香港的科學教育者十分活躍和關注科學教育。科學科是香港中學課程的主修科目，而香港當下正進行教育課程改革，有持續需要提升教師的資格和專業知識。香港教育學院（下稱教院）作為香港主要的教師教育培訓者，在教師專業發展領域扮演重要的角色。在科學教育領域中，教院具有優秀的傳統，科學教育的導師與香港中小學保持緊密的聯繫，同時亦主動參與科學課程發展和科學教師專業培訓。教院亦提供一系列的科學課程，包括中學學位教師文憑課程、學士學位科學副修課程、以及與香港科技大學（Hong Kong University of Science and Technology）攜手開辦的學士學位課程。教院更於二零零五年九月開辦教育碩士課程，旨在：提高修讀者的個人興趣和對科學教育的理解；發展優秀、相關的專業知識；介紹近期科學教育及研究的概念；帶給修讀者一些科學教育者的專業意見；以及加強修讀者在校或進修的就業前境。本座談會將分享科學教師教育的經驗及提供教院的教育碩士課程概覽。

The paper reports the results of a comparative study of the decision making process undertaken by students in Hong Kong and Guangzhou, China about a socio-scientific issue affecting both places.

The objective of this project is to investigate and recommend on the introduction of a comprehensive and embedded program of information literacy at the Hong Kong Institute of Education. The project aims to identify the key information literacy competencies required (such as information searching, evaluation, application, and management techniques), as well as examine best practice in university libraries in Hong Kong and elsewhere. The project will also explore models for the integration of information literacy training into the curriculum, and will recommend on the most appropriate approach within the HKIEd context.
[Copyright © 2007 The Hong Kong Institute of Education.]

This paper reports on the effectiveness and practicality of abstracting essential pedagogical methods that aim to promote high level thinking among junior secondary science students. Strategies include intensive professional development programme and design of lesson materials that can be integrated into the existing science curriculum in the Hong Kong schools. The professional development workshops focus on the distinction between the “Cognitive Skills Enhancing Lessons” (CSE) and regular science lessons. Teachers were stimulated to discuss ways to get students to discuss, think about and respond to teachers’ questions, and to ask questions. Classroom implementations of the CSE teaching materials tailor-made for the Hong Kong junior secondary science curriculum were initiated for 3 secondary two classes. The paper reports on the findings from the pre and post interviews, as well as interviews during the classroom implementations with all the participating teachers and a sample of 6 students from each class. Findings report on what teachers think about the CSE method, their general feelings about using CSE, their comments on the materials, the difficulties (if any) they met, the benefits to students and the perceived feasibility of implementing CSE-infused science activities designed by the project team in local classrooms.