The paper reports the results of a comparative study of the decision making process undertaken by students in Hong Kong and Guangzhou, China about a socio-scientific issue affecting both places.

The objective of this project is to investigate and recommend on the introduction of a comprehensive and embedded program of information literacy at the Hong Kong Institute of Education. The project aims to identify the key information literacy competencies required (such as information searching, evaluation, application, and management techniques), as well as examine best practice in university libraries in Hong Kong and elsewhere. The project will also explore models for the integration of information literacy training into the curriculum, and will recommend on the most appropriate approach within the HKIEd context.
[Copyright © 2007 The Hong Kong Institute of Education.]

This paper reports on the effectiveness and practicality of abstracting essential pedagogical methods that aim to promote high level thinking among junior secondary science students. Strategies include intensive professional development programme and design of lesson materials that can be integrated into the existing science curriculum in the Hong Kong schools. The professional development workshops focus on the distinction between the “Cognitive Skills Enhancing Lessons” (CSE) and regular science lessons. Teachers were stimulated to discuss ways to get students to discuss, think about and respond to teachers’ questions, and to ask questions. Classroom implementations of the CSE teaching materials tailor-made for the Hong Kong junior secondary science curriculum were initiated for 3 secondary two classes. The paper reports on the findings from the pre and post interviews, as well as interviews during the classroom implementations with all the participating teachers and a sample of 6 students from each class. Findings report on what teachers think about the CSE method, their general feelings about using CSE, their comments on the materials, the difficulties (if any) they met, the benefits to students and the perceived feasibility of implementing CSE-infused science activities designed by the project team in local classrooms.

Learning Study, in the form of action research, provides a platform for school-based teacher professional development in Hong Kong. In each Learning Study, teachers of a certain subject in a school work collaboratively with researchers from the Hong Kong Institute of Education to plan and teach a lesson, aiming to achieve some important goals and/or to solve some learning problems in the curriculum of that subject. This presentation is about a Secondary 2 science Learning Study case on the topic “Action and Reaction”. Findings from the pilot interview indicated that the students had quite a lot of misconceptions about “forces” and they had few chances to make scientific reasoning in their science lessons. The object of learning of this Learning Study case was to infer the relationship between action and reaction based on the observations from some linear motion experiments. The presentation reports the whole process in conducting the Learning Study, including the identification of learning difficulties, planning and teaching of the lesson, evaluation of the learning outcomes and reflections from the teachers.

This paper reports the key findings of a territory-wide review survey on the current development of Information Technology in Education (ITEd) in Hong Kong. 711 schools in different sectors had taken part in this study. Five areas regarding ITEd were reviewed: (1) IT facilities and accessibility; (2) Resources; (3) IT deployment in schools; (4) IT deployment for learning/teaching; and (5) Students' awareness/competency in use of IT. All schools had basic infrastructure to support the development of ITEd while teachers and students were competent to adopt IT in teaching and learning. The present progress of ITEd has posted a solid foundation for further development which aims at developing 21st century skills.
[Copyright © 2011 Asia-Pacific Society for Computers in Education.]

香港已於2009年逐步實施新高中科學課程，這次課改是由高中學制改革所帶動，但其意義絕非僅限於與新學制接軌，而更在於針對現有課程的局限性作出革新，為傳統的分科課程注入當代科學教育的重要元素，又跨出學科界限成立新的學科，以及擴大學習評估的範疇，使教學及評估兩方面都趨向多元化。本文分析這次課改的主要特點，及其背後的推動力，以便於評價其為未來高中科學教育所帶來的優勢與挑戰。
[Copyright © 2010 HKIEd APFSLT.]

本文以2010全球華人會發表的與生物學教育相關的論文為研究物件。其中包括：中國內地、臺灣、香港、和新加坡等四地的38份研究。通過對上述38份研究的比較分析，探析四地生物教育研究的異同和研究發展動態。通過研究我們發現，四地在研究選題上有一些共同關注的熱點和話題，還有一些研究是跨區域進行的。四地的研究也存在一些差異。這種差異主要體現在中國內地與其他三地的研究之間，如：研究的內容、研究的方法、研究人員的組成等。這些差異是值得我們關注和思考的。
[Copyright © 2012 HKIEd APFSLT.]