Dr. Guoqiang (George) Zhou

Dr. George Zhou

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Contact Information Icon Contact Information

Email: gzhou@uwindsor.ca
Phone: (519) 253-3000 ext 3813
Office: Room 3326, Leonard & Dorothy Neal Education Building

Profile Icon Profile

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.

Research Interests Icon Research Interests

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.

Courses Taught Icon Courses Taught

Pre-Service Courses

  • 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

Graduate Courses

  • 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

Publications Icon Publications

Books/Book chapters

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 tasksCanadian Journal of Science, Mathematics, and Technology Education12 (4), 334-349.

Jiang, F., Zhou, G., Zhang, Z., Beckford, C., & Zhong, L. (2012), Chinese immigrant parents communication with school teachers. Canadian and International Education41 (1), 59-80.

Zhou, G. (2012). A cultural perspective of conceptual change: Re-examine the goal of science educationMcGill Journal of Education47 (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 actionBrock Education Journal, 20 (2), 4-21.

Zhou, G., Kim, J., & Kerekes, J. (2011). Collaborative teaching of a multidisciplinary methods courseInternational 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 exampleInternational 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 experiencesCanadian 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 integrationCanadian 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 learningJournal 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 physicsAlberta 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 caseAustralasian 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 challengesCanadian 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 teachersQwerty: 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 Journal38 (1), 18-27.

Zhou, G., Brouwer, W., Nocente, N., & Martin, B. (2005). Enhancing conceptual learning through computer-based applets: The effectiveness and implicationsJournal of Interactive Learning Research, 16 (1), 31-49.

Education Icon Education

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.