This article analyzes students' learning of science in a context of a thematic science unit entitled "Clean Water" of the Hong Kong Junior Secondary Science Curriculum (JSSC). Through lesson observations, three curriculum features, namely, "relevancy to learners' life", "problem-solving and thinking skills", and the "science, technology and society (STS) approach" were identified in the classes of the "Clean Water" unit of the JSSC. The findings also revealed that these three curriculum features could effectively facilitate active learning atmosphere in the classroom. This article further drew implications for classroom practices in the implementation of science curricula for students living in the 21st century. Copyright © 2003 HKIEd APFSLT.
|Journal||Asia-Pacific Forum on Science Learning and Teaching|
|Publication status||Published - Dec 2003|