| Abstract | Over the past few years, the science curriculum in Hong Kong has seen a number of changes, some more innovative than others. Improvements have been made in some science subjects by bringing in social and technological perspectives to the study of science. In the teaching of the core concepts and principles in science, however, little change has been made and the curriculum is still very much structured around the paradigmatic, hierarchical organisation of knowledge in the respective disciplines. This paper puts forward a model for the development of a science curriculum that can bring about the deep learning of key scientific concepts through the exploration of technological devices and contexts: learning science through technology. |
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