How TIMSS Informs about Learning and Teaching,

and Curriculum Development

The Case for Science Education in HK

by

Dr. Alice Wong

The Current Situation of Science Education

in Hong Kong

2

(first 15 countries)

Science Achievement

1st 2nd

3rd

4th 6th

7th

8th 14th

9th

Primary 4A recap

(first 15 countries)

Science Achievement

1st

2nd 4th

5th 9th

8th

Secondary 2

Singapore

5

Primary 4

Chinese Taipei

6

Primary 4

Hong KongHK

Primary 4 students

are particularly weak in SCIENCE

7

Primary 4

Science weaker than Math and Reading*Although HK ranks within top 10 in TIMSS Science at both P4 & S2…

*HK student Science achievement is lower than their achievement in Reading and Math. More balanced development can be seen in Taipei and Singapore.

8

Identifying problems from selected

questions

9

P4 Life Sci: Bird's foot structure

A bird that lives on a pond is most likely to have which of these foot structures?

Hong Kong International

Score 49.66 / 100 71.61 / 100(p < .001, d =

0.44)

A 5.28 % 3.85 %

B 8.64 % 6.55 %

C 36.08 % 15.91 %

D 49.66 % 71.61 %

Have the students

learnt about

common poultry?

P4 Life Sci: Bird's foot structure

Making Appropriate LinkagesStrengthen linkage to students’ everyday experience

Strengthen the linkage between structure/feature to the corresponding function

鳳爪 鴨掌

Integrating formal and informal learning, e.g. 濕地公園

S2 Bio: Life function of Paramecium

Students have learnt about

the characteristics

of life in S1

Code Response HK %

Int’l %

TPE %

JPN %

KOR%

SGP %

10

Getting rid of waste / Reproduction / Taking in

oxygen / Respire / Responding to stimuli / Digestion

16.7 25.5 34.9

40.9 27.8 48.

6

70 Taking in water 8.9 3.8 2.7 4.4 4.5 4.4

79 Other Incorrect 53.5 38.4 41.0

42.7 45.2 37.

0

OMIT Omitted 20.8 32.1 21.3

12.0 22.6 10.

0

NR Not reached 0.2 0.2 0.0 0.0 0.0 0.0

Coverage Y 29/42 Y Y Y Y

Put off by unfamiliar scientific terms?

Item in which HK % correct is lower than the East-Asian countries concerned

S2 Bio: Life function of Paramecium

*Encourage students to read through the question carefully and they can often their acquired knowledge to answer questions that appear to be unfamiliar

*HK students generally have no problem solving questions involving calculation or applying formula (e.g. Density D = m/V), but they are not good at expressing their answers in written responses

*Science is a new language which needs support in the use of the correct terminologies and pronunciation, particularly so for students learning with EMI

HK students lack confidence in attempting questions of unfamiliar terms/contexts

*HK students lack confidence in attempting questions of unfamiliar terms/contexts

*HK students generally have no problem solving questions involving calculation or applying formula (e.g. Density D = m/V), but they are not good at expressing their answers in written responses

*Science is a new language which needs support in the use of the correct terminologies and pronunciation, particularly so for students learning with EMI

Support needed for constructed response questions

Learning content (What are to be included?)

*Should the concepts be learnt in a formal manner?

Use of everyday

terms

Use of scientific

terms

but

but

How can we strike a balance?

S2 Chem: Diagram of water molecules

In the diagrams below, hydrogen atoms are represented by white circles, and oxygen atoms are represented by black circles. Which of the diagrams best represents water?

Hong Kong International

Score 25.33 / 100 45.50 / 100(p < .001, d = 0.46)

A 38.25 % 26.33 %

B 10.28 % 7.49 %

C 25.33 % 45.50 %

D 25.42 % 18.09 %

• Physical changes (mixing) vs Chemical changes (forming new things) – Not taught until Sec 3

• Sub-microscopic & symbolic representations of elements & compounds – Not taught in KS1 – 3

S2 Chem: Diagram of water molecules

S2 Chem: Diagram for structure of matterWhich of these diagrams best represents the structure of matter, starting with the more complex particles at the top and ending with the more fundamental particles at the bottom?

