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Ekiz-Kiran, Betul; Aydin-Gunbatar, Sevgi – Science & Education, 2021
The purpose of this study was to analyze the K-12 science standards of seven countries that have improved their engineering practices noticeably by integrating engineering and its elements into their science documents, namely, Australia, England, Estonia, Hong Kong, South Africa, Turkey, and the United States. For this purpose, K-12 science…
Descriptors: Engineering Education, Elementary Secondary Education, Academic Standards, Comparative Education
Kiang, Kai Ming; Szeto, Wai Man – Science & Education, 2021
Undergraduate courses on the nature of science (NOS) often involve teaching a set of core elements. Without extensive unpacking and reflection, the complexity of those NOS elements could be easily misinterpreted and oversimplified by the students. Our paper will explain how we teach our Hong Kong university students the NOS by introducing…
Descriptors: Foreign Countries, Undergraduate Students, College Science, Science Instruction
Cheung, Kason Ka Ching – Science & Education, 2020
Nature of science (NOS) has become one of the major emphases in curriculum and assessment. This study explores "what" NOS is included and how this is achieved in the Hong Kong biology curriculum and 7-year high-stakes assessments. While conceptualizations of the official definition of NOS differ, this study employs the family resemblance…
Descriptors: Scientific Principles, Curriculum Development, Biology, High Stakes Tests
Wan, Zhi Hong; Wong, Siu Ling – Science & Education, 2016
Although the goal of developing school students' understanding of nature of science (NOS) has long been advocated, there is still a lack of research that focuses on probing how science teachers, a kind of major stakeholder in NOS instruction, perceive the values of teaching NOS. Through semi-structured interviews, this study investigated the views…
Descriptors: Science Instruction, Scientific Principles, Semi Structured Interviews, Secondary School Teachers