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  • 822. 資訊科技教育與中學生學習的研究
    Document Type: Reports
    Year published: 1999
    City published: 香港
    Publisher: 香港青年協會
  • 823. Developing understanding through confronting varying views: The case of solving qualitative physics problems
    Document Type: Conference Papers
    Year published: 2000
    Conference: Annual Meeting of the National Association for Research in Science Teaching (2000: New Orleans, LA)
  • 824. Science technology education: Broadening classroom experiences with science and technology: Science & technology education conference'98 proceedings
    Document Type: Conference Proceedings
    Year published: 1998
    City published: Hong Kong
    Publisher: Hong Kong Institute of Education
    Conference: Science & Technology Education Conference (1998: Hong Kong)
  • 825. How science teachers' concerns about school-based assessment of practical work vary with time: The Hong Kong experience
    Document Type: Journal Articles
    Source: Research in Science & Technological Education, 22(2), 153-169, 2004
    Year published: 2004
    Publisher: Routledge
  • 827. Fostering learning communities in classrooms: A case study of Hong Kong schools
    Document Type: Journal Articles
    Source: Educational Media International, 40(1), 153-162, 2003
    Year published: 2003
    Publisher: Routledge
  • 828. Early childhood technology education: A sociocultural perspective
    Document Type: Journal Articles
    Source: Early Childhood Education Journal, 32(6), 353-358, 2005
    Year published: 2005
    Publisher: Springer Science & Business Media B.V.
  • 829. Development of an instrument designed to investigate elements of science students' metacognition, self-efficacy and learning processes: The SEMLI-S
    Document Type: Journal Articles
    Source: International Journal of Science Education, 30(13), 1701-1724, 2008
    Year published: 2008
    Publisher: Routledge
  • 830. Digging below the surface: Secondary analysis of TIMSS data for Hong Kong and its implications for educational reform
    Document Type: Journal Articles
    Year published: 2005
    Publisher: Routledge

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