Hong Kong International

Score 23.95 / 100 40.56 / 100(p < .01, d = 0.38)

A 48.22 35.30

B 23.95 40.56

C 13.83 10.22

D 13.48 10.76

Students have learnt about atoms in S1, yet

• Molecules not taught until S3

• Sub-atomic structure not taught in KS1 – 3

S2 Chem: Diagram for structure of matter

Learning content (What are to be included? When?)

*Should the concepts be learnt in a formal manner?

*Some content topics should be moved to the earlier years (chemical changes in S3 vs photosynthesis, respiration, acid-base reactions, etc. in S2)

*Related concepts should not be placed too far apart (e.g. atoms in S1 vs molecules in S3)

*Revision of the curriculum content

How well does the HK science curriculum

cover the most important scientific concepts?

23

*More than 2/3 of 81 items in the TIMSS 2011 Science Framework are at least covered by half by the local science curriculums (incl. KS 1 & 2 GS & KS3 Sci & Geog)

*TIMSS items of Life Science and Earth Science are better covered than those of Physical Science

*Recognizing the expected variation in science curriculums worldwide, the coverage of the content domain is not particular inadequate.

General patterns

KS2: Electricity

TIMSS items (Grade 4 Physical Science):

Explain the need for a complete (unbroken) electrical pathway for simple electrical systems (e.g., flashlight, batteries in appliances) to work; recognize objects and materials that conduct electricity.

General Studies (KS2)Strand 3: Science and Technology in Everyday Life• [Learning Objectives] to recognise some patterns and

phenomena related to ... electricity …• [Core Elements] investigating some simple patterns and

phenomena related to ... electricity ….Life in the City / Switched On (from Example of themes)• Closed circuits• Investigating electricity (simple circuits)

• to recognise some patterns and phenomena related to ... electricity …

• investigating some simple patterns and phenomena related to ... electricity ….

Which patterns?Which

phenomena?“Simple” vs “complex”?

How to investigate?

When should I do it?

Reading the Learning Objectives and Core Elements…

KS2: Electricity

Okay… I have to include “Closed

circuits”.

Still, what do you mean by

“investigating SIMPLE circuits”?

Life in the City / Switched On• Closed circuits• Investigating electricity (simple circuits)

And going through the Examples of Themes…

KS2: Electricity

Referring to the textbooks…

今日常識新領域(Book 3 of Primary 5)

朗文常識(Book 4B)

Unit 2: Investigating Electricity （電的探究）

Unit 1: Little Scientists （小小科學家）

Three chapters:•Chapter 4: Closed Circuits•( 閉合電路） •Chapter 5: Electricity and Life （電與生活）•Chapter 6: Be careful with electricity （小心用電）

One chapter:•Chapter 4: Electricity and Life （電與生活）

Students using different textbooks will learn the content at different breadth

KS2: Electricity

Studying the textbooks in further depth…

今日常識新領域 朗文常識

• Designing a circuit for a light bulb to light (hands-on)

• Considering cases in which the circuits are not closed

• Differentiating conductors and insulators (hands-on)

• Use of electricity in producing light, heat, sound and motion in electrical appliances

• Heating and magnetic effects of circuit (hands-on)

• Use of electromagnets in electric bells and motors

• Generation & conservation of electricity

• Electrical safety

• Designing a circuit for a light bulb to light (hands-on)

• Differentiating conductors and insulators (hands-on)

• Heating and magnetic effects of circuit (hands-on)

• Use of electromagnets in electric bells and motors

• Electrical safety

KS2: Electricity

Learning content and activities not well specified in the curriculums

Teachers depend on the textbooks to define the scope and depth of learning

Students from different primary schools study the topic “Electricity” at different

depth and have different learning experiences.

KS2: Electricity

What’s the problem then?

Assuming that they were using 今日常識新領

域

and they were using 朗文常識

And these students all go to the same

secondary school

KS2: Electricity

It seems that most of my students

have learnt about the generation of

electricity in primary schools . I can cover the topic at a higher pace… Yet, would those

less prepared unable to catch up?

