Lam, Y. P. & Lau, K. C. (2014). Examining factors affecting science achievement of Hong Kong in PISA 2006 using Hierarchical Linear Modeling. International Journal of Science Education. 36(15): 2463-2480.
Tag: Science Hong Kong
PISA2006 結果初探—香港理科生與科學
何瑞珠、鄘偉良、黃文文、姚賽帆編：《PISA2006 結果初探—香港理科生與科學》，《香港學生能力國際評估中心通訊》第3期(2007年5月)，頁1-4。
使用電腦模擬來進行科學探究
何瑞珠、藍郁平、岑國榮編：《使用電腦模擬來進行科學探究PISA 2015科學科的電腦化評估題目初探》，《香港學生能力國際評估中心通訊》第25期(2016年6月)，頁1-4。
A Comparative Study of Science Achievement and Self-concept during a Historical Transition
Wang, J. (2012). A Comparative Study of Science Achievement and Self-concept during a Historical Transition. International Education Studies, 5(1), 137-146.
Relationships between instructional activities and science achievement of adolescent students in Hong Kong: Findings from the Third International Mathematics and Science Study (TIMSS)
House, J. (2000). Relationships between instructional activities and science achievement of adolescent students in Hong Kong: Findings from the Third International Mathematics and Science Study (TIMSS). International Journal of Instructional Media, 27(3), 275.
Dispositions towards science and science achievement in TIMSS 2011: A comparison of eighth graders in Hong Kong, Chinese Taipei, Japan, Korea, and Singapore
Lay, Y., AREEPATTAMANNIL, S., & Ng, K. (2015). Dispositions towards science and science achievement in TIMSS 2011: A comparison of eighth graders in Hong Kong, Chinese Taipei, Japan, Korea, and Singapore. Science Education in East Asia: Pedagogical Innovations and Research-informed Read More …
CLASSROOM INSTRUCTION AND SCIENCE ACHIEVEMENT IN JAPAN, HONG KONG, AND CHINESE TAIPEI: RESULTS FROM THE TIMSS 1999 ASSESSMENT
House, J. (2005). CLASSROOM INSTRUCTION AND SCIENCE ACHIEVEMENT IN JAPAN, HONG KONG, AND CHINESE TAIPEI: RESULTS FROM THE TIMSS 1999 ASSESSMENT. International Journal of Instructional Media, 32(3), 295-311.
Country, School and Students Factors Associated with Extreme Levels of Science Literacy Across 25 Countries
F., & S. (2015). Country, School and Students Factors Associated with Extreme Levels of Science Literacy Across 25 Countries. International Journal of Science Education, 37(12), 1992-2012.
Unpacking the paradox of Chinese science learners: insights from research into Asian Chinese school students’ attitudes towards learning science, science learning strategies, and scientific epistemological views
Cheng, M., & Wan, Z. (2016). Unpacking the paradox of Chinese science learners: Insights from research into Asian Chinese school students’ attitudes towards learning science, science learning strategies, and scientific epistemological views. Studies in Science Education, 52(1), 29-62.
Exploring Plausible Causes of Differential Item Functioning in the PISA Science Assessment: Language, Curriculum or Culture
Huang, X., Wilson, M., & Lei, W. (2016). Exploring Plausible Causes of Differential Item Functioning in the PISA Science Assessment: Language, Curriculum or Culture. Educational Psychology, 36(2), 378-390.