符国鹏

2014 英属哥伦比亚大学课程与教法系 博士 课程研究-科学教育

2010 英属哥伦比亚大学课程与教法系 硕士 科学教育

2008 重庆邮电大学 学士 英语

2017至2019 英属哥伦比亚大学教育学院国际办公室 项目协调员

2014至2019 英属哥伦比亚大学土地与食品系统学院 博士后

2014至2019 英属哥伦比亚大学教师教育研究中心 项目协调员

2020年至今 Journal of Research in Science Teaching期刊Editorial Board成员 聘期3年

2020年至今 Educational Review期刊International Advisory Board成员

2019年至今 英属哥伦比亚大学课程与教法系 客座副教授(Affiliate Associate Professor)聘期4年

2017年至今 任以下期刊外审 (Reviewer)Asia-Pacific Education Researcher, ECNU Review of Education, Educational Review, Journal of Research in Science Teaching, Journal of Science Teacher Education, Science Education, and The New Educator

科学教育；教师教育；科学教师与学生自主性

华东师范大学

专业硕士课程：科技教育与传播的研究设计；实习

本科课程：《社会中的心智》与教学活动设计

英属哥伦比亚大学

硕士课程：

EDCP 557 Conceptual and Practical Issues in Teaching and Learning of the School Sciences

EDCP 559 Research in Teaching and Learning of the Sciences

2020至2021 华东师范大学科研启动经费：STEM教育的国际发展 项目号：2020ECNU-HLYT023 主持 

2019至2021 河南省教育科学“十三五”规划2020年度重点课题：基于学习力理论的中小学学业导师课程研究〔2020〕-JKGHZD-20, 参加

2018至2019 Evaluating an integrated first year cohort option for Forestry and Land and Food Systems students，主持

2017至2018 Themes to learn by - An integrated first year course for Forestry and Land and Food Systems students， 参加

2015至2017Scaffolding and Scaling up Integrated Experiential Learning Experiences in the Core Series, Land and Food Systems，参加 

期刊文章：

Fu, G. (2020). The knowledge-based vs. student-centred debate on quality education: controversy in China’s curriculum reform. Compare: A Journal of Comparative and International Education. 50(3), 410-427. https://doi.org/10.1080/03057925.2018.1523002

Fu, G. & Clarke, A. (2019). Moving beyond the agency-structure dialectic in pre-collegiate science education: positionality, engagement, and emergence. Studies in Science Education. 55(2), 215-256. https://doi.org/10.1080/03057267.2020.1735756

Fu, G. & Clarke, A. (2019). Individual and collective agencies in China’s curriculum reform: A case of physics teachers. Journal of Research in Science Teaching. 56(1), 45-63. https://doi.org/10.1002/tea.21467

Fu, G., & Clarke, A. (2019).Teachers’ moral agency in China’s curriculum decentralization: educationally desirables in a Neoliberal context. Educational Review. 71(1), 51-66. https://doi.org/10.1080/00131911.2019.1524205

Fu, G. & Clarke, A. (2017). Teacher agency in Canadian context: Linking the what and how. Journal of Education for Teaching. 43(5), 581-593. https://doi.org/10.1080/02607476.2017.1355046

大卫· 安德森，符国鹏[译].论“博物馆教育者”的重要作用：对博物馆领域专业化的迫切要求 [J].自然科学博物馆研究，2017(01), 55-61.

Kalman, C. S., Shore, B. M., Aulls, M. W., Antimirova, T., Magon, J. K., Lee, G., Fu, G., & Wang, X. (2017). Changing Students’ Approach to Learning Physics in Postsecondary Gateway Courses. International Research in Higher Education, 2(3), 16-33.

Cassidy, A., Fu, G., Valley, W., Jovel, E., Lomas, C., & Riseman, A. (2016). Flexible Learning Strategies in 1st through 4th Year Courses. Collected Essays in Learning and Teaching. 9(1), 83-94.

Fu, G. (2016). Dewey’s trip to China: A rejuvenation of his democratic spirit. Transnational Curriculum Inquiry. 12(2), 13-25.

Fu, G. & Nashon, S. (2014). Collective agency among physics teachers: A case in China’s curriculum reform. International Journal of Secondary Education. 2(6), 94-101. doi: 10.11648/j.ijsedu.20140206.11

陈孟博.符国鹏.教师自主性在形势与政治课的应用[J].学理论，2014(24)，266-267

符国鹏.吕立杰.教师合作：促进教师学习的有效策略[J]. 现代中小学教育，2011(5), 38-41.

图书章节

Fu, G., & Clarke, A. (2018). Teachers’ identities in formation: History, social change, religion, and students. In Lyle, E. R. (Eds.) The negotiated self: Employing reflexive inquiry to explore teacher identity (pp. 103-113). Danvers, MA: Brill/Sense Publishers.

Valley, W., Fu, G., & Jovel, E. (2017) Preparing students for complexity, uncertainty, and accelerating change: Flexible learning strategies for developing future environmental professionals. In Corcoran, P. B., Weakland, J., & Wals, A.E.J. (Eds.) Envisioning future for environmental and sustainability education. Wageningen Academic Publishers.

2015年 加拿大教育研究学会优秀博士论文 Canadian Society for the Study of Education (CSSE) Dissertation Award

2014年 欧洲科学教育研究学会青年学者奖 European Science Education Research Association (ESERA) Early Career Award