Many researches in science education indicate that self-reflection is an important step in achieving meaningful learning. Those who engage in self-reflection score higher in conceptual test than those who do not. A variety of strategies has been devised to foster the process of selfreflection in students in recent years. Nearly all of these strategies, however, are embedded in the teaching rather than problem solving. In the present article, I will discuss how on-line multiplechoice questions can be used to foster self-reflections in science learning.

Comprehension skill is an important aspect of conceptual change in science learning. Researches have shown that low academic ability students who received comprehension training can perform just as well as the high academic ability students. Students' comprehension skills can be improved through a number of ways: text construction, multimedia presentation and comprehension strategies. In the present article, I will describe and discuss several ways of improving text comprehension, hence fostering conceptual change, via on-line text reading.

The cookbook-style implementation of practical experiments in schools and colleges has prompted a critical re-evaluation of their values and needs. Various studies have revealed that the use of new technologies, e.g., computer simulation, in practical experiments does not necessarily result in learning enhancements. In fact, in some cases, the opposite happened. In the present article, I will describe and discuss a case where a computer simulation was used to help students learn practical skills in a pre-lab. The result of this investigation indicates that the use of virtual lab actually gives rise to virtual, rather than real, understanding.

The majority of on-line lectures are composed of one or more of the following three components: video, audio and text. Are all three components necessary? If not, which combination is the best for on-line course delivery? When it comes to designing an on-line course, several important factors must be taken into account: the efficiency of the available network, the shooting of classroom videos, and the formats of the deliverables. In this article, I will discuss the essentiality of each of these three deliverable components for on-line course delivery and how to construct them effectively. The article aims to offer a practical solution on the development of online courses for efficient web-delivery.