Educators and policy makers have increasingly recognized the importance of computational thinking (CT). Despite the growing body of CT literature, how to cultivate CT is still underexplored and undertheorized in early childhood education. Informed by Piaget’s Theory of Cognitive Development, this exploratory study was conducted with a focus on three CT skills: pattern recognition, sequencing, and algorithm design. The framework for the study was developed in two stages. First, we designed two sets of unplugged activities (relying on tangible materials), aiming to (1) provide students with more concrete experiences of CT and (2) equip them with the necessary vocabularies/instructions for the subsequent plugged activity (with a digital device). The theoretical foundation for such an unplugged and plugged design comprised Piaget’s Theory of Cognitive Development and Asher’s Total Physical Response. In the second stage, we offered our CT course in a kindergarten in Hong Kong, involving six teacher participants and a total of 11 students from K1 to K3 (aged 3 to 6). After 10 h of CT training, almost all students demonstrated their mastery of pattern recognition and sequencing. However, the K1 students could only partially complete the tasks of algorithm design while the others generally reached the target level of achievement. Strengthening preschoolers’ training on CT language and differentiated instruction are some possible strategies to improve the CT instructions. Copyright © 2019 De La Salle University.

In Hong Kong, student interest and achievement in science have been declining in recent years. We thus aim to seek ways to improve our science education. This paper reports an attempt of using the flipped classroom approach together with the Next Generation Science Standards (NGSS) to deliver a science unit ("electrical conductors and insulators"). This exploratory study was divided into two stages. In Stage 1, the teacher-researcher designed the science lessons using the NGSS and prepared flipped learning materials (e.g., pre-class videos, online exercises, class activities). In Stage 2, these lessons were implemented in a Hong Kong secondary school, involving a total of 32 ninth-graders from two classes. At the end of this study, two focus group interviews (five students each) were conducted to understand student perceptions of flipped science learning. Teacher reflections of the implementation were also collected and analyzed to reveal his experiences of flipping with the NGSS. Overall, the findings suggest that the students perceived flipped science learning positively because of the ability of self-paced learning, better class preparation, and more in-class interactions. From the teacher's point of view, however, the science curriculum in Hong Kong and the NGSS are different in terms of their focus and content. Time constraint and inadequate laboratory equipment in school also hindered the implementation of the NGSS in Hong Kong. We recommend further research be conducted to investigate how to adopt the NGSS in other topics of Hong Kong science education and examine its effects on student interest and achievement in the long run. Copyright © 2018 Copyright is held by the owner/author(s).