Search

In learning environments research, limited attention has been paid to the effects of the family environment on student thinking. This study constructed a five-dimension survey of the family environment, based on previous studies of the classroom learning environment, and used it to compare the effects of the family environment and the classroom learning environment associated with an interdisciplinary course (i.e., Liberal Studies) on the critical thinking disposition of 2189 secondary students in Hong Kong. Stepwise regression revealed that: the overall effects of the classroom learning environment of Liberal Studies on critical thinking disposition were greater than those of the family environment; the content-oriented dimensions of both environments were stronger predictors of critical thinking disposition than the relationship-oriented dimensions of both environments; and the effect of the dimension of challenging task on critical thinking disposition was stronger than that of other pedagogy-oriented dimensions. Also the means of all dimensions of the family environment were significantly lower than those of the corresponding dimensions of the classroom learning environment. It is suggested that more effort should be made to enhance both classroom learning environment and family environment to generate convergent forces to efficiently cultivate students’ critical thinking.

Developing students’ self-regulated learning (SRL) is crucial for nurturing the life-long learners needed in modern and future society. This study adopted structural equation modelling to explore t...

Although encouraging student creativity is a commonly recognised goal of STEM education, there is a lack of research in this area. In this study, the effects of epistemic beliefs on STEM creativity and the mediation of intellectual risk-taking were investigated. The subjects were 461 primary students in Hong Kong. The findings revealed that (i) intellectual risk-taking was a significant and positive predictor of STEM creativity; (ii) the certainty and justification dimensions of epistemic beliefs had direct, negative and significant impacts on STEM creativity; and (iii) the complexity dimension of epistemic beliefs had both direct and indirect significantly positive impacts on STEM creativity, and the indirect impacts were mediated by intellectual risk-taking. This study revealed the complicated relationships between different orientations in epistemic beliefs and STEM creativity, which include both constraining and facilitating effects, and both direct and indirect impacts. We argue that although reducing naïve and relativistic epistemic beliefs is essential for the development of creativity in STEM education, the effects of cultivating mature epistemic beliefs may not be sufficient. Further direct and explicit approaches are required to more effectively enhance students’ STEM creativity.

This study developed and validated a scale of STEM project-based learning (PBL) experience, which comprises four dimensions: scientific inquiry, technological application, engineering design, and mathematical processing. The participants were 727 primary higher graders. Both within-network and between-network approaches were adopted to analyze the construct validation of the scale. The within-network analyses revealed good internal consistency reliability. The four-dimensional structure of STEM-PBL experience was supported by the confirmatory factor analysis. Multi-group confirmatory factor analyses showed that the four-dimensional structure was consistent across students of different genders and grades. The between-network analyses generated significant correlations of the four dimensions of STEM-PBL experience with students’ interest in learning STEM, utilitarian motives for learning STEM, and STEM career aspiration. This scale can be used in future research to probe how different components of STEM-PBL are related to the cognitive and affective development of students, which will in turn help teachers to make evidence-based decisions when they design STEM-PBL for different objectives.

Various cross-disciplinary STEM learning activities were implemented in the early childhood context. Young children and their parents had rather positive attitudes towards STEM learning. In additio...

In many countries, integrating engineering into science education is regarded as the best means of improving science, technology, engineering, and mathematics (STEM) education. In Mainland China, some efforts have been made to integrate engineering into science, but problems regarding teacher factors hinder its effective implementation. To address these problems, we conducted a survey together with classroom observations and interviews to explore science teachers’ perceptions of the integration of engineering into science (IEIS) with aims of exposing the problems and the status of IEIS implementation. The study involved 1185 science teachers from junior secondary schools in Shanghai. Ten teachers were interviewed, and 5 teachers’ classrooms were observed. The findings of mixed research methods revealed the science teachers generally established good understanding of engineering and engineering education; however, the problems are (1) science teachers failed to identify engineering practices and scientific practices, (2) they designed and implemented IEIS in low integration levels with low cognition level of engineering education, and (3) there was a lack of high-quality IEIS training programme for STEM education. The results of this study will inform science teacher education and STEM implementation.

