Prof SO, Wing Mui Winnie   蘇詠梅
Director
Centre for Environment and Sustainable Development
Professor
Department of Science and Environmental Studies
Phone No: (852) 2948 7656
Email: wiso@eduhk.hk
Contact
ORCiD
0000-0002-9649-074X
Phone
(852) 2948 7656
Email
wiso@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
8559812200
Research Interest
  • STEM Education
  • Science Education
  • Education for environmental sustainability
  • Teacher Professional Development
External Appointment

External Appointment by the Research Grant Council (RGC), University Grant Council (UGC)

ž Member of the Humanities and Social Sciences Panel, Research Grants Council, Hong Kong (2011-12) (2012-14) (2014-16) (2016-2017)

External Appointment by the Education Bureau

ž Steering Committee on the Trends in International Mathematics and Science Study (TIMSS) (2013-)

ž Task group on comprehensive review of Chief Executive’s Award for Teaching Excellence (2013-14)

ž CDC-HKEAA Committee on Liberal Studies (2013-15) (2016-)

ž Curriculum Development Council Committee on Liberal Studies (2009-12)(2013-15) (2016-)

ž Curriculum Development Council Committee on Science Education (2009-12)(2013-15)

ž Chairperson of the assessment panel on Science Education Key Learning Area in the Chief Executive’s Award for Teaching Excellence (2012-13)

ž High-level Advisory panel, and a member of the Steering Committee and the Assessment Working Group of the Chief Executive’s Award for Teaching Excellence (2012-13)

ž Advisory committee and Focus Group members for the development of teaching modules under the Third Strategy on Information Technology in Education organized by the EDB (2008)

Member of the Ad Hoc Committee on General Studies, CDC Standing Committee on Curriculum Development, Education Department, for K-S3 (2000-2002)

External Appointment by the SAR Government

ž Endangered Species Advisory Committee, Agriculture, Fisheries & Conservation Department (2016-)

ž Advisory Committee of The Hong Kong Academy for Gifted Education (2014-)

ž Science Museum Advisory Panel, Home Affair Bureau (2014-2016)

ž Food Wise Hong Kong Steering Committee, Environment Bureau (2014-)

Other External Appointment

Co-opted member of the Scientific Sub-committee (SSC) of Ocean Park Conservation Foundation (2017-)

Advisor for the Content Development Team of the “Marathon 101 Education Programme” organized by the Standard Chartered Hong Kong Marathon (2006-2014)

Leadership/Contribution to Professional Organizations

ž Council member of the World Education Research Association (WERA) (2010-)

ž President, Asia Pacific Educational Research Association (2014-2016)

ž Executive Member of the Ease-Asian Association for Science Education (2011-2016)

ž Chairperson (2005-2006), Vice-Chairperson (2004-2005), Executive committee member (2006-) of the Hong Kong Educational Research Association (HKERA)

External Appointment in School Management Committees

Independent manager of local subsidized school (PLK Wong Chi Ho Primary School, since 2012)

School Management Committee of Tai Po Government Primary School (2010-2014)

School Management Committee of Sha Tin Government Primary PM School (2007-2009)

Personal Profile

Prof. So has been a science teacher educator since the 1990s. She is currently a Professor in the Department of Science and Environmental Studies, as well as the Director of the Centre for Education in Environmental Sustainability. She served as the founding Head of Department of Science and Environmental Studies for six years (2009-2015) and Associate Dean of the Graduate School for seven years (2012-2019).

Prof So has rich experience in undergraduate, postgraduate diploma, Master of Education, Doctor of Education and PhD programmes, in the areas of Science Education, Environmental Education, STEM education and teaching and learning of General Studies.

Prof. So’s main research areas are: STEM education, inquiry learning in science and environmental education, as well as teacher development in Science/ General Studies. She has been the principal investigator of various research projects funded by the General Research Fund, Public Policy Research Funding Scheme, Quality Education Fund and the Education Bureau. Prof. So has extensive academic articles, chapters, books and multimedia publications on science and environmental education and STEM learning. She is now on the editorial board of the South African Journal of Education and the Asia-Pacific Forum on Science Learning and Teaching, and as reviewer for several international journals.

Internationally, she was the President of the Asia Pacific Educational research Association (APERA) 2014-2016, an executive member of the East Asian Science Education Association (EASE) till 2016 and a serving executive member of the World Education Research Association (WERA). She has rich experience in organizing/hosting various educational and science education conference, including the Asia Pacific Educational Conference, the Global Chinese Conference on Science Education and the East Asia in science Education.

Locally, she has been appointed member of the Humanities and Social Science Panel of the Research Grants Council of Hong Kong since 2011, member of the steering committee of the TIMSS since 2013, member of the Food Wise Hong Kong Steering Committee, Environment Bureau since 2014, member of Endangered Species Advisory Committee since 2016, co-opted member of the Scientific Sub-committee (SSC) of Ocean Park Conservation Foundation since 2017, member of the Advisory Committee of the Hong Kong Academy for Gifted Education (2014-2016), and member of the Science Museum Advisory panel, Home Affairs(2014-2016). Prof. So has been the executive member of the Hong Kong Educational Research Association for more than 10 years. She is also the convenor of a large scale inter-school event “Primary STEM Project Exhibition” since 1998.

Prof So has extensive contribution to the school curriculum, teaching, learning and assessment. She has contributed to school management of local schools. She also contributed as a member of the Assessment Working Group of the Chief Executive’s Award for Teaching Excellence (CEATE) (2012/2013), and as a Chairperson of the CEATE for Liberal Studies (2019-2020), General Studies (2018-2019) and Science Education (2012-2013). In previous years, she served as a member of the Curriculum Development Council since the 2000s (Science Education and Liberal Studies since 2010 and General Studies in the 2000s).

Research Interest

  • STEM Education
  • Science Education
  • Education for environmental sustainability
  • Teacher Professional Development
External Appointment

External Appointment by the Research Grant Council (RGC), University Grant Council (UGC)

ž Member of the Humanities and Social Sciences Panel, Research Grants Council, Hong Kong (2011-12) (2012-14) (2014-16) (2016-2017)

External Appointment by the Education Bureau

ž Steering Committee on the Trends in International Mathematics and Science Study (TIMSS) (2013-)

ž Task group on comprehensive review of Chief Executive’s Award for Teaching Excellence (2013-14)

ž CDC-HKEAA Committee on Liberal Studies (2013-15) (2016-)

ž Curriculum Development Council Committee on Liberal Studies (2009-12)(2013-15) (2016-)

ž Curriculum Development Council Committee on Science Education (2009-12)(2013-15)

ž Chairperson of the assessment panel on Science Education Key Learning Area in the Chief Executive’s Award for Teaching Excellence (2012-13)

ž High-level Advisory panel, and a member of the Steering Committee and the Assessment Working Group of the Chief Executive’s Award for Teaching Excellence (2012-13)

ž Advisory committee and Focus Group members for the development of teaching modules under the Third Strategy on Information Technology in Education organized by the EDB (2008)

Member of the Ad Hoc Committee on General Studies, CDC Standing Committee on Curriculum Development, Education Department, for K-S3 (2000-2002)

External Appointment by the SAR Government

ž Endangered Species Advisory Committee, Agriculture, Fisheries & Conservation Department (2016-)

ž Advisory Committee of The Hong Kong Academy for Gifted Education (2014-)

ž Science Museum Advisory Panel, Home Affair Bureau (2014-2016)

ž Food Wise Hong Kong Steering Committee, Environment Bureau (2014-)

Other External Appointment

Co-opted member of the Scientific Sub-committee (SSC) of Ocean Park Conservation Foundation (2017-)

Advisor for the Content Development Team of the “Marathon 101 Education Programme” organized by the Standard Chartered Hong Kong Marathon (2006-2014)

Leadership/Contribution to Professional Organizations

ž Council member of the World Education Research Association (WERA) (2010-)

ž President, Asia Pacific Educational Research Association (2014-2016)

ž Executive Member of the Ease-Asian Association for Science Education (2011-2016)

ž Chairperson (2005-2006), Vice-Chairperson (2004-2005), Executive committee member (2006-) of the Hong Kong Educational Research Association (HKERA)

External Appointment in School Management Committees

Independent manager of local subsidized school (PLK Wong Chi Ho Primary School, since 2012)

School Management Committee of Tai Po Government Primary School (2010-2014)

School Management Committee of Sha Tin Government Primary PM School (2007-2009)