I want to perform the “Energy conversion

experiments” as specified in the syllabus. However some students

have performed very similar experiments before in primary

schools, while some have not… Should I skip that and move to the more

challenging topics instead?Should I require my students to

study the cases in which the circuits are not closed? This could

help reinforcing their learning about closed circuits… yet some of

them have done that activity in primary school… They would be

bored!

KS2: Electricity

KS2: Electricity

Teachers cover every concept stated in the

syllabus

Teachers skip the concepts that most

students have learnt in primary

schools

How can we strike a balance?

She used an easier textbook in primary

school

She used a more comprehensive textbook in

primary school

• Teachers in later Key Stages should be informed of students’ prior learning.• Students with much different prior learning experience under the same topic would pose challenge to the design of learning activities at secondary level.

• A higher degree of specification in the science curriculum may be needed.

KS2: Electricity

• Teachers should tailor the learning experience to cater for the different learning needs among the learners

versus• There should be certain extent of uniformity among the curriculums used in different schools to ensure no student is disadvantaged (both the talented or less success ones may be disadvantaged!)

Further remarks…

Missing content: Life ScienceTIMSS items that are not covered in the local

science curriculum (KS1 – 3) at all:

* Major structures in plants and the relationship to their functions

* Biological actions in response to external and internal changes to maintain stable bodily conditions

* Relationships between reproduction and survival

* Use of evidences (comparison among living things and fossils) in studying the changes that occur in living things over time

TIMSS items that are not covered in the local science curriculum (KS1 – 3) at all:

* Compare and sort objects and materials on the basis of physical properties

* Study of mixtures ; Rate of dissolving

* Poles of magnets; Magnetic attractions and repulsions

* Heat as energy transfer; Thermal conductivity; Methods of heat transfer

* Relate temperature changes to changes in volume and/or pressure and to changes in the speed of particles

Missing content: Physical Science

TIMSS items that are not covered in the local science curriculum (KS1 – 3) at all:

* Physical state, movement, composition and relative distribution of water on Earth

* Fossils as evidences for the changes in Earth’s surface

* Compare and contrast the physical features of Earth with the moon and other planets

* Role of gravity in the solar system

Missing content: Earth Science

Features of these missing components:• Non-human organisms (e.g. plants)

neglected

• Similarly, planetary objects in the Solar System (except Earth) neglected

• Insufficient attention to the structure-function relationship

• Study of systems are limited, e.g.• Bodily function to maintain stable internal

environment• Reproduction to ensure the survival of living

things• Role of gravity to the Solar System

Balance between

familiarity & breadth

Inter-actions

between parts of

the systems

• Use of non-experimental evidences (e.g. observation, fossils) neglected

• Key concepts in physical science missing:• Classification according to (physical &

chemical) properties• Magnets and electromagnets• Heat, heat transfer and gases

Importance of the

contentwithin the originating

subject disciplines

Revision of the curriculum regarding (a) whether the learning content is of sufficient breadth, (b) whether they represent the most important branches in science, and (c) whether they would foster students’ understanding of interactions and the part-whole relationships is needed

Features of these missing components:

Issues regarding learning content - What might teachers do?*Careful consideration of the learning

content to be covered in class:

*Does the learning of such content require prerequisite knowledge that students have not learnt in their previous learning experience?

*What are the other relevant learning content in the curriculum? Should these concepts be learned together? Or separately? What are the rationales behind?

How to create rooms for enriched learning

experience?

42

Removing redundant topicsExample: Pollution and environmental protection

KS1People and Environment• [LO] to understand how local human activities and natural environment may affect one another• [LO] to understand that people manage and use resources in different ways• [LO] to understand the need for energy conservation• [CE] care of the environment and ways of conserving resources• [CE] ways of minimising generation of waste in daily lifeBack to Nature / Love of Nature•[ET] Personal responsibilities in environmental conservationPeople and EnvironmentHealthy Living / A Healthy Living Environment• [ET] Reduce, reuse, replace and recycle• [ET] Energy conservation• [ET] Concern and action to improve our living environment

