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[GD] Science & Technology

Education Categories

[GD] Science & Technology (505)
[GDC] Science & Technology / Teaching Methods & Their Outcomes (207)
[GDA] Science & Technology / Teaching Objectives, Curriculum & Evaluation (171)
[FD] Application of Communicative Media, IT in Learning & Teaching (118)
[GC] Mathematics & Statistics (69)
[MA] Professional Education for Teachers (63)

Authors

So, Wing Mui Winnie (21)
Yip, Din Yan (19)
Tao, P. K. (18)
Mak, S. Y. (17)
Yeung, Yau Yuen (15)
Cheung, Derek (14)

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Secondary Education (460)
Unknown or Unspecified (208)
Primary Education (155)
Post-Secondary Education (101)
Pre-Primary Education (21)
Adult Education (3)

Language

English (770)
Chinese (126)

Document Type

Journal Articles (378)
Dissertation Theses (216)
Conference Papers (178)
Book Chapters (50)
Books (41)
Reports (15)
Conference Proceedings (11)

Source

International Journal of Science Education (27)
Hong Kong Science Teachers Journal (25)
Curriculum Forum (17)
Education Journal (14)
School Science Newsletter (14)
New Horizons: The Journal of Education, Hong Kong Teachers' Association (13)

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Hong Kong (888)
China (22)
Taiwan (12)
Singapore (10)
Australia (7)
United States (7)

Period

1997.7 onwards (602)
1990-1997.6 (169)
1980s (115)
1970s (24)
1960s (8)
1950s (3)

Search Results: 841 - 850 of 889

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Reports
841. Science and mathematics achievement at the junior secondary level in Hong Kong: A summary report for Hong Kong in the Third International Mathematics and Science Study (TIMSS)

Document Type: Reports

Year published: 1996

City published: Hong Kong

Publisher: Faculty of Education, University of Hong Kong
Presented in this paper are the research framework, methodology, sample population, and summary of findings of the TIMSS study. A principal finding is that, when compared to other developed countries, the science achievement of Hong Kong secondary 2 students is low.
Reports
842. Science education in Hong Kong: The national report of the Hong Kong science study

Document Type: Reports

Year published: 1989-1990

City published: Hong Kong

Publisher: Hong Kong National IEA Centre, Dept. of Education, University of Hong Kong
This report is about a study undertaken by the Hong Kong International Association for the Evaluation of Educational Achievement centre for the Second International Science Study (SISS), of which included a large scale survey using stratefied samples of 5,352 primary 4 students and 4,981 junior secondary 2 students. Cognitive instruments were being employed to measure the science acheivements of Hong Kong students. Findings suggest low and poor achievements for primary 4 and junior secondary 2 samples, respectively.
Reports
843. Science and mathematics achievements at the mid-primary level in Hong Kong: A summary report for Hong Kong in the Third International Mathematics and Science Study (TIMSS)

Document Type: Reports

Year published: 1997

City published: Hong Kong

Publisher: Faculty of Education, University of Hong Kong
Presented in this paper are the research framework, methodology, sample population, and summary of findings of the TIMSS study. A principal finding is that, when compared to other developed countries, the science achievement of Hong Kong primary 4 students is very close to international standard.
Reports
844. Evaluation of second year trial of integrated science project, 1974-1975

By: Hong Kong. Education Dept. Advisory Inspectorate Division. Science Subjects Section

Document Type: Reports

Year published: 1976

City published: Hong Kong

Publisher: the Dept
- EdLink
Reports
845. Science education in Hong Kong: Achievements and determinants

By: Holbrook, Jack B.

Document Type: Reports

Year published: 1990

City published: Hong Kong

Publisher: Faculty of Education, University of Hong Kong
A summary of methodology and findings of the Second International Science Study (SISS) Hong Kong study is presented in this report. The survey study involves 5,352 primary 4; 4,981 secondary 2; 6,103 secondary 6; and 3,754 secondary 7 students. The author concludes that there is slight evidence that all days schools led to better science achievement.
Dissertation Theses
846. Social relations of science and the science curriculum in Hong Kong secondary schools

By: Chow, C. K.

Document Type: Dissertation Theses

Year published: 1984
The thesis argues for a more socially relevant science curriculum. The author reports that professional views of senior secondary science teachers and advisory inspectors in relation to social relevance and possibilities of curriculum change were sought by using questionnaire survey. Findings suggest that most respondents considered socially-oriented desirable and important for maintaining interest and making it more practical, creating links with everyday life. Topics related to energy and health were rated as top priority. Then, respondents considered open-ended discussion and ethical issues undesirable and unimportant.
Dissertation Theses
847. Teaching methods and approaches to learning in science among secondary students in Hong Kong

By: Lam, W. L.

Document Type: Dissertation Theses

Year published: 1994
This thesis reports a study that compares the science learning approaches of pupils at the beginning and the end of secondary ONE education. According to the author, data is sought using student and teacher questionnaire as well as structured teachers interview. Moreover, findings suggest that students adopt mainly surface approach in the learning of science. Furthermore, it is also evident that science is most often taught with didactic and teacher centred orientation in both primary and teacher centred orientation in both primary and secondary schools.
Dissertation Theses
848. Teacher thinking: A comparison of science elective and non-science elective primary school teachers

By: So, W. M. W.

Document Type: Dissertation Theses

Year published: 1996
The author reports that science and non-science elective teachers, representing different level of subject expertise, were studied. Teachers were interviewed on how they planned a primary science lesson. Interview protocols were analyzed by using the Taxonomy of Observed Teacher Thinking which assessed the quality of teacher thinking as reflected by cognitive complexity. The planned lessons were observed and then evaluated with the Configuration Checklist. The author notes that marked differences were observed in teacher thinking during lesson planning, in structural complexity of teacher thinking, and in teachers' pedagogical content beliefs.
Dissertation Theses
849. A summative evaluation of the form one junior secondary science curriculum

By: Tsoi, H. K.

Document Type: Dissertation Theses

Year published: 1981
The thesis is about a study that aims to evaluate the effects of 1975 Provisional Science Syllabus Forms I to III as being piloted in 20 elite schools in Hong Kong. The author reports that, firstly, paper-pencil achievement test was constructed for use in a pretest-posttest design. Secondly, form one pupils labeled as monitored group, innovative Angles-Chinese Group, and innovative Chinese-middle group were compared with traditional Angles-Chinese schools. And thirdly, high-achievers were found to benefit more than low-achievers in the innovative practical-work-biased curriculum.
Dissertation Theses
850. Value education in social studies for primary schools in Hong Kong: A study of the different approaches used by teachers of social studies

By: Po, S. C.

Document Type: Dissertation Theses

Year published: 1989
- EdLink

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