The purpose of this study was to analyze the K-12 science standards of seven countries that have improved their engineering practices noticeably by integrating engineering and its elements into their science documents, namely, Australia, England, Estonia, Hong Kong, South Africa, Turkey, and the United States. For this purpose, K-12 science standard documents were examined vis-a-vis their inclusion and distribution of engineering and its elements across grade bands. Standards were analyzed through content analysis by employing the Framework for Quality K-12 Engineering Education. The results showed that the United States and to some extent Turkish standard documents had placed a particular emphasis on engineering. The number of standards relating to engineering is the highest in the United States and the lowest in Estonia. These standards across grade bands were distributed evenly in the documents of England and the United States. Science standard documents in early grades included few such standards. In light of the results, we discussed the extent and comprehensiveness of engineering integrated into the K-12 science standard documents and provided implications for integrating engineering elements into science standard documents. Copyright ©2021 Springer.

This paper reports on the design, implementation, and results of a video-based study that focused on supporting an individualized viewing experience, keeping a record of what was noticed, providing a degree of guiding framework, and facilitating a combination of individual and collaborative reflections in noticing activities for STEM professional development. A cohort of 20 prospective mathematics teachers at a public university in Hong Kong participated in the study. The participants engaged in a series of blended learning activities with a feature that allowed them to leave comments while viewing of a lesson video, which focused on technology integration in mathematics classrooms. The designed activities were helpful for the participants to document and reflect on their observations, while viewing videos outside the classroom allowed them to meaningfully engage with the course materials. Moreover, the use of videos supported the participants' broad but crucial STEM classroom practices that would help them prepare for future lessons. Copyright © 2021 International Forum of Educational Technology & Society (IFETS).

This paper aims to report and discuss the findings of a research project examining the effects of students‘ use of self-regulated learning (SRL) strategies on their computer programming achievement in higher education. In the project, data were collected from 66 undergraduate students who enrolled in a 13-week introductory computer programming course offered by a Hong Kong university during the academic year 2018/19. Participants were asked to complete the Motivated Strategies for Learning Questionnaire (MSLQ) to measure their use of SRL strategies. They were also asked to write weekly reflective journals to reflect on their learning progress and plan their future actions for improvement. Their programming achievement was assessed by individual exercises and an end-of-course examination as part of the course assessment. The project adopted a mixed method approach to data analysis. A quantitative correlational analysis on the questionnaire and assessment scores was conducted to explore the relationship between SRL strategies and programming achievement. In addition, a qualitative content analysis on the reflective journals was carried out to identify differences in programming problems and SRL strategies used to tackle the problems between high- and low-achieving students. The findings of the project indicate that higher-order cognitive strategies, metacognitive control strategies and collaborative learning strategies were positively associated with programming achievement. The findings also suggest that reflective journaling can be a good way for students to reflect on their programming performance and think about strategies for improvement. Copyright © 2019 ICEDU.

Guided by the Boundary Activity based Learning (BABL) principle, mobile technology-supported inquiry learning activities were implemented in a primary four science class in Hong Kong. An exploratory study was conducted to examine the effects of the BABL guided inquiry activities on students' learning performance and to explore how the key element, the boundary object, operated in different learning spaces. In the study, mixed research methods were used to evaluate students' conceptual understanding and their engagement in and attitudes toward BABL activities. The reciprocal interactions of students' cognition were qualitatively analyzed in terms of the forms and functions of boundary objects in the BABL environment. The results showed that students made significant improvements in conceptual understanding and were engaged in BABL activities. The study also revealed that the generation of abstract boundary objects, together with physical boundary objects, promoted students' learning and thinking as they shuttled between the classroom and the outside. This research contributes to informing educators about how to design and implement technology-supported teaching and learning through the use of boundary objects in crossing learning contexts. Copyright © 2020 International Forum of Educational Technology & Society.

Informal science learning has been proven to have effects on a variety of science learning outcomes. This study explored the direct and indirect influence of both prior and current informal science learning on science performance by using data from the Programme for International Student Assessment 2015. More than ten kinds of informal science learning activities were measured. Multi-level structural equation modelling was used to investigate the mediating role of science interest and self-efficacy in the relationship between informal science learning and science performance in the United Kingdom, Hong Kong, and South Korea. The results showed that prior informal science learning has a positive effect on current informal science learning and a direct influence on science performance. In addition, informal science learning significantly influenced science performance through science interest and self-efficacy. These results were consistent across three countries or regions with different cultures and science learning conditions even after controlling for background variables at student and school level. Copyright ©Routledge.

