The Primary General Studies Syllabus consists of four major content areas, namely Healthy Living, Living Environment, Natural World and Science & Technology. When these content areas are examined, discrete and rather independent elements are found in the topics of Science, Health Education and Social Studies, although a high degree of flexibility exists with respect to integration of these elements in teaching different themes of General Studies. The area of Living Environment is heavily social oriented whereas the areas of Natural World and Science & Technology are heavily science oriented. Furthermore, within the area Healthy Living, there is a high proportion of biology and health-related content knowledge associated with the topics covered. Given the significance of science and health components in the General Studies syllabus, a study has been initiated by our group of HKIEd Science Department staff to investigate the teaching competency of primary teacher trainees in science and health education components of General Studies. The study is a continuous one and is divided into several stages. In the initial stage of the project, a teaching competency self-evaluation questionnaire was designed and administered to representative groups of full-time and part-time HKIED teacher trainees to seek their self-evaluation feedback on their competency to teach science and health components of the General studies curriculum (Lui, Chan & Tsang, 1996). The competency questionnaire was composed of 3 major parts: a) Knowledge, b) Pedagogy, and c) degree of mastering specific General Studies science and health education topics (knowledge/ pedagogy). The teacher trainees felt that they needed to be better equipped with science and health knowledge for the teaching of science and health aspects of the General Studies curriculum. Furthermore, they felt there was not enough treatment of pedagogy as well as pedagogical content knowledge in science and health related components in HKIEd

In the era of education reform in Hong Kong, in various government documents, different concepts and functions of assessment were introduced to the community (Education Commission, Sept, 2000; Curriculum Development Council, 2001). Assessment is proclaimed as an integral part of the education process. Formative assessment is stressed as a way to improve teaching and the learning of pupils. It takes place in the classrooms, and provides short term feedback to teachers so that learners' strengths and weaknesses in relation to their progression can be identified. Then teachers can use the feedback in planning what to do nest in order to enhance learning and to promote teaching effectiveness (Black, 1993). Thus, in the lessons, teachers can provide pupils with various learning activities in line with the inquiry approach, have more interaction with the pupils, and carry out different assessment tasks to evaluate individual pupils' knowledge and understanding, skills, as well as values and attitudes (Curriculum Development Council, 2002). The aim of this paper is to study the student teachers' implementation of formative assessment in local primary school classrooms. It is hoped that the present study will provide some insight for the practicing teachers when they plan to conduct formative assessment in General Studies lessons in order to enhance the learning of the pupils and promote the effectiveness of their own teaching. In response to the education reform, the researcher invited fifteen student teachers of the Postgraduate Diploma of Education (Full-time)(Primary) Programme to be co-researchers of the present study. They were to implement formative assessment in General Studies lessons during their teaching practice. They collected data and reflected on the implementation of formative assessment practice in their classroom teaching by writing weekly reflection reports, videotaping a lesson, interviewing their pupils and being interviewed by the researcher. When preparing

Since 2000, the Hong Kong Government has launched a series of education reform measures. Formative assessment is advocated as one of the measures to promote student learning and teaching effectiveness. The paper studied the implementation of formative assessment in General Studies classrooms by the student teachers during their teaching practice in local primary schools. The methodology included inviting the student teachers to be co-researchers, their writing weekly reflection reports, videotaping lessons, interview their students, and being interviewed by the researcher. Findings show that this educational measure cannot be implemented successfully by individual teacher. In order to implement authentic formative assessment, there should be educational change of the whole subject department, supported by the principal, school administration, parents and students.

