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Conference Paper: An Exploratory Study of Using the Next Generation Science Standards (NGSS) to flip Hong Kong Secondary School Science Education

TitleAn Exploratory Study of Using the Next Generation Science Standards (NGSS) to flip Hong Kong Secondary School Science Education
Authors
Issue Date2018
PublisherACM Press. The Proceedings' web site is located at https://dl.acm.org/doi/proceedings/10.1145/3268808
Citation
ICSET 2018: Proceedings of the 2nd International Conference on E-Society, E-Education and E-Technology, Taipei, Taiwan, 13-15 August 2018, p. 10-15 How to Cite?
AbstractIn Hong Kong, student interest and achievement in science have been declining in recent years. We thus aim to seek ways to improve our science education. This paper reports an attempt of using the flipped classroom approach together with the Next Generation Science Standards (NGSS) to deliver a science unit ('electrical conductors and insulators'). This exploratory study was divided into two stages. In Stage 1, the teacher-researcher designed the science lessons using the NGSS and prepared flipped learning materials (e.g., pre-class videos, online exercises, class activities). In Stage 2, these lessons were implemented in a Hong Kong secondary school, involving a total of 32 ninth-graders from two classes. At the end of this study, two focus group interviews (five students each) were conducted to understand student perceptions of flipped science learning. Teacher reflections of the implementation were also collected and analyzed to reveal his experiences of flipping with the NGSS. Overall, the findings suggest that the students perceived flipped science learning positively because of the ability of self-paced learning, better class preparation, and more in-class interactions. From the teacher's point of view, however, the science curriculum in Hong Kong and the NGSS are different in terms of their focus and content. Time constraint and inadequate laboratory equipment in school also hindered the implementation of the NGSS in Hong Kong. We recommend further research be conducted to investigate how to adopt the NGSS in other topics of Hong Kong science education and examine its effects on student interest and achievement in the long run.
Persistent Identifierhttp://hdl.handle.net/10722/277860
ISBN

 

DC FieldValueLanguage
dc.contributor.authorChan, YC-
dc.contributor.authorLo, CK-
dc.contributor.authorHew, KFT-
dc.date.accessioned2019-10-04T08:02:48Z-
dc.date.available2019-10-04T08:02:48Z-
dc.date.issued2018-
dc.identifier.citationICSET 2018: Proceedings of the 2nd International Conference on E-Society, E-Education and E-Technology, Taipei, Taiwan, 13-15 August 2018, p. 10-15-
dc.identifier.isbn9781450365284-
dc.identifier.urihttp://hdl.handle.net/10722/277860-
dc.description.abstractIn Hong Kong, student interest and achievement in science have been declining in recent years. We thus aim to seek ways to improve our science education. This paper reports an attempt of using the flipped classroom approach together with the Next Generation Science Standards (NGSS) to deliver a science unit ('electrical conductors and insulators'). This exploratory study was divided into two stages. In Stage 1, the teacher-researcher designed the science lessons using the NGSS and prepared flipped learning materials (e.g., pre-class videos, online exercises, class activities). In Stage 2, these lessons were implemented in a Hong Kong secondary school, involving a total of 32 ninth-graders from two classes. At the end of this study, two focus group interviews (five students each) were conducted to understand student perceptions of flipped science learning. Teacher reflections of the implementation were also collected and analyzed to reveal his experiences of flipping with the NGSS. Overall, the findings suggest that the students perceived flipped science learning positively because of the ability of self-paced learning, better class preparation, and more in-class interactions. From the teacher's point of view, however, the science curriculum in Hong Kong and the NGSS are different in terms of their focus and content. Time constraint and inadequate laboratory equipment in school also hindered the implementation of the NGSS in Hong Kong. We recommend further research be conducted to investigate how to adopt the NGSS in other topics of Hong Kong science education and examine its effects on student interest and achievement in the long run.-
dc.languageeng-
dc.publisherACM Press. The Proceedings' web site is located at https://dl.acm.org/doi/proceedings/10.1145/3268808-
dc.relation.ispartofProceedings of the 2nd International Conference on E-Society, E-Education and E-Technology (ICSET 2018)-
dc.titleAn Exploratory Study of Using the Next Generation Science Standards (NGSS) to flip Hong Kong Secondary School Science Education-
dc.typeConference_Paper-
dc.identifier.emailHew, KFT: kfhew@hku.hk-
dc.identifier.authorityHew, KFT=rp01873-
dc.identifier.doi10.1145/3268808.3268817-
dc.identifier.scopuseid_2-s2.0-85056722428-
dc.identifier.hkuros307012-
dc.identifier.spage10-
dc.identifier.epage15-
dc.publisher.placeNew York, NY-

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