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Pleistocene cave deposits usually provide ideal materials for the study of mammals. Karst caves in Chongzuo, Guangxi Zhuang Autonomous Region of south China are famous for numerous studies on their abundant mammalian fossils and most importantly, Homo sapiens. Unfortunately, the environmental backgrounds, e.g. vegetation and climate, that governed these faunas, are usually lacking because there is no appropriate proxy. In this work, we analysed the palynological assemblages from seven well-dated karst caves in Chongzuo. The ages of these seven caves (2.0–0.11 Ma) cover almost the entire Pleistocene. Though the number of pollen and spores is comparatively low, as expected, we managed to reconstruct the principle vegetation types. The results show that the individual vegetations were mainly warm temperate to subtropical evergreen and deciduous broad-leaved mixed forests. The present study provides important background environmental information on the Pleistocene faunas and Homo sapiens in Guangxi, south China. [ABSTRACT FROM AUTHOR]

China initiated a new round of science curriculum reform in 2017. Using the tripartite curriculum framework (including policy, programmatic, and classroom curriculum), we introduce and analyse China’s policy curriculum and programmatic curriculum for science in primary school and senior high school, and describe the potential problems hindering the translation of these curricula into the classroom curriculum. We first identify the multiple aims of different stakeholders in science education, some of which influence the science policy curriculum. Then, we present the major changes in how the programmatic curriculum meets the policy curriculum. However, due to extracurricular factors, the current science curriculum reform may not unfold as expected. We end with a discussion of the three major characteristics of the revision process of science curriculum standards in China, some of which might inform the global community of science education. [ABSTRACT FROM AUTHOR]

This paper presents a revised learning progression for the energy concept and initial findings on diverse progressions among subgroups of sample students. The revised learning progression describes how students progress towards an understanding of the energy concept along two progress variables identified from previous studies – key ideas about energy and levels of conceptual development. To assess students understanding with respect to the revised learning progression, we created a specific instrument, the Energy Concept Progression Assessment (ECPA) based on previous work on assessing students’ understanding of energy. After iteratively refining the instrument in two pilot studies, the ECPA was administered to a total of 4550 students (Grades 8–12) from schools in two districts in a major city in Mainland China. Rasch analysis was used to examine the validity of the revised learning progression and explore factors explaining different progressions. Our results confirm the validity of the four conceptual development levels. In addition, we found that although following a similar progression pattern, students’ progression rate was significantly influenced by environmental factors such as school type. In the discussion of our findings, we address the non-linear and complex nature of students’ progression in understanding energy. We conclude with illuminating our research's implication for curriculum design and energy teaching. [ABSTRACT FROM PUBLISHER]