This paper questions the traditional chalk and talk approach to teach science. The author argues that experiments should be arranged for investigating relationship between variables rather than "to prove" a big idea.

This interpretive study of the implementation of a school-based assessment scheme of biology practical work in Hong Kong examines three teachers' struggles with the issue of fairness in relation to their classroom actions. Though the teachers' discourses were dominated by, and their classroom actions were pre-eminently influenced by, the notion of fairness, they did so in three qualitatively different ways: (1) fair in the sense of assessing students on a fair basis; (2) fair in the sense of not jeopardizing students' chances to learn the subject matter while they are being assessed; and (3) fair in the sense of not depriving students' of opportunities of receiving all-round education. The implication is that assessment innovation is a necessary, but not a sufficient, mechanism for changes within our educational system. The role of the teacher is challenged by the new assessment scheme—the co-existence of assessment and learning requires a significant change in the teacher's pedagogy. For teachers to implement the new programme their existing understanding and beliefs concerning assessment must be challenged and opportunities provided for them to come to terms with the philosophy of the new assessment scheme. Most importantly, the teachers themselves must undertake such a learning process.
[Copyright of International Journal of Science Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500690010017129]

This paper argues for the use of stories in science classrooms in the teaching of science, in particular the history of science. It concludes that story can play a very important role in crossing the conventional subject boundaries.

此文旨在透過科學探究活動背後的理念，分析如何透過科學探究實踐常識科的目標，特別是訓練學生的思考，分析和解決問題的能力。文章又推介了一些工作坊的活動，介紹小學科學探究活動的設計及施行方法，還論及推行探究活動的困難。

此文旨在討論小學教師及學生在參與科學專題設計活動中所吸取的經驗，並探討他們對科學學習的態度。文章是以比賽後進行的問卷調查所得的回應作為依據，討論包括教師及學生在是次專題設計活動的心得和經驗、以及遇到的困難和他們所採用的解決方法等。根據調查結果，文章作出數項建議，以便日後在小學更有效地進行科學專題設計活動。

The focus of the paper is on effective teaching of science in primary schools. The authors report that two groups of teachers, specialized science teachers (teachers taking science as their elective in the teacher education program), and general teachers (teachers taking electives other than science) were compared in the extent and how well the conceptual change strategies were used in teaching a primary science topic. The paper then describes and interprets the effectiveness of science teaching in primary schools and highlights significant differences among specialized science teachers and general teachers.