KS2 GSPeople and Environment• [LO] to understand how people are affected by the natural environment and how they react to the limitations imposed by the natural environment• [LO] to know that different natural and human processes are shaping the characteristics of a place• [LO] to understand how the local environment influences our daily life• [LO] to illustrate ways natural materials are processed and the consequences on people and environment• [LO] to understand that the use of scarce resources involves choices and cost• [CE] inter-dependence of living things and the environment• [CE] how living things and the environment affect each other• [CE] how human activities are affected by the natural environment• [CE] concern for endangered species• [CE] the impact of human activities on the balance of Nature and our responsibilities in environmental conservation• [CE] some local and national environmental issues• [CE] use of some materials and their related consequences on human and environment• [CE] efficient transfer of energy and the interaction between energy and materials• [CE] renewable and non-renewable resources available on Earth• [CE] simple solutions in solving energy problems• [CE] planning and managing resources to develop solutions in daily life situations• [CE] a lifestyle which promotes sustainable developmentOur Environment, Our Resources / The Environment and I• [ET] How human beings are affected by the environment• [ET] Protecting our environmentLife in the City / Physical Environment, Technology and Culture• [ET] The impact of the physical environment on people's lifeLife in the City / Natural Resources: Air• [ET] Air pollution and healthEnvironment and Living / Adaptation of Living Things• [ET] Balance of Nature affected by human activitiesEnvironment and Living / Pollution Prevention and Conservation of the Environment• [ET] Different types of pollution in our community: causes and effects• [ET] Ways to protect our environment from pollution• [ET] Conservation of our environment• [ET] Reduce, reuse, replace and recycle in actionLife in the City / Switched On• [ET] Conservation of resources by using less electricityEnvironment and Living / Materials: Change, Change, Change• [ET] Energy and the environmentEnvironment and Living / Pollution Prevention and Conservation of the Environment• [ET] Problems caused by exploitation of resources and its possible solutions

KS3 SciLooking at Living Things / Endangered species• Awareness of the decreasing number and species of plants and animals on earth and the implication for man • Effects of man's activities on wild life • Importance of protecting wild lifeEnergy / Generating electricity• Electricity is generated in power stations from coal, oil or natural gas in HK; pollution problems arising from the generation of electricityEnergy / Energy sources and we• Limited supply of fossil fuels and our increasing need for energy; the need for saving energy and the use of alternative energy sources• Pollution problems arising from the use of different energy sources The Wonderful Solvent - Water / Water conservation and pollution• Common causes of water pollution • Control of water pollution• Need to treat waste water before discharging it into the sea • Our responsibility towards minimising water pollutionLiving Things and Air / Balance of carbon dioxide and oxygen in nature• The effect of the increasing amount of carbon dioxide in the atmosphere on usLiving Things and Air / Effects of smoking and polluted air on our respiratory system• Diseases of the respiratory system easily triggered by polluted air e.g. asthma and bronchitis• Air may contain substances which are irritating to our lungs; these substances may include small solid particles and a small quantity of poisonous gases • Air pollution index (API) as an indicator for air quality Common Acids and Alkalis / Acid rain• Causes of acid rain and its effects on the environment• Preventive measures against acid rainSensing the Environment / Effects of noise pollution• Noise pollution and its harmful effects on our health Metals / Environmental problems associated with the disposal of used metals• Environmental problems associated with the disposal of used metals • Recycling of metals Materials of the Modern World / Environmental problems associated with the disposal of plastics• Environmental problems associated with the disposal of plastics • Possible solutions to the problems of disposal of plastics: reducing the generation of waste plastics; recycling of plastics; reusing of plastics • Degradable plastics Light, Colours and Beyond / Beyond the visible spectrum• The effect of ultra-violet radiation on man• The causes of the thinning of the ozone layer and the effect of the increasing amount of ultra-violet radiation reaching the earth

