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Abstract

This article summarizes a 10-year Chinese secondary school chemistry teaching experiment called programmed elicitation. The principles for programmed elicitation textbook development and classroom teaching are discussed. The historical context, the impact of Western education theories, and traditional Chinese elicitation are reviewed. The background of the experiment, experimental procedures, and results are presented using a meta-analytical summative format. It is shown that programmed elicitation is more effective than the traditional Chinese elicitation. Finally, the implications of programmed elicitation for both Chinese and international science education are discussed. © 1995 John Wiley & Sons, Inc.