Selected Output

Scholarly Books, Monographs and Chapters
李偉展、李凱雯、蘇詠梅、梁致輝 (2021)。 第二十三屆「常識百搭」小學STEM探究—走進各行各業中。香港: 教育局課程發展處資優教育組
Chow, C. F., So, W. W. M (2020)。 《看漫畫愛惜膠》。香港教育大學可持續發展教育中心 http://www.lib.eduhk.hk/cgi-bin/handle.pl?pub=2260/4917published version (EdUHK Users only), https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991017404016403410&vid=EDUHKFind@EdUHK Library
Li, J., Yao, J. X., Luo, T., So, W. M. W.* (2020). STEM Policy in Asia. In Jonson, C. C., Mohr-Schroeder, M., Moore, T. & English, L. (ed.), Handbook of Research on STEM Education (416-427). U.K.: Routledge
蘇詠梅、梁致輝 (2019)。 第二十二屆「常識百搭」小學STEM探究—「智」得其樂。香港: 教育局課程發展處資優教育組
So, W. W. M., Li, J., & He, Q. (2019). Teacher professional development for STEM education: Adaptations for students with intellectual disabilities. Hsu, Y. S. (ed.), Asia-Pacific STEM Teaching Practices: from theoretical frameworks to practices (83-102). Singapore: Springer
Cheang, C. C., Cheung, T. Y., So, W. M. W., Cheng, N. Y. I., Fok, L., Yeung, C. H., Chow, C. F. (2019). Enhancing Pupils’ Pro-environmental Knowledge, Attitudes, and Behaviours toward Plastic Recycling: A Quasi-Experimental Study in Primary Schools. In So, W. M. W., Chow, C. F. & Lee, J. C. K. (Eds.), Environmental Sustainability and Education for Waste Management (125-143). Singapore: Springer Nature
So, W. M. W., Chow, C. F. & Lee, J. C. K. (2019). Environmental Sustainability and Education for Waste Management. In So, W. M. W., Chow, C. F. & Lee, J. C. K. (Eds.), Environmental Sustainability and Education for Waste Management (10-18). Singapore: Springer Nature
So, W. M. W., Chow, C. F. & Lee, J. C. K. (Eds.) (2019). Environmental Sustainability and Education for Waste Management. Singapore: Springer Nature
So, W.W.M., Wan, Z.H., & Chen, Y. (2018). Primary science education in Hong Kong. In Lee, Y-J., & Tan, J. (Eds), Primary Science Education in East Asia (19-48). Switzerland: Springer
蘇詠梅、梁致輝 (2018)。 第二十一屆「常識百搭」小學STEM探究—STEM世代建設—智慧城市生活。香港: 教育局課程發展處資優教育組
蘇詠梅、梁致輝 (2017)。 第二十屆「常識百搭」小學STEM探究—都市簡約生活。香港: 教育局課程發展處資優教育組
Cheng, N.Y.I., & So, W.M.W. (2017). Challenges and opportunities of environmental education towards education for sustainable development in Chinese communities. In G. Fulmer (Ed.), Science education in China: Policy, practice, and research (153-176). Dordrecht: The Netherlands, Dordrecht: Springer Science + Business Media B.V.
Chow, C. F., So, W. M. W., Cheung, T. Y., Yeung S. K. D. (2017). Plastic Waste Problem and Education for Plastic Waste Management. In Kong, S. C., Wong, T. L.,Yang, M., Chow, C. F., & Tse, K. H. (Eds.), Emerging Practices in Scholarship of Learning and Teaching in a Digital Era (125-140). Singapore: Springer Nature
Tsang, Y. F., Chow, C. F., So W. M. W., Liu, W., Kwok, N.S., Ho, K.C. (2017). An Interactive Conceptual Approach to Support the Teaching and Learning of Green Technology. In Kong, S. C., Wong, T. L.,Yang, M., Chow, C. F., & Tse, K. H. (Eds.), Emerging Practices in Scholarship of Learning and Teaching in a Digital Era (141-150). Singapore: Springer Nature
蘇詠梅、梁致輝 (2016)。 第十九屆「常識百搭」創新科學與環境探究—綠色啟航。香港: 教育局課程發展處資優教育組
Guo, C. J., So, W. M. W. & Mun, K. J. & Ching, N. Y. F. (2016). Trend and Development of School Science Education in Taiwan, Hong Kong, and Korea. Huann-shyang Lin, John K Gilbert and Chi-Jui Lien, Science education research and practice in East Asia: Trends and perspectives (53-76). Taiwan: Higher Education Publishing Co., Ltd
Hu, W. P., So, W.M.W. & Huang, H.B. (2016). A comparison of elementary school science textbooks in East Asia. Huan-shyang Lin, John K Gilbert and Chi-Jui Lien, Science education reasearch and practice in East Asia: Trends and perspectives (217-242). Tai Wan: Higher Education Publishing Co., Ltd.
Otsuji, H., Oh, P.S.,Lin, C.C., So, W. M. W., Lu, Y. L. (2016). Primary school science teacher training in East Asia: In the continuous reforming for the quality assurance. Huan-shyang Lin, John K Gilbert and Chi-Jui Lien, Science education research and practice in East Asia: Trends and perspectives (245-272). Tai Wan: Higher Education Publising Co., Ltd
So, W. M. W. (2015)。 Go green at home。Hong Kong: The 18th organizing committee of innovations in science and environmental studies
So W. M. W. & Ching, N. Y. F. (In press) (2015). Learning animal classification with internet resources in resource based e-Learning environments. Khine, M. S., Science Education in East Asia: Pedagogical Innovations and Research-informed Practices (XX-XX). Singapore: Springer
So, W. M. W., Fok, W. P. A., Liu, W. F. M., Ching, N. Y. F. (2015). Examining Teachers’ TPACK in Using e-Learning Resources in Primary Science Lessons. Hsu, Y. S., Development of Science Teachers' TPACK (105-130). Singapore: Springer Singapore
蘇詠梅 (2014)。 第十七屆「常識百搭」創新科學與環境探究—科學議題。香港: 第十七屆「常識百搭」創新科學與環境探究籌委會
李偉展 (2014). 塑膠污染. 蘇詠梅, 科學議題的探究 (xiii-xvi). Hong Kong: 第十七屆『常識百搭』創新科學與環境探究
So, W. M. W. (2014). Status quo and opportunities in primary school science – Implications for teacher education. Chen-Yung Lin, Ru-Jer Wang, Innovations in science teacher education in the Asia Pacific advances in research on teaching (127-145). UK: Emerald Group Publishing Limited
蘇詠梅、鄭雅儀、李泰開、顏健麟、謝慧雯 (2013)。 《在小學常識科課程(智障學生)中培養學生高階思維的方法(第二版)》。香港: 香港特別行政區政府教育局及香港教育學院
蘇詠梅(主編) (2013)。 《小學科學專題探究:減滅污染護環境》。香港: 第十六屆「常識百搭」創新科學與環境探究籌委會
蘇詠梅、霍惠萍、廖偉峰 (2013)。 《進行電子學習的「科技、教學法及學科內容知識」先導經驗》。香港: 香港教育學院科學與環境學系。優質教育基金贊助
蘇詠梅(主編) (2012)。 《小學科學專題探究-環保產業知多少》。香港: 第十五屆「常識百搭」創新科學與環境探究籌委會
蘇詠梅、鄭雅儀、陳炳文、李泰開、何尚佩、顧加蔚 (2012)。 《在小學常識科課程(智障學生)中培養學生高階思維的方法》。香港: 香港特別行政區政府教育局及香港教育學院
So, W. W. M., Ching, F. N. Y., Kong, S. C., & Cheng, M. M. H. (2011). Teacher’s selection and use of Internet-based resources and tools to facilitate learning in primary classrooms. In A. Mendez-Vilas (Ed.), Education in a technological world: Communicating current and emerging research and technological efforts (pp. 440-447). Badajoz, Spain: Formatex Research Center
蘇詠梅(主編) (2011)。 《小學科學專題探究-生活中的化學》。香港: 第十四屆「常識百搭」科學專題設計展覽籌委會
Cheng, M. H. M., & So, W. M. W. (2011). The infusion of strategies for generating high level thinking into the junior secondary science curriculum. In M. H. M. Cheng & W. M. W. So (Eds.), Science education in international contexts (pp. 45-62). The Netherlands: Sense Publishers
Cheng, M. H. M., & So, W. M. W. (Eds.) (2011). Science education in international contexts. The Netherlands: Sense Publishers
So. W. M. W. (2011). Small group inquiry science learning: Developing science thinking and science processes. In M. H. M. Cheng & W. M. W. So (Eds.), Science education in international contexts (pp. 101-112). The Netherlands: Sense Publishers
蘇詠梅 (2010)。 專題研習的理論與實踐。輯於羅天佑編, 《探究學習:理論與模式》 (頁43-69)。香港: 香港教育學院
蘇詠梅(主編) (2010)。 《小學科學專題探究-從這個問題開始》。香港: 第十三屆「常識百搭」科學專題設計展覽籌委會
Hung, H. K. V., So, W. M. W., & Yuen, H. K. A. (2010). Learning multiple literacies from multimode knowledge representation. In W. Halloway & J. Maurer (Eds.), International research in teacher education: Current perspectives (pp. 307-321). Armidale, NSW: Kardooair Press
葉娟卿、蘇詠梅、黎敏兒 (2010)。 《小班教學策略 :促進思維及小組學習》。香港: 香港教育學院小班教學發展與研究中心
蘇詠梅 (2010)。 善用小班建構電子學習環境。輯於陳錦榮編, 《優化小班教學集思錄》 (頁 10-12)。香港: 香港教育學院小班教學發展與研究中心
蘇詠梅、鄭雅儀、黃余麗華 (2009)。 《常識科的學與教》。香港: 「新亞洲麥美倫出版社有限公司」及香港教育學院跨學科及通識教育研究中心
蘇詠梅(主編) (2009)。 《小學科學專題探究-理想家居、都市環境、走進自然》。香港: 第十二屆「常識百搭」科學專題設計展覽籌委會
So, W. M. W. (2009). Use of micro-teaching videos in teacher education: Computer-supported collaborative learning.. In F. L. Fung, J. Fong, L. Zhang, & V. S. K. Lee (Eds.), Hybrid learning and education (pp. 260-271). Berlin: Springer-Verlag
蘇詠梅(主編) (2009)。 《專題探究—過程與成果》。香港: 一口田出版有限公司
林從敏、蘇詠梅 (2008)。 透過實地考察學習來提昇學生的探究技能。輯於羅天佑、鄭美紅, 《綜合學習:理論與實踐(中學篇)》 (頁103-122)。新加坡: 文達出版社
蘇詠梅、林從敏 (2008)。 「科學性議題」的教學策略。輯於羅天佑、鄭美紅編, 《綜合學習:理論與實踐(中學篇)》 (頁45-66)。新加坡: 文達出版社
布森祖、蘇詠梅 (2008)。 綜合學習的意義、實踐和基礎輯於布森祖、蘇詠梅編《綜合學習:理論與實踐(小學篇》 (頁1-12)。香港: Marshall Cavendish Education
布森祖、蘇詠梅(編) (2008)。 《綜合學習:理論與實踐(小學篇)》。香港: Marshall Cavendish Education
蘇詠梅 (2008)。 《小小科學家系列03──科學魔術(力篇)》。香港: 一口田出版有限公司
蘇詠梅 (2008)。 從「常識」到「通識」議題探究學習。輯於布森祖、蘇詠梅編, 《綜合學習:理論與實踐(小學篇)》 (頁121-138)。新加坡: Marshall Cavendish Education
蘇詠梅、廖雲玉 (2008)。 運用多媒體資源進行探究性學習。輯於布森祖、蘇詠梅編, 《綜合學習:理論與實踐(小學篇)》 (頁155-176)。新加坡: Marshall Cavendish Education
蘇詠梅、葉娟卿(編) (2008)。 《小組協作的科學探究(初小篇)》。香港: 中華基督教會香港區會小學校長會、香港教育學院小班教學發展與研究中心
蘇詠梅、葉娟卿(編) (2008)。 《小組協作的科學探究(高小篇)》。香港: 中華基督教會香港區會小學校長會、香港教育學院小班教學發展與研究中心
蘇詠梅(主編) (2008)。 《小學科學專題探究:「玩」、「物」見智》。香港: 第十一屆「常識百搭」科學專題設計展覽籌委會
蘇詠梅 (2008)。 小班協作的科學研究。輯於黎國爍、葉娟卿編, 《小班教學策略集思錄》 (頁28)。香港: 香港教育學院小班教學發展與研究中心
蘇詠梅、葉娟卿 (2008)。 《科學探究與合作學習》。香港: 一口田出版社有限公司、香港教育學院小班教學發展與研究中心
Lo, Y.T., Leung, W.C., So, W.M., & Kong, S.C. (2007). Integrating web-based learning and inquiry learning: a case on research of teaching in primary classroom. . In W.M. So & M.H. Cheng (Eds.), Research in science education in Chinese society (pp.172-183). Hong Kong: Seedland Publishing Limited (In Chinese)
羅玉婷、梁慧芝、江紹祥及蘇詠梅 (2007)。 融合網上學習與探究式學習:小學課堂教學研究個案。輯於蘇詠梅、鄭美紅編, 《華語社會的科學教育研究》 (頁172)。香港: 一口田出版有限公司
蘇詠梅 (2007)。 《小小科學家系列01──科學魔術(空氣篇)》。香港: 一口田出版有限公司
蘇詠梅 (2007)。 《小小科學家系列02──科學魔術(水篇)》。香港: 一口田出版有限公司
蘇詠梅 (2007)。 《科學探究:小學教學專輯》。香港: 中華基督教會香港區小學校長會、香港教育學院數社科技學系及優質教育基金
蘇詠梅、梁慧芝、孫錦順及廖逸詩 (2007)。 運用多媒體資源:探究學習「地球運動」。輯於蘇詠梅、鄭美紅編, 《華語社會的科學教育研究》 (頁117)。香港: 一口田出版有限公司
蘇詠梅、梁慧芝、陳國輝及李佩霞 (2007)。 善用多媒體資源探究學習「生物與環境」。輯於蘇詠梅、鄭美紅編, 《華語社會的科學教育研究》 (頁116)。香港: 一口田出版有限公司
蘇詠梅、梁慧芝及余志明 (2007)。 運用多媒體資源:探究學習觀察及記錄技巧。輯於蘇詠梅、鄭美紅編, 《華語社會的科學研究》 (頁138)。香港: 一口田出版有限公司
蘇詠梅、鄭美紅(編) (2007)。 《華語社會的科學教育研究》。香港: 一口田出版有限公司
蘇詠梅(主編) (2007)。 《科學探究:小學學習專輯》。香港: 中華基督教會香港區小學校長會、香港教育學院數社科技學系及優質教育基金
蘇詠梅(主編) (2007)。 《小學科學專題探究:改善生活質素》。香港: 第十屆「常識百搭科學專題比賽籌委會」
So, W. M. W., Hung, V., & Yip, Y. (2006). Digital video database: Supporting student teachers' learning about teaching during teaching practice. In R. Mizoguchi, P. Dilenbourg, & Z. Zhu (Eds.), Learning by effective utilization of technologies: Facilitating intercultural understanding (pp. 389-396). The Netherlands: IOS Press
蘇詠梅 (2006)。 《專題研習活動冊》。香港: 教育出版社
蘇詠梅 (2006)。 在學校教育層面──如何引導青少年正面利用網絡、媒體和信息科技, 載於上海巿青年聯合會、香港青年協會、新加坡人民協會青年運動主編《青少年網絡成癮及其干預──2005年滬港新專家圓桌會議論文滙編》。華東理工大學出版社
蘇詠梅〈主編〉 (2006)。 《小學科學專題探究:生活中的科學》。香港: 第九屆「常識百搭科學專題比賽籌委會」
蘇詠梅 (2005)。 《運用資訊科技進行專題研習系列:善用資訊科技專題研習》。香港: 教育統籌局
蘇詠梅、梁慧芝 (2005)。 《學習由探究開始:多媒體教室的樂趣》。香港: 香港教育城
蘇詠梅 (2005)。 《小學科學專題探究-環保生活》。第八屆「常識百搭」科學專題設計展覽籌委會
蘇詠梅、吳本韓 (2005)。 《小學科學教育:建構式探究學習》。香港教育學院
蘇詠梅 (2004)。 小學科學專題研習:衣食住行。香港: 第七屆「常識百搭」科學專題設計展覽籌委會
Cheng, M. H. & So, W. M. (2004). Field-based support and the learning of novice professionals: implications from a teaching education programme. In Jones, J., Kwo, O. and Moore, T. (Eds.), Developing Learning Environments (pp. 269-290). Hong Kong: The Hong Kong University Press
蘇詠梅 (2003)。 小學科學專題研習:創意之匙。香港: 第六屆「常識百搭」科學專題設計比賽籌委會
蘇詠梅 (2002)。 小學科學專題研習集思錄。香港: 第五屆「常識百搭」科學專題設計比賽籌委會
蘇詠梅 (2001)。 小學科學專題研習—思考的進路。香港: 香港教育學院
蘇詠梅 (2000)。 小學科學學習活動經驗彙編。香港: 香港教育學院
蘇詠梅 (1999)。 小學科學探究活動舉隅。香港: 香港教育學院
蘇詠梅 (1998)。 香港小學科學探究活動理論與實踐。香港: 香港教育學院