This study draws on the activity theory to explore how bilingual first-year secondary school students appropriate resources strategically in response to linguistic challenges in learning science through English in Hong Kong. The study explored 12 bilingual students' self-regulated strategy use by conducting in-depth interviews, stimulated recalls, observation and analysis of learning materials. Through analyzing these data, we examined how and why they appropriated and used resources strategically for self-regulated learning. The analysis revealed that the participants had used various artefacts (e.g. dictionary) and rules (e.g. evaluation criteria) to negotiate their respective roles (e.g. subject content learners and language learners) in situated communities of learning that consist of subject teachers, classmates, family members, private tutors and friends. Similarities and differences were found between the high achievers and the underachievers with regard to the use of resource-mediated strategies and the underlying reasons. The results inform the development of pedagogical schemes to enhance bilingual students' self-regulated strategic learning of academic subjects through English. Copyright ©Routledge.

This paper reports the findings of a quasi-experimental study that investigated the impacts of effective group work on Hong Kong science classrooms. One hundred and fifty-two Secondary 2 (or Grade 8) students from two schools participated in a teaching intervention (comprising 16 lessons) in which they studied the topic 'Making Use of Electricity' and resolved a series of related scientific inquiries. Informed by both the quantitative (i.e. diagnostic tests) and qualitative (i.e. science inquiry questions, audio-recordings of group discussions and focus-group interviews) results of the study, this paper reveals that effective group work can narrow the social and gender differences in Hong Kong students' science performance. Whilst a dynamic and respectful learning environment was found to help economically disadvantaged and female students to overcome such barriers to science learning as low self-esteem and high anxiety, a gender-balanced and socioeconomically diverse arrangement was found to be an important element of social group work practice. Finally, the study's broad implications for teacher and peer support for science teaching worldwide are also discussed. Copyright ©Routledge.

This paper examines the roles of multimodality and thematic patterns in the teaching of the particle model of matter. Although the particle model is a fundamental topic in science education, there is no consensus on (1) whether or not the model should be introduced in early grades and (2) how to introduce the model to students for the very first time. Drawing from teacher development projects in Sweden (Grade 3) and in Hong Kong (Grade 7), we suggest that the learning and teaching of the particle model can be facilitated by utilising a variety of modes. With multimodal scaffolding, Grade 3 students were able to demonstrate aspects of the particle model related to the expansion of gases in a warmer environment. The paper illustrates teaching episodes from the two projects in terms of (i) aspects of the particle model that were constructed using different semiotic modes, (ii) shifts in the salience of different modes in the teaching and learning process, and (iii) a thematic pattern that the classroom interactions adopted to explain puzzling phenomena. For a theoretical advancement, we suggest that thematic analysis should be extended to multimodal interactions. Copyright © Routledge.

Positioned in the Hong Kong education context, this article evaluates the effects of teaching science through home and second languages (i.e. Chinese and English) in Secondary 2 (or eighth grade) science classrooms. A total of 479 students, divided into two language instruction groups, participated in a teaching intervention comprising 16 lessons on the topic of ‘Making Use of Electricity’. Informed by the results of a mixed-methods study with a quasi-experimental design, with data collected from science diagnostic tests, inquiry questions and focus group interviews, this article reports that Chinese is the most advantageous language of instruction for low- and middle-ability science students, whereas English is more favourable for their high-achieving peers. Whilst Hong Kong students who learnt the focal topic in English were able to rid themselves of certain naive ideas generated from the translation of science terms into Chinese (e.g. pencil ‘鉛筆’ is translated as ‘lead pen’ in Chinese), they were also found to have misconceptions about certain scientific concepts. For example, they were confused about ‘open’ and ‘closed’ circuits because they mixed up the words ‘open’ (‘開放’) and ‘switch on’ (‘開啟’) in English. The study’s broad implications for language support and a mixed-code approach in science teaching worldwide are discussed.
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In Hong Kong, student interest and achievement in science have been declining in recent years. We thus aim to seek ways to improve our science education. This paper reports an attempt of using the flipped classroom approach together with the Next Generation Science Standards (NGSS) to deliver a science unit ("electrical conductors and insulators"). This exploratory study was divided into two stages. In Stage 1, the teacher-researcher designed the science lessons using the NGSS and prepared flipped learning materials (e.g., pre-class videos, online exercises, class activities). In Stage 2, these lessons were implemented in a Hong Kong secondary school, involving a total of 32 ninth-graders from two classes. At the end of this study, two focus group interviews (five students each) were conducted to understand student perceptions of flipped science learning. Teacher reflections of the implementation were also collected and analyzed to reveal his experiences of flipping with the NGSS. Overall, the findings suggest that the students perceived flipped science learning positively because of the ability of self-paced learning, better class preparation, and more in-class interactions. From the teacher's point of view, however, the science curriculum in Hong Kong and the NGSS are different in terms of their focus and content. Time constraint and inadequate laboratory equipment in school also hindered the implementation of the NGSS in Hong Kong. We recommend further research be conducted to investigate how to adopt the NGSS in other topics of Hong Kong science education and examine its effects on student interest and achievement in the long run. Copyright © 2018 Copyright is held by the owner/author(s).