One of the principal means in conserving biodiversity is to avoid the extinction of current existing organisms, especially on those endangered ones. Sharks, being the apex predators in marine ecosystem, face the risk of extinction due to the increasing anthropogenic threat. Although conservation of sharks has become a global concerning issue in the recent decades, recent studies have revealed that negative perceptions and misconceptions about sharks are widespread in young children in Hong Kong, one of the major shark-fin trading centres in the world. Such misunderstandings and negative attitudes developed among students in this trading centre with large consumption would be undesirable for the global conservation. Effective environmental education is an essential foundation for the sustainable success of shark conservation. Appropriate educational approach may promote the conceptual understanding and positive perception of children in this strategic place. While the acquisition of relevant environmental information is certainly not limited to formal education in school, it is noteworthy to investigate the source of environmental knowledge and information that the students acquire. This study, thus, aimed at examining the correlation between children’s perception of shark, the conceptual understanding of sharks-related ecological knowledge and a variety of information sources in Hong Kong senior primary students, so as to pinpoint the most influential source of information in contributing students’ perception and understanding about shark. On the bright side, we would identify the most effective platform in disseminating the information on shark conservation. The results showed the positive correlation between the conceptual understanding and the sources of TV documentary and readings. Types of reading materials and reading time are also correlated with their conceptual understanding of the issues on shark conservation.

Values education is important in the General Studies curriculum of Hong Kong. Emphasis has been placed on pupils' affective development including strengthening elements related to making good use of resources and environmental conservation. Teachers are presumed to be able to transform subject disciplinary knowledge into forms that are comprehensible to their pupils. In dealing with values-based topics in the General Studies curriculum, however, teachers often assume that their ways of seeing the content is the same as those of their pupils and tend to prescribe what pupils should or should not do without developing with them a clear rationale. In Learning Study, teacher professional learning is closely interwoven with pupil learning. It uses an action research methodology which is grounded in the Theory of Variation. This paper presents a Learning Study of six General Studies teachers who worked together to develop a series of research lessons on "Saving electricity" at Primary 3 level in Hong Kong. A particular focus will be placed on examining teachers' professional development through engaging in professional dialogue and working in cycles in their research lessons to improve teaching and learning in dealing with this value-based topic.

The social education curriculum in primary schools in Hong Kong has undergone significant changes with the introduction in 1997 of General Studies which integrates the subjects of Social Studies, Primary Science and Health Education formerly taught as separate subjects since 1980. This paper focuses on the comparison between the Social Studies syllabus and the General Studies, and traces the factors underlying the changes. Although there is not much difference in the approach and organization structure of the two syllabuses, notable changes are seen in the inclusion of topics relating to Hong Kong-China relationship, environmental conservation and civic education in the newly introduced syllabus. Socio-political changes and the developments in the educational scene in Hong Kong are crucial factors in effecting such change.
[Copyright © 2000 The Hong Kong Institute of Education.]

The paper will describe a case study of a beginning teacher in the teaching of an interdisciplinary subject, General Studies at primary level in Hong Kong. Given that General Studies forms a significant portion of the curriculum (five lessons per week), such an investigation of how teachers interpret this innovative curriculum is the pre-condition to its successful implementation. Through interviews, lesson plan analysis, classroom observation and post lesson observation interviews, the researchers examine how the teacher applies professional knowledge learnt during training years in classroom teaching. In this study, professional knowledge is delimited to the ideas, concepts, perspectives and attitudes the teacher has towards the newly implemented General Studies curriculum.
[Copyright © 2000 The Hong Kong Institute of Education.]

Argumentation has been considered one of the priorities in education. This paper will examine the functions of argumentation from different disciplines and the reason why argumentation should be a part of the curriculum in Hong Kong. The paper's focus is on various conceptualizations and some of the key concepts of argumentation as critical thinking. The paper involves a critique of some theoretical frameworks for the study of argumentation. A brief comparison will be made between Chinese and Western conceptualizations of argumentation in order to suggest a comprehensive theory to inform curriculum practices. Some student texts, which were taken from my qualitative research, will be used to illustrate some key concepts in argumentation and the need for adequate evidence and critical thinking in the construction of effective writing. The pedagogical implications for the teaching of argumentation are discussed.