Journal Publications
So WWM*, He QW, Chen Y, Li WC, Cheng INY, Lee TTH (2022). Engaging Students with Intellectual Disability in Science, Technology, Engineering, and Mathematics Learning. Science Education International , 33, 25-37 Doi:10.33828/sei.v33.i1.3.
Chen, Y., Chiu, W. K. S., Zhu, J, & So, W. M. W (2022). Maintaining secondary school students’ STEM career aspirations: the role of perceived parental expectations, self-efficacy, and cultural capital. International Journal of Science Education, 44, 434-462 Doi:10.1080/09500693.2022.2032463.
Lu, C., So, W. M. W.*, Lee, Y. C., & Yeung, Y. Y (2021). Exploring the problems of learning science in the English medium: a study on high school students’ perceptions and attitudes in China. Asia Pacific Journal of Education, AHEAD-OF-PRINT, 1-16 Doi:10.1080/02188791.2021.2005539. .
So WWM*, He QW, Cheng INY, Lee TTH, Li WC (2021). Teachers’ Professional Development with Peer Coaching to Support Students with Intellectual Disabilities in STEM Learning. Educational Technology & Society, 24, 86-98 https://www.jstor.org/stable/48629247?seq=1#metadata_info_tab_contents
Wan, Z. H., So, W. M. W., & Zhan, Y. (2021). Developing and validating a scale of STEM project-based learning experience. Research in Science Education, 32(7), 940-962
Luo, T., So, W. W. M., Wan, Z. H., & Li, W. C. (2021). STEM stereotypes predict students’ STEM career interest via self-efficacy and outcome expectations. International Journal of STEM Education, online first, 1-13
Wan, Z. H., So, W. M. W.*, & Hu, W. (2021). Necessary or sufficient? The impacts of epistemic beliefs on STEM creativity and the mediation of intellectual risk-taking. International Journal of Science Education, online first, 1-18
Luo, T., So, W. M. W.*, Li, W. C., Yao, J (2021). The Development and Validation of a Survey for Evaluating Primary Students’ Self efficacy in STEM Activities. Journal of Science Education and Technology, 30, 1-12 Doi:10.1007/s10956-020-09882-0.
So, W. M. W. *, Cheng, N. Y. I., Cheung, T. O. Lewis, Chen, Y., Chow, C. F. S. (2021). Extending the theory of planned behaviour to explore the plastic waste minimisation intention of Hong Kong citizens. Australian Journal of Environmental Education, E-pub ahead of print, 1-19
So, W. M. W. (2021). Does Computation Technology Matter in Science, Technology, Engineering and Mathematics (STEM) Projects? . Research in Science & Technological Education, E-pub ahead of print, 1-19
Chen, Y., Chow, C. F., So, W. M. W., (2020). School-STEM Professional Collaboration to Diversify Stereotypes and Increase Interest in STEM Careers among Primary School Students (DOI.org/10.1080/02188791.2020.1841604). Asia Pacific Journal of Education, 1, 1-7
Luo T, So WWM, Li WC, Yao JX (2020). The Development and Validation of a Survey for Evaluating Primary Students’ Self-efficacy in STEM Activities. Journal of Science Education and Technology, XX, 1-12
Chen, Y., Guo, C. J., Lim, K. M., Mun, K. J., Otsuji, H., Park, Y. S., Sorrell, D., So, W. M. W.* (2020). The Influence of School Entry Skills in Literacy and Numeracy on the Science Achievement of Fourth Grade Students and Schools in Asian Regions. EURASIA Journal of Mathematics, Science and Technology Education, 16(9), 1-14
So, W. M. W.*, Chen. Y. (2020). School – STEM professional collaboration: improving students’ STEM career interests (In Chinese). . Digital education in primary and secondary schools, 15, 25-28
So, W. M. W., Chen, Y., Chow, C. F., (2020). Primary School Students’ Interests in STEM Careers: How Conceptions of STEM Professionals and Gender Moderation Influence (DOI: 10.1007/s10798-020-09599-6). International Journal of Technology and Design Education, 1, 1-7
So, W. M. W., He, Q., Chen, Y., & Chow, C. F. (2020). School-STEM Professionals' Collaboration: A case study on teachers' conceptions. Asia-Pacific Journal of Teacher Education, 48, 1-19
Cheng, Y. C., & So, W. W. M. (2020). Managing STEM learning: A typology and four models of integration. International Journal of Educational Management, 34(6), 1063-1078
So, W. M. W.*, Chen, Y., Wan, P. (2019). Multimedia e-learning and self-regulated science learning: A study of primary school learners’ experiences and perceptions. Journal of Science Education and Technology , online, 1-1
So, W. M. W., Chow, C. F., (2019). Environmental Education in Primary Schools: A Case Study with Plastic Resources and Recycling.. Education 3-13: International Journal of Primary, Elementary and Early Years, 47, 652-663
So, W. M. W.* & Chen, Y. (2018). Why e-learning matters: developing early elementary school students’ understanding of the Seasons. Asia-Pacific Forum on Science Learning and Teaching, 19(2), 1-10
So, W. W. M., Kong, S. K., Wan, Z.H., & Chen, Y. (2018). An Analysis of Approaches to Inquiry in a Multimedia Learning Environment of E-Textbooks. Curriculum and Teaching, 33(2), 67-89
So, W. M. W., Zhan, Y., Chow, C. F., Leung, C. F. (2018). Analysis of STEM Activities in Primary Students' Science Projects in an Informal Learning Environment.. International Journal of Science and Mathematics Education, 16, 1003-1023
Cheung, T. Y., Fok, L., Cheang, C.C., Yeung, C. H., So, W. M. W., Chow, C. F. (2018). University Halls Plastics Recycling: A Blended Intervention Study . International Journal of Sustainability in Higher Education, 19, 1038-1052
Cheung, T. Y., Chow, C. F., So, W. M. W., (2018). A Train-the-trainer Design for Green Ambassadors in an Environmental Education Programme on Plastic Waste Recycling.. International Research in Geographical and Environmental Education, 27, 24-42
Yeung Chung Lee, Carole Kwan-Ping Lee, Irene Chung-Man Lam, Ping Wai Kwok, Winnie Wing-Mui So (2018). Inquiry Science Learning and Teaching: a Comparison Between the Conceptions and Attitudes of Pre-service Elementary Teachers in Hong Kong and the United States. Research in Science Education, on-line, 1-25
Yeung, S. K., So, W. M. W., Cheng, N. Y., Cheung, T. Y., Chow, C. F. (2017). Comparing Pedagogies for Plastic Waste Management at University Level.. International Journal of Sustainability in Higher Education, 18, 1039-1059
Zhan, Y.,& So, W.M.W. (2017). Views and practices from the chalkface: Development of a formative assessment multimedia learning environment. Technology, Pedagogy and Education, 26(4), 501-515
Cheang, C.C., So, W.M.W., Zhan, Y., & Tsoi, K.H. (2017). Education for sustainability using a campus eco-garden as a learning environment. International Journal of Sustainability in Higher Education, 18(2), 242-262
So, W. M. W., Cheng, N. Y. I., Chow, C. F., Zhan, Y. (2016). Learning about the Types of Plastic Wastes: Effectiveness of Inquiry Learning Strategies.. Education 3-13: International Journal of Primary, Elementary and Early Years Education , 44, 311-324
Zhan, Y., So, W.M.W. & Cheng, N.Y.I (2016). Students’ beliefs and experiences of interdisciplinary learning. Asia Pacific Journal of Education, 1, 1-14
Chen, Y. & So, W.M.W. (2016). An investigation of mainland china high school biology teachers’ attitudes toward and ethical reasoning of three controversial bioethics issues. Asia-Pacific Science Education, 3(1), 1-10
Tho, S. W., Yeung, Y. Y., Wei, R, Chan K. W., & So, W. M. W. (2016). A Systematic Review of Remote Laboratory Work in Science Education with the Support of Visualizing its Structure through the HistCite and CiteSpace Software.. International Journal of Science and Mathematics Education, 1, 1-20
Chow, C. F., So, W. M. W., Cheung, T. Y. (2016). Past Examination Questions in Senior Secondary Chemistry: from Written Practice to Hands-on Experiments.. School Science Review, 97, 77-83
Chow, C. F., So, W. M. W., Cheung, T. Y. (2016). Research and Development of a New Waste Collection Bin to Facilitate Education in Plastic Recycling . Applied Environmental Education & Communication , 15, 45-57
Cheng, N.Y.I., So, W.M.W., & Wong, M.Y.E. (2016). The children’s voice and interdisciplinary health promotion programme. The International Journal of Health, Wellness and Society, 6(1), 45-58
Zhan, Y., So, W. M. W., & Cheng, N. Y. I. (2016). Implementation matters: Teachers' pedagogical practices during the implementation of an interdisciplinary curriculum in Hong Kong. The Asia-Pacific Education Researcher, 25, 1-13
Deng, Wenjing*, Chai Yemao, Lin, Huiying, So, Winnie WM, Ho, KWK, Tsui, AKY, Wong, RKS (2015). Distribution of bacteria in inhalable particles and its implications for health risks in kindergarten children in Hong Kong.. Atmospheric Environment , 128, 268-275
Cheng, I.N.Y., & So, W.W.M. (2015). Teachers’ environmental literacy and teaching – stories of three Hong Kong primary school teachers. International Research in Geographical and Environmental Education, 24(1), 58-79
Cheng, N.Y.I., & So, W.M.W. (2015). Environmental governance in Hong Kong - Moving towards multi-level participation . Journal of Asian Public Policy, 8(1), 1-15
Lee, T.T.H., & So, W.W.M. (2015). Inquiry learning in a special education setting: Managing the cognitive loads of intellectually disabled students. European Journal of Special Needs Education, 30(2), 156-172
So, W. M. W. (2014). Representational practices in extra-curricular science inquiry projects: A study with Asian primary pupils (DOI:10.1007/s10763-014-9566-5). International Journal of Science and Mathematics Education, Retrieved from http://link.springer.com/article/10.1007/s10763-014-9566-5, 1, 1-25
Kong, S. C., Chan, T.-W., Griffin, P., Hoppe, U., Huang, R., Kinshuk, Looi, C. K., Milrad, M., Norris, C., Nussbaum, M., Sharples, M., So, W. M. W., Soloway, E., & Yu, S. (2014). E-learning in school education in the coming 10 years for developing 21st century skills: Critical research issues and policy implications. Educational Technology and Society, 17(1), 70-78
Deng, W.J., So, W.M.W. (2013). Knowledge of composting as a way of food waste management and the willingness to pay for it: perceptions of secondary school teachers. The Newsletter of the East-Asian Association for Science Education, 6 (4), 9-10
So, W. W. M. (2013). Connecting Mathematics and Science in Primary Science Inquiry.. International Journal of Science and Mathematics Education, 11(2), 385-406
So, W. M. W., & Ching, N. Y. F. (2012). Online resource-based learning environment: Case studies in primary classrooms. Asia-Pacific Forum on Science Learning and Teaching , 13(2), 1-11
So, W. M. W., & Xie, Q. (2012). Understanding and practice of argumentation: A pilot study with Mainland Chinese pre-service teachers in secondary science classrooms. Asia-Pacific Forum on Science Learning and Teaching, 13(2), 1-20
鍾媚、蘇詠梅 (2012)。 模型建構式探究:科學教學改革的新路向外國教育研究39(268),42-49
Ching, F. N. Y., & So, W. W. M. (2012). Teaching and learning animal classification with e-resources: A tale of two classrooms. The International Journal of Science in Society, 3(3), 107-116
So, W. W. M. (2012). Creating a framework for resource-based e-learning environments for science learning in primary classrooms. Technology, Pedagogy and Education, 21(3), 317-335
SO, W. M. W., CHENG, M. H. M., KONG, S. C., & CHING, N. Y. F. (2012). Views of primary science teachers towards the use of online resources to support the implementation of inquiry learning (doi: 10.1080/03004279.2012.710640). Education 3-13, Retrieved from http://dx.doi.org/10.1080/03004279.2012.710640, online publication, 1-16
Cheng, M. H. M., & So, W. M. W. (2012). Analysing teacher professional development through professional dialogue: An investigation into a university-school partnership project on enquiry learning. Journal of Education for Teaching, 38(3), 323-341
So, W. M. W. (2012). Quality of learning outcomes in an online video-based learning community: Potential and challenges for student teachers. Asia Pacific Journal of Teacher Education, 40(2), 143-158
Cheng, N.Y.I., & So, W.M.W. (2011). Environmental education in Hong Kong primary education: Challenges and opportunities.. Asia-Pacific Forum on Science Learning and Teaching 亞太科學教育論壇, 12(2), 1-8
Cheng, N.Y.I., & So, W.M.W. (2011). Teachers' pro-environmental qualities: Bridging the gaps in environmental knowledge, attitude and behavioral Intentions. Education Research Journal, 26(2), 271-286
So, W. M. W., & Ching, N. Y. F. (2011). Creating a collaborative science learning environment for science inquiry at the primary level. The Asia-Pacific Education Researcher, 20(3), 559-569
So, W. M. W., & Lee, T. H. T. (2011). Influence of teachers’ perceptions of teaching and learning on the implementation of assessment for learning in inquiry study. Assessment in Education: Principles, Policy & Practice, 18(4), 417-432
蘇詠梅和鄭雅儀 (submitted) (2011)。 從環境教育步向可持續發展社會 2011第四屆兩岸四地可持續發展論壇論文集 1,1-3
So, W. M. W., & Ching, N. Y. F. (2011). Pupil science learning in resource-based e-learning environments. Journal of Computers in Mathematics and Science Teaching, 30(2), 203-223
蘇詠梅、鍾媚 (2010)。 科學探究中的“不科學”亞太科學教育論壇11(1),文章三
So, W. M. W. (2010). Meaning representation in video outcomes of inquiry project. Computers & Education, 55, 1532-1541
So, W. M. W., & Kong, S. C. (2010). Interaction of students' academic background and support levels in a resource-based learning environment on Earth's movement. Interactive Learning Environments, 18(2), 153-176
So, W. M. W. & Cheng, M. H. M. (2009). Science Education in Hong Kong: Opportunities for research and development. . Educational Research Journal, 24(2), 195-229
So, W. M. W., & Zhong. M. (2009). Myths of science: How children know about science in inquiry projects.. The International Journal of Science in Society, 1(2), 31-44
So, W., Pow, J., & Hung, V. (2009). The interactive use of a video database in teacher education: Creating a knowledge base for teaching through a learning community. Computers & Education, 53(3), 775-786
Cheng, M. H. & So, W. M. W. (2009). Implementing science education in an integrated curriculum at primary level: Threats and opportunities.. Curriculum and Teaching, 24(1), 57-74
So, W. M. W. & Cheng, M. H. M. (2009). Science Education in Hong Kong: Opportunities for research and development.. Educational Research Journal, 24(2), 195-229
蘇詠梅 (2008)。 從TIMSS透視香港的小學科學學習《亞太科學教育論壇》9(1),文章十六
Kong, S. C., & So, W. M. (2008). A study of building a resource-based learning environment with inquiry learning approach: Knowledge of family tree. Computers and Education, 50 (1), 37-60
So, W. M. W., Hung, H. K. V., & Yip, Y. W. W. (2008). The digital video databases: A virtual learning community for teacher education. Australian Journal of Educational Technology, 23 (5), 73-90
So, W. M., & Kong, S. C. (2007). Approaches of inquiry learning with multimedia resources in primary classrooms. Journal of Computers in Mathematics and Science Teaching, 26 (4), 329-354
蘇詠梅 (2007)。 建構教學設計:讓學生發展專題研習書面報告技能《基礎教育學報》第15卷第2期,頁121-140
鄧怡勳、蘇詠梅及鄭美紅 (2006)。 教學實習評估中的「專業發展進展圖」《教育學報》第34卷第2期,頁73-96
Tang, S. Y. F., Cheng, M. H. M., & So, W. M. W. (2006). Supporting student teachers' professional learning with standards-referenced assessment. Asia-Pacific Journal of Teacher Education, 34 (2), 223-244
蘇詠梅 (2006)。 小學科學探究學習的探討《亞太科學教育論壇》7(1),文章三
蘇詠梅、鍾媚 (2006)。 小學科學探究活動:促進兒童科學思維的發展《基礎教育學報》第15卷第1期,頁73-95
蘇詠梅、江紹祥 (2005)。 電腦中介學習資源的設計:支援「青春期」探究為本學習《基礎教育學報》第14卷第1期,頁149-161
Cheng, M. H., So, W. M., & Yeung, Y. Y. (2005). An effective web-based approach to support the initial training of science teachers. Journal of the International Society for Teacher Education, 9(1), pp. 13-22
Kong, S. C., & So W. M. W. (2005). The design of computer-mediated learning resources for the inquiry approach to building knowledge of family trees. Global Chinese Journal on Computers in Education 2(2), pp. 44-58
So, W. M. W., & Watkins, D. (2005). From beginning teacher education to professional teaching: A study of the thinking of Hong Kong primary science teachers. Teaching and Teacher Education, 21, pp. 525-541
Cheng, M. H., So, W. M., & Yeung, Y. Y. (2005). An effective web-based approach to support the initial training of science teachers. Journal of the International Society for Teacher Education, 9 (1), 13-22
So, W. M. W. (2004). Assessing primary science learning: Beyond paper and pencil assessment. Asia-Pacific Forum on Science Learning and Teaching, 5(2), Article 8
Cheng, M. H., So, W. M. W., Wong Yu, L. W., & Lee Man, Y. C. (2003). Moving from a personal to a social constructivist view of learning: Implications for support in the student teaching experience. Asia Pacific Journal of Education, 23(1), 85-98

