An exploratory study of using the Next Generation Science Standards (NGSS) to flip Hong Kong secondary school science education

An exploratory study of using the Next Generation Science Standards (NGSS) to flip Hong Kong secondary school science education

ICSET 2018: Proceedings of the 2nd International Conference on E-Society, E-Education and E-Technology

• Chan, Yat Chung The University of Hong Kong
• Lo, Chung Kwan The University of Hong Kong
• Hew, Khe Foon The University of Hong Kong

New York

The Association for Computing Machinery

2018

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology
    • GDC Teaching Methods & Their Outcomes

NGSS Science Education Flipped Learning Flipped Classroom Inverted Classroom

• Hong Kong

• 1997.7 onwards

• Secondary Education

In Hong Kong, student interest and achievement in science have been declining in recent years. We thus aim to seek ways to improve our science education. This paper reports an attempt of using the flipped classroom approach together with the Next Generation Science Standards (NGSS) to deliver a science unit ("electrical conductors and insulators"). This exploratory study was divided into two stages. In Stage 1, the teacher-researcher designed the science lessons using the NGSS and prepared flipped learning materials (e.g., pre-class videos, online exercises, class activities). In Stage 2, these lessons were implemented in a Hong Kong secondary school, involving a total of 32 ninth-graders from two classes. At the end of this study, two focus group interviews (five students each) were conducted to understand student perceptions of flipped science learning. Teacher reflections of the implementation were also collected and analyzed to reveal his experiences of flipping with the NGSS. Overall, the findings suggest that the students perceived flipped science learning positively because of the ability of self-paced learning, better class preparation, and more in-class interactions. From the teacher's point of view, however, the science curriculum in Hong Kong and the NGSS are different in terms of their focus and content. Time constraint and inadequate laboratory equipment in school also hindered the implementation of the NGSS in Hong Kong. We recommend further research be conducted to investigate how to adopt the NGSS in other topics of Hong Kong science education and examine its effects on student interest and achievement in the long run. Copyright © 2018 Copyright is held by the owner/author(s).

• English

Book Chapters

• 10.1145/3268808.3268817

https://bibliography.lib.eduhk.hk/bibs/a115b218

2020-05-18