Extensive studies have been conducted on programming knowledge, instructional environments and effective pedagogies in order to improve the teaching and learning of computer programming. However, there have been few studies on the usefulness and effectiveness of using simulation. The aim of this paper is two-fold: to describe the design and development of a computer-based simulation tool for learning computer programming and to report a case study of four students' learning experiences using the simulation tool, which provides a learning environment in the context of daily life. In solving the problem posed by the simulation tool, students are encouraged to think and construct their own solutions. Three categories with respect to students' learning processes were observed in the study, namely dynamic learning experience, fostering cognitive approaches and stimulating attitude change. Implications of the simulation for learning programming are also discussed. It is hoped that the simulation tool will inspire students to look beyond a specific simulation and transfer insights gained from the simulation to the learning of computer programming.
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http://dx.doi.org/10.1080/09523980600641452]

This paper presents the findings from a longitudinal study of teachers learning to teach English in Hong Kong secondary schools who were enrolled on the BA course in Teaching English as a Second Language (BATESL) at the City University of Hong Kong. The purpose of the study is to try to determine the extent to which the beliefs and knowledge of pre-service English teachers change between leaving secondary school and entering the teaching profession. A detailed questionnaire was completed by a cohort of student teachers as they began the course in 1994 and again upon graduation from it in 1997. The results of the comparison between the two administrations reveal that pre-service teachers' beliefs and knowledge are based on their experiences as students within the education system; are strongly influenced by their time in classrooms during practice teaching; but are changed relatively less by the training that they receive in their BA course.
[Copyright of Language and Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500780308666843 ]

Background This was a small-scale study conducted in Hong Kong Chinese language classes, based on the research in cognitive strategy instruction.
Purpose This study aimed to explore whether Chinese language teachers were able to develop their own school-based strategy instruction programme through collaborating with the researcher.
Programme description The school-based programme was mainly adapted from a Chinese reading strategy instruction programme that was developed by the researcher. It aimed to enhance students' reading comprehension through direct teaching on different reading strategies.
Sample A total of 205 grade 7 students and six teachers from one secondary school in Hong Kong participated in the study. One of the teachers and six students from his class were specially invited to participate as target subjects in an in-depth investigation.
Design and methods This study adopted quantitative methods, including a reading comprehension test and questionnaire, and qualitative methods, including think-aloud measures, interview and observation in programme evaluation.
Results Findings of the study generally suggested that the school-based programme was implemented quite smoothly in the regular Chinese language lessons, and most of the students had better performance on their strategy use and reading comprehension after receiving the programme. While the findings provided preliminary support for developing a school-based strategy instruction programme in Hong Kong Chinese language classes, some problems in changing Chinese language teachers' instructional approach are also discussed.
Conclusions This study explored the possibility of developing a school-based strategy instruction programme in Chinese language classes. Due to the small scale and exploratory nature of the study, however, certain limitations of the research design of this study should be noted.
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This paper identifies and describes Hong Kong secondary business teachers' conceptions of student competence in business education, and their choice of teaching approaches to developing such competence. It also addresses the relationship between the conceptualisation of competence and teaching approaches in developing student competence. Phenomenography and grounded theoretical coding techniques were employed in the study, and the participants were 26 in-service business teachers. These teachers' conceptions of competence and their choice of teaching approaches were found to be multifaceted and semi-hierarchical. The identified conceptions address the basic and higher levels of competence that require different approaches in teaching. On the basis of the findings, it is recommended that teachers should not adopt an over-simplified view of the constitution of business students' competence and their competence development. They should be aware of their conceptions of competence, choice of teaching approaches and facilitation of student reflection in competence development.
[Copyright of Journal of Vocational Education and Training is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13636820802305603]

This paper presents a qualitative study of student teachers' school-based learning in a teacher education program for secondary school teachers in Hong Kong. Learning to teach is examined through the lens of a personal-professional conceptualisation of learning. An in-depth study of two cases of student teachers' professional learning is reported. Research methods used include interviewing, tape-recording supervisory meetings, field observation and document analysis. Through an inquiry into the individual's interaction with pre-training influences, the teacher education program and the teaching practice context in the two cases, this study extends our understanding of student teachers' professional learning in terms of the formation of the teaching self and the process of framing in the action and socio-professional contexts of teaching practice.
[Copyright of Asia-Pacific Journal of Teacher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13598660120114977]

This study is a qualitative case study of a geography field trip of secondary four (year 10) students in a Hong Kong school. It conceives fieldwork as an experiential activity in which an understanding of the experiences of teachers and students in their contexts is important. The results revealed that the students' intent before the trip and their learning experiences after the trip were much richer than their teachers had intended. Despite some students' negative experiences of previous field trips, there was a universally strong desire to escape from their perceived boredom and constraints of the classroom. Field trips were cherished for their rarity and freedom, and the field sites were sought for their novelty. The study has revealed the relative freedom of the field as a learning environment in which the students were more proactive and teacher-student rapport improved. Besides deepening their understanding of what they had previously learned in class, some students were able to see things in new perspective. For many of them, there was a desire to be free from the presence of the teachers and to have greater control over their learning. The findings also indicated that upon return to school, there was a quick return to the status quo. The inspiration which resulted from freedom of learning from the field trip was often not transferred to the classroom setting.
[Copyright of International Research in Geographical and Environmental Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/10382049908667614]