Drawing from Expectancy-Value Theory, this study explored the extent to which the interaction between learning motives for and self-efficacy in learning English as a foreign language (EFL) predicted deep language learning strategies by involving 693 undergraduates from mainland China in a survey. Stepwise multiple regression indicated that (i) as for the impact on language use strategies, the interaction was significant between self-efficacy and instrumental motives while it was insignificant between self-efficacy and intrinsic motives; (ii) as for the impact on language learning management strategies, the interactions between self-efficacy and two motives were both significant. This study develops existing language learning theories through (i) generating evidence to support the existence of the “Expectancy × Value” interaction in the context of learning EFL, and (ii) revealing the motive-specific and strategy-specific features of the interaction when deep language learning strategies are under investigation. Implications for enhancing students’ deep language learning strategies are discussed.

Multimedia-supported e-learning is considered useful as it can offer an enjoyable independent learning experience to learners. However, the effectiveness of e-learning for self-regulated science learning is still inconclusive. This study aimed to explore primary school students’ perceptions and experiences of self-regulated science learning in a multimedia-supported e-learning environment. A total of 11 classes from grades 3 to 6 from four Hong Kong schools participated in this study. All e-learning lessons were observed, and 33 (3 from each class) were interviewed using cognitive walkthroughs of how they made use of the multimedia resources and system tools, scaffolds, or prompts to direct their own learning in each of the three self-regulated learning phases (forethought, performance, and reflection). Results revealed that the combined use of the discussion forum and statistics table seemed to facilitate the students’ diagnosis of their prior knowledge of natural phenomena in the forethought phase. In the performance phase, the students mostly enjoyed learning with the graphic data, animations, and/or simulation experiments. Some perceived the prompts or tools from the e-learning system as useful for operation and science learning. In the reflection phase, the students self-assessed their learning using quizzes with emoticons as positive feedback which seemed to increase their enthusiasm for learning science. However, not all students were able to effectively use the system tools or prompts, to keep focused self-discipline, or to achieve deeper science learning without the teacher’s guidance. Hence, this study suggests providing more opportunities for students’ exposure to e-learning resources, while at the same time assisting them in the use of digital tools or resources, in adjusting their learning strategies, and in internalizing scientific ideas and inquiry processes so as to ensure more effective self-regulated science learning.

Students’ attitudes towards science is a long-standing topic in science education. Among various sub-constructs of attitudes towards science, students’ motives for learning science and their self-efficacy in science learning may be the most frequently studied. Drawing from the expectancy-value theory (EVT), this study explored the extent to which the interaction between motives for learning science and self-efficacy in science learning can predict students’ behavioral tendency to learn science in the classroom. The subjects were 345 tenth graders in Hong Kong. The results of stepwise multiple regression analyses indicated that while there was a significant interaction effect between utilitarian motive for leaning science and self-efficacy in learning science in their impacts on students’ science learning, such effect was not found for intrinsic motive. Significant gender differences were revealed favoring boys in all four aspects covered in this study. The moderation of the levels of school on gender difference was found significant in students’ intrinsic motive and behavioral tendency to learn science in classroom. This study enriches both the theories about attitudes towards science and the EVT through revealing the value-specific feature of the expectancy × value interaction. It is necessary to consider the multiplicative effect emphasized in the EVT when teachers consider the strategies to influence students’ motives and self-efficacy so as to enhance students’ engagement into science learning.

Self-regulated learning has been one of the important areas in educational research. The authors adopted structural equation modeling to explore and compare the impacts of three aspects of self-reg...

Although the relationship between the classroom learning environment and academic achievement has been explored in subject-free and disciplinary subject contexts, research into this relationship is...

This critical review responds to an international call for research review on the mechanism by which online peer feedback (OPF) optimises learning effectiveness. The review focuses on the studies in Chinese contexts, with which OPF may appear culturally incompatible. The review analyses 28 empirical studies from 2010 to 2020 and found that (a) a clear pathway from specific OPF design elements to particular learning impacts has not yet established; (b) the impacts of OPF were mainly reported on domain-specific learning and as positive; and (c) four types of factors either enhanced or weakened the OPF impacts, namely socio-cultural, material, interpersonal, and individual factors. This critical review provides a valuable reference to identify research gaps concerning OPF mechanism and suggests practical ways to maximise the benefits of OPF for university students.

