May May Hung Cheng is Chair Professor of Teacher Education in the Department of Curriculum and Instruction at the Education University of Hong Kong, Hong Kong. Alister Jones is a Research Professor and the Senior Deputy Vice-Chancellor at the University of Waikato, New Zealand. Cathy Buntting is a senior researcher within the Wilf Malcolm Institute of Educational Research at the University of Waikato, New Zealand.

Select Guide Rating

• 1. Learning, Teaching, and Assessing Science in the Asia-Pacific Context (May May Hung Cheng, Cathy Buntting and Alister Jones)Part I The science learner and learning2. Taiwanese students’ “equilibrium” reasoning: fluency in linking newton’s 1st and 2nd laws (Wheijen Chang)3. Primary school students’ use of the concepts of evidence in science inquiries (Winnie Wing Mui So, Liang Yu and Yu Chen)4. Understanding students’ co-construction processes of scientific modelling in Korean junior high school classrooms (Chan-Jong Kim, Min-Suk Kim, Hyun Seok Oh, Jeong A Lee and Seung-Urn Choe)5. Hong Kong students’ characteristics of science learning in relation to ROSE (Yau Yuen Yeung and May May Hung Cheng)Part II Science pedagogy6. Investigating the impact of inquiry-based instruction on students’ science learning in Taiwan (Hsiao-Lin Tuan and Chi-Chin Chin)7.Teaching values and life skills by using reversed analogies in school science (Kok Siang Tan)8. The influence of group work on students’ science learning in Hong Kong primary schools (Dennis Chun Lok Fung)9. Elementary science learning experiences in singapore: Learning in a group (Joanna Oon Jeu Ong, Aik-Ling Tan and Frederick Toralballa Talaue)10. Focusing on scientific literacy: The value of professional learning. (John Loughran)11. Analysis of questions in primary school science textbooks in Japan (Manabu Sumida)Part III Assessment & curriculum reform12. Assessment policy in the senior physics curriculum documents of Mainland China and Hong Kong (May May Hung Cheng and Zhi Hong Wan)13. Pre-service science teachers’ implementation of assessment for students’ learning (Hye-Eun Chu and Chee Leong Wong)14. School science in New Zealand: Support for curriculum reform and implication (Cathy Buntting and Alister Jones)

May May Hung Cheng is Chair Professor of Teacher Education in the Department of Curriculum and Instruction at the Education University of Hong Kong, Hong Kong. Alister Jones is a Research Professor and the Senior Deputy Vice-Chancellor at the University of Waikato, New Zealand. Cathy Buntting is a senior researcher within the Wilf Malcolm Institute of Educational Research at the University of Waikato, New Zealand.

Select Guide Rating

• 1. Learning, Teaching, and Assessing Science in the Asia-Pacific Context (May May Hung Cheng, Cathy Buntting and Alister Jones)Part I The science learner and learning2. Taiwanese students’ “equilibrium” reasoning: fluency in linking newton’s 1st and 2nd laws (Wheijen Chang)3. Primary school students’ use of the concepts of evidence in science inquiries (Winnie Wing Mui So, Liang Yu and Yu Chen)4. Understanding students’ co-construction processes of scientific modelling in Korean junior high school classrooms (Chan-Jong Kim, Min-Suk Kim, Hyun Seok Oh, Jeong A Lee and Seung-Urn Choe)5. Hong Kong students’ characteristics of science learning in relation to ROSE (Yau Yuen Yeung and May May Hung Cheng)Part II Science pedagogy6. Investigating the impact of inquiry-based instruction on students’ science learning in Taiwan (Hsiao-Lin Tuan and Chi-Chin Chin)7.Teaching values and life skills by using reversed analogies in school science (Kok Siang Tan)8. The influence of group work on students’ science learning in Hong Kong primary schools (Dennis Chun Lok Fung)9. Elementary science learning experiences in singapore: Learning in a group (Joanna Oon Jeu Ong, Aik-Ling Tan and Frederick Toralballa Talaue)10. Focusing on scientific literacy: The value of professional learning. (John Loughran)11. Analysis of questions in primary school science textbooks in Japan (Manabu Sumida)Part III Assessment & curriculum reform12. Assessment policy in the senior physics curriculum documents of Mainland China and Hong Kong (May May Hung Cheng and Zhi Hong Wan)13. Pre-service science teachers’ implementation of assessment for students’ learning (Hye-Eun Chu and Chee Leong Wong)14. School science in New Zealand: Support for curriculum reform and implication (Cathy Buntting and Alister Jones)

May May Hung Cheng is Chair Professor of Teacher Education in the Department of Curriculum and Instruction at the Education University of Hong Kong, Hong Kong. Alister Jones is a Research Professor and the Senior Deputy Vice-Chancellor at the University of Waikato, New Zealand. Cathy Buntting is a senior researcher within the Wilf Malcolm Institute of Educational Research at the University of Waikato, New Zealand.

Select Guide Rating

• 1. Learning, Teaching, and Assessing Science in the Asia-Pacific Context (May May Hung Cheng, Cathy Buntting and Alister Jones)Part I The science learner and learning2. Taiwanese students’ “equilibrium” reasoning: fluency in linking newton’s 1st and 2nd laws (Wheijen Chang)3. Primary school students’ use of the concepts of evidence in science inquiries (Winnie Wing Mui So, Liang Yu and Yu Chen)4. Understanding students’ co-construction processes of scientific modelling in Korean junior high school classrooms (Chan-Jong Kim, Min-Suk Kim, Hyun Seok Oh, Jeong A Lee and Seung-Urn Choe)5. Hong Kong students’ characteristics of science learning in relation to ROSE (Yau Yuen Yeung and May May Hung Cheng)Part II Science pedagogy6. Investigating the impact of inquiry-based instruction on students’ science learning in Taiwan (Hsiao-Lin Tuan and Chi-Chin Chin)7.Teaching values and life skills by using reversed analogies in school science (Kok Siang Tan)8. The influence of group work on students’ science learning in Hong Kong primary schools (Dennis Chun Lok Fung)9. Elementary science learning experiences in singapore: Learning in a group (Joanna Oon Jeu Ong, Aik-Ling Tan and Frederick Toralballa Talaue)10. Focusing on scientific literacy: The value of professional learning. (John Loughran)11. Analysis of questions in primary school science textbooks in Japan (Manabu Sumida)Part III Assessment & curriculum reform12. Assessment policy in the senior physics curriculum documents of Mainland China and Hong Kong (May May Hung Cheng and Zhi Hong Wan)13. Pre-service science teachers’ implementation of assessment for students’ learning (Hye-Eun Chu and Chee Leong Wong)14. School science in New Zealand: Support for curriculum reform and implication (Cathy Buntting and Alister Jones)