This paper reports the findings of a quasi-experimental study that investigated the impacts of effective group work on Hong Kong science classrooms. One hundred and fifty-two Secondary 2 (or Grade 8) students from two schools participated in a teaching intervention (comprising 16 lessons) in which they studied the topic 'Making Use of Electricity' and resolved a series of related scientific inquiries. Informed by both the quantitative (i.e. diagnostic tests) and qualitative (i.e. science inquiry questions, audio-recordings of group discussions and focus-group interviews) results of the study, this paper reveals that effective group work can narrow the social and gender differences in Hong Kong students' science performance. Whilst a dynamic and respectful learning environment was found to help economically disadvantaged and female students to overcome such barriers to science learning as low self-esteem and high anxiety, a gender-balanced and socioeconomically diverse arrangement was found to be an important element of social group work practice. Finally, the study's broad implications for teacher and peer support for science teaching worldwide are also discussed. Copyright ©Routledge.

Nature of science (NOS) has become one of the major emphases in curriculum and assessment. This study explores what NOS is included and how this is achieved in the Hong Kong biology curriculum and 7-year high-stakes assessments. While conceptualizations of the official definition of NOS differ, this study employs the family resemblance approach (FRA) to analyze the inclusion of NOS in the curriculum and the high-stakes assessments. In one characterisation of FRA (i.e. Erduran and Dagher 2014), NOS comprises a cognitive-epistemic system and a social-institutional system. There is a total of 11 categories in these two systems and these categories are interconnected with one another. By adopting the epistemic network analysis (ENA), the frequency of connections among these NOS categories in the curriculum and the high-stakes assessments can be visualized and compared. Two main similarities are observed when comparing the epistemic networks of the curriculum and the high-stakes assessments: (1) a greater emphasis on the cognitive-epistemic rather than the social-institutional system and (2) the rarity of connections between categories in the social-institutional system. However, the high-stakes assessments differ from the curriculum in that they have more connections between the cognitive-epistemic system and the social-institutional system. Moreover, assessment items in the Hong Kong biology examinations involve a limited range of contexts and skills. Implications for the design of curricula and high-stakes assessments will be discussed. Copyright ©Springer Netherlands.

This paper examines the roles of multimodality and thematic patterns in the teaching of the particle model of matter. Although the particle model is a fundamental topic in science education, there is no consensus on (1) whether or not the model should be introduced in early grades and (2) how to introduce the model to students for the very first time. Drawing from teacher development projects in Sweden (Grade 3) and in Hong Kong (Grade 7), we suggest that the learning and teaching of the particle model can be facilitated by utilising a variety of modes. With multimodal scaffolding, Grade 3 students were able to demonstrate aspects of the particle model related to the expansion of gases in a warmer environment. The paper illustrates teaching episodes from the two projects in terms of (i) aspects of the particle model that were constructed using different semiotic modes, (ii) shifts in the salience of different modes in the teaching and learning process, and (iii) a thematic pattern that the classroom interactions adopted to explain puzzling phenomena. For a theoretical advancement, we suggest that thematic analysis should be extended to multimodal interactions. Copyright © Routledge.

Positioned in the Hong Kong education context, this article evaluates the effects of teaching science through home and second languages (i.e. Chinese and English) in Secondary 2 (or eighth grade) science classrooms. A total of 479 students, divided into two language instruction groups, participated in a teaching intervention comprising 16 lessons on the topic of ‘Making Use of Electricity’. Informed by the results of a mixed-methods study with a quasi-experimental design, with data collected from science diagnostic tests, inquiry questions and focus group interviews, this article reports that Chinese is the most advantageous language of instruction for low- and middle-ability science students, whereas English is more favourable for their high-achieving peers. Whilst Hong Kong students who learnt the focal topic in English were able to rid themselves of certain naive ideas generated from the translation of science terms into Chinese (e.g. pencil ‘鉛筆’ is translated as ‘lead pen’ in Chinese), they were also found to have misconceptions about certain scientific concepts. For example, they were confused about ‘open’ and ‘closed’ circuits because they mixed up the words ‘open’ (‘開放’) and ‘switch on’ (‘開啟’) in English. The study’s broad implications for language support and a mixed-code approach in science teaching worldwide are discussed.
[Copyright of International Journal of Science and Mathematics Education is the property of Springer Netherlands.]

