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[GD] Science & Technology

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[GD] Science & Technology (504)
[GDC] Science & Technology / Teaching Methods & Their Outcomes (206)
[GDA] Science & Technology / Teaching Objectives, Curriculum & Evaluation (170)
[FD] Application of Communicative Media, IT in Learning & Teaching (118)
[GC] Mathematics & Statistics (68)
[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 (459)
Unknown or Unspecified (207)
Primary Education (154)
Post-Secondary Education (101)
Pre-Primary Education (21)
Adult Education (3)

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English (767)
Chinese (126)

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Journal Articles (375)
Dissertation Theses (216)
Conference Papers (178)
Book Chapters (50)
Books (41)
Reports (15)
Conference Proceedings (11)

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International Journal of Science Education (26)
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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1997.7 onwards (599)
1990-1997.6 (169)
1980s (115)
1970s (24)
1960s (8)
1950s (3)

Search Results: 841 - 850 of 886

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Reports
841. 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
842. 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
843. 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
844. 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
845. 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
846. 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
847. 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
Dissertation Theses
848. A study of the relationship between home and classroom environments and the attitude of form 3 students towards science

By: Cheng, S. P.

Document Type: Dissertation Theses

Year published: 1985
This paper reports a survey study that involved 662 Form 3 students in Hong Kong. Data was unfolded using Test of Science-Related Attitudes, Classroom Environment Scale, and Family Environment Scale. The key findings are that science attitudes were positively correlated to degree of teacher support, students' satisfaction, teacher friendliness, and creativity and that effects of home environment was insignificant.
Dissertation Theses
849. A study of the relationship between the characteristics of final-year in-service course of training for teachers, students and their attitudes towards science

By: Cheung, M. S.

Document Type: Dissertation Theses

Year published: 1987
This thesis reports a study that employed self-report questionnaire and retrospect method to measure and correlate affective aspects of schooling with science attitude. Reportedly, the Inventory of Affective Aspects of Schooling and the Shrigley-Johnson Scale were administered to 32 male and 164 female in-service primary school teachers; self-efficacy, science learning confidence, and habits when watching television were found to exhibit strong correlation with science attitudes.
Dissertation Theses
850. Sources of variation in science achievement of form two students

By: Tsoi, H. K.

Document Type: Dissertation Theses

Year published: 1987
This thesis reports the findings of an Ex post facto study conducted to explore the factors in science achievement of Form two students in Hong Kong. Exploratory models were formulated using factor analysis of data from questionnaire and science achievement scores in the 19 local SISS. It was concluded that there were the five blocks of between-school variables, namely teaching tactics, teaching aims, science learning factors, home background, and student ability.

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