Science and Mathematics Literacy: PISA for Better School Education

In this study, we explored how a teacher used a new mobile application that enables students to collect data inside and outside the classroom, and then use the data to create scientific explanations by using claim-evidence-reasoning framework. Previous technologies designed to support scientific explanations focused on how these programs improve students’ scientific explanations, but these programs ignored how scientific explanation applications can support teacher practices. Thus, to increase our knowledge about using mobile devices in education, this study aims to portray the synergy with an emphasis on a teacher’s practices when using mobile devices in 2 different units (water quality and plants). Synergy can be thought of as various scaffolds (scaffolds in the mobile application and the teacher support) working together to enable students to support creating explanations when using the mobile application. The findings of this study showed that the decrease in the teacher’s support for claims did not affect the quality of the students’ claims. On the other hand, the quality of students’ reasoning was linked with the teacher’s practices. This suggests that when supporting students’ explanations, focusing on components that students find challenging would benefit students’ construction of explanations. To achieve synergy in this process, the collaboration between teacher’s practices, professional development days, and scaffolds designed to support the teacher played a crucial role in aiding students in creating explanations.     

Teachers’ perceptions of student evaluations of teaching

Evaluation of teaching in higher education has drawn much attention due to the need for greater accountability and improvement in student learning. Our review of literature on Student Evaluation of Teaching (SET) surveys suggests that considerable controversy and criticism have surrounded its use, fairness, and validity. Yet, many universities in Hong Kong are depending primarily on student feedback in SET surveys to provide evidence for their improvement of teaching and learning, and for their decisions made on teachers' pay-rise and tenure. If universities are to continue to use SET surveys as the main source of mechanism for measuring teaching effectiveness, teachers will have to understand and be aware of its purposes. But how much do we know about teachers' perceptions of teaching and learning and, consequently, their opinions of using SET surveys as the primary standardized evaluation mechanism of teaching for promotion and tenure and for teaching effectiveness?     

Initial development of a model of care and support for primary school children in changing familial situations: a Hong Kong hybrid case

This paper proposes an initial model for the care and support of primary school children coping with family situations and family changes. The model is built on existing counselling literature, incorporating the perceptions of teachers, children and parents on their needs for support and a small empirical study by the author on teachers' perceptions of the roles and functions of the personnel involved in supporting children in changing familial situations. In proposing the model for schools the author argues for the need for a multi‐systemic approach which emphasises involving home–school cooperation and acknowledging the unique ‘East meets West’ hybrid context in Hong Kong. The use of the model in relation to teacher education, counselling practice and research is discussed. Implications of this model for other locales having similar hybrid contexts, particularly a mix with a Chinese cultural heritage, are also discussed.     

Laughter, smiles and grins: The role of humor in learning and facilitating

This article inquires into the role of humor in the relational learning process that takes place in adventure education programs. It presents program episodes, which the authors experienced in their practice as facilitator, staff trainer and researcher, and explores the related literature. Four aspects appear to affect whether humor either facilitates or interferes with participants' learning in development programs. First, humor plays a role in developing relationships among participants and between participants and facilitators, and hence in the relational safety that characterizes an environment conducive to learning. Second, it may play a role in creating a workable distance to sensitive learning issues. Third, humor may offer new and unexpected perspectives, which contribute to revising familiar but restrictive reference frames. Finally, humor seems to fulfill these functions to the extent that it is not planned to do so, and as such may exemplify the 'paradox of functionality' in relational processes.     

《西藏植物志》新增补(2)

The present paper is the Supplement 2 to the Flora of Xizang,  based upon a collection in 1980 by Mr. W. L. Chen et al. from Mêdog,  the south-eastern part of Xizang.  In the paper 11 new species are desribed and 10 new-record species are repor- ted.  All the type specimens are kept in the Herbarium of the Institure of Botany, Academia Sinica (PE).     

A retrospective study of a hybrid document-context based retrieval model

This paper describes our novel retrieval model that is based on contexts of query terms in documents (i.e., document contexts). Our model is novel because it explicitly takes into account of the document contexts instead of implicitly using the document contexts to find query expansion terms. Our model is based on simulating a user making relevance decisions, and it is a hybrid of various existing effective models and techniques. It estimates the relevance decision preference of a document context as the log-odds and uses smoothing techniques as found in language models to solve the problem of zero probabilities. It combines these estimated preferences of document contexts using different types of aggregation operators that comply with different relevance decision principles (e.g., aggregate relevance principle). Our model is evaluated using retrospective experiments (i.e., with full relevance information), because such experiments can (a) reveal the potential of our model, (b) isolate the problems of the model from those of the parameter estimation, (c) provide information about the major factors affecting the retrieval effectiveness of the model, and (d) show that whether the model obeys the probability ranking principle. Our model is promising as its mean average precision is 60–80% in our experiments using different TREC ad hoc English collections and the NTCIR-5 ad hoc Chinese collection. Our experiments showed that (a) the operators that are consistent with aggregate relevance principle were effective in combining the estimated preferences, and (b) that estimating probabilities using the contexts in the relevant documents can produce better retrieval effectiveness than using the entire relevant documents.     

Educational Reform and Research in Hong Kong: A Request for Comprehensive Knowledge

When Hong Kong is moving towards a knowledge society in the new millennium, research is clearly necessary to provide a knowledge base for educational development and reform to meet the challenges of globalization and high technology in the world. This report aims to review the education policy environment in Hong Kong and see whether research can be encouraged to support policy development and practice improvement. Particularly, the report will give a brief introduction to the recent initiatives in Hong Kong school education since the establishment of the Special Administrative Region in 1997 and discusses the potential research agenda to support the ongoing education reforms at the school system. This revised version was published online in July 2006 with corrections to the Cover Date.