This study explored the effects of the classroom learning environment of a Liberal Studies course on the critical thinking skills and disposition of 3869 Grade 12 students in Hong Kong. Through combining both exploratory and confirmatory factor analyses, a two-level model of the classroom learning environment for critical thinking with seven dimensions (i.e., Student Negotiation, Challenging Task, Multiple Perspectives, Shared Control, Skeptical Voice, Uncertainty and Personal Relevance) at the first level and three broader aspects (i.e., Pedagogy, Relationship and Content) at the second was generated. The correlation and structural equation modelling analyses indicated that the classroom learning environment had a stronger relationship with critical thinking disposition than skills. Structural equation modelling analysis also indicated a mediation effect of critical thinking disposition between the classroom learning environment and critical thinking skills. It is suggested that different approaches be combined so as to achieve a balanced development of students’ critical thinking skills and disposition.

This study explored two under-researched areas on students’ attitudes towards science, that is, the structural models representing these attitudes and the role played by school bands in moderating the gender differences in such attitudes. The participants were 360 ninth graders in Hong Kong from 3 school bands. The structural equation modelling method was adopted to compare four hypothetical models for students’ attitudes towards science. Results reflect that (i) the data supported the three-factor structure of the behavioural domain of students’ attitudes towards science; (ii) the four lower level dimensions of the attitudes towards science (i.e. value of science to society, self-concept in science, anxiety towards science and enjoyment of science) could be further integrated into broader categories; (iii) male students demonstrated significantly more positive attitudes towards science in five dimensions (i.e. self-concept in science, enjoyment in science, learning science in and outside the clas...

The demand for engineering talent is increasing with economic and societal developments. Along with this, nations worldwide are attaching increasing importance to engineering education under international science, technology, engineering and mathematics initiatives. In China, engineering education at university levels is dominant. Corresponding systemic engineering education at the K-12 level has yet to be established. With the aim of determining the status of K-12 engineering education, this study investigates the impacts of students’ participation in engineering practice on their attitudes toward engineering. Survey responses from a sample of 2,193 students from junior secondary schools in Shanghai, China, are used. Sample selection bias is mitigated using propensity score methods based on weight hierarchy. The findings indicate the status of student participation in engineering practice and reveal the significant effect of the level of student participation in engineering practice on students’ attitudes toward engineering at junior secondary schools in China.

Creativity and epistemic beliefs are important topics in both psychological and educational research. Despite the long history of research on each of these intrinsically related topics, little work has been done to connect the theories about them. Inspired by the 4C theory of creativity (Kaufman & Beghetto, 2009), this study investigated the effects of epistemic beliefs on creativity and the mediation of intellectual risk-taking. The subjects were 659 undergraduates in a university in Hong Kong. The findings revealed that (i) intellectual risk-taking was a strong and positive predictor of creativity; (ii) the certainty dimension of epistemic beliefs was a negative and significant predictor of both intellectual risk-taking and creativity, whereas the complexity dimension was a positive and significant predictor of both; (iii) the source dimension had an indirect positive impact on creativity mediated by intellectual risk-taking; and (iv) the justification dimension had a direct positive impact on creativity. By synthesising the conclusions from this study and the theory of epistemic development proposed by Kuhn et al. (2000), a two-way model was generated to illustrate the undergraduates’ epistemic beliefs and their relationships with creativity. The findings of this study indicated that a dialectical belief of knowledge as human creation might be the most beneficial for undergraduates to develop their creativity.

Test takers’ beliefs or experiences have been overlooked in most validation studies in language education. Meanwhile, a mutual exclusion has been observed in the literature, with little or no dialogue between validation studies and studies concerning the uses and consequences of testing. To help fill these research gaps, a group of Senior III students in Guangdong Province, mainland China, were interviewed concerning their views of the high-stakes Computer-based English Listening and Speaking Test (CELST) and their experiences of preparing for and taking the test. The data analysis indicated that the students had a distinct understanding of the CELST validity and also tentatively suggested a relationship between the students’ views of the CELST design, their test preparation practice and their test taking process. These findings provided information useful for sharpening a computer-based English listening and speaking test and for generating positive washback on English learning.

This study aimed to understand the reflective practice of 23 Chinese student teachers in learning communities (LCs) during their practicum in a Confucian heritage culture. The reflective levels of the student teachers and the factors that mediated the effects of LCs on their reflective practice were explored using journals and post-journal interviews. The results showed that the majority of the student teachers reflected on their teaching at surface and pedagogical levels, and only a few of them critically reflected on their teaching in LCs. Although the student teachers acknowledged the positive roles of LCs in terms of collective wisdom, constructive suggestions from peers and peers’ emotional support in their reflective practice, they believed that some Confucian-based cultural factors, such as reliance on authority, giving/saving face, and maintaining harmonious social relationship, constrained their reflective practice, particularly when they had to make decisions or were confronted with conf...