Conference Papers
Luo, T., & So, W.M.W. (2018, 3). Revisiting Students' Understanding of Scientists and Engineers in Light of STEM: The Case of Elementary Students. Paper presented at NARST Annual Meeting 2018: Re-Centering on Scientific Literacy in an Era of Science Mistrust and Misunderstanding, Atlanta, GA, USA
Luo, T., & So, W.M.W. (2018, 1). A Review of Assessments in K-12 STEM Learning. Paper presented at 2018 International Conference of KASE (Korean Association for Science Education), South Korea
Luo, T., & So, W.M.W. (2017, 11). "Have I Done Anything Like a Scientist or an Engineer?” Reflections of Primary Students from Their STEM-Related Experiences. Paper presented at the WERA Focal Meeting & HKERA International Conference 2017, Hong Kong
Luo, T., & So, W.M.W. (2017, 11). Integrating STEM Professionals’ Sharing with Biologically Inspired Engineering: Designing and Evaluating STEM Activities for Young Children. Paper presented at the Singapore International Science Teachers’ Conference 2017, Singapore
Chow C. F., So, W. M. W. (2015, 5). I Act, U Act! Education for Plastic Waste Recycling. Paper presented in International Conference on Solid Waste 2015, Hong Kong
Chow, C. F., Lam, H. W. M., So, W. M. W. (2014, 3). Degradation and Mineralization of Plastics.. Paper presented in the 3R International Scientific Conference on Material Cycles and Waste Management, Kyoto, Japan
Lee, T.T.H., & So, W.W.M. (2014, 3). Lessons learned from using inquiry learning approach for intellectually disabled students. International Symposium on Education, Psychology, Society and Tourism 2014, Tokyo, Japan
So, W. M. W., Cheng, N. Y. I., Chow, C. F. (2014, 3). Learning about the Classification and Separation of Plastic Wastes: The First Step to Achieve Environmental Sustainability in Hong Kong. . The 3R International Scientific Conference on Material Cycles and Waste Management, Kyoto, Japan
Lo, S.K.; Li, P.Y.; Ji, M.; Lai, T.T.; Wong, W.K.; So, W. &Sin, K (2014, 1). Teachers’ perspective on teaching students with autism spectrum disorders in non-English-speaking inclusive education setting. International Conference on Education, Economics and Humanities (ICEEH’2014) , Kuala Lumpur (Malaysia)

