This article describes the outcome of a collaborative project between the Hong Kong Institute of Education and four secondary schools that aims to promote the development of scientific investigation skills. The project team designed scientific investigation tasks collaboratively with the teachers and provided school-based support when the tasks were implemented. A total of six teachers and 575 students were involved. Data were collected through questionnaires completed by the students and individual interviews with science teachers about their classroom practice after the completion of the project. The findings suggest that the students did not meet many difficulties and that there were positive influences on students' interest in learning science. The teachers perceived that there were challenges related to raising students' self-regulated learning abilities, structuring tasks that were at appropriate levels of difficulty, and promoting group cooperation among the students. Finally, the article argues that the strategies implemented in this study were effective, though it takes much time and effort to help students develop self-regulated learning abilities. The conclusion suggests that teachers consider these challenges collectively and proposes a two-staged model for planning scientific investigation tasks.
[Copyright of Canadian Journal of Science, Mathematics, & Technology Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/14926150802169222]

Traditionally, teachers in Hong Kong schools have used formal tests and examinations to generate summative assessment data for rank ordering students. However, recent education reform, supported by research on science learning, has led to a demand for profound changes in assessment practices, including the adoption of methods novel to many teachers. This paper explores the views of junior secondary science teachers regarding the implementation of alternative assessment tasks in science classes and provides insight into the type and level of support required to facilitate the recommended changes. The findings have implications for the prospects of shifting the current culture of science assessment in Hong Kong and elsewhere. The paper concludes with concrete recommendations for supporting teachers in achieving changes in their assessment practices.
[Copyright of Canadian Journal of Science, Mathematics, & Technology Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/14926150609556699]

Hong Kong students outperform their counterparts in most other countries in mathematics in the Third International Mathematics and Science Study Repeat (TIMSS-R) project, while their science performance is marginally above the international average. In order to probe below the surface of these achievement results, secondary analysis of the TIMSS-R Hong Kong data was performed to identify factors that affect student achievement. Results of the secondary analysis relating to curriculum provision, teacher characteristics, and classroom conditions and climate are reported in this paper. Based on the results, some recommendations are proposed to meet the need for quality education in the new era.
[Copyright of Canadian Journal of Science, Mathematics, & Technology Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02783190009554009 ]