Integrated curriculum mainly covers three Key Learning Areas (“Personal, Social & Humanities Education”, “Science Education” and “Technology Education”) in Hong Kong primary schools. Six primary schools were involved in a curriculum project which aimed to promote the development and implementation of integrated curriculum. Six sets of integrated curriculum with different themes from primary one to primary six were developed and implemented in the schools; and the contents of individual themes included the rationale of curriculum development, curriculum concept map, and scheme of teaching. The purpose of implementing the integrated curriculum was to provide feasible approaches to humanities- science-technology education, which other school curriculum leaders may apply, with reference to the school-based considerations, in their schools. It is anticipated that individual curriculum leaders can, after implementation, obtain valuable experiences of nurturing students for “learning to learn” and “whole person development” by means of humanitiesscience- technology education. As a consequence, six curriculum leaders from the six primary schools were invited to share their experiences of implementation; and the comments provided are discussed and analyzed according to the following focuses: 1) rationale and characteristic of curriculum design, 2) achievement of and challenge to curriculum implementation, 3) review of the integrated curriculum.
[Copyright © 2008 Common Ground, Wai Lun Anthony Leung.]

The purpose of this article is to describe the outcomes of a study that investigated the embedding of a problem-based learning (PBL) instructional approach in traditional undergraduate teaching curriculum. This article reports the outcomes of the study, which involved two groups of full-time hotel and catering management sub-degree and degree students in face–to–face mode at the Hong Kong Polytechnic University. The results of the study suggest that students appreciate a self-directed approach to learning. The results also indicate that there are significant perceptual differences between the pre-PBL intervention scores and the post-PBL intervention scores. Furthermore, the outcome of student feedback indicates that students are willing to embrace PBL methods—methods based on student-centred learning as opposed to teacher-centred learning. The students in the study mainly experienced traditional methods of teaching and learning during their education, and were accustomed to a teacher-led, passive style of learning. However, after exposure to PBL methods, students demonstrated that they were able to take a more pro-active role in their learning. Of the classroom activities that students participated in, group activities rated the highest. Qualitative feedback from the students also highlights that they value communicative and interactive learning activities more than the traditional lecture-led method of learning. One negative finding was that students were concerned about the amount of time required for the PBL approach to learning compared with traditional lecture-led learning methods.
[Copyright © 2004 Elsevier.]

In this paper, we shall explore academic writing in the framework of academic literacy development among Hong Kong university ESL learners of language and education programs. We shall also discuss discipline-specific academic writing in terms of the continuum comprising academic writing in science, social science and humanities and the implications for developing academic writing skills of Hong Kong ESL learners. In particular, we shall discuss in detail a number of issues regarding academic writing in the disciplines of language and education.
[The International Journal of the Humanities Copyright © Common Ground, Zhichang Xu, Lixun Wang, Pui Man Jennie Wong, Matthew DeCoursey, All Rights Reserved. The journal web site is located at http://ijh.cgpublisher.com/]

This study examines the differences and similarities of mathematics teachers’ subject matter knowledge among England, the Chinese mainland and Hong Kong. Data were collected from a ten-item test in the SKIMA subject matter audit instrument [Rowland, T.; Martyn, S.; Barber, P. & Heal, C. (2000). Primary teacher trainees’ mathematics subject knowledge and classroom performance. In: T. Rowland & C. Morgan (eds.), Research in Mathematics Education, Volume 2 (pp. 3–18). ME 2000e.03066] from over 500 participants. Results showed that participants from England performed consistently better, with those from Hong Kong being next and then followed by those from the Chinese mainland. The qualitative data revealed that participants from Hong Kong and the Chinese mainland were fluent in applying routines to solve problems, but had some difficulties in offering explanations or justifications.
[Copyright © 2010 Korean Society of Mathematical Education.]