Creative and Literary Works, Consulting Reports and Case Studies
蘇詠梅 (2013)。 基礎教育常識課程(智障學生)課程調適。香港: 教育局
SO, W. M. W. (2012). Final Report on Provision of Services for Conducting the New Senior Secondary Liberal Studies Curriculum Implementation Study. Hong Kong: Education Bureau
Yeung, Y. Y., Cheng, M. H. M., So, W. W. M., Cheng, V. M. Y., Kong, S. C., & Ng, P. H. (2006). Evaluation Report of the Project "Diffusion of Learning Centre Scheme to Schools in Hong Kong: Immanuel Lutheran College-Learning Centre in Secondary Science (S1-S3)". Hong Kong: Education and Manpower Bureau
Yeung, Y. Y., So, W. M. W., Cheng, M. H. M., Cheng, V. M. Y., Kong, S. C., & Ng, P. H. (2006). Evaluation Report of the Project "Diffusion of Learning Centre Scheme to Schools in Hong Kong: Fanling Public School-Learning Centre in Primary General Studies". Hong Kong: Education and Manpower Bureau

All Other Outputs
So, W. M. W. & Chiu, W. K. S. (2020). Challenges and Opportunities with Hong Kong students’ Science, Technology, Engineering and Mathematics aspirations. HK: Policy Innovation and Co-ordination Office of the Government of the HKSAR.
蘇詠梅 (2014)。 塑膠都市隱形殺手。香港: 明報
SO, W. M. W. (2012). Theory and Practice in elearning 3: resource-based elearning environment 2. Welnet 2.0 express..
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(2006). Asia-Pacific Forum on Science Learning and Teaching [Online available: http://www.ied.edu.hk/apfslt/]. Hong Kong: The Hong Kong Institute of Education
Kong, S. C., & So, W. M. (2005). Information technology assisted learning compact disk: Earthquake and volcano [CD ROM]. Hong Kong: Educational Publishing House Ltd.
Kong, S. C., & So, W. M. (2005). Information technology assisted learning compact disk: Self-protection [CD ROM].. Hong Kong: Educational Publishing House Ltd.
Kong, S. C., & So, W. M. (2004). Information technology assisted learning compact disk: Classification of living things [CD ROM]. . Hong Kong: Educational Publishing House Ltd.
Kong, S. C., & So, W. M. (2004). Information technology assisted learning compact disk: Family tree [CD ROM].. Hong Kong: Educational Publishing House Ltd.
Kong, S. C., & So, W. M. (2004). Information technology assisted learning compact disk: Puberty [CD ROM]. . Hong Kong: Educational Publishing House Ltd.
Kong, S. C., & So, W. M. (2004). Information technology assisted learning compact disk: Solar system [CD ROM]. . Hong Kong: Educational Publishing House Ltd.
Kong, S. C., & So, W. M. (2004). Information technology assisted learning compact disk: Touring in Hong Kong [CD ROM]. . Hong Kong: Educational Publishing House Ltd.

Project

Investigating Primary School Teachers’ E-assessment Practices, Intentions and Influencing Factors in the New Normal: Implications for Developing E-assessment Policy
The blend of online and offline learning has been commonly considered as a trend of future education. Under the profound influence of the COVID-19 pandemic, it has become the new normal in Hong Kong primary schools. To effectively maintain school accountability and facilitate education recovery and improvement, e-assessment (as a powerful alternative to traditional face-to-face assessment) has been much more frequently adopted by teachers in classrooms since the occurrence of the pandemic.

In the existing basic education policy documents published in Hong Kong, e-assessment is suggested either as an efficient tool to decrease teachers’ workload in marking, recording and analyzing assessment data (e.g., Curriculum Development Council, 2014) or as e-tests which mainly serve for summative purposes and are linked with territory-wide system assessments (e.g., Education Bureau, 2012, 2015). There is still much room for policymakers to explicate how to balance the use of e-assessment for both formative and summative purposes so as to maximize the strengths of e-assessment in primary classrooms. Since considerable e-assessment experiences have been accumulated by teachers in the new normal, now should be a golden moment for researchers to investigate these fresh experiences so that suggestions can be made for policymakers to enrich and strengthen the existing e-assessment policy in Hong Kong primary schools.

Underpinned by the well-established Theory of Planned Behaviour, this project will adopt an exploratory sequential mixed-methods design to explore primary school teachers’ e-assessment practices in classrooms, their intentions in using it and the factors influencing their decisions. 12 focus group interviews will be conducted with 72 teachers to identify teachers’ e-assessment practices in various school contexts and teachers’ intentions and considerations in planning and conducting e-assessment in classrooms. A large-scale survey based on the interview results will

Project Start Year: 2022, Principal Investigator(s): ZHAN, Ying 詹穎 (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
Concentrating on an Edge-cutting Area: Establishing a Research Hub for STEM Integration in Primary Schools
In recent ten years, there is an increasing emphasis in governments’ policies worldwide to promote Science, Technology, Engineering, and Mathematics (STEM) education. Although the significance of promoting STEM education has been widely recognized and considerable numbers of studies have been conducted in recent years, the research on the integration in STEM education as a distinct field of study is still in its embryonic stages. This cluster will target at this significant but under-investigated area, which entails three-folded objectives: (i) building strategic alliance and leverage synergy among researchers of STEM education to develop a new area of research strength; (ii) elevating our university’s international reputation as a research hub of STEM education; and (iii) informing practitioners of STEM education. This cluster will sever to fill current research gaps concerning STEM integration in primary schools and plant the seed of STEM talents for the sustainable development of Hong Kong.
Project Start Year: 2021, Principal Investigator(s): WAN, Zhihong 萬志宏 (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
Knowledge and Behavior Change with Covid-19 among Hong Kong Primary Students: An Intervention Study with Animated Videos
Information about COVID-19 is overwhelming in the Internet and media worlds. However, in the school curriculum, teaching materials on COVID-19 and curriculum time for teachers to discuss pandemic-related issues with students are rather limited. As there are studies reporting evidence that people share false claims about COVID-19 partly because they simply fail to think sufficiently about whether or not the content is accurate when deciding what to share, students may have mistaken views on COVID-19 after exposure to various sources and peers. All classes of senior primary students of three schools will be invited to complete the pre-survey to identify students’ prior conceptions of COVID-19. Students will then be arranged to watch the six videos (5 minutes each) during class time in a month. They will be encouraged to watch the videos again within 2 weeks during their free time. All students will be invited to complete the post-survey, and three students from each intervention class will be invited to take part in an interview share their views on the features of the animated videos that are significant to the changes in their conceptions and behaviour.
Project Start Year: 2021, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅
 
Improving Chinese Language and Persistence in STEM: Career Role Models in Utility Services for Ethnic Minority Students
..
Project Start Year: 2020, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅
 
Is Kindness Linked to Positive Environmental Behaviors in Hong Kong and Mainland China? A Structural Equation Modeling Approach
This project will assess how kindness or individual’s dispositions to perform good deeds to others may be associated with positive environmental attitudes and “eco-friendly behaviors” using structural equation modeling approach. To provide evidence about precise mechanisms underscoring the link of kindness to pro-environmental behaviors, we will also explore the mediating effects of nature connectedness and positive emotions.
Project Start Year: 2020, Principal Investigator(s): DATU, Jesus Alfonso Daep (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
Science, Technology, Engineering and Mathematics (Stem) Education: Giving Voice to Teachers on Notion of Integration
The significance of the research will be an overview of the barriers and successes teachers are encountering the progression in STEM learning provided to school students. Recommendations will be concluded for the reference of the Education Bureau, educators and practitioners in future advocation of STEM education in Hong Kong.
Project Start Year: 2020, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅
 
Environmental Health Impact Assessment on Crucial Environmental Contaminants and Associated STEM Education
..
Project Start Year: 2019, Principal Investigator(s): LAM, Chung Wah James 林忠華 (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
A Study on Students' STEM Aspiration in Asian Economies
This research studies a snapshot of primary/elementary school, junior secondary/middle school, senior secondary/high school students’ STEM aspirations in Asian economies (i.e. Singapore, Taiwan, Hong Kong and others)
Project Start Year: 2019, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅
 
Understanding the Extent of the Integration of Science, Technology, Engineering and Mathematics in Students' Inquiry Activities
..
Project Start Year: 2019, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅
 
Teacher Professional Development with Peer Coaching: STEM Education for students with Intellectual Disabilities
This study aims to research the under-explored area in STEM education of teacher professional development to support students with mild intellectual disabilities (ID).
Project Start Year: 2019, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅
 
Challenges and Opportunities with Hong Kong Students' STEM Aspirations
This proposal aims to capture factors affecting Hong Kong students’ STEM learning, focusing on their STEM aspirations, including their conceptions of STEM, and interaction of family-, school-, and societal-level factors of the STEM ecosystem as suggested by UNESCO’s study (2017). These factors all have an influence on youth opportunities, participation, achievement, and progression in STEM education.
Project Start Year: 2018, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅
 
School-STEM Professionals Collaboration: Impact on teachers’ conceptions and students’ attitudes towards STEM
A three-phase design-based approach was adopted in the design of authentic STEM inquiry activities with pre-study and post-study comparisons. The investigation of change in teachers’ conceptions of STEM education involved the use of the drawing of mind maps as well as interviews. Factors influencing the implementation of STEM activities in the classroom were identified through lesson observations of the instructional approaches. The change in students’ attitudes towards STEM was studied using pre-lesson and post-lesson surveys and interviews.
Project Start Year: 2018, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅
 
