The contents of nature of science (NOS) in science curriculum have been changed in the past few decades. In the sixties, the contents were mainly about science process skills. Later, the tentative, replicable, probabilistic, humanistic, historic and empirical natures were included in the seventies and psychological and social factors were included in the eighties. In the recent science education reforms of many countries, students' adequate understandings of NOS were explicitly stated or required. In order to achieve similar educational goal in the current curriculum reform in Hong Kong, we must first develop a valid, reliable, practical and easy-to-analyse research instrument for large-scale probing of students' understanding and views of NOS. The present paper reports on how we have made use of 3 cases from history of physical science (to wit, biography of Galileo Galilei, Thomson and Rutherford's atomic models, and observation of "canali" in Mars) plus three other historical cases and issues from the biomedical field (to wit, Jenner's use of vaccination for immunization against smallpox, discovery of SARS virus in Hong Kong, and discovery of the mosquito's role in transmitting the malaria disease) to develop two new sets of questionnaire research tools. The major criticisms on past paper-and-pencil NOS questionnaire instruments had been properly considered and addressed during the design process. Subsequently, questionnaire surveys were administered to about 640 students at junior secondary level in 6 Hong Kong schools and about 450 science students at senior secondary level in another 6 schools in Hong Kong. Those surveyed data were triangulated with the group interviews of a few randomly selected students in each class. Some key findings on the students' attitudes and misconception towards NOS will be presented in this conference paper together with a brief discussion on their implication in science education.

English language remains an important learning component of all university students in Hong Kong. Regardless of their academic interests, all pre-service teachers whose specialisms are not English are also compulsorily required to study English during their first year of university years. Does it mean these non-English subject trained pre-service teachers will be de-motivated to learn English? How do they respond to English learning even if they do not expect to teach English in the future? What learning strategies do they adopt during English lessons? In this paper, we attempt to look at a group of non-English major pre-service teachers' motivation to learn English. Through the research instruments of questionnaire and in-depth interviews with teachers and students, data are to be collected to analyse their motivation and attitudes to learn English.

This paper reports the processes and ways in which a dedicated website has been developed by a group of seven colleagues at the Hong Kong Institute of Education (HKIEd) Science Department to support their student-teachers' development of teaching competence during various kinds of field experience activities such as practicum, teaching practice and school visits etc. From the outcome of our project, a comprehensive web-based system was created with the following specially selected features to help our student-teachers develop confidence and skills for the effective teaching of various science topics in schools: A data bank of 20 sets of video clips on exemplary parts of students' teaching performance in schools or microteaching at HKIEd as identified and selected by their supervisors. A collection of virtual reality resources which include a typical classroom or laboratory environment with a 3D/panoramic view etc. A website called Field Experience Support on Science (FESS) being developed at http://www.ied.edu.hk/fess/ which provides a platform for the management of the aforementioned 2 types of resources in the WWW plus various synchronous or 2 asynchronous communication channels as well as sharing of lesson plans, schemes of work and other teaching resources etc.

This is a narrative self study of the professional experience of a teacher educator on identity education in Hong Kong. In the process of promoting a set of teaching strategies to teacher educators, in-service and pre-service teachers of history and civic education, he was able to explore their perceptions on identity education for youngsters in Hong Kong after her political handover in 1997. It was found that while even educators felt ambivalent about their identities as Hong Kong Chinese, the directions and approaches for identity education also became controversial in the educational field in Hong Kong. This inquiry has demonstrated, with global significance, both the complexity of the issue of identity and the challenges of promoting identity education on a politically shifting landscape.

Mathematics is widely perceived as an abstract subject to learn. However, information technology can be used as a tool for enhancing the students' understanding of the abstract concepts behind and also arousing their interest in learning a variety of topics of mathematics. This paper reports the design and implementation of Java and Flash programs for teaching and learning elementary number theory in the Hong Kong Institute of Education. Illustrative examples with screen dumps for topics such as Greatest Common Divisors, Eratosthenes Sieve, Prime Number Distributions and the Chinese Remainder Theorem will be provided.
[Copyright © 2001 The Association for Advancement of Computing in Education.]

The paper will describe a case study of a beginning teacher in the teaching of an interdisciplinary subject, General Studies at primary level in Hong Kong. Given that General Studies forms a significant portion of the curriculum (five lessons per week), such an investigation of how teachers interpret this innovative curriculum is the pre-condition to its successful implementation. Through interviews, lesson plan analysis, classroom observation and post lesson observation interviews, the researchers examine how the teacher applies professional knowledge learnt during training years in classroom teaching. In this study, professional knowledge is delimited to the ideas, concepts, perspectives and attitudes the teacher has towards the newly implemented General Studies curriculum.
[Copyright © 2000 The Hong Kong Institute of Education.]