After a brief overview of the basic education in Hong Kong, this chapter illustrates the historical development and changes of primary science education that have taken place in Hong Kong over 50 years. Following this, efforts are made to describe the current primary science education as integrated in the course General Studies, pupils’ informal learning opportunities in science events as extracurricular activities, and the status of science teacher education. A review of the research is conducted on the implemented curriculum which reflects the concern of Hong Kong science educators regarding primary pupils’ science learning. The final section focuses on discussing three recent trends in Hong Kong primary science education, i.e., STEM education, IT in science learning, and education for environmental sustainability. Copyright © 2018 Springer International Publishing AG, part of Springer Nature.

為了推動STEM教育的深入發展，我國香港特別行政區相關機構相繼推出一系列檔，包括《STEM教育提升——釋放創新潛力》報告、《推動STEM+（科學、技術、工程和數學）教育》報告和《前線STEM教師支援政策研究報告》等。這幾個文件內容一脈相承，後面兩個文件是第一個文件的補充和擴展。在上述政策的指引下，香港中小學進行了STEM教育實踐。通過對香港中小學STEM教育的分析發現，香港STEM教育的推動具有如下特點：高度重視STEM教育發展，頂層設計，統一推進；在充分實證的基礎上制定相關策略；多方面協同推進，大力促進STEM教育的深入發展，具體包括更新科學、技術、數學教育課程，重視學生學習活動的參與，提供學和教的資源，提升學校和教師的專業發展，加強合作和宣傳好的實踐案例等；舉措具體可行；在所有中小學全面鋪開。我國香港特別行政區STEM教育的發展給了內地一定的啟示，包括：充分認識STEM教育的重要性和緊迫性，出台具體明確的STEM發展規劃；在充分調查的基礎上制定相關政策；多方面協同，共同推進，具體包括持續進行課程的更新、提供多種形式的豐富的教學資源、組織各類學習活動、與各個利益相關者進行合作、注重教師的專業發展、注重核心素養的培養；全面鋪開。STEM education is being attempted and practiced in many countries (regions) nowadays. Related organizations of Hong Kong launch series of files to promote STEM education, including Report on Promotion of STEM Education Unleashing Potential in Innovation, Propelling STEM+ (Science, Technology, Project and Mathematics) Education and Research Report of Supporting Policy of Teachers on the Front. The contents of these files come down in one continuous line, the following two files are the supplement and extension of the first file. These files show that promotion of STEM education of Hong Kong has following characteristics: attaching importance to STEM education, designing in the top and promoting it consistently; making policy based on empirical research; promoting STEM education adopting multiple measures collaboratively; action is specific and feasible; spreading in all schools in Hong Kong. This brings to us many enlightenment: fully recognizing the importance and urgency of STEM education,and introducing specific STEM development programs; making policy based on empirical research; promoting STEM education adopting multiple measures collaboratively; having STEM education in more schools, including elementary and secondary school located in western areas and the countryside. Copyright © 2019 信陽師範學院.

從商業教育的角度，回顧了香港STEM教育的實踐成效。通過參考國外(如新加坡及美國)STEM教育的經驗，認為香港STEM教育有可進步的空間。雖然創業教育在香港已發展成熟，並有大量專業團體的協助，但商業教育在 STEM 教育中仍未發揮應有的作用。建議推行創業 STEM教育，為學生提供一個實踐的環境，並透過跨科協助，來提升整個中學 STEM 教育的成效。 Copyright © 2018 中南大學.

由於每位學生都有其個別需要,故此如何照顧個別差異是學校以至每位老師的一個重要課題。根據香港教育局的融合教育運作指南,建議學校採用三層支援模式,以便因應學生不同的需要而提供適切的支援。而大多數學校均於每年的十二月起進行「及早識別和輔導有學習困難的小一學生計劃」(第一層:及早識別),並會設置輔導課,作為第二層支援的策略。作為學校負責統籌特殊教育需要的行政人員(下稱統籌主任),筆者希望透過檢視香港及不同地區對數學輔導教學的原則及策略,反思如何改善學校的小一數學輔導教學。Since each student has his or her own individual needs, how to cater for individual differences is an important issue for each teacher in schools. According to the Integrated Education Operation Guide of Hong Kong Education Bureau, it is recommended that schools should adopt a 3-tier intervention model to provide appropriate support to cater for students with different educational needs. Most schools carry out the "Early Identification and Intervention Programme for Primary One Students with Learning Difficulties" (First Tier: Early Identification) in December. Remedial classes, small group teaching and pull-out programmes will be involved as a Second Tier support strategy as well. As a school administrator (hereinafter referred to as SENCo) who coordinates the issues of special educational needs, I hope to improve the teaching of Primary One Mathematics in schools by examining the current principles and strategies of remedial teaching in Hong Kong and different regions.
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本行動研究是探索「合作學習」對提升「小學加強輔導教學計劃」(簡稱「加輔」)學生數學學習能力的成效。研究對象是13位小學六年級「加輔」學生。研究為期約七個月時間。透過學科測驗、觀察及訪問，評估「合作學習」對學生的學習成績及興趣的影響。研究結果發現「合作學習」提升了「加輔」學生學習數學的興趣及學業成績。其中，最大的受益人是那些成績一般的學生，因為他們在合作學習中的小組活動，需反覆研習及解釋一些計算方式給同組組員認識，所以他們的記憶得以牢固。而一些成績很低的學生，卻未有改善。此外，本研究更發現學生的合作技巧與他們的數學科成績有直接的關係。
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This chapter introduces the reader to the What I Find Important (in my mathematics learning) study (WIFI), conducted by a consortium of 21 research teams from 18 economies. It uses the same questionnaire to assess what students value in their respective mathematics education experiences. Two case economies, Hong Kong and Japan, provide the context for the discussion. This provides a reference point for analyzing four significant themes: the affordance to identify and define cultures and subcultures, the documenting and comparing of espoused and enacted valuing, the triangulation of survey responses, and the culturally situated labelling of values and valuing. Copyright © 2017 Springer International Publishing AG.