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ERIC Number: EJ1017382
Record Type: Journal
Publication Date: 2013-Jun
Pages: 25
Abstractor: As Provided
ISSN: ISSN-1609-4913
Impacts of a STSE High School Biology Course on the Scientific Literacy of Hong Kong Students
Lau, Kwok-chi
Asia-Pacific Forum on Science Learning and Teaching, v14 n1 Article 6 Jun 2013
The PISA performance of Hong Kong has prompted this study to investigate if scientific literacy (SL) of Hong Kong students can be improved further through a high school biology course employing the STSE approach. A STSE course was developed in accordance to the contexts of Hong Kong and a framework for the assessment of scientific literacy was developed. Two classes of high school biology were selected for a quasi-experimental study: one taught with the STSE course and the other taught traditionally. Compared to the traditional class, the STSE approach produced better learning outcomes in: (i) application of scientific concepts, (ii) scientific inquiry skills, and (iii) STSE awareness, but showed no significant differences in recall of scientific concepts and attitudes toward science learning. The results show that a STSE approach of this study is feasible in an overtly exam-driven context of Hong Kong in light of its superiority in conceptual understanding over traditional teaching. But its impacts on NOS understanding and attitudes are found limited. The results have implications for science curriculum reforms in Hong Kong.
Hong Kong Institute of Education. 10 Lo Ping Road, Tai Po, New Territories, Hong Kong. Tel: +011-852-2948-7650; Fax: +011-852-2948-7726; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong
Identifiers - Assessments and Surveys: Program for International Student Assessment
Grant or Contract Numbers: N/A