Developing students’ interest in STEM careers in STEM education is important. This study explored the impacts of STEM instruction involving scientists or engineers on 224 Hong Kong students’ interests in STEM careers and their stereotypes about STEM professionals. The teachers who participated in professional development, namely “School-STEM professional collaboration”, implemented the STEM instruction with support from educational researchers and invited STEM experts. Throughout the STEM instruction, students were provided with STEM role models, and were engaged in authentic and hands-on activities to mimic the research work of invited STEM experts. Data were collected through pre- and post-surveys and were analysed using descriptive statistics, t tests, and ANOVAs. The results revealed increased interest in STEM careers, and more positive perceptions of STEM professionals among the students after the instruction. In addition, the impacts of the instruction were found to be influenced by gender-matching between students and STEM professionals. Girls were more likely to improve their interests and alter stereotypes with exposure to female role models. It can be concluded that the STEM instruction diversifying the stereotypes of STEM people can be beneficial to students. This study has implications for supporting more effective STEM education in primary schools. Copyright © 2020 National Institute of Education, Singapore.

Purpose - Although researchers have identified correlations between specific attitudes and particular behaviors in the pro-environmental domain, the general relationship between young people’s development of environmental knowledge, attitudes, and behaviors is not well understood. Past research indicates that geographic context can play a role, while social factors such as age and gender can have a more significant impact on predicting attitudes and behaviors than formal education. Few studies have systematically examined the relationships between education and environmental attitudes and behaviors among youth in Hong Kong. The purpose of this paper is to report the findings of a study comparing secondary school students’ environmental attitudes and behaviors with age and related factors in two international schools and two government schools in Hong Kong. Students’ attitudes and behaviors were compared based on school type (curriculum), while the authors additionally compared the significance of social factors and attitudes on students’ behaviors.Design/methodology/approach - Attitudes were measured using the New Ecological Paradigm (NEP) and the NEP for Children (NEPC), the most commonly used, internationally standardized tools for investigating environmental attitudes and values of adults and young people for comparative purposes. The authors compared NEP/NEPC scores and student self-reported environmental behaviors using a short questionnaire.Findings - No significant differences were found in attitudes or behaviors based on school type. However the authors did observe a significant effect of gender and age on students’ attitudes, and a significant correlation of student attitudes in the NEP with students’ self-reports regarding air conditioning consumption.Originality/value - This study builds a foundation for cross-national studies and for evaluating the impact of curricula over time. Copyright © 2016 Emerald Group Publishing Limited.

This study assessed elementary school students’ conceptions of STEM professions and its potential influence on STEM career interest, as well as the moderation effect of gender on the relationships between conceptions of STEM professionals and career interest in STEM. A total of 216 grade 3 through 5 students in Hong Kong participated in this study. They were asked to draw images of professionals in specific STEM areas, and complete questionnaires about their conceptions of STEM professionals and interests in STEM careers. Drawings were analyzed using graphic content analysis, and survey data were analyzed using moderated hierarchical regression analysis. Analysis of drawings showed that the students had inadequate understanding of engineers or scientists in the air, food, and water area. Boys were more likely to hold gender-related stereotypes about STEM professionals than girls. Analysis of survey data revealed that students’ views about STEM career implications, STEM professionals’ personal aptitudes, and social relations significantly predicted their STEM career interest. Gender significantly moderated the association of Social relations and Interest, meaning that compared to boys, girls might express higher STEM career interest when they more strongly believed that STEM professionals are able to build good social relationships with others. This study has implications for the design and implementation of pertinent lessons on STEM for elementary schools. Copyright © 2020 Springer Nature B.V.

