The examination-oriented education, de-emphasis of hands-on practical work in science lessons and the lack of interdisciplinary curricula are some of the major constraints or obstacles for STEM education in China as reflected from their deficiency or ineffectiveness in nurturing gifted students or talents. In this presentation, we will report two different innovative ways to employ technology and field-based learning for effective STEM education as based on our prize-winning educational device (called mobile logger for science and environmental studies with a corresponding software/app called SESlogger). In the first case, a cartoon video was specifically developed for teaching the primary school students on how to use the device and then students were arranged to practice it for field-based learning in a Guangdong school campus. In the second case, the mobile logger was used to collect on-site environmental data for hiking through all the ten sections of the MacLehose Trail with a total distance of 100km and then the best section of the Trail was designed as a kind of technology-enhanced field trip for trial run by some university students in Hong Kong. To evaluate the educational effectiveness, students' attitudes and views towards the STEM lessons and activities have been collected using questionnaire survey (together with the pre-test and post-test scores on the students' cognitive understanding and level of practical performance) or interviews. For these two cases, we will also present the findings on students' learning difficulties and field-based implementation problems or issues together with reflections from the researchers themselves. Copyright © 2020 International Conference on Learning and Teaching.

In Hong Kong, STEM education has become timely only since 2016 when the government launched the related policy initiatives which impacted the education practices substantially. Particularly, learning in STEM domains has often consisted of memorization of facts devoid of deep connection, separated from life and often failing to integrate the STEM disciplines. Hence, STEM learning is urged to take place in an environment with more attention to different modes of communicating and meaning making. Individuals are required to make meaning and find ways to create personal connections to deeply internalize this knowledge. The investigations, sense-making, creativity, representation and communication of STEM-related ideas are all conducted and connected with human implications of meaningfulness. In this connection, this paper will report the study based on constructivist narrative approach (as cross-case studies) of 3 pre-service teachers majoring in STEM-based programme at teacher training institutes in Hong Kong and 3 in-service STEM teachers. The empirical study will purpose to address three research questions within STEM professional teacher identity perspective: (1) What STEM teacher should be look like and mean to them? (2) What are the factors which construct the STEM teacher identity? (3) What are the needs for professional training of STEM teachers and implications for teacher education? Empirical findings from this study will inform the implications on the context of STEM teacher identity, career and life planning education with STEM-related career aspirations and the professionalism growth of STEM teacher in Hong Kong. Copyright © 2020 International Conference on Learning and Teaching.

數學繪本包含故事情節和數學知識，有助於將數學概念與生活情境融合起來。本研究旨在探索利用數學繪本進行課堂教學對低年級小學生數學學習的影響。研究對象是73名香港某官立小學一年級學生。透過問卷調查、課堂觀察以及學生訪談，研究發現數學繪本教學能提高一年級學生對數學概念的掌握程度，提升學生課堂專注力，還能夠提升學生的數學學習興趣，讓學生對數學課堂有所期待。研究也指出，實施有效的繪本教學需要考慮繪本內容的選擇、教師對繪本內容的剪裁和設計。 Copyright © 2021 國立臺灣師範大學數學系、台灣數學教育學會.

The topic of similarity plays an essential role in developing students’ deductive reasoning. However, knowing how to teach similarity and understanding how to incorporate deductive reasoning and proof along with plane geometry remain a challenge to both school curriculum creators and teachers. This study identified the problems and characteristics regarding how similarity is treated in secondary mathematics textbooks in Hong Kong in the past half century. The content analysis method was used to analyze six secondary mathematics textbook series published in different periods. From the epistemological perspective of the textbook contents, our analysis shows the historical context and learning trajectories of how similarity was treated in school curriculum. The natural axiomatic geometry paradigm is not emphasized too much at different stages and most of the textbooks did not provide formal proofs of similarity. The intuitive idea was gradually con-solidated into a formal definition of similarity. Furthermore, the way that rigorous geometric de-duction can be performed from intuitive concepts and experimental geometry to the idea of proofs and formal proofs is also discussed. Copyright © 2021 by the authors.

