Building on Carey and Smith’s work on epistemology of science, this study characterized elementary students’ scientific epistemology from the role-of-idea and theory-building perspective. The participants included 102 elementary students in Hong Kong. Open-ended questions and coding schemes were developed to examine and characterize their epistemic understanding of science. Four key dimensions were identified: role of idea, theory-fact understanding, theory revision and creation, and social process of scientific progress. The general pattern showed that students’ views of scientific inquiry ranged from seeing it as a mechanical process involving concrete materials and sets of scientific skills, to viewing it as an idea-driven process comprising collective theory-building and knowledge creation. The analysis showed that these students generally had a limited understanding of the role-of-idea and theory-building in science. Quantitative analysis indicated that this conceptualized epistemology of science was an important predictor of students’ academic performance in science. Implications for science education and future research are discussed.
[Copyright of The Asia - Pacific Education Researcher is the property of Springer Science & Business Media. Full article may be available at the publisher's website:
http://dx.doi.org/10.1007/s40299-018-0411-4]

This study compares the learning results of three groups of secondary two (grade eight) students of a similar academic standard who participated in a teaching intervention involving different pedagogies. One hundred and forty-nine Hong Kong secondary students were chosen and divided into three groups, “whole-class teaching approach”, “group work with no specific strategies” and “group work with effective strategies”, to study the “space travel” unit in their science curriculum. The first group was exposed to traditional whole-class instruction, and the latter two practised collaborative group work, with the third adopting four effective strategies derived from a UK-based quasi-experimental project. Analyses of the pre- and post-diagnostic assessments and audiotaped discussions revealed that group work comprising effective strategies not only raised students’ test scores, but also enhanced their joint construction of conceptual knowledge in science. The findings suggest that the effective strategies adopted in this study are contributory factors to superior student accomplishments and a stronger desire to seek clarification accruing from shared cognitive activities.
[Copyright of International Journal of Science & Mathematics Education is the property of Springer Netherlands. Full article may be available at the publisher's website:
http://dx.doi.org/10.1007/s10763-017-9839-x]

The nature of liberal arts education merits renewed attention and consideration, especially in the context of the modern university in both Hong Kong and mainland China, where there is growing recognition that quality education standards should be improved, and an interdisciplinary approach to education and research is the way forward. The liberal arts spirit is an illustration of the power of inspiration and transformation, and through engaging with different perspectives, students are enabled and encouraged to pursue independent study, which boosts their creativity and critical thinking. As a catalyst and facilitator, liberal arts education that encompasses fresh global perspectives and connections has proved its worth over the years. However, since it is sometimes easy to lose sight of some of the fundamental principles essential to university education, we need to realize that too little interaction between science and the humanities has widened the two-culture divide, and the question is how to reconcile, or better still combine, the two. The two-culture debate, although suffering neglect for a long time in China, is of profound relevance and implications for the modern university. It can be observed that participatory interaction inherent in the dynamism of pedagogical engagement is increasingly promoted as the preferred mode of teaching students, who have benefited from broad-based learning as the embodiment of liberal education. Overcoming rigid disciplinary exclusiveness is positively correlated with empowering students with broad knowledge and skills to succeed in the future.
[Copyright of European Review is the property of Cambridge University Press. Full article may be available at the publisher's website:
http://dx.doi.org/10.1017/S1062798717000667]

International studies of science education, such as the Trends in Mathematics and Science Study (TIMSS), have revealed considerable national disparities in students' achievements in science education. The results have prompted many nations to compare their science education systems and practices to those of others, to gain insights for improvement. Teacher training and professional development are key educational components that have not attracted as much attention as they deserve in international comparative studies. This study compares the conceptions and attitudes of pre-service elementary teachers (PSETs) in Hong Kong and the United States with respect to inquiry science learning and teaching at the beginning of the semester before the start of the science methods course. PSETs' conceptions and attitudes in the two countries were compared by means of a questionnaire with both Likert-type and open-ended questions. Quantitative data were analyzed using exploratory factor analysis and inferential statistics, while qualitative data were analyzed through the systematic categorization of PSETs' responses into broad themes and subthemes to reflect patterns in their conceptions of and attitudes toward inquiry science learning and teaching. The results revealed a complex interplay between PSETs' conceptions of and attitudes toward inquiry science learning and teaching. The results shed light on the effects of sociocultural contexts and have important implications for the design of science methods courses.
[Copyright © 2018 Springer Science+Business Media B.V., part of Springer Nature.]

Self-Contained Underwater Breathing Apparatus (SCUBA) diving is always regarded as a risky activity to be conducted as an extra-curricular activity in the schools of Hong Kong. However, it provides a golden opportunity for students to experience the marine nature and serves as an excellent pedagogical tool of field based learning on the environmental education. The presentation will report a case study of an international school in Hong Kong on how they utilize SCUBA diving as a tool to enhance their students' knowledge about ocean and to foster the pro-environmental attitude. The teachers of the school have developed a tailor-made curriculum using problem-based approach, articulating with the discussion of current local environmental issues on marine conservation. The students have been forming a team to join the annual global citizen-scientist programme, Reef Check, to contribute their effort in revealing the health of coral community system in Hong Kong. A mixed research method, which includes semi-structured interviews of teachers, current students and alumni, and the self-administered questionnaire for them, was adopted in the study to evaluate the ocean literacy and pro-environmental attitude of the students and the effectiveness of the programme. The difficulties faced by both the teachers and the students throughout the implementation period of the programme will be reported. The opportunity and the challenge to run such a programme in the local school will be discussed, which would provide significant insights to other local schools conducting similar field-based learning and teaching activities.