In recent years, research on students' scientific competencies has generated much discussion. According to the PISA 2015 Assessment and Analytical Framework, both scientific competencies and attitudes towards science - interest in science, valuing scientific approaches to enquiry (or epistemological beliefs about science), and environmental awareness - are integral aspects of scientific literacy. However, few studies have focused on the relationships between them. This article examines how students' scientific competencies are affected by their attitudes. Based on a theoretical analysis, the present study argues that the three attitudinal factors have a direct impact on scientific competencies, interest has an immediate influence on the other two attitudes, and epistemological beliefs are directly affected by environmental awareness. To test this hypothesis, a model was constructed to verify such relationships. PISA 2015 assessment instruments were used for data collection. The participants were 25,658 students from different parts of China, containing Beijing, Shanghai, Jiangsu, Guangdong, Taiwan, Hong Kong, and Macao. Structural Equation Modelling (SEM) was employed for data analysis. The results confirmed our hypothesis. The way in which Chinese students' attitudes affected their scientific competencies did not differ (to a statistically significant level) by gender or district. The limitations and implications of this research are discussed below.
[Copyright of International Journal of Science Education is the property of Routledge.]

This study examines language features that students are likely to encounter in chemistry textbooks in EMI classrooms. In consultation with teachers, the presentation of science knowledge was examined in three chemistry textbooks commonly used in Hong Kong secondary English Medium Instruction (EMI) classrooms. Student textbooks were collected from eight Grade 10-12 chemistry classrooms. Adopting a functional linguistic approach (e.g., Veel's (1997) framework of text taxonomy), analyses showed that explanation is the most common text type in the three chemistry textbooks, and the five subtypes of explanations represented in the textbooks are causal (40%), factorial (24%), sequential (15%), consequential (13%) and theoretical (8%). The distribution of these different types of explanation texts and their features were examined to reveal the kind of language that students in EMI classrooms are likely to encounter when learning chemistry. The results show that explanation texts served as a primary linguistic reservoir for EMI students to learn the language of science. The analysis of the language features of these texts could be used to inform future pedagogies aiming at making these textbooks more accessible to students learning in English and facilitating both their science learning and control of scientific English.
[Copyright of Journal of English for Academic Purposes is the property of Elsevier Ltd.]

This paper reports on a multimodal teaching approach delivered to grade 5 elementary students in a bilingual school in Hong Kong, as part of a larger research study aimed at supporting English Language Learners (ELLs) in science class. As language demands of reading, writing and talking science place additional challenges on ELLs, there is much research interest in exploring the use of multiple modes of communication beyond the dominant use of verbal and written language. Research has shown that students develop a better scientific understanding of natural phenomena by using and alternating between a variety of representations. Yet, questions remain as to what meanings ELLs make during a multimodal discourse and, in turn, how such discourse provides support to ELLs in learning science. Drawing on social semiotics, which theorizes language as a meaning making resource comprising a range of modes (e.g. gestures and diagrams), we used a case-study approach to examine how a multimodal instructional approach provided 10 students with multiple avenues to make sense of science learning. Video recordings (capturing gestures, speech and model manipulation) and student works (drawing and writing) were collected during nine inquiry science lessons, which encompassed biology, physics and chemistry science units. Multimodal transcription allowed discourse to be analysed at a fine-grain level which, together with analysis of student works, indicated that the multimodal instructional approach provided the necessary inquiry opportunities and variety of language experiences for ELLs to build science understandings. Analysis also revealed how the affordances of modes attributed to the meaning making potentials for the ELLs and how they provided alternate communication avenues in which new meanings could be made. The findings from this study have implications for ELLs learning science within the growing multilingual Asia-Pacific region.
[Copyright of Asia-Pacific Science Education