The author points out that in spite of the fact that Hong Kong ranks in the top positions in science achievement at the Sixth Form matriculation level in the IEA Second International Science Study, teaching and assessment methods used remain traditional and didactic in nature. The author further argues that sixth form science education should prepare students to become human and cognizant and that, in order to improve the quality of the teaching profession, a more constructivist and moralistic model for teacher education and professional development is required.

This paper introduces humanism and constructivism in mathematics and science education. The author also suggests some activities to show the interrelated and integrated nature of mathematics and science education, as well as the proposed shifts aiming at more open work in the classroom and a caring attitude for a sustainable earth.