KS3 GeogFixing our cities' problems? / What are the causes of these problems?• What are the causes of urban problems in Hong Kong and Guangzhou / Shanghai?Scramble for Land / Should residential areas be near to industrial area?• Why are some residential areas near to industrial areas but the others far away from?Fixing our cities' problems? / What are the problems of our cities?• What are the major urban problems of Hong Kong and Guangzhou / Shanghai?Fixing our cities' problems? / What have and can be done?• How do the governments of the two cities solve the problems?• How can individual citizens help to alleviate the problems?Where to spend our holidays? / Tourists - Friends or foes to local people?• What is the negative impact of tourism on the host country?• How can we help?Weather and Climate - do they matter? / Is our climate changing?• What is greenhouse effect? What are its major causes?• What can we do?Taming the spreading deserts? / Why are deserts spreading?• How do physical factors and human activities lead to desert spreading?Taming the spreading deserts? / Why should we bother about desert spreading?• What are the consequences of desert spreading?• How would it affect us?• How can we help?Save our rainforest! / What is happening to the rainforests?• What is deforestation?• How fast are the rainforest being deforested?• Why are rainforests being deforested?Save our rainforest! / Why do we have to save our rainforest?• What are the importance of rainforest?• What will be the consequences of deforestation?• How would deforestation affect us?Save our rainforest! / What is the best use of rainforest?• How should we use rainforests?• How can we solve the conflict in using rainforests?• What can an individual do?How clean is our atmosphere? / Why should we bother about air quality?• How do we measure air quality in a simple way?• How can air pollution affect us?• What is acid rain?• What is the impact of acid rain to people and to environment?How clean is our atmosphere? / Who are responsible for polluting our air?• What are the causes of air pollution?• What are the sources of air pollutants?• What is the relationship between the locational pattern of air pollution and urban and industrial activities?How clean is our atmosphere? / What can and should be done?• What can individual citizens do to combat air pollution?• What are the possible measures to reduce air pollution?• How effective are these measures?Struggle for power resources / What are China's "power" problems?• What are the problems associated with the distribution and consumptions of power resources?• What are the problems caused by the use of power resources?Struggle for power resources / What can be done?• What are the solutions to the "power" problems of China?• What are renewerable and non-renewerable power resources?• Can the development of alternate power resources help our country face the problems?Struggle for power resources / Is nuclear power a possible way out?• What are the advantages and disadvantages of using nuclear power?

Consolidation needed!

Be reminded that students will learn more about the environment in KS4

Liberal Studies!

Collaboration

Removing redundant topics

TerritoriesTIMSS Score

No. of hours / Yr

Sci Total

Hong Kong 535 103 1026

International average

500 158 1031

Chinese Taipei 564 157 1153

Japan 558 128 1016

South Korea 560 126 1006

Singapore 590 115 1106HK’s amount of Science Class Time ranks 34 out of 40

More class time is needed

Secondary 2

TerritoriesTIMSS Score

No. of hours / Yr

Sci Total

Hong Kong 535 88* 1059

International average

500 85 897

Chinese Taipei 552 90 989

Japan 559 91 891

South Korea 587 92 789

Singapore 583 96 1012* Class time for General Studies, not Science

More class time is needed

Primary 4

National identity and Chinese Culture

Global understanding and the information Era

People and Environment

Science and Technology in Everyday Life

Since 2004, organized into 6 strands Curriculum time: 12-15%

In 1996, added technology elements and integrated into one subject

Social Studies Science Health Education3 Separate subjects since 1970s

General studies

Health and Living

Community and Citizenship

the Information Era

Technology in

Curr time: 4-5% Curr time: 2-3%

More class time is needed

Estimated hours based on recommendation in BECG:

Primary 4 - 6 GS per year: 285-356 hours / 3 = 95 – 119 h / yr

Science Education component (assuming 1/3 of GS)= 32 – 40 h / yr

Science Education component (assuming 1/2 of GS)= 48 – 60 h / yr

Science Education component (assuming 2/3 of GS)= 63 – 79 h / yr

Secondary 1 - 3 per year: 276 - 413 hours / 3 = 92 – 137 h / yr

More class time is needed

Take home messages*Variety of students’ learning experience, including students’ engagement in scientific inquiry

*Enriched learning experience for the talented, but not to start new topics that they will study with other classmates in future years

*Balance between the use of scientific and everyday concepts and terms

*Ensuring students are in possessing of the necessary prior knowledge, introduce new concepts and re-order content if necessary

*Collaboration among different subjects to avoid redundant content

*Class time issue – More time is needed!