The Target-Oriented Curriculum recommends task-based learning. This paper analyzes classroom observations regarding teachers' use of tasks and the practice opportunities created as the result of the tasks. Specific attention is focused on the interaction modes elicited by tasks, and the problems identified in the organization and management of tasks.

This paper describes the outcome of a collaboration project, a science school-based curriculum development proje between the Hong Kong Institute of Education and five primary schools. The project was an attempt to address thre problems perceived by the teachers concerning primary science teaching including, lack of subject knowledge, lacki resources and feeling of insufficiency in facilitating pupils' learning. In addressing these problems, the project tea devised a number of strategies for the teaching of science based on a constructivist view of learning and supported teachers through a school-based curriculum development model. Strategies used include: designing a series of teachir packages to lessen the burden of teaching in terms of time and resources constraints; and organizing school-bas workshops to facilitate professional discussion and reflection on teaching practices. This paper describes the variourj phases of the school-based curriculum development project including the planning, implementation and evaluation of I project. The effectiveness of the project in terms of professional interaction and application of the teaching kit examined by analyzing the interview responses. The findings of the project provide evidence that there were improvements in the learning and teaching of science in primary classrooms. Finally, drawing on the findings, the paper introduces ways of improving the project and future directions of research.

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.

Whether a person's mother tongue affects his learning of science concepts is a constant controversy among educators. In a bilingual society such as Hong Kong, terminologies commonly used in English and Chinese, such as energy and force, create frequent misconceptions and sometimes different types of misconceptions. The purpose of this study is to ascertain if there are different patterns of misconceptions in science concepts between Chinese speaking students and English speaking students. If so, how can we benefit from these patterns and help science teachers to be more effective. In May and June of 1988, 7.01 Form 1 and Form 4 Hong Kong science students completed a questionnaire on energy and force. Forty-one Form 4 students were interviewed using the Interview-about-Instances technique. Fifty percent of the student sample were English-speaking while the rest were Chinese-speaking. Results of this study were analysed using a list f common misconception frameworks. Amazing patterns of misconceptions were found in both language groups. Come patterns can be seen clearly to have derived from the language used. Different patterns of misconception between the two language groups were demonstrated remarkably. It was clear that everyday usage of the terms contributed to the differences. The history of the terms and the common usage of the related terms in their respective languages were also accountable to the patterns. Science teachers are strongly advised to be aware of the students' alternative frameworks in the learning of science concepts within the context of their mother tongue. Everyday meaning of terminologies used for important science concepts should be considered thoroughly in writing up lesson plans. Related terms and their meaning should also be checked before actually teaching the concept. List of common misconception patterns of students for each important science concept should also be discussed. As evident from the findings of this research, a person's language