This article describes the outcome of a collaborative project between the Hong Kong Institute of Education and four secondary schools that aims to promote the development of scientific investigation skills. The project team designed scientific investigation tasks collaboratively with the teachers and provided school-based support when the tasks were implemented. A total of six teachers and 575 students were involved. Data were collected through questionnaires completed by the students and individual interviews with science teachers about their classroom practice after the completion of the project. The findings suggest that the students did not meet many difficulties and that there were positive influences on students' interest in learning science. The teachers perceived that there were challenges related to raising students' self-regulated learning abilities, structuring tasks that were at appropriate levels of difficulty, and promoting group cooperation among the students. Finally, the article argues that the strategies implemented in this study were effective, though it takes much time and effort to help students develop self-regulated learning abilities. The conclusion suggests that teachers consider these challenges collectively and proposes a two-staged model for planning scientific investigation tasks.
[Copyright of Canadian Journal of Science, Mathematics, & Technology Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/14926150802169222]

Traditionally, teachers in Hong Kong schools have used formal tests and examinations to generate summative assessment data for rank ordering students. However, recent education reform, supported by research on science learning, has led to a demand for profound changes in assessment practices, including the adoption of methods novel to many teachers. This paper explores the views of junior secondary science teachers regarding the implementation of alternative assessment tasks in science classes and provides insight into the type and level of support required to facilitate the recommended changes. The findings have implications for the prospects of shifting the current culture of science assessment in Hong Kong and elsewhere. The paper concludes with concrete recommendations for supporting teachers in achieving changes in their assessment practices.
[Copyright of Canadian Journal of Science, Mathematics, & Technology Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/14926150609556699]

This article reports a study to elicit junior secondary students' understandings of the nature of science (NOS) through a peer collaboration instruction based on science stories specially developed to present several aspects of NOS. The study also investigated how students reacted to the stories and whether they were able to extract the aspects of NOS presented in the stories. The results show that many students held a serendipitous empiricist view of experimentation and took scientific theories as absolute truth representing reality. Although the science stories impacted on students in substantial ways and the peer collaboration setting helped them develop shared understandings, many students changed from one set of inadequate views of NOS to another rather than to adequate views. This was attributed to students interpreting the stories in idiosyncratic ways other than those intended by the instruction and focusing their attention selectively on certain aspects of the stories that appeared to confirm and reinforce their inadequate views. The implications of the findings are discussed.
[Copyright of International Journal of Science Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/09500690210126748]

The roles of science in society and the nature of science are the focus of many science curricula. Current views about these two aspects of science have largely been informed by the history of scientific development. This article uses the outbreak of severe acute respiratory syndrome--a recent health scare--as a case study to explore the roles of science and their relationship with the nature of science and societal factors. The review provides deeper insight into the difficulties that are encountered in fulfilling these roles, particularly those that relate to the nature of science. This review has implications for both school and public science education.
[Copyright of International Journal of Science Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/09500690701223368]

This paper proposes to overcome the traditional essentialist and dichotomous ways of conceptualising language and language pedagogies, i.e. to go beyond linguistic purist perspectives. Analysing bilingual teaching practices in a science lesson, the paper proposes that practical bilingual pedagogies can be developed to help students in bilingual education programmes to access dominant linguistic resources and discourses by capitalising on their indigenous linguistic and cultural resources.
[Copyright of Language and Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.2167/le643.0]

The present study examined the effects of Classwide Peer Tutoring (CWPT) under two conditions--with reinforcement (CWPT+ R) and without reinforcement (CWPT-- R)--on 77 students' spelling performance and intrinsic interest in lower secondary school Integrated Science. The students displayed educational attainments in the average range. Both CWPT approaches led to significant improvements in spelling test performance. Both groups also evaluated the programme positively. However, the CWPT+ R group made significantly greater learning gains than did the CWPT-- R students. These appeared to be related to higher levels of academic responding. Despite their impressive spelling gains, students in the CWPT+ R group displayed significantly lower intrinsic interest in Integrated Science after involvement in CWPT. However, great caution should be exercised in interpreting this last result, as statistically significant effects werenot found when group differences at post-test were examined by way of t-test and analysis of covariance methods. In summary, the data from this study suggest: (a) that the CWPT method of instruction is useful for helping lower secondary school students, (b) that reinforcers may increase learning gains by encouraging higher rates of responding, but (c) that there is an indication, subject to caution, that these reinforcers may possibly depress intrinsic interest in an academic activity (science in the case of this study).
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/0144341990190206]

作者在文中與讀者分享他使用微機去量度物理量的經驗和心得，並清楚解釋微機不同配件的接合和結構，圖文並茂。最後作者更提出一些具體的改善建議。