Noting that there are few studies conducted in Hong Kong to clarify the critical issues of the teaching of science process skills at the primary schooling level, the author made an effort to investigate primary teachers’ perceptions concerning the teaching of the skills. A total of 159 General Studies (GS) teachers in 30 primary schools responded to a questionnaire survey. The analysis shows that, first, 68.6% of GS teachers had not studied science at the matriculation level and in post-secondary courses, with many of them had had studied science merely up to F.3 level. Second, secondary science education is a crucial training in building up primary teachers’ self-perceived ability in teaching science process skills. And third, the teachers themselves were deficient in such high-level science process skills as inferring, predicting, formulating hypotheses, and investigating. Implications are discussed.
[Copyright © 2002 The Hong Kong Institute of Education.]

This article presents information related to "The Science & Technology Education Conference," (STEC) that is a biennial event held in late June or early July at The Hong Kong Institute of Education. Started in 1996 as a small symposium for teacher educators and members of the Education Department (now Education and Manpower Bureau), it has since grown into a full two-day conference with keynote speakers, paper presentations, demonstrations and workshops. The conference focuses on primary and secondary science teaching as well as subjects relating to the discipline of design & technology (D&T).
[Copyright © 2003 Kluwer Academic Publishers.]

Teacher Concerns Questionnaire (TCQ) was administered to 75 Hong Kong pre-service and in-service student teachers of primary physical education prior to their teaching practice or the commencement of teaching supervision period. Results showed no significant differences in all concern scale scores between groups and the three-factor structure of TCQ could not be replicated. Recommendations for future research were made: First, a modified TCQ for physical educators needs to be specifically designed. Second, qualitative data should be collected for more in-depth study of teacher concerns. Third, longitudinal research design should be used. Fourth, other factors that are likely to influence teacher concerns should also be considered.
[Copyright © 1999 Department of Physical Education, Hong Kong Baptist University.]

This study was conducted to investigate learners’ perceptions and the impacts of a theme-based teaching approach on children’s levels of interests in an English course for primary ESL students in Hong Kong in a non-school setting. A total number of 88 participants (including 76 grade 4 and 5 children and 12 course tutors) were involved. To discover if the children became more interested in learning English after the course, their perceptions of theme-based teaching, and their opinions of the themes chosen for the English course, data were collected from both the children (through the pre- and post-course questionnaires, and semi-structured interviews) and the course tutors (through the tutors’ questionnaires). The major finding is that theme-based teaching in this study could not make learners become more interested in learning English unless teachers were able to use interesting activities and suitable materials in their lessons. The themes of the course should suit the proficiency level, wants and needs of the learners and be relevant to their daily lives. Before the course begins, a placement test should be administered to ascertain the current language level of the learners. At the end of the course, evaluation should be made to assess the effectiveness of the course.
[Electronic Journal of Foreign Language Teaching Copyright © Centre for Language Studies of the National University of Singapore. The journal web site is located at http://e-flt.nus.edu.sg]

Mentoring has long been recognized as an effective approach in the professional development of teachers since it combines career advancement and psychosocial development (Kram, 1988). While a body of mentoring research in music education focusing on professional development exists (Benson, 2008; Conway, 2008; Haack, 2006), there is little evidence that the benefits arising from the process have been recognized or acted upon at the governmental level. Through the collection and analysis of quantitative and qualitative pre-, present- and post-case study data from a three-year school-based mentoring program in Hong Kong, this paper examines how the effective delivery of the music curriculum in early childhood education can be enhanced by the implementation of mentoring in helping to ensure the long-term professional development of its participants. The findings indicate the inadequate amount of training and preparation for kindergarten teachers in Hong Kong to adequately deliver a multifaceted music curriculum, and the mentor could fulfill the role of a music specialist. As a reference source for those considering the implementation of similar programs within their kindergarten settings, the findings can have applications across different subject areas, providing a practical perspective on the implications for sustained delivery as it pertains to novice and veteran teachers alike. To this end, a number of considerations as they relate to the research objectives – along with practical recommendations for the various stakeholders involved within early childhood education – are also discussed.
[Copyright © 2010 HKIEd APFSLT.]