The Effects of STEM Project Based Learning on Primary Students' Epistemological Beliefs and STEM Creativity
..
Project Start Year: 2017, Principal Investigator(s): WAN, Zhihong 萬志宏 (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
Boundary Interaction: Developing a Science Curriculum to Integrate Learning in the Informal Spaces
The project will be a part of a two-year project focusing on the conceptualization of boundary activity for connecting the merits of learning in informal spaces with formal learning, as relates to inquiry-based science curriculum development. An iterative design and refinement of the boundary activity based on the design-based approach will be conducted together with teacher professional development. With an aim to evaluating the efficiency of the intervention, student and teacher performance will be examined. A lesson package will be shared across schools with the purpose of scaling the innovation at the final stage. In this project, the participants are 16 science teachers and 300 students from 4 junior secondary schools in Hong Kong. The subject domain will be the secondary 1 integrated science in Hong Kong. Mixed research methods will be employed to conduct qualitative data analysis on teaching and learning behaviors in and out of the classroom, and quantitative data analysis on achievement test results, survey results and the relationship among the activity performance, learning artefacts and test achievement. Case study methods will be used to interpret the teacher changes. The research findings will inform science curriculum design and development, science syllabus improvement, science teacher education as well as inspire the pedagogical design of mobile learning.
Project Start Year: 2017, Principal Investigator(s): SUN, Daner 孫丹兒 (SO, Wing Mui Winnie 蘇詠梅 as Collaborator)
 
Teachers' Conceptual Change in Their Pedagogical Practices with E-Textbook: From Conception to Realization
General Research Fund (GRF) project funded by University Grant Council (UGC)
Project Start Year: 2016, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅
 
Student Network Groups as Change Agents
The project has a key theme to engage students directly to take the role as “change agents” in the learning and teaching process through Student Network Group (SNG). Through the four sub-SNG projects, students work in groups and form SNGs to investigate their interested topics. The student leadership role may take different forms in the sub-project i.e. led by students, partnership with teachers or guided by teachers. As a whole, the project aims to improve the learning and teaching experience and promote a student-teacher collaboration environment on campus.
Project Start Year: 2015, Principal Investigator(s): CHENG, May Hung May 鄭美紅 (SO, Wing Mui Winnie 蘇詠梅 as Team Member)
 
Teaching and learning of municipal solid wastes using an evidence-based approach
The project aims to build the capacity of secondary school science and liberal studies teachers to develop teaching and learning activities with reference to MSW management issue by equipping them current knowledge and relevant problem solving techniques. Emphasis will be placed upon the current status and key areas of debate in MSW management strategies in both local and international contexts, accounting for both technical and socio-political aspects. The programme will adopt evidence-based, inquiry-based, field-based and service-based teaching and learning approaches. Rather than telling teachers what to do, the proposed programme empowers teachers by fulfilling their information needs, thus enabling them to aid student to make their own informed decisions.
Project Start Year: 2015, Principal Investigator(s): CHENG, Nga Yee Irene 鄭雅儀 (SO, Wing Mui Winnie 蘇詠梅 as Team Member)
 
Design and Production Services for Teaching Kit for Integrated Education Programme on Water Conservation
The teaching kit for Integrated Education Programme (IEP) on Water Conservation will be designed for pupils and their parents, principals and teaching staff of all primary schools in Hong Kong.
Project Start Year: 2015, Principal Investigator(s): TSANG, Yiu Fai 曾耀輝 (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
GreenEducation for EcoGarden
Along with the ongoing establishment of the EcoGarden (next to the Kindergarten) funded by the UGC under the AA&I block grant, the project aims to advance sustainability education to our students and the community in the EcoGarden by building a display and control rooms, namely the GreenEducation amenity. The planned eco-installations of the EcoGarden, including organic farmlands, aquaponic system and food production, living walls, rain gardens, butterfly gardens, ecological ponds and renewable energy devices are monitored and controlled from the GreenEducation amenity. These functions would serve a demonstration purpose which incorporates the transfer of sustainability knowledge and education into the eco-facilities. Lining up with our Institute’s missions and strategic plans, this amenity represents a development of the Programme Area of Environmental Studies.
To maintain the Institute’s high professional standards in education, the proposed amenity will facilitate the completion of a learning cycle established in the educational platform of the EcoGarden. It also supplements and reinforces learning experiences provided by the garden. Prior to the visit of the outdoor environment, abstract conceptualization and theoretical background of sustainability will be briefed to the visitors in the GreenEducation amenity (tentatively named as Green Corridor). The design ideologies and the operation of the EcoGarden will also be introduced through demonstration models. Visitors will then construct concrete concepts in the outdoor authentic environment (EcoGarden). The learning cycle will, finally, be completed through a reflective learning process in the proposed amenities.

Project Start Year: 2015, Principal Investigator(s): TSOI, Kwok Ho 蔡國豪 (SO, Wing Mui Winnie 蘇詠梅 as Co-Principal Investigator)
 
QEF: A programme to nurture Green Students on “Education about plastic”
To educate Green Student from participating primary schools in the recognition of plastic materials and the impact of plastics on environmental conservation, as well as promoting knowledge, attitude and behavior towards the handling of plastic wastes.
Project Start Year: 2014, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅
 
Provision of Services for Conducting the New Senior Secondary Liberal Studies Curriculum Implementation Study (2013-14)
The Study aims to answer research questions on the implementation and impact of the NSS Liberal Studies Curriculum, including Independent Enquiry Study (IES), in senior secondary education. It will be in the form of in-depth interviews. The aim of the Study is to solicit information from Liberal Studies panel heads, school coordinators of IES, Liberal Studies teachers and students on the implementation and impact of the subject in the 2013-14 school year.
Project Start Year: 2014, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅
 
Advisory Service for School-Based Support Project on General Studies (GS)
This project aims to render special schools more professional support to develop school based GS curriculum according to the aforementioned adapted GS curriculum framework, as well as empowering subject teachers to deliver the adapted GS curriculum with effective learning and teaching strategies.
Project Start Year: 2013, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅
 
Bring Your Own Device (BYOD) for Reflective Engagement of Learners in Digital Classroom
The project aims to enhance the competency of HKIEd academic/teaching staff in promoting learners’ reflective engagement in line with HKIEd e-learning strategies. The project has the objectives to enhance the reflective engagement of learners in course learning in HKIEd; to enhance the reflective engagement of lecturers in course teaching in HKIEd; to enhance the sustainability of e-learning implementation in course learning and teaching in HKIEd; and to enhance the scalability of e-learning implementation in course learning and teaching in HKIEd.
Project Start Year: 2013, Principal Investigator(s): KONG, Siu Cheung 江紹祥, CHUNG, Wai Yee Joanne 鍾慧儀, SONG, Yanjie 宋燕捷 (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
Macau Curriculum Guidelines Development Program
The objective of the programme is to develop General Studies curriculum guidelines for Macau primary schools so as to help Macau teachers adapt the curriculum framework into their school curriculum and implement the required competence of the subject provided by the Macau government. Advice would also be given to Macau General Studies teachers for the development of school-based curriculum and professional teacher development regarding teaching and learning as well as assessment activities.
Project Start Year: 2013, Principal Investigator(s): CHENG, Nga Yee Irene 鄭雅儀 (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
Junior Students Mentoring Scheme (JSMS) by a Science and Environmental Summer Programme (HKIEd/Learning Development Grants)
Junior student-teachers, especially freshmen, have limited in-class teaching experience. However, they will have to take up teaching roles soon in their third year of study in new 335 cohorts. In light of this, this application purposes to provide teaching and learning experience to our freshmen through direct observation and participation of classes conducted by our senior student-teachers. In addition to that, this proposal also aims to provide communication channels between our freshmen and their senior on sharing teaching and learning experience.

To realize these aims, the summer programme held by the Department of Science and Environmental Studies will be used as a platform. With extensive one-month participation in the programme, junior student-teachers will learn (i) effective teaching method and classroom management by means of peer observation; (ii) how to prepare lesson plans and teaching materials by involving various scientific and environmental activities, and (iii) teaching experience by participate experience-sharing sessions.

The grant will be allocated mainly to employ four senior student-teachers as instructors in the summer programme. Their main role is not only to conduct the lectures; they will take up the role (i) to mentor forty freshmen during this one-month project, (ii) to provide effective teaching and learning skills and (iii) to share their teaching experience. The project outcomes will be presented and shared in departmental meetings and knowledge transfer seminars.

Project Start Year: 2012, Principal Investigator(s): CHOW, Cheuk Fai Stephen 周卓輝 (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
Provision of Services for Developing Teaching Resources on Indoor Air Quality for Primary and Secondary Schools
We spend over 70% of our time indoors and the quality of air in the indoor environment has a significant impact on our health and performance. Poor indoor air quality (IAQ) can lead to discomfort and ill health; and absenteeism and lower productivity in the workplace, especially for youngsters. Good IAQ, on the other hand, safeguards the health of the building occupants and contributes to their comfort and well-being. The Government is dedicated to promote good IAQ and public understanding of its importance.Aimed at further enhancement of promotion of IAQ awareness in schools, this project develops a total of three sets of teaching resources, which are for the “General Studies” subject of Primary 4 - 6, the “Science Education” subject of Secondary 1 - 3, and the “Liberal Studies” subject of Secondary 4 – 6, respectively. School teachers can use this teaching resource to enrich their class contents and students can get better understanding of IAQ. Most importantly, students are able to learn some simple but handy practices from this teaching resource and apply them to daily life to improve the IAQ of their surroundings.This is the first teaching resources on indoor air quality for Primary and Secondary Schools in Hong Kong.
Project Start Year: 2012, Principal Investigator(s): DENG, Wenjing 鄧文靖 (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
A Pilot Study on Technological Pedagogical And Content Knowledge (TPACK) in e-Learning
This project aims to develop a framework to be implemented in primary classroom. The framework utilises Technological Pedagogical And Content Knowledge to define a new method and new way of thinking for realising e-Learning. With the learning units created based on the framework, teachers can understand and learn the knowledge necessary for incorporating technology in their teaching so that they can be better prepared for e-Learning in schools and improve the quality of teaching and learning.
Project Start Year: 2012, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅
 
Developing interdisciplinary units related to science and environment that promote critical thinking, democratic processes and action-oriented knowledge
Interdisplinary learning units with focuses on science and environment can help learners develop critical thinking skills and act in responsible ways. This project will base on Gooch, Rigano, Hickey and Fien’s work (2008) with concepts and action competence as the crucial elements for the complex interdisciplinary issues that involve the environmental and scientific aspects of the society. The project will work on the construction of a framework to support the development of learning units with reference to contemporary societal issues and closely related to the local school curriculum. Emphasis will be put on developing integrated units (focusing on the 4 dimensions of Effects, Causes, Change and Visions) that empower learners who are in our teacher education or education-plus progammes to promote critical thinking, democratic processes and action-oriented knowledge. All products of this project will be posted on the Moodle Learning Management System for learners’ access and learning.
Project Start Year: 2012, Principal Investigator(s): CHENG, Nga Yee Irene 鄭雅儀, SO, Wing Mui Winnie 蘇詠梅
 
Theoretical Implication from a Survey of Food Waste Treatment
Life cycle assessment (LCA) is a tool for evaluating environmental effects of a product, process, or activity throughout its life cycle or lifetime. The methodology of LCA has recently been investigated and proven to be suited for the environmental impact assessment of municipal solid waste (MSW) system. However, seldom LCA studies have been focused on food waste management system. The Hong Kong government will need to adopt a life cycle perspective into the decision-making framework regarding the recent encouraging institutes or housing estates to set up mechanical composters, instead of landfilling. In this pilot study, two management options for food waste generated at HKIEd will be evaluated by LCA method, which is the first attempt in Hong Kong.
Project Start Year: 2012, Principal Investigator(s): DENG, Wenjing 鄧文靖 (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
Provision of Service on the Professional Development Programme on Infusing Higher Order Thinking in Learning and Teaching for Students with Intellectual Disabilities (ID) (P.1-6)
Recognising the importance to prepare students with ID at the senior secondary level for Liberal Studies / Independent Living (LS/IL), the project aims at providing a professional development training programme for frontline teachers of special schools at primary level on introducing the importance and ways to infuse HOT in learning and teaching for students with ID. Together with developing a package of L&T materials after the training programme to include practical recommendation and exemplars on General Studies, the project aims at facilitating teachers to infuse HOT in learning and teaching in General Studies.

