How TIMSS Informs about
Learning and Teaching, and
Curriculum Development
The Case for Science Education
in HK
by
Dr. Alice Wong
2
A recap
Primary 4
(first 15 countries)
1st  2nd
3rd
4th  6th
7th
9th
8th  14th
Secondary 2
(first 15 countries)
1st
2nd  4th
8th
5th 9th
Primary 4
5
Primary 4
6
Primary 4
HK Primary 4
students are
particularly
weak in
SCIENCE
7
*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
9
A bird that lives on a pond is most likely to have which of
these foot structures?
Score
Hong Kong
49.66 / 100
International
71.61 / 100
(p < .001, d = 0.44)
A
5.28 %
3.85 %
B
C
D
8.64 %
36.08 %
49.66 %
6.55 %
15.91 %
71.61 %
Have the
students
learnt
about
common
poultry?
Strengthen linkage to students’ everyday experience
鳳爪
鴨掌
Strengthen the linkage between structure/feature
to the corresponding function
Integrating formal and informal learning, e.g.濕地公園
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
Item in which HK % correct
is lower than the East-Asian
countries concerned
Put off by unfamiliar
scientific terms?
HK students lack confidence in attempting
questions of unfamiliar terms/contexts
*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 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
*Should the concepts be learnt in a formal manner?
Use of
everyday
terms
but
How can we strike a balance?
Use of
scientific
terms
but
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?
Score
Hong Kong
International
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
Which 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?
Students have
learnt about
atoms in S1, yet
Score
Hong Kong
International
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
•Molecules not
taught until S3
•Sub-atomic
structure not
taught in KS1 – 3
*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
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.
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)
Reading the Learning Objectives and Core Elements…
•
•
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?
And going through the Examples of Themes…
Life in the City / Switched On
• Closed circuits
• Investigating electricity (simple circuits)
Okay… I have to include
“Closed circuits”.
Still, what do you mean
by “investigating SIMPLE
circuits”?
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
Studying the textbooks in further depth…
今日常識新領域
•
•
•
•
•
•
•
•
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
朗文常識
•
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
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.
What’s the problem then?
Assuming that they were
using 今日常識新領域
And these students all go
to the same secondary
school
and they were using
朗文常識
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!
Teachers cover
every concept
stated in the syllabus
She used a more comprehensive
textbook in primary school
How can we strike a balance?
Teachers skip the
concepts that most
students have learnt
in primary schools
She used an easier
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.
•
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!)
TIMSS 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
*
Relate temperature changes to changes in volume
and/or pressure and to changes in the speed of particles
Poles of magnets; Magnetic attractions and repulsions
Heat as energy transfer; Thermal conductivity;
Methods of heat transfer
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
• Non-human organisms (e.g. plants) neglected
• Similarly, planetary objects in the Solar System
(except Earth) neglected
Balance
between
familiarity
& breadth
• 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
Interactions
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
content
within 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
*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?
42
Example: Pollution and environmental protection
KS1
KS2 GS
KS3 Sci
KS3 Geog
People 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 life
Back to Nature /
Love of Nature
•[ET] Personal
responsibilities in
environmental
conservation
People and
Environment
Healthy Living / A
Healthy Living
Environment
• [ET] Reduce,
reuse, replace and
recycle
• [ET] Energy
conservation
• [ET] Concern and
action to improve
our living
environment
People 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 development
Our Environment, Our Resources / The Environment and I
• [ET] How human beings are affected by the environment
• [ET] Protecting our environment
Life in the City / Physical Environment, Technology and Culture
• [ET] The impact of the physical environment on people's life
Life in the City / Natural Resources: Air
• [ET] Air pollution and health
Environment and Living / Adaptation of Living Things
• [ET] Balance of Nature affected by human activities
Environment 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 action
Life in the City / Switched On
• [ET] Conservation of resources by using less electricity
Environment and Living / Materials: Change, Change, Change
• [ET] Energy and the environment
Environment and Living / Pollution Prevention and Conservation
of the Environment
• [ET] Problems caused by exploitation of resources and its
possible solutions
Looking 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 life
Energy / Generating electricity
• Electricity is generated in power stations from coal, oil or
natural gas in HK; pollution problems arising from the
generation of electricity
Energy / 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 pollution
Living Things and Air / Balance of carbon dioxide and oxygen
in nature
• The effect of the increasing amount of carbon dioxide in the
atmosphere on us
Living 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 rain
Sensing 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
Fixing 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?
Be reminded that students will learn more
about the environment in KS4 Liberal Studies!
Consolidation needed!
Collaboration
Secondary 2
Territories
TIMSS
Score
Hong Kong
No. of hours / Yr
Sci
Total
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
1106
HK’s amount of Science Class Time ranks 34 out of 40
Primary 4
Territories
TIMSS
Score
Hong Kong
No. of hours / Yr
Sci
Total
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
3 Separate
subjects
since 1970s
Social Studies
In 1996, added
technology
elements
and integrated
into one subject
General studies
Science
Curr time: 4-5%
Health Education
Curr time: 2-3%
Health and Living
National identity and Chinese Culture
People and Environment
Community and Citizenship
Since 2004,
organized into 6 strands
Curriculum time: 12-15%
Global understanding and the
the information
Information Era
Era
Science and Technology in Everyday Life
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
*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 reorder content if necessary
*Collaboration among different subjects to avoid
redundant content
*Class time issue – More time is needed!