Apart from fun, challenges, and social interaction, one apparent learning outcome of physical education (PE) is the development of physical competence or attributes in terms of sport skills, general motor abilities, physical fitness, body outlook, etc. It seems likely that through school PE positive self-perceptions can be developed. Previous studies conducted among university and high school students across different countries confirmed that sport participation is related to more positive self-perceptions. However, it is not clear whether similar patterns can also be found in primary school children. This paper reports the findings of a recent study that involved 60 classes of upper primary pupils (N=2000) of ten Hong Kong schools. Cluster analysis was utilized to determine the relationship between sport participation and a set of psychological measures including goal orientations, global self-esteem, physical self-worth, and four sub-domain physical self-perceptions (sport competence, physical condition, body attractiveness, and physical strength). Findings were discussed in the light of social cognitive perspectives. Guidelines for teaching primary physical education were recommended.

For enabling the teachers to achieve the IT competence as required by the Hong Kong government for implementing the recent IT in education policy, we find that when it comes to the competent (or upper intermediate) level, a subject-based training approach is definitely more ideal in catering for the special needs of Science teachers whose subject disciplines are highly specialized in terms of content and pedagogy. The advocacy for a subject-based (or subject-specific) IT training course for Physics teachers is supported by some recent needs analysis. Based on those research findings and the content analysis on features peculiar to the Physics teaching and learning, we shall present an initial sketch on the scope of IT applications for Physics through a subject-based approach. Results from the questionnaire survey on the Physics teachers' perception of the training needs in various kinds of IT skills will also be given in this paper.

In the era of education reform in Hong Kong, on various government documents, different concepts and functions of assessment were introduced to the community. Formative assessment is stressed as a way to improve teaching and enhance the learning of pupils. Formative assessment takes place in classrooms. It provides short term feedback to teachers so that learners' strengths and weaknesses in relation to their progression can be identified. Then teachers can use the feedback in planning what to do next in order to facilitate pupils' learning as well as promote teaching effectiveness. In response to the education reform, the researcher, as a teacher educator, wanted to study how formative assessment can be implemented in local General Studies classrooms. Fifteen student teachers were invited to be co-researchers of the present study. During their student teaching, they implemented formative assessment, collected data on their teaching and reflected on the implementation. The lessons videotaped by each of the co-researchers show the extent of the implementation of formative assessment in the classrooms. There were variations in terms of rich questioning, effective feedback, self- and peer assessment, as well as regulation of activity. Some of the assessment practices were either diluted or corrupted, though most of the co-researchers proclaimed that they successfully implemented formative assessment in their student teaching. Based on the findings of the study, the researcher attempted to make suggestions for the practising teachers so that they may initiate, implement and sustain this educational change in their subject classrooms.

Mathematics is widely perceived as an abstract academic subject to teach or to learn. However, Information Technology can be used as a means to help explain or understand the abstract mathematical ideas in a variety of topics of mathematics. Undoubtedly, it can enhance students' understanding of the concepts concerned and hence improve the quality of teaching and learning. This paper reports the design and implementation of a Chinese-interfaced multimedia courseware for teaching Mensuration, Set Theory, Geometry and Probability in the Hong Kong Institute of Education. This courseware provides an interactive, flexible, user-friendly environment where instructors and pre-service student teachers can use it for teaching or self-learning a variety of topics in the aforementioned areas of mathematics. The difficulties encountered in out design and implementation will be discussed. In addition, the evaluation of evaluation of feedback from student teachers and some expert users on using the trial version of our courseware will be included. We hope our findings will prove useful to other instructors who are interested in developing interactive mathematics courseware in their own institutions.

Biotechnology has tremendous applications in the areas of agriculture, environment, fuels and chemicals, food and drink, gene cloning, and medicine. Also, when biotechnology applies to humans especially in genetic engineering, it stimulates controversial debates on bioethical issues. While biotechnology is increasing in the news, awareness of its overall significance remains limited. This is especially true for high school students. Many western governments have been planning to bridge the gap. In Hong Kong however, the pace is comparatively slow. This study is unique in being the first in Hong Kong to inquire into the student perception (knowledge and attitudes) of biotechnology. Based on the findings, this study is to make recommendations for integrating biotechnology in the science classes.
[Copyright © 1999 Association for the Advancement of Computing in Education (AACE).]

One key element in changing societies is the advent and the use of computers. Computers are ubiquitous nowadays. There is no exception for education. The explorations of using computer packages like Mathematica, Maple V, and Cabri-Geometre in mathematics education have been reported in various Mathematics Education Journals. The applications of software to teach primary and secondary mathematics are also found in conferences. These developments indicate that it is time for us to investigate the potential of applying computer technology in mathematics education and the implications for our aims of mathematics education. Two of our speakers, Mr. Kong and Mr. Leung, will choose Exel as a software for exploration in this conference. The reasons for choosing Excel have twofold: 1. Almost all schools in Hong Kong have licensed Excel copies; and 2. Excel has both computational and graphical capabilities which formulate great potential for teaching crucial mathematical notions and can serve as tools for mathematical exploration. Kong and Eeung will demonstrate how Excel can be used for the teaching of the statistical notions of central tendency and deviation and as the exploration tool for solving arithmetic problems. Dr. Man will discuss how Maple V, one of the modern symbolic computer softwares, can be used in teaching primary mathematics topics, such as finding prime numbers, greatest common divisors, least common multiples, etc. He will also demonstrate how to use Maple' s worksheet structure to prepare notes or examples for discussion purposes in class. Besides, if time is permitted, he will also try to demonstrate how one can make use of Maple' s graphical abilities in teaching some chosen topics in the current primary mathematics curriculum. After the exploration of using computer packages in teaching and learning mathematics, Mr. Ng will discuss the implications of the use of computers for the mathematics education: Is it possible for computers to reproduce the achievements

This paper describes the outcome of a science school-based curriculum development project, a collaboration between the Hong Kong Institute of Education and four secondary schools. The project was an attempt to promote the development of science investigation skills among secondary students. The aim of the project was (i) to try out the strategies proposed, and (ii) to find out from the students after their participation their interest, their perceived difficulty and ways to solve problems encountered in conducting science investigations. This paper describes the various phases of the school-based curriculum development project including the planning, implementation and evaluation of the project. To formulate effective strategies to develop science investigation tasks, a questionnaire was administered to collect feedback from the students. The findings of the project provide evidence that there were positive influences on students' interest in learning science. The responses from the students suggested that they have a higher level of interest in learning science and in participating in measuring or observing results, and planning science investigations. They perceived themselves having more difficulties in the identification of a problem for investigation, writing hypothesis and designing an investigation. More than half of the students also reported not having sufficient knowledge and time in completing the science investigation project. Finally, drawing on the findings, the paper introduces ways of improving the strategies to support science investigations and a two staged model for planning science investigation tasks.