Project Start Year: 2011, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅
 
In-Service Teacher Development Course - "Workshops on Scientific Investigation in General Studies (2011/12)"
The aim of the course is to enhance capacity building in planning and conducting Scientific Investigation for topics in Strand 3 "Science and Technology in Everyday Life" of the General Studies (GS) curriculum. It is expected that, through attending this course, participants could master basic pedagogical content knowledge in teaching relevant topics in GS and be more confident in devising Scientific Investigation activities for their students.
Project Start Year: 2011, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅
 
Provision of Services for Conducting the New Senior Secondary Liberal Studies Curriculum Implementation Study
The Study aims to answer research questions on the preparation for, and the implementation and impact of the NSS Liberal Studies Curriculum, including Independent Enquiry Study (IES), in senior secondary education.
Project Start Year: 2011, Principal Investigator(s): (SO, Wing Mui Winnie 蘇詠梅 as Co-Principal Investigator)
 
Cultivating active learning through a video-based learning community with General Studies and Liberal Studies teacher education
This project works with a Video-based Learning Community for upload of teaching videos, sharing of teachign videos to the group, and comment or feedbacks on selected segments of the shared videos. Full time student teachers enrolled to courses on teachign methdos of General Studies and Liberal Studies in 2011/12 academic year will be invited to participate in the study.
Project Start Year: 2011, Principal Investigator(s): (SO, Wing Mui Winnie 蘇詠梅 as Co-Principal Investigator)
 
Master of Education Programme Development and Student Recruitment from the Mainland for Under-enrolled Specializations in FAS
The main aim of the project is to assist under-enrolled Specialisations in the MEd programme, including Business and Management Education, Human Resource Training and Development, Science Education, Technology Enhanced Education, and Physical Education to recruit students from mainland China using a 'wholesale' approach. It is expected that the number of students will increase significantly in these specializations after the project is successfully completed. In addition, further cooperation such as summer school for graduate students can be jointly established.
Project Start Year: 2011, Principal Investigator(s): LO, Sing Kai 盧成皆 (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
Master of Education Programme Development and Studetn Recruitment from the Mainland for Under-enrolled Specialization in FAS
The main aim of the project is to assist under-enrolled Specialisations in the MEd programme to recruit students from mainland China
Project Start Year: 2011, Principal Investigator(s): LO, Sing Kai 盧成皆 (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
Well-being and Environment Project
In order to facilitate two-way flow of academic knowledge between the Institute and the school community where schools and parents are both concerned much about educating children, this knowledge transfer project, “Wellbeing and Environment”, aims to promote community service to primary schools and substantiate resources for home education, regarding the enhancement of children’s level of understanding in areas related to their wellbeing and environment.
Project Start Year: 2011, Principal Investigator(s): CHENG, Nga Yee Irene 鄭雅儀 (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
Developing Adapted General Studies Curriculum under the Basic Education for students with Intellectual Disabilities (ID)
In collaboration with EDB representatives, the Project formulate an adapted curriculum which contains proposed learning targets appropriate to the wide range of capabilities of students with ID, learning objectives for the six strands in General Studies and corresponding expected learning outcomes for students with ID, illustrated by exemplars to serve learning and teaching purposes at the basic education level. The Project Team acts as the trainer, facilitator and advisory consultant to deliver the advisory service and conduct all the professional development activities of this professional development programme and provide the EDB with the summary and reports with recommendations at different stages of the advisory service.
Project Start Year: 2010, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅
 
Evaluation of technology-enhanced learning of General Studies
During the last decade, different types of ICT or digital devices, including pocket PC, MP3/PMP, digital cameras, webcameras, netbook computer, ipod, ipad, handheld dataloggers, RFID, Wiimote, GPS and smart phones (or mobile phones) etc., have been employed (in conjunction with some appropriate or innovative pedagogy) by a number of researchers and proactive teachers to enhance the learning of science or other subjects within and outside the classroom environment. Recently, a primary school which has obtained a QEF grant to develop a technology-enriched learning environment to facilitate their implementation of an innovative school-based curriculum on project learning and scientific inquiry. The school aims not only to nurture their students’ ability for effectively conducting inquiry-based project learning but also to further develop the General Studies teachers’ professional competence. They are now acquiring a lot of facilities/resources (mainly digital devices) and hiring a teaching assistant to assist them in developing the relevant materials for some innovative teaching and learning activities. Members of this team are engaged as their consultants to help them through provision of workshops for training, mentoring for lesson study and conduction of school-based test-bed study. This project aims to
1. evaluate the students’ learning effectiveness through a series of innovative teaching activities as driven by the use of selected technologies;
2. assess the teachers’ attitudes and competence towards the new approach of intensively employing technology to enhance the learning of General Studies in their school; and
3. investigate the interplay between some innovative pedagogy, selected digital technologies and the context in a primary school.

Project Start Year: 2010, Principal Investigator(s): YEUNG, Yau Yuen 楊友源 (SO, Wing Mui Winnie 蘇詠梅 as Team Member)
 
Inquiry-based project learning of General Studies in a technology-enhanced environment
Inquiry-based learning and project learning are often considered capable of increasing students’ interest of learning science, developing their scientific investigation and thinking skills, and cultivating their ability for independent and collaborative learning. On the other hand, digital technology can further enhance the learning effectiveness of those pedagogies. However, there still lacks sufficient research findings and implementation experience on incorporating digital technologies into the inquiry-based project learning in primary schools. Therefore, the present two-year project provides some intensive school-based support to a Hong Kong primary school for that aim through (i) workshops for teachers’ professional development; (ii) lesson study consisting of collaborative design of lessons and post-lesson conference for reflection and refinement of teaching; (iii) test-bed; and (iv) evaluation of students’ learning through questionnaire survey, subject matter test, interviews and lesson observation.
Project Start Year: 2010, Principal Investigator(s): YEUNG, Yau Yuen 楊友源 (SO, Wing Mui Winnie 蘇詠梅 as Team Member)
 
An online platform for Accelerating Science Education
This project aims to create an online platform for learning and assessment of science at primary level, students' performance in various science topics will be examined.
Project Start Year: 2010, Principal Investigator(s): (SO, Wing Mui Winnie 蘇詠梅 as Co-Principal Investigator)
 
Mind the gap: an exploratory study of teachers' environmental tendencies and environmental education in schools
This research project is concerned with developing new conceptions and possible interpretations of the gap between teachers’ orientation towards the environment and their implementation of environmental education at classroom level. The purposes of this study are, therefore, firstly, to examine what knowledge, attitude and behavioral intentions that General Studies teachers possess on major environmental problems; and secondly, to explore what and how these teachers teach a lesson on environmental topics.
Project Start Year: 2010, Principal Investigator(s): CHENG, Nga Yee Irene 鄭雅儀 (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
Online resource-based inquiry learning environment: Effects of teacher pedagogical practices on science understanding of primary learners working in groups
The digital age has not only changed the fundamental nature of resources; its exponential growth in amount and access has also changed how and where instruction and learning take place. Although some teachers can make wide use of learning resources from the internet, the resources are often used haphazardly. We know from the literature that inquiry learning is an effective pedagogy, but there are varied conceptions in employing teacher scaffolding in the pedagogical design of inquiry learning, particularly with learners at primary level. Hence, this proposed research attempts to answer the question “How do different pedagogical orientations of inquiry learning using online resources help primary learners working in groups develop better science understanding? The research will take upper primary pupils studying science topics in the form of groups as the context of study, and aim to gain an in-depth understanding of teacher conceptions and practices that are essential to support effective inquiry learning. Insights gained from this proposed research study will result in models of teacher pedagogical practices that can be used to inform future teacher professional development initiatives in teacher education.


This proposal is based on the studies conducted by the research team in the previous years. These studies provide preliminary understanding of effective pedagogical designs and impacts on learning; for example, the approaches of inquiry learning, learner academic background and/or teacher support levels. This proposed research will involve teachers applying instructional practices with available online resource-based learning units to learners working in groups which is a commonly used classroom setting for science activities. This is to extend the investigation to identify how teachers’ pedagogical practices can impact learners’ understanding of science.


The research methodology includes survey, interview, observation and analysis of lessons with support from the research team to explore how to “Make Teaching and Learning More Effective” as intervention throughout the two-year study. Changes of teachers’ conceptions and pedagogical practices will be identified by pre and post-lesson interviews. Learners’ learning will be measured by pre and post-lesson tests and concept mapping to study the changes in science understanding. The data analysis will focus on investigating the characteristics, correlations, multiple regression and interaction effect between conceptions of teaching, pedagogical practices, learner background and learning outcomes. The findings will provide useful information to facilitate teachers to design effective practices with the use of online resources in appropriate ways, in order to enhance learners’ inquiry learning of science.


Project Start Year: 2010, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅
 
Strategic development and implementation of OBL modules in General Studies and Liberal Studies
This TDG project is a continuous part of the previous TDG project on “Blueprint – Departments’ Special Initiatives for Strategic Development on OBL” (project code - H052) which consisted of three stages and to be completed in December 2009.

The present TDG project will base on the outcome of “stage 3 – piloting of OBL embedded modules” of the previous TDG project (Semester 1 of 2009-2010). The suggestions and recommendations resulted from the data collected on student learning outcomes by trial tracking of their performance in assessment tasks, as well as teaching colleagues’ and students’ feedback will be taken into consideration for strategic development and implementation of the selected OBL module in semester 2 of 2009-2010.

This TDG project will comprise 4 stages. First, feedback from teaching colleagues and students on the first pilot OBL embedded module in Semester 1 of 2009-2010 will be reviewed. This is followed by the development of OBL teaching in a teaching-related module and an academic studies module in semester 2 of 2009-2010. The feedback from teaching colleagues and students on these two OBL embedded modules will be studied for planning of full implementation of OBL teaching in the subsequent semesters.

