The Learning Environment and its Effects on Learning: Product and Process Modelling for Science Achievement at the Sixth Form Level in Hong Kong

Using a multilevel, integrative approach, this paper shows the possibility and desirability of modelling both science learning products and processes simultaneously within an educational structure and specific learning context. Questions of inequality and inequity of science teaching and learning at the Sixth Form (grade 12) level in Hong Kong are answered within the confines of (1) the aims of Sixth Form education and (2) the related issue of educational wastage. From the comparative science education perspective, this comprehensive study would provide some insights regarding science learning contexts and processes for researchers to reflect why Hong Kong was found to rank amongst the top positions in physics, chemistry and biology in the IEA Second International Science Study.