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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
WANG Yuqiu, HUI Lianxiao
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DOI:10.17265/2161-623X/2025.11.004
Linyi University, Linyi, China
Global technological competition and the sustainable development agenda urgently demand a systemic reshaping of science education.This paper diagnoses a profound ecological crisis in primary and secondary science education in China: the fragmentation of knowledge structures leads to a rupture in the Knowledge Ecological Chain, the singularization of cognitive pathways causes the atrophy of the Cognitive Ecological Web, and the lack of value concern results in the desertification of the Meaning Ecological Field. Based on holistic ecological views and complexity theory, and integrating the concepts of the US NGSS standards and China’s new curriculum standards, this study constructs an AI-empowered Triple Helix model for the ecologicalization of the science curriculum. This model focuses on the core framework of Knowledge Ecological Chain-Cognitive Ecological Web-Meaning Ecological Field, driven by an AI-enhanced learning ecological cycle of Perception-Interaction-Reflection-Creation. Through the practical pathways of Ecological Content Restructuring, Immersive Teaching Practice, and Intelligent Evaluation Guidance, it aims to propel science education from mechanical indoctrination towards organic generation, and from instrumental rationality back to value rationality. This paper provides a systematic theoretical framework and practical plan for addressing the ecological imbalance in science education, aiming to cultivate an innovative generation with scientific literacy, humanistic spirit, and ecological wisdom.
primary and secondary science curriculum, curriculum ecology, triple helix model, AI empowerment
WANG Yuqiu, HUI Lianxiao. (2025). Construction of an AI-empowered Triple Helix Model for the Ecologicalization of Primary and Secondary Science Curriculum and Exploration of Practical Pathways. US-China Education Review A, November 2025, Vol. 15, No. 11, 756-765.
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