (2010). Understanding Chinese international students at a Canadian university: Perspectives, expectations, and experiences. Canadian and International Education, 39 (3), 43-58.
Zhou, G. (2010). Conceptual change in science: A process of argumentation. Eurasia Journal of Science, Mathematics, and Technology Education, 6 (2), 101-110.
Zhou, G., & Kim, J. (2010). Impact of a multidisciplinary methods course on pre-service teachers' perspectives of curriculum integration. Canadian Journal of Science, Mathematics and Technology Education, 10 (2), 123-138.
Lynblinskaya, I., & Zhou, G. (2008). Integrating graphing calculator technology in a science methods course: Impacts on pre-service teachers’ confidence and perspective on technology for teaching and learning. Journal of Computers in Mathematics and Science Teaching, 27 (2), 163-182.
Zhou, G., Nocente, N., & Brouwer, W. (2008). Understanding student cognition from an analysis of their preconceptions in physics. Alberta Journal of Educational Research, 54 (1), 14-29.
Zhou, G., & Xu, J. (2007). Adoption of educational technology: How does gender matter? International Journal of Teaching and Learning in Higher Education, 19 (2), 140-153.
Zhou, G., & Xu, J. (2007). Adoption of educational technology ten year after setting strategic goals: A Canadian university case. Australasian Journal of Educational Technology. 23 (4), 508-528.
Zhou, G. Varnhagen, S., Sears, M., Kasprzak, S., & Shervey, G. (2007). Online professional development for inservice teachers in information and communication technology: Potentials and challenges. Canadian Journal of Learning and Technology, 33 (2), 123-143.
Zhou, G., Varnhagen, S, & Kasprzak, S. (2006). Learning community building: Lessons learned from an online professional development course for in-service teachers. Qwerty: Interdisciplinary Journal of Technology, Culture, and Education. 1 (1), 63-77.
Zhou, G., Xu, Z., & Wu, X. (2006). Argument and conceptual change. Alberta Science Education Journal, 38 (1), 18-27.
Zhou, G., Brouwer, W., Nocente, N., & Martin, B. (2005). Enhancing conceptual learning through computer-based applets: The effectiveness and implications. Journal of Interactive Learning Research, 16 (1), 31-49.
PhD., University of Alberta
M.Ed., Huazhong University of Science and Technology
B.Sc., B.Ed. Liaocheng University
Recent Graduate Supervision
Nonghong Liu (MEd). Thesis title: Communication, conlict and mental health: Chinese immigrant parets and their children. Defended on January 7, 2015.
Rina Hyland (MEd). Theseis Title: An investigation of how written feedback influences applied level mathematics students' perceptions of assessment. Defended on January 27, 2015.
Mohamad Ayoub (MEd). Thesis title: An investigation of the challenges experienced by Somali refugee students in Canadian elementary schools. Defended on May 30, 2014. (The thesis research won 2015 national award of Comparative and International Education Society of Canada, Canadian Society for the Study of Education).
Rebecca Reaume (MEd). Thesis title: Pre-service teachers' Perspectives of and Experiences with Inquiry-based Science Teaching. Defended on August 9, 2011. (The thesis won the 2012 national award of Canadian Association for Teacher Education, Canadian Society for the Study of Education)
Fan Jiang (MEd). Thesis title: Chinese immigrant parents' communication with school teachers: Experiences, challenges, and expectations. Defended on May 27, 2011.
Lan Zhong (PhD). Doctoral dissertation title: Chinese immigrant parents' involvement in their elementary school children’s education in Windsor, Ontario: Perspectives and practices. Defended on Nov. 8, 2010.
Marian Manavathu (MED). Thesis title: The investigation of laboratory task comprehension through the use of English language learner modified science instructional materials. Defended on Jan. 18, 2010.