This paper proposes a novel remote-controlled laboratory (RCL) system, which was developed by using innovative ideas and methods for applying technology-enhanced learning to secondary school science education (grade 7-9 or ages 12-14) through three iterative cycles of design-based research. This Internet-based RCL system enables learners to control and observe the server side of the laboratory equipment and to perform real-time remote scientific investigations at distant places.In this study, three iterative cycle trials and refinements were performed. First, a newly developed RCL system involving four remote experiments was initially tested by 64 undergraduate students who studied science education and web technology and were enrolled in teacher training courses. Then, a refined RCL system involving eight remote experiments were then evaluated by 32 secondary school students from a local public school as a second iterative cycle (selected electricity, plants, light and sound topics). After the refined RCL system was further refined, it was again evaluated by 35 secondary school students from another local public school as a third iterative cycle. The evaluation of these three iterative cycles was performed using a mixed research method that included achievement tests (for the second and third iterative cycles only), questionnaire survey, open-ended questions and interviews specifically developed to collect data on student understanding, perception, and implementation of the use of the RCL system.The results of the achievement tests revealed that the secondary students more comprehensively understood the related science topics. In addition, the survey results indicated that the participants believed that the RCL system and methods for conducting the experiments were appropriate and educational. Nevertheless, negative comments and suggestions for improvement were identified. Accordingly, the researcher refined the RCL system and its design principles (integration with

With the rapid development of technology, Early Childhood (EC) educators have been urgently required to appropriately integrate various and cutting-edge digital technologies to support the diverse learning needs of students in Hong Kong. The Future Classroom of EdUHK offers an opportunity for educators to integrate innovative toolkits to explore students’ potential learning opportunities, embracing their design thinking and creativity. This study applies an exploratory case study approach to learn the ways of improving students’ learning by using digital technologies in the Future Classroom, and develop practical toolkits for EC educators. Data was collected by activity plans, class videos, and students’ artifacts. Three students aged 6-8 in Hong Kong were invited to participate in this study. Content analysis was employed to analyze the effectiveness of the toolkits on students’ learning modal and engagement. The findings show that digital technologies can help change students’ learning modal from passive to interactive by stimulating multimodal learning, i.e. making an AR vocabulary card required modals of linguistic, gestural, visual, and aural. The toolkits can build a platform for design thinking and creativity, i.e. a map and digital story of the ocean were created by using a toolkit composed of 3D printing models, coding robots, and a digital book App. Students’ learning engagement can be improved by the toolkits, especially on the emotional aspect since they took the initiative to create their stories and characters at a later stage. Lastly, a list of practical digital resources is provided. Copyright © 2020 International Conference on Learning and Teaching.

本論文主要是探討香港嚴重弱智學生在應用多感官室的學習效能。研究對象為一班身體有著多方面障礙的嚴重弱智學生，他們在多感官室接受不同方面的感官刺激，包括視覺上、聽覺上及特別是觸覺上的訓練，從觀察和紀錄得知，學生處身於多感官室學習，有較佳專注學習能力，減少不當行為出現率，有肯定和積極的教育價值。本研究重點在於教師在應用感官室時，應如何作出調適，配合特殊學校課程，使更符合本地學校需要，並同時探討要在香港推行此類教學模式時所遇到的困難，作出可行建議。

傳統式的教學模式 (粉板與講授)，由有學校以來，並沒有多大改變。對於資訊發達、知識爆炸的今天，這種教學模式早已不能滿足學習者的要求，有良心的教師更疲於奔命，對太快的「步伐」，顯出無助及無奈。電腦教室對傳統教室的教學模式是一個很大的改革，很大的衝擊。 電腦在普通教室中使用，在先進國家已很普遍。電腦群設在教室中央或在一角，餘下仍有很多空間可作其他學習活動。他們教室面積大，每班學生人數少，條件比香港優勝很多。 香港地少人多，若以外國模式，則所有建校藍圖要重新設計。本文擬探討在香港現行模式中去設計或改建成一電腦教室，這是意念上的探討而衹涉及硬件上的裝置，而實際上當然要有政府或廠家、財團的財力支持。 作者亦希望在香港教育學院內能有一實驗性之電腦教室設置，去研究探討這方面的可行性，亦希望有共識人仕，凝聚力量，共同研究。

The purpose of this study was to establish the factorial construct validity and dimensionality of the Metacognitive Orientation Learning Environment Scale – Science (MOLES-S) which was designed to measure the metacognitive orientation of science classroom learning environments. The metacognitive orientation of a science classroom learning environment is the extent to which psychosocial conditions that are known to enhance students’ metacognition are evident within that classroom. The development of items comprising this scale was based on a theoretical understanding of metacognition, learning environments and the development of previous learning environments instruments. Four possible hypothesized structure models, each consistent with the literature, were reviewed and their merits were compared on the basis of empirical data drawn from two populations of 1026 and 1223 Hong Kong secondary school students using confirmatory factor analysis procedures. The scale was calibrated using the Rasch rating scale model using data from the 1223 student sample. The results suggest that there is strong evidence to support the factorial construct validity of the MOLES-S but that, on the basis of the Rasch analysis, there are still suggestions for further refinement and improvement of the MOLES-S.
[Copyright © 2004 Journal of Applied Measurement.]

以預科化學老師及港大理學院新生為調查對象，看他們對實驗室設備、實驗課程編排等的意見。