This chapter explores the flipped classroom approach, which shifts content delivery to online video lectures, freeing up class time for student-centred activities. Widely adopted in K-12 science education in Western countries, its use is expanding in Mainland China and Hong Kong. The chapter reviews the background of flipped classrooms, including their origin, definition, practice, and theoretical framework. It also examines trends in their use in K-12 science education in these regions. Several studies on flipped science classrooms in China and Hong Kong are reviewed, comparing their designs, instructional practices, impacts, and challenges. A case study in a Hong Kong secondary school demonstrates the implementation of a flipped classroom using the technology-enhanced predict-observe-explain (POE) strategy, offering practical guidance for educators. The chapter concludes with insights and implications for future research and practice in flipped science classrooms in China and Hong Kong. Copyright © 2025 selection and editorial matter, Timo Ehmke and John Chi-Kin Lee; individual chapters, the contributors.

This paper reports on the long-term effectiveness of a non-formal co-curricular educational program based on a campus ecogarden at a Hong Kong university in developing pro-sustainability awareness, attitudes and behavior among undergraduate students. This service-based, nature-based experiential learning program, termed the Ecogarden Farmer and Biodiversity Surveyor, has been running at the university since 2015. The program is divided into two consecutive phases: a training phase comprising various learning activities and a successive internship phase consisting of the all-round practical tasks involved in managing the garden. A retrospective evaluation of the program using phenomenographic approach and content analysis was adopted to reveal the diversity of students’ learning experience, as the indicators of the success of the program. Of 112 participants from 4 cohorts, 32 completed online questionnaires, and semi-structured interviews were successfully conducted with twelve participants, three from each of the four cohorts. The results indicated that the program’s outcomes could be categorized into five themes. Most outcomes fit into the theme ‘an increase in knowledge and skill level,’ followed by ‘rise in environmental awareness,’‘facilitation of personal growth,’ and ‘enhancement of career development.’ Many structural experiences revealed may suggest the success of the program. The longer the participants had participated in the program, the more in-depth and diversified reflection of the senior participants relating to personal development were mentioned. This study provides critical insights into the validity of retrospective program evaluation for assessing the long-term impact of EfS programs by introducing a cross-sectional study of different cohorts as a serial time-point sampling strategy. Copyright © 2021 Cheang, Ng, Wong, Li and Tsoi.

An Ecogarden has been recently renovated in the campus of the Education University of Hong Kong, aiming at enhancing the biodiversity conservation function of the campus, as well as, promoting the education for sustainability in the university. Prior to the renovation of the Ecogarden, a qualitative survey has been conducted to reveal the understanding of different stakeholders in establishing Ecogarden on the concepts of biodiversity and its relationship to the function of Ecogarden. Semi-structured interviews have been conducted for three stakeholder groups, namely designers, educators and students (both environmental and non-environmental subject-related). The results indicated that their understanding of biodiversity concept is not good, neither the concept of ecosystem functioning. However, all of them ascertained the role of Ecogarden to conserve the biodiversity on campus (scientific value) and its education values, while the provisional (product-producing) value in biodiversity is the least. This study forms important baseline information for designing educational activities associating with Ecogarden, or other facility with similar nature, to advocate the biodiversity conservation in the community. Copyright © 2017 The 6th AZEC & 33rd ASET Joint International Conference.

In the last two decades, a lot of effort has been put into protection of Hong Kong’s marine environment. The environment, ecology and conservation strategies are all excellent teaching resources for executing environmental education in local schools. In 2013, Agriculture, Fisheries and Conservation Department (AFCD) has commissioned the Hong Kong Institute of Education (HKIEd) to develop an educational programme to promote our marine environment, its ecological value and marine conservation work among Hong Kong local schools. The programme provided innovative and comprehensive education kits and web Apps for primary and secondary schools as well as school visits and field studies to effectively deliver marine ecological knowledge and messages of marine conservation to local students. The programme also involved a “train-the-trainer” project in which AFCD organized informative marine conservation seminars, field trips and poster competition for undergraduate students in HKIEd who helped to provide interactive school talks for primary and secondary school students. All these activities target to educate the young generation our marine environment and raising their concerns and awareness on marine conservation issues and equip the potential teachers from HKIEd with essential marine conservation knowledge and field experience in their future career.

The development of environmental conservation and education in Asia lags far behind the Western World. It appears to the team that education ‘in’ the environment in particular has been lacking, regardless of the fact that it represents one of the three important elements of environmental education (about, in, and for the environment). This is partly due to the fact that environmental studies is a multidisciplinary subject that many in-service teachers find difficulty in locating a set of appropriate teaching materials tailor-made for the local environment. The training workshop will help fill the gap. Instead of adopting materials produced in foreign countries, teachers can make use of the local information from the training to organize good quality educational activities for their students. The teaching materials are designed for in-service teachers/technicians of Liberal Studies, Geography, Science or Environmental Education in secondary schools. The content covered both scientific and technological knowledge, consisting of teaching materials and guides with suggested topics and references demonstrating the standard methods of environmental pollution investigation. It will not only supplement the existing monotonous academic textbooks, but also encourage students’ a self-study outside classroom. From this training workshop, we aim to: (1) promote teaching effectiveness and quality of related courses by providing teaching resources for in-service teachers/technicians in secondary schools; (2) improve learning experience of secondary students; (3)enhance in-service teachers/technicians’ knowledge and understanding of various environmental pollution in Hong Kong; (4) provide practical information of some of the pollution status in Hong Kong for the participants; and (5) provide consultancy and technical supports for in-service teachers/technicians in environmental pollution studies.