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Dr. Guoqiang (George) Zhou

Dr. George Zhou

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Contact Information Icon Contact Information

Phone: (519) 253-3000 ext 3813
Office: Room 3344, 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

  • EDUC 5376  Physics Teachable
  • EDUC 5374  Chemistry Teachable
  • EDUC 5499  Practice Teaching Supervision
  • EDUC 5207  Ecology and Wellness: Environmental Education for 21st century Environmental Stewardship

Graduate Courses

  • EDUC 8100 Statistics in Education
  • EDUC 8930 Educational Research Internship
  • EDUC 8270  Research in Education
  • EDUC 8470  Learning in Science
  • EDUC 8910  Special Topics in Education: Curriculum Development in Science Education
  • EDUC 8340  Individual Reading Course
  • EDUC 8795  Final Project Seminar
  • EDUC 9040  Doctoral Seminar 2: Current Research, Theories, and Issues
  • EDUC 9690  Doctoral Research Proposal Colloquium

Publications Icon Publications

Books/Book chapters

Zhou, G., & Zhong, L. (2018). Chinese immigrant parents' involvement in their children’s school-based education: Behaviors and perceptions. In Guo, Y. (Ed.), Home-school relations: International perspective (pp. 89-111), Springer.

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.

Referred journal articles

He, L., Zhou, G., Salinitri, G., & Xu, L. (2020). Female under-representation in STEM subjects: An exploratory study of female high school students in China. EURASIA Journal of Mathematics, Science and Technology Education, 20 (1), Article No: em1802.

Lubrick, M.; Zhou, G., & Zhang, J. (2019). Is the future bright? The potential of lightboard videos for student achievement and engagement in learning. EURASIA Journal of Mathematics, Science and Technology Education, 15(8), Article No: em1735

Zhou, G., Ho, S., Li, Y., Luo, M., Freedman, H., & Luo, J. (2019). Reciprocal learning between Canadian and Chinese schools through the 24 natures notes projectJournal of Teaching and Learning, 13 (1), 7-24.

Smith, C., Zhou, G., Potter, M., Wang, D., Pecoraro, M., & Paulino, R. (2019). Variability by individual student characteristics of student satisfaction with promising international student teaching practices. Literacy Information and Computer Education Journal. 10(2), 3160-3169.

Salinitri, G., Palazzolo, S., Nahaiciuc, R., Iaeobelli, E., Li, Y., & Zhou, G. (2018). Analysis of Canadian inquiry-based science teaching practices and its implications for reciprocal learning. Universal Journal of Educational Research, 6(10), 2280-2293.

Chen, J. & Zhou. G. (2018). Chinese international students' sense of belonging in North American postsecondary institutions: A critical literature review. Brock Education, 28(2), 48-63.

Zhang, Z. & Zhou, G. (2018). High school girls' perspectives of and attitudes toward computer studies courses: An exploratory study. The Journal of Teacher Education and Educational Leadership, 2, 105-115.

Zhou, G.; Liu, T.; & Rideout, G. (2017). A study of international students enrolled in the master of education program at a Canadian university: Experiences, challenges, and expectations. International Journal of Chinese Education, 6(2), 210-235.

Yang, L. & Zhou, G. (2017). An analysis of Ontario teacher learning and leadership program (TLLP) and its implications for Chinese inservice teacher education. The Inservice Education and Training of School Teachers, 34(4), 75-78.

Zhou, G. & Xu, J. (2017). Microteaching lesson study: An approach to prepare teacher candidates to teach science through inquiry. International Journal of Education in Mathematics, Science and Technology, 5(3), 235-247.

Zhou, G., Xu, J., & Martinovic, D. (2017). Use the microteaching lesson study approach to develop pre-service teachers capacity in teaching science with technology. EURASIA Journal of Mathematics, Science and Technology Education, 13(1), 85-103

Ayoub, M. & Zhou, G. (2016). Somali refugee students in Canadian elementary schools: Pre-migration experiences and challenges in refugee camps. Comparative and International Education, 45(3), Article 5.

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), Article 7.

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 ChinaAustralasian 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 argumentationEurasia 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 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 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

Mohamad Ayoub (PhD). Dissertation title: An investigation of the experiences of Syrian refugee students in Canadian elementary schools: A mixed-methods study. Defence on April 13, 2020.

Tracey Gurbin  (PhD). Dissertation title: Learning that sustains the use of an appropriate technology. Defence on Jan 16, 2020

Shuzhen Zhao (PhD). Dissertation title: A study of graduate students’ information literacy needs in the electronic resource environment. Defence on April 11, 2019.

Chunlei Liu (MEd). Thesis title: Chinese pre-service science teachers’ cross-cultural experiences in Canada: A narrative inquiry. Defnece on March 25, 2019

Zongyong Yu (MEd). Thesis title: A study of Chinese international students’ classroom participation in an international M.Ed program. Defnece on May 4, 2018

Lizhi He (MEd). Thesis title:  Female underrepresentation in stem subjects: A study of female high school students in China. Defnece on April 20, 2018

Wai Ying Ho (MEd). Thesis title: Parental involvement of Chinese international students in regards to their children’s school selection and communication with teachers. Defnece on January 17, 2018

Tian Liu (MEd). Thesis title:  Learning experience of Chinese international students in master of education program at a mid-sized Ontario university. Defnece on July 4, 2016

Junyi Zhang (MEd). Thesis title: Chinese immigrant parents and children’s perspectives and behaviors in extra-curriculum music learning. Defnece on June 27, 2016

Peiyu Wang (MEd). Thesis title: A study of drop-out Chinese international students from a Canadian pre-university English language improvement program: Acculturation experiences and challenges. Defnece on June 14, 2016

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.