This article mainly addresses the Hong Kong new Information Technology in Education policy to have further integration of information technology into the learning and teaching process, particularly on the design of IT-supported inquiry learning in the primary General Studies. The article focuses on the collaborative effort of the teacher educators from the Institute of Education and the curriculum developers of the Hong Kong Education City in the design of a web-based learning unit on "Earth Movement" to support pupils' inquiry learning of science. The article discusses the different modes of inquiry learning with the web-based learning unit in primary General Studies

The subject of Graphic Communications (and the more-focused subject of Technical Drawing currently taught in Hong Kong) is usually taught in schools as either a stand-alone subject or as part of other technology subjects such as Design & Technology. Traditionally, textbooks and their accompanying problems in workbooks contain set exercises that often lack relevance to each other and/or the students. One way to provide more meaning in the teaching/learning of the subject is to utilize a thematic approach. This paper will present a rationale for using a thematic approach for teaching Graphic Communications. Examples of student work and suggestions for introducing thematic topic will be give.

Teaching practice in schools is a vital part in teacher education in Hong Kong. This paper aims at reporting a study of a number of student teachers of Economic and Public Affairs (E.P.A.) practised teaching in secondary schools in Hong Kong. Some of the secondary schools use English as medium as instruction but most of them use Chinese as medium. Questionnaires were administered to student teachers to collect information and views about their field experience in those schools. Interviews were also conducted to collect more in-depth information and data. Information regarding the kinds of support from regular teachers in their practising schools, the instructional approaches employed, the types and sources of instructional materials used, the extent of student involvement in classroom activities, and the problems encountered in preparing and conducting lessons etc. were investigated. Results of the study shows that most of the student teachers of E.P.A. under study inclined to receive more support from regular teachers in schools, highly rated their effective uses of instructional materials, rated their E.P.A. lessons as student-centered, attributed teaching and learning difficulties to classroom management problems, and indicated reliance on textbooks as the main source of teaching and learning information was minimal. Suggestions for improvement in organizing teaching practices and enhancement of the effectiveness of field experience in the subject Economic and Public Affairs in schools were also made.

The recently implemented HKCEE Chemistry curriculum has adopted a STS approach which is relatively new to this subject in Hong Kong. It was thus considered appropriate to find out how the teachers adapt to this change in approach. Consequently, a survey in the form of questionnaire was conducted in April, 96 to seek the opinions of teachers on the change. The questionnaire was designed to survey the teachers' opinions on the change in content, the new activities, availability of suitable resources and the format of the examination. Questionnaires were sent to 300 schools, in which 164 schools responded, giving a response rate of 54.6%. 12 of the schools surveyed do not offer Chemistry at HKCEE level. The results revealed that 78% of the teachers claimed that they are aware of the rationale behind the change in the Chemistry curriculum. In addition, about 80% of the teachers agreed that the introduction of society related topics are useful to students intending to study Chemistry beyond HKCEE level. However, over 60% of the teachers surveyed claimed that the new curriculum do not provide enough chemical knowledge for students to pursue further studies in chemistry. In addition , about 60% of the teachers think that the omission of certain topics from the old curriculum is likely to lead to inadequate background knowledge in chemistry. As to the new teaching activities , 48% of the respondents admit that they have never carried out the debates while over 90% of the teachers claimed that they have carried out the decision-making exercises with the students. Furthermore, 54% of the teachers found that the students participate actively in the new activities. As to the non-inclusion of the new activities in the teaching process, 80% of the teachers claimed that they do not have enough time to do so. With regard to the format of the examination, 76% of the interviewees welcome the change in the format of the HKCEE examination. However, over 70% of the teachers found that

Physical Education (PE) has been implemented in Hong Kong as a primary as well as a secondary school subject in the past few decades. It is, thus, very natural to see student teachers of PE bearing attributes that are shaped by the existing PE system. At present, quality of PE programmes varies largely across schools. Secondary school graduates are very different in their physical fitness, sport competence, and life style. In spite of this, it makes sense to expect student teachers of PE to be active, confident, and capable in exercise and sport performance. However, this can hardly be the case, given the constraints put forth by the academic-oriented admission procedures of teacher education programmes. In this study, 213 student teachers of primary PE from the Hong Kong Institute of Education were investigated. The study assessed physical self-concepts of year 1 and year 2/3 student teachers of primary physical education. Implications of the findings were discussed and recommendations for improving existing PE teacher education programme were made.
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