Document Type: Journal Articles
Year published: 1994
City published: Hong Kong
Publisher: Hong Kong University, Department of Curriculum Studies
This paper presents an alternative curriculum model for science education in Hong Kong: a learner question approach to learning science through technology. This approach is grounded on the constructivist premise of learning that deep learning is only possible if the learner is actively involved in the learning process and is making sense of the material/concepts to be learnt, making connections, and creating meaning within the context of his/her existing cognitive framework.
