A Conceptual Framework for Evaluating the Implementation of the Integrated Science Curriculum in Zhejiang Province, China Using the CIPP Model

Abstract

This conceptual paper proposes an evaluation framework to assess the implementation of the Integrated Science Curriculum in lower secondary schools in Zhejiang Province, China. In response to national education reforms aimed at enhancing scientific literacy, the study adopts the Context, Input, Process, and Product (CIPP) model to develop a structured and multidimensional evaluation framework. The framework is developed based on the Compulsory Education Science Curriculum Standards (2022 Edition) and existing evaluation studies related to integrated science curricula. It identifies key indicators reflecting curriculum relevance, resource provision, instructional practices, and learning outcomes. The framework is theoretically supported by constructivism, neuroscience, and complex systems theory. Methodologically, this study adopts a conceptual approach and does not involve empirical data collection. It outlines a CIPP-based structure and proposes a questionnaire-based method for future empirical validation. The framework contributes both theoretically and practically to advancing integrated science curriculum evaluation and provides implications for science educators, policymakers, and school administrators.