In this article, we use the family resemblance approach as a framework to contribute to the debate about the similarities and differences between the constituent disciplines of STEAM (science, technology, engineering, arts and mathematics) and to explore the implications for education. The family resemblance approach has been used in science education in various ways, for instance, in teacher education and undergraduate teaching and as an analytical tool for examining science curricula and assessments. The relevant sense of application of the family resemblance approach for our purposes in this article is that it is a framework that has the potential to differentiate the disciplines underpinning STEAM. We explore the utility of the family resemblance approach for clarifying what is meant by the nature of STEAM and, subsequently, we elaborate on some practical examples drawn from a project conducted in Hong Kong with Year 7 (12–13-year-old) students to illustrate how the use of the family resemblance approach can help articulate a contrast of nature of science and the arts in school activities. Copyright © 2024 Sibel Erduran and Kason Ka Ching Cheung.

Background: Different instructional factors are related to students’ achievement in different cognitive domains. Most research studies on large-scale assessment focus on science achievement as an entire variable, without considering science achievement in different cognitive domains. Purpose: This study investigates the predictive effects of the frequency of teachers’ using practical work and clarity of instruction on students’ achievement in different cognitive domains. Sample: A regional representative sample of 3265 Hong Kong students who took part in Trends in International Mathematics and Science Study (TIMSS) 2019 was used in this study. Design and Method: In order to disentangle the interrelationships between science instructional factors, attitudes toward science and students’ achievement in different cognitive domains, we carried out structural equation modelling to explore the responses by 3265 Hong Kong students to TIMSS 2019 surveys. Results: Frequency of teachers’ use of practical work had a significant positive impact on students’ achievement in the domains of knowing, applying, and reasoning, while clarity of instruction had a significantly negative impact on students’ achievement in the domains of knowing and applying. Enjoyment of science mediates the relationship between the relationships between frequency of practical work and achievement in three cognitive domains. Conclusion: This informs how teachers use practical work to enhance students’ enjoyment of science, intrinsic motivation and self-concept, in order to improve their achievement in knowing, applying and reasoning science. Implications contribute to future research on how best to improve students’ achievement in all three cognitive domains are discussed. Copyright © 2023 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

The rapid development of generative artificial intelligence (GenAI) tools (e.g. ChatGPT) has elicited mixed reactions among English language instructors and learners. This study explores how first-year students in an English for Academic Purposes (EAP) course at a Hong Kong university perceive GenAI and traditional grammar-checking tools (e.g. Grammarly, MS Word). We employed a qualitative methodology grounded in the interpretivist paradigm, conducting semi-structured interviews with 14 students. The findings revealed the students perceived GenAI tools to be more comprehensive and authoritative, as they provide detailed explanations and contextual insights that enhance language proficiency. However, they also noted concerns about overreliance, data privacy and equitable access to premium features. The study examines the ethical and pedagogical implications of integrating GenAI tools into higher education, highlighting their potential and the necessity of institutional guidance. It contributes to the ongoing discourse on the role of GenAI in academic writing instruction. Copyright © 2024 The Author(s).

Purpose: Using Hong Kong as the context of study, this paper examines the role of education policy, particularly professional standards for teachers (PST) and principals (PSP), in enabling leadership for action on contemporary challenges and crises such as climate change.Design/methodology/approach: This paper utilises critical policy analysis (CPA) and an associated analytical framework to examine key policy texts that are designed with the intent to frame the professional roles, practice and learning of educators and leaders in Hong Kong. The data analysis process involved rounds of descriptive coding, which was then collated into broader themes for discussion.Findings: Policy texts emphasised the scope for educators to exercise leadership and decision-making that supports innovation, improvement and collaboration in the pursuit of a broad social mission for education, emphasising the skills students do and will need to respond to dynamic contemporary challenges. However, how this relates to broader policy goals, and limited articulation of the means through which this is possible, questions remain about the extent to which teachers and leaders are able to exercise leadership for action on climate change.Originality/value: This study has important implications for how those in policymaking, research and practice spaces understand the framing of the role of teachers and school leaders in policy and the influence of this on their capacity to lead action on contemporary challenges and crises, such as climate change. Copyright © 2024, Emerald Publishing Limited.

Many Southeast Asian countries have been promoting the use of EMI in non-language subjects, including science. Content and Language Integrated Learning (CLIL) is a notion which promotes students’ integration of both content and language. This chapter explores the use of a content analysis technique, an epistemic network analysis to explore how classroom interaction facilitates CLIL. We draw on Lin (2012)‘s ‘rainbow diagram’ to analyse how two Hong Kong science teachers used and expanded communicative resources to promote CLIL. These resources are L1 and L2 every day, oral and academic languages, as well as multimodal representations. A coding scheme is developed based on the ‘rainbow diagram’ from Lin (2012). Afterwards, we illustrate an innovative discourse analysis technique, epistemic network analysis, to characterise the frequency of connections between the codes generated. By qualitatively comparing the epistemic networks between teachers and students in a science practical work setting, we propose that epistemic network analysis can be used to compare the practice of CLIL of experienced and non-experienced teachers, as well as before and after professional development programmes. The strengths and weaknesses of this innovative method are then discussed. Copyright © 2023 selection and editorial matter, Samantha M. Curle and Jack K. H. Pun; individual chapters, the contributors.

This study compares direct instruction to two constructivist approaches, namely experimentation and problem-based learning, in fifth-grade science learning in Hong Kong. Constructivist instructional approaches, contrary to direct instruction, stress on students' active role in constructing knowledge in learning. Experimentation and problem-based learning are constructivist approaches commonly adopted in science classes. Research has shown that experimentation enhances cognitive and affective learning outcomes, but mixed evidence has been found in similar comparisons between problem-based learning and direct instruction. We recruited 380 fifth-grade students, each of whom participated in a single science lesson that involved one of the three distinct instructional approaches. Results showed that students in the direct instruction group outperformed both the experimentation group and the problem-based learning group in immediate learning outcome as measured by a short test, while the three groups did not differ in learning interest. Immediate learning outcome and learning interest were weakly correlated only in the problem-based learning group. Our findings may be explained by students’ unaccustomedness to constructivist approaches arising from the unique cultural-educational environment in Hong Kong, where direct instruction is the norm and the curriculum prioritises memorisation and understanding of facts and concepts over discovery processes in learning. This inconsistency with the existing literature highlights the importance of considering cultural factors when evaluating the effectiveness of instructional approaches in primary school science education. Copyright © 2024 De La Salle University.

This study aims to investigate whether the flexible-learning approach may or may not foster student engagement in learning music history at the tertiary level. This approach provides students with a certain degree of autonomy in terms of deciding what to learn and how that learning should be assessed. Hence, it is highly learner-centred and deemed effective in cultivating students’ learning interests. The flexible-learning approach has received global attention in recent years, particularly in Europe, where both policymakers and teachers in higher education have borrowed it for the purposes of curriculum planning and course design. To determine the impact of the flexible-learning approach on music history education, this study employed a retrospective post-pre survey in order to measure students’ learning engagement. The results demonstrate that a flexible-learning approach can effectively enhance students’ motivation in learning, implying that a single music history course does not need to stick to the traditional linear design, but should provide multiple trajectories for students to learn according to their interests and abilities. Copyright © 2023 The Education University of Hong Kong.