Project Start Year: 2010, Principal Investigator(s): SO, Wing Mui Winnie 蘇詠梅
 
Preparing OBL/334 for General Studies, Liberal Studies, Information Technology, Mathematics, Business Studies, and Technology & Living
With the introduction of the new ‘334’ academic structure, this project provides support to the department to prepare for review and development to prepare for review and development of programmes and modules.
Project Start Year: 2008, Principal Investigator(s): SO Wing Mui Winnie, LEE Yeung Chung
 
Promoting Teachers’ Professional Development in Liberal Studies: Field-based Teaching and Learning
This project aims to promote the image of the HKIEd as a teachers’ professional development for the new curriculum reform initiative related to life-wide, authentic, and experiential learning, develop teaching and learning repertoire in field-based learning in support of the inquiry mode of teaching in the NSS Liberal Studies, build up field-tested resource for the teacher education programmes and develop research agenda and nuture research literacy in area of field-based inquiry.
Project Start Year: 2008, Principal Investigator(s): LO Tin Yau Joe (SO Wing Mui Winnie as Co-Investigator)
 
Research and Development Project on Developing Package for Independent Enquiry Study in the CMI Context
The project aims to: Objectives of the project are: a. developing a set of resource kit with instructions and tools for guiding students to conduct Independent Enquiry Study (IES) at different stages; b. providing schools with suggestions for planning the 90 hours of lesson time for students to conduct IES; c. illustrating how the activities and tasks could be conducted in the IES process with classroom experiences and students’ works; and d. making use of the outcomes of this study to help NSS LS teachers prepare for effective learning, teaching and assessment strategies of the subject.
Project Start Year: 2008, Principal Investigator(s): CHENG May Hung May, SO Wing Mui Winnie
 
Departmental OBL Project (MSST)
This project aims to develop OBL-embedded modules in different domains and disciplines of the Department of the MSST. It comprises three progressive stages. The first stage aims to identify discipline-based outcomes for each of the six division within the department, namely mathematics, science, social sciences, information technology, technology and living, and business studies. In the second stage, each division will map out how these discipline-based outcomes could be incorporated into their modules. Module teams will review their modules to align the module-specific learning outcomes with the discipline-base learning outcomes. In the third stage, selected OBL-embedded modules will be piloted to collect data on student learning outcomes by tracking their performance in prescribed assessment task. Feedback from both tutors and students will be gauged for the evaluation of the modules.
Project Start Year: 2008, Principal Investigator(s): LEE, Yeung Chung 李揚津, SO, Wing Mui Winnie 蘇詠梅
 
Developing a multi-dimensional framework in cooperative learning to enhance the effectiveness of group work in small class teaching
The project aims at changing teachers’ daily classroom teaching at the school-based level and at the pedagogy level. The proposed multi-dimensional framework in cooperative learning will be applied across a number of school subjects in primary schools. It will take into account the essential elements of classroom strategies for small class teaching, the existing support to schools for SCT, and potential obstacles in implementing cooperative learning in SCT.
Project Start Year: 2008, Principal Investigator(s): SO Wing Mui Winnie, LAI Kwok Chan
 
University-school Support Programme: Preparing Students for the NSS Liberal Studies: A School-based Approach to Enhancing Enquiry at Key Stage 3
This project aims to promote enquiry-based learning at Key Stage 3 through a flexible two-year school-based professional support scheme. In the scheme, teachers will be guided to make sense of enquiry-based learning through enquiring into their own classroom practices. Engaging in a continuous discourse with others about their practices and reflecting on the impact their practices on learning throughout the two-year period, participating teachers will be able to restructure “their store of mutual knowledge” and eventually their “practical consciousness”.
Project Start Year: 2008, Principal Investigator(s): LO, Tin Yau Joe 羅天佑 (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
Using Video Database to Create a Collaborative Learning Community for General Studies Student Teachers: Supporting Student Teachers' Learning about Teaching
This proposal works with the design and implementation of online digital video database in the method studies modules of General Studies and Liberal Studies. First, the project team will work on the technological development and advancement of the video database for uploading videos for the purpose of sharing teaching practices. Second, General Studies student teachers of the part-time and full-time PGDE (Pri) will be invited to share the videos of their micro-teaching / trial-teaching at the video database and post their comments on the on-line learning platform. Full-time Liberal Studies student teachers of the PGDE (Sec) will be involved as a pilot study in 08-09 semester 1.
Project Start Year: 2008, Principal Investigator(s): SO Wing Mui Winnie
 
優質科學教育:發展課堂科學探究學習 Quality Science Education: Development of Science Inquiry Learning in classroom
承接2006 - 2007年度優質教育基金計劃 —「小學科學資優教育﹕培育科學探究大使計劃」所得的成果及經驗,從五十多個小學生創作的科學探究項目中選取部分適合作課堂學習的項目,經修定轉化,發展為小學課堂上的探究學習策略「小組協作學習」來實踐科學探究學習。且在課堂科學探究學習時進行觀課及評估,檢視學習效能。此外,拍攝課堂的重要教學步驟,製作教學示範片段,利用實踐課堂案例來推動優質的小學科學教育。
Project Start Year: 2008, Principal Investigator(s): CCC Association of Heads of Primary Schools (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
Research and Development Project in Using Rubrics as Instructional and Assessment Guides for the Non-written Mode of Independent Enquiry Study
The project aims to: 1)study the integration of assessment into learning and teaching strategies with use of rubrics as instructional and assessment guides; 2) document the school experiences on developing and using school-based rubrics as instructional and assessment guide; 3) illustrate the use of school-based instructional and assessment rubrics with classroom experiences and student works in the IES process; 4) make use of the fruits of this study to help NSS LS teachers prepare for effective learning, teaching, and assessment strategies of the subject; and 5) develop a rubric bank under the assessment framework of IES
Project Start Year: 2007, Principal Investigator(s): CHENG May Hung May, SO Wing Mui Winnie
 
Research and Development Project in Using Rubrics as Instructional and Assessment Guides for the Written Mode of Independent Enquiry Study in the CMI Context
The project aims to: 1)study the integration of assessment into learning and teaching strategies with use of rubrics as instructional and assessment guides; 2)document the school experiences on developing and using school-based rubrics as instructional and assessment guide; 3)illustrate the use of school-based instructional and assessment rubrics with classroom experiences and student works in the IES process; 4) make use of the fruits of this study to help NSS LS teachers prepare for effective learning, teaching, and assessment strategies of the subject; and 5) develop a rubric bank under the assessment framework of IES
Project Start Year: 2007, Principal Investigator(s): CHENG May Hung May, LO Tin Yau Joe (SO Wing Mui Winnie as Co-Investigator)
 
Developing Primary Pupils’ Science Thinking and Science Process Skills through collaborative group work
This research aims to study how collaborative group work with teacher's scaffolding in science inquiries helps to achieve the development of young learners' science thinking and science process skills. This research will comprise of an intervention programme of 'Thinking and Working Together with Science Inquiries', which emphasizes on science thinking and science process skills. And the data gathered consists of pre- and post intervention tests, observations, and interviews. The analysis will intend to inform us the effect of collaborative group work with teachers' scaffolding on pupil's thinking and working for science learning.
Project Start Year: 2007, Principal Investigator(s): SO Wing Mui, Winnie
 
Problem-based Learning in Mathematics, Science, Social Sciences and Technology
The proposed project aims to enhance the effectiveness of teaching and learning in the subject areas of MSST and to extend staff's repertoire of teaching strategies through trialing of the problem-based learning approach (PBL). The strengths of PBL in enhancing the quality of knowledge acquisition and development of higher order skills are well documented in some educational contexts like medical education. The project is structured in several coherent phases which progressively lead staff through the processes of professional development, planning, piloting, implementation, evaluation and generation of deliverables. The project will be evaluated through focus group interviews, staff and student surveys, and continuous assessment to examine student perceptions of PBL and the degree of improvement of students' ability to solve PBL cases. The outcomes of the project will be disseminated through publication of PBL materials and evaluation outcomes, and staff seminars or symposia.
Project Start Year: 2007, Principal Investigator(s): LEE Yeung Chung (SO Wing Mui Winnie as Co-Investigator)
 
小學科學資優教育:培育「科學探究大使」計劃
目的在小學開發合適的評估表觀察、辨認及發掘在科學方面較資優的小學生,透過培訓課程幫助教師培育具科學資優行為的學生,成為「科學探究大使」,發展科學探究技能,進行科學專題探究研習,強化香港小學科學教育。
Project Start Year: 2006, Principal Investigator(s): CCC Association of Heads of Primary Schools (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
Development of Resources and Activity Materials for the Teaching of Science and Technology in Ancient China (Part of the departmental TDG project "Developing Resources for Enhancing the Teaching and Learning of Major Subject of MSST)
There has been an increasing demand for both primary and secondary students to understand and appreciate the relationships between science, technology and society in a historical context through the study of primary General Studies and secondary science in Hong Kong and similar curricula elsewhere in the world. This proposal is intended to develop in the first place a resource bank to facilitate the design of teaching activities on scientific and technological development in ancient China. Based on the information collected, some exemplary teaching activities will be developed to cater for different curricular contexts including General Studies, Sciences and Liberal Studies. These materials will be tried out in relevant BEd or PGDE modules to gauge the feedback of the lecturers and students concerned. The outcomes of the project will include resources and activities applicable to the teaching of science-related academic and methods modules.
Project Start Year: 2006, Principal Investigator(s): LEE Yeung Chung (SO Wing Mui, Winnie as Co-Investigator)
 
Enhancing Teaching and Learning of the Liberal Studies Modules offered by the Department of Mathematics, Science, Social Sciences and Technology through Blackboard System
The project aims at enabling the core modules for Liberal Studies offered by MSST Department to employ on-line technology as part of the module teaching and learning activities. Blackboard is the target platform to start with. It is hoped that the try-out of the core modules will be able to arouse the attention of all academic staff in the Department and subsequently be expanded to the remaining modules offered by the Department. With the financial and manpower support from the project, it is also expected to provide enhancement to the existing departmental web pages to include the addition of forum for some modules in the Department's web page. The on-line communication and web-data could also enrich the pedagogical repertoire of the lecturers and student teachers.
Project Start Year: 2006, Principal Investigator(s): LO Tin Yau, Joe (SO Wing Mui, Winnie as Co-Investigator)
 
Diffusion of Learning Centre Scheme to Hong Kong Schools - General Studies KLA (Primary)
As appointed by the Quality Education Division, EMB of HKSAR Government, the Fanling Public School is carrying out the Learning Centre scheme. The HKIEd team is contracted to act as a partner from the tertiary education sector to support and facilitate the school's role in enhancing the teaching and learning of the General Studies subject in any Hong Kong schools through the effective use of information teachnology. The HKIEd team will provide academic advices and resources from existing projects, organise a series of training workshops and conduct relevant evaluation/educational research for the Fanling Public School.
Project Start Year: 2005, Principal Investigator(s): YEUNG, Yau Yuen 楊友源 (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)
 
Diffusion of Learning Centre Scheme to Hong Kong Schools - Science KLA (Secondary)
As appointed by the Quality Education Division, EMB of HKSAR Government, the Immanuel Lutheran Collage is carrying out the Learning Centre scheme. The HKIEd team is contracted to act as a partner from the tertiary education sector to support and facilitate the school's role in enhancing the teaching and learning of the secondary Science subject in any Hong Kong schools through the effective use of information technology. The HKIEd team will provide academic advices and resources from existing projects, organise a series of training workshops and conduct relevant evaluation/educational research for the Immanuel Lutheran College.
Project Start Year: 2005, Principal Investigator(s): YEUNG, Yau Yuen 楊友源 (SO, Wing Mui Winnie 蘇詠梅 as Co-Investigator)