In response to the Hong Kong government’s call for renewing and enriching “the curricula and learning activities of Science, Technology and Mathematics, and enhance the training of teachers, thereby allowing primary and secondary students to fully unleash their potential in innovation”, the author collaborated with a team of science teacher educators and scientists to develop a new dual major science teacher education programme called Bachelor of Education in Science (BEd(Science)) which prepares competent graduates for teaching two senior secondary science subjects (physics, chemistry or biology) as well as the junior secondary science. Compared with the conventional Bachelor of Science (BSc) programme offered by many other universities, our BEd(Science) has the special programme features of not only offering three kinds of dual majors (physics + chemistry/chemistry + biology/biology + physics) but also deliberately integrating subject knowledge with pedagogical content knowledge in many science courses, practising pedagogy in field experience (to be conducted in school environment) and delivering the programme by a teaching team composed of both scientists and science educators. Apart from five foundation courses in science and science education, there are nine advanced science subject courses plus a subject-specific pedagogy course in each chosen major. Besides, our design of the curriculum content of the BEd(Science) programme is based on a detailed examination of the local school science curricula so that it is ensured to cover all the subject knowledge necessary for the effective teaching of the corresponding school science subject. Hence, those advanced science courses or topics such as advanced quantum mechanics, which are usually required for specific scientific research but are not relevant nor required for the teaching of secondary science, will be replaced by other educational courses or topics which could effectively help school pupils remove their common

The trend to extend science education to include STEM education in the US in the recent decade also takes place in many other countries in the world. In Hong Kong, the future development in education proposed in the Policy Address 2015 included: “The Education Bureau will renew and enrich the curricula and learning activities of Science, Technology and Mathematics, and enhance the training of teachers, thereby allowing primary and secondary pupils to fully unleash their potential in innovation (item 152).” However, the integration of science with technology, mathematics and engineering is still to be established and further research along this line is necessary. Therefore, this study attempts to analyze the written reports in an inquiry project event for a better understanding of STEM activities demonstrated by the primary students. The primary students’ inquiry project reports were chosen from those 140 teams (with 4-5 members in a team) with 1000 primary students who were aged 10-12 participated in the 2015 “Innovations in Science and Environment Studies” event in Hong Kong. Under the main theme of “Go Green at Home”, the participating teams had to present the processes and results of their inquiry projects and to submit a written report which recorded their ideas, methodology and inquiry processes and results. 10 project reports were randomly chosen from each group of outstanding, merit and consolation projects with a total of 30 projects being analyzed. Content analysis was first conducted to code STEM activities demonstrated in each project report. The coded data were then changed into numerical data for quantitative analysis. The results showed that more engineering and science activities were adopted than technology and mathematics activities in the inquiry projects. Outstanding group conducted more STEM activities than the merit and consolation groups and significant group differences existed in science and mathematics activities. Furthermore, science activities

This study explored two under-researched areas on students' attitudes towards science, that is, the structural models representing these attitudes and the role played by school bands in moderating the gender differences in such attitudes. The participants were 360 ninth graders in Hong Kong from 3 school bands. The structural equation modelling method was adopted to compare four hypothetical models for students' attitudes towards science. Results reflect that (i) the data supported the three-factor structure of the behavioural domain of students' attitudes towards science; (ii) the four lower level dimensions of the attitudes towards science (i.e. value of science to society, self-concept in science, anxiety towards science and enjoyment of science) could be further integrated into broader categories; (iii) male students demonstrated significantly more positive attitudes towards science in five dimensions (i.e. self-concept in science, enjoyment in science, learning science in and outside the classroom and future participation) and (iv) school bands played a prominent moderating role in gender differences in students' attitudes towards science. Implications for studying and developing students' attitudes towards science are discussed in the paper.

As digital technology is increasingly a part of all sectors of society, educational approaches must be developed in order to nurture students’ ability to see the world through a computational lens. One way to achieve this goal is to promote Computational Thinking (CT) for young learners. The CoolThink@JC project is a four-year curriculum pilot designed to integrate CT into Hong Kong upper-primary level schools. The CoolThink framework for curriculum development is structured around computational concepts, practices and perspectives adapted from the framework of Brennan and Resnick (2012). This adapted framework motivated the choice of learning activities for CoolThink. This paper focuses on one aspect of that framework, namely computational practices. Here, we describe how activities in the CoolThink curriculum can promote the computational practices highlighted by the framework.
[Copyright © 2017 The Hong Kong Jockey Club.]

This study adopted a researcher-generated framework to analyze STEM activities demonstrated in primary students' science projects in an annual extracurricular event held in Hong Kong. Ten students' project reports were randomly selected from each of the three groups of 24 outstanding, 45 merit, and 68 consolation awarded projects. Content analysis was conducted to code the activities in each project. The coded information was then changed into numerical data for quantitative analysis. The results showed that, in general, more engineering and science activities than technology and mathematics activities were adopted by the primary students in their projects. More projects with the Outstanding Award conducted STEM activities than those projects with Merit and Consolation Awards, and significant group differences existed in the science and mathematics activities. Besides, science activities significantly positively related to engineering and mathematics activities. Furthermore, STEM-related content knowledge of discipline core ideas and crosscutting concepts were reported. This study sheds light on the pattern of STEM activities in students' science projects, and has implications for promoting STEM integration in primary education.
[Copyright © 2017 Ministry of Science and Technology, Taiwan.]