This paper sets out to analyze the official curriculum for science teaching and learning in Hong Kong Primary schools. Analytic content analysis of the suggested pedagogues and science subject-matter in previous Primary Science and the General Studies syllabus is presented. The underlying epistemological and psychological assumptions of the curriculum developer will be identified. With references to current science education literature, the translated curriculum will be evaluated in terms of the content of the science subject knowledge, sequencing and the suggested teaching and learning strategies as presented in the official curriculum document. It also unfolds the relative emphasis of content knowledge according to (1) traditional science disciplines, namely physics, chemistry and biology; and (2) nature of scientific knowledge and history of science which have received due focus in the prevailing constructivists’ views of science education. This is followed by a pilot study involving survey of practicing primary school teachers to reflect on the implemented science curriculum in terms of current practice of science pedagogy in Hong Kong primary schools. Copyright © 2000 The Hong Kong Institute of Education.
|Title of host publication||Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century|
|Place of Publication||Hong Kong|
|Publisher||Hong Kong Institute of Education|
|Publication status||Published - 2000|
history of science
primary school teacher