Understanding science teaching and learning in primary classrooms

Wing Mui Winnie SO, Kuen Yan TANG, Pun Hon NG

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter focuses on teaching and learning science in Hong Kong primary classrooms. Two broad types of teaching strategies that are based on the most important variables in teaching strategies - teacher dominance in instruction and learners' amount of participation - are discussed. The findings from the analysis of teachers' teaching and pupils' learning of science provided insights for discussion. The issues of addressing teachers' professional development needs, encouraging active participation and bridging the gap between teachers' teaching and pupils' need were concluded. Future directions of work for on-going professional development and continuous work with teachers were suggested. Copyright © 2000 The Hong Kong Institute of Education.
Original languageEnglish
Title of host publicationSchool curriculum change and development in Hong Kong
EditorsYin Cheong CHENG, King Wai CHOW, Kwok Tung TSUI
Place of PublicationHong Kong
PublisherThe Hong Kong Institute of Education
Pages505-520
ISBN (Print)9629490285
Publication statusPublished - 2000

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classroom
Teaching
teacher
science
learning
teaching strategy
pupil
organization of teaching
need development
participation
Hong Kong
instruction

Bibliographical note

So, W. W. M., Tang, K. Y., & Ng, P. H. (2000). Understanding science teaching and learning in primary classrooms. In Y. C. Cheng, K. W. Chow, & K. T. Tsui (Eds.), School curriculum change and development in Hong Kong (pp. 505-520). Hong Kong: The Hong Kong Institute of Education.