eprintid: 10020412
rev_number: 12
eprint_status: archive
userid: 587
dir: disk0/00/02/04/12
datestamp: 2014-10-31 12:51:40
lastmod: 2017-12-07 21:36:48
status_changed: 2014-10-31 12:51:40
type: thesis
metadata_visibility: show
creators_name: Lee, Yeung Chung.
title: An evaluation of the new junior secondary science curriculum in Hong Kong
ispublished: unpub
divisions: B14
note: Thesis: (PhD) University of London Institute of Education, 2003.
abstract: This thesis is a critical evaluation of the junior secondary science curriculum reform
in Hong Kong. The new curriculum replaces the previous Integrated Science curriculum
based on Scottish Integrated Science developed in the 1970s. This study focuses on the
context of the reform, the distinctive features of the curriculum, how teachers put it into
practice, and evidence of improvement in students' learning outcomes in terms of process
skills, attitude toward science, and science self-concept in comparison with the old
curriculum.
The new curriculum is evaluated at three levels: the intended, implemented, and
achieved curriculum. A multi-method design incorporating documentary analysis, planner
interviews, teacher survey and interviews, quasi-experimental study and student interviews is
used to collect both qualitative and quantitative data. The consistency of the findings at
individual levels is critically examined, and opportunities and problems identified, leading
finally to suggestions for improvement.
The findings indicate that the present reform was driven by concerns to meet personal,
social and educational needs in contemporary society. The new curriculum departs from the
previous one by emphasizing investigation as a unifying theme which characterizes the nature
of science, and by focusing on the relevance of science to our everyday lives. As claimed
by the planners, a distinctive feature is the inclusion of investigations to bring together
students' understanding of concepts and skills, and to further extend them in fairly open
situations. The investigative approach was implemented to a limited extent and with great
variations among individual teachers. Student outcomes suggest improvement was restricted
to less complex process skills, and that student attitudes toward science and science
curriculum deteriorated. These outcomes may be attributed to inconsistencies between
planners' intentions, the curriculum design, and classroom practices. This study strongly
implies that improvement should focus on bringing open investigation to a more central
position in the curriculum design, and adopting a more realistic approach in teacher training,
aiming to promote role shifting in teachers from a knowledge provider to a facilitator for
empowering students to inquire.
date: 2003
date_type: completed
official_url: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.408665
oa_status: green
thesis_class: doctoral_open
language: eng
primo: open
primo_central: open_green
full_text_status: restricted
pages: 386
institution: Institute of Education, University of London
thesis_type: Doctoral
citation:        Lee, Yeung Chung.;      (2003)    An evaluation of the new junior secondary science curriculum in Hong Kong.                   Doctoral thesis , Institute of Education, University of London.     Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10020412/2/LEE%2C%20Y.C_Redacted.pdf
document_url: https://discovery.ucl.ac.uk/id/eprint/10020412/1/LEE%2C%20Y.C._Original.pdf