The study aimed to explore the effectiveness and both teachers' and students' acceptance of using three types of e-learning activities, namely online teaching videos, Internet resources, and digital games, to learn classical Chinese (CC) in the out-of-class context. Thirteen Chinese language teachers and 551 students from five secondary schools in Hong Kong participated in the study on a voluntary basis. The findings of pre- and post-test comparisons indicated that students used CC reading strategies more frequently, improved their self-efficacy and intrinsic motivation in CC reading, and participated in more self-learning activities after using the e-learning activities. User acceptance of e-learning activities was examined based on the Technology Acceptance Model (TAM). Findings of regression analysis and structural equation modeling generally support the hypothesized TAM, suggesting that students' perception of the e-learning activities would affect their intentional use, and, in turn, their actual use of the e-learning activities. Students' perceived playfulness and teacher encouragement of the e-learning activities were the most critical reasons for them to accept and participate in the activities. Implications of the findings are discussed to provide insights into the applicability of using e-learning as a new learning approach in a traditional school subject.本研究旨在探討在課外使用三類電子學習活動（包括網上教學短片、互聯網資源及網上遊戲平台）對促進學生學習文言文的成效以及教師和學生對於這些課外電子學習活動的接受程度。研究共有來自5所香港中學的13名教師及551名學生自願參與。比較學生填寫的前、後測問卷結果，學生採用了這些電子學習活動之後，增加了使用文言文的閱讀策略，提高了閱讀文言文的自我效能感和內在動機，以及較以往更經常參與了文言文的自學活動。本研究同時以科技接受模型為理論基礎探討使用者對這些文言文課外電子活動的接受程度，多元迴歸分析及結構方程模型的統計結果支持本研究的假設模型，證明學生對這些電子活動的觀感會影響他們的使用意願，再進而影響他們的實際使用量，在眾多因素之中，學生對電子活動的趣味觀感和教師鼓勵是影響他們接受和參與這些活動最關鍵的因素，本研究的結果對於在學習文言文這傳統學科採用電子學習這種新的學習模式的可行性有重要的啟示。 Copyright © 2021 世界華語文教育學會.

Teacher feedback can be useful in helping English as Foreign Language (EFL) students revise their draft writing. Investigating how EFL students respond to various types of teacher feedback in draft revision has been regarded as an important field of study. However, such investigation is time-consuming and labour-intensive, which limits its practical application in EFL writing classes. To address this issue, this study was designed to explore an initiative to use a systematic method in tracking and analysing student revisions in response to teacher feedback. Firstly, an automated tracking method was proposed and applied to examine the technical feasibility of analysing the effects of teacher feedback on student revisions for 75 EFL undergraduate students from two Hong Kong universities. Secondly, the study explicitly sought to explore teachers’ perspectives on the automated tracking method by interviews. The quantitative results suggest that the automated tracking method can analyse teacher feedback and student revision with high accuracy compared to the manual analysis, while the qualitative results shed light on the benefits and limitations of the method. Overall, our findings provide a basis for further research on harnessing the potential of technology to support teachers in developing their professional feedback practice for EFL writing. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.

This study examined how a dialogic reading (DR) program with a component of multisensory learning (MS) of Chinese characters improved early Chinese reading and writing skills in L2 Chinese-speaking kindergarteners in Hong Kong. The DR + MS program was compared to the same DR program but focusing on morphological awareness (MA) training. A total of 118 3- to 4-year-old L2 Chinese-speaking kindergartners were recruited for the study. These children were randomly assigned to one of three separate training groups: DR + MS, DR + MA, and DR alone as a control group: Before and after a 12-week training session, all participating children were tested on a range of Chinese words reading and writing-related skills. The DR + MS group demonstrated the strongest growth in Chinese word reading and writing skills. The DR + MA group showed a trend toward greater improvement in Chinese vocabulary knowledge. These results demonstrated enjoyable ways to develop Chinese early literacy skills. Copyright © 2021 ACTFL.

Transmitting traditional music for sustainability has been a common theme in global music education. Recently, the school systems of Hong Kong and Guangdong have been encouraged by governmental authorities to teach Cantonese opera aiming at enhancing the sustainability of the genre and promote a Chinese cultural identity within students. This paper details a survey of school music teachers working in Hong Kong and Guangdong examining the current state of Cantonese opera teaching in the schools of both regions and investigate how it is affected by teacher variables including their interest in Chinese opera, the confidence in teaching the subject, and their perceptions of their Chinese cultural identities. A total of 1,974 valid questionnaires were received and examined. Descriptive and inferential statistics including MANOVA and chi-square tests were used to analyze the data. Findings reveal that Cantonese opera teaching is limited in both regions. While teachers are modestly interested, confident, and knowledgeable about teaching the genre, there is a significant relationship between the music backgrounds of teachers and their interest in Cantonese opera. The article discusses the findings within the context of a historical predominance of Western music within music education curricula and wider societies. Implications for policy makers are proposed. Copyright © 2021 Taylor & Francis Group, LLC.