Objective To investigate the clinical characteristics and prognosis in patients with liver failure of unknown etiology (LFUE). Methods Clinical data of 326 LFUE patients in 302 Hospital of PLA from January 2005 to December 2014 were analyzed retrospectively. Results LFUE accounted for 6.50% of the total liver failure, and its incidence was lower than that of HBV-related liver failure and alcohol-related liver failure. LFUE was presented mainly as subacute liver failure (39.88%), followed by acute-on-chronic liver failure (36.50%) and acute liver failure (23.62%), while other types of liver failure (known etiology) were presented mainly as acute-on-chronic liver failure (92.16%). Compared with HBV-related acute-on-chronic liver failure, the deterioration of liver function in LFUE patients was worse (ALT, AST and TBIL were higher and PTA was lower), ALP and the average level of white blood cells were also much higher. LFUE occurred mainly in adult patients (≥18 years

Chinese students’ excellent science performance in large-scale international comparisons contradicts the stereotype of the Chinese non-productive classroom learning environment and learners. Most of the existing explanations of this paradox are provided from the perspective of teaching and learning in a general sense, but little work can be found which systematically summarises the findings from the research on Chinese science learners and their science learning so as to explain the paradox. In this paper, a total of 25 empirical quantitative studies, whose sample sizes range from 132 to 8815, published between 1987 and 2014, are reviewed. Three aspects are explored: students’ science learning strategies, attitudes towards learning science and their scientific epistemological views. In addition to summarising the results reported in these studies, efforts are made to link them with the paradox of the Chinese learners, and to generate some hypotheses to resolve it. Finally, directions for further r...

After a brief overview of the basic education in Hong Kong, this chapter illustrates the historical development and changes of primary science education that have taken place in Hong Kong over 50 years. Following this, efforts are made to describe the current primary science education as integrated in the course General Studies, pupils’ informal learning opportunities in science events as extracurricular activities, and the status of science teacher education. A review of the research is conducted on the implemented curriculum which reflects the concern of Hong Kong science educators regarding primary pupils’ science learning. The final section focuses on discussing three recent trends in Hong Kong primary science education, i.e., STEM education, IT in science learning, and education for environmental sustainability.

Objective To optimize conditions for hypothermic preservation of rat hepatocyte spheroids without freezing in order to facilitate the application of biological artificial liver. Methods Rat hepatic cells were isolated by a two-step perfusion method, and hepatocyte spheroids formed after 48 hours of rocking culture in serum free medium (SFM). Spheroids were then maintained in rocking culture at 37℃ (control condition), or cold stored at 4℃ for 24 or 48 hours in four different cold storage solutions: SFM alone; SFM+1mmol/L deferoxamine (Def ); SFM+1μmol/L cyclosporin A (CsA); and SFM+1mmol/L Def+1μmol/L CsA. After culturing for another 4 or 5 days, survival rate, changes in ultrastructure, and the production of albumin and urea were observed. Results Cold-induced injury could be reduced significantly by the addition of the iron chelators Def and CsA. The function and structure of hepatocyte spheroids stored in SFM+Def+CsA or SFM+Def for 24 hours were similar to those in control conditions. But the function was significantly reduced after hypothermic preservation in SFM alone. After cold storage for 48 hours, the ultrastructure of hepatocyte spheroids obviously changed and the number of dead cells increased. The survival rate of hepatocyte spheroids stored in SFM+Def+CsA or SFM+Def was significantly higher than that stored in SFM or SFM+CsA(P0.05). Conclusions Hepatocyte spheroids tolerate 24 hours of cold storage with stable viability and function. Hypothermic preservation increases the availability of cell-based therapy for liver diseases. DOI: 10.11855/j.issn.0577-7402.2014.12.02

Liver failure is a life-threatened serious disease with many complications and high mortality rate. Stem cells have been applied to replacement therapy, gene therapy and tissue engineering for its capacity of self-renewal and multi-lineage differentiation. To investigate the bioactivity of the peripheral blood hematopoietic stem cells (PBHSC) in patients with acute-on-chronic liver failure, we isolated CD34+ cells from peripheral blood of patients with acute-on-chronic liver failure and healthy controls. After cultured it in serum-free medium (SFEM), we studied the bioactivity of CD34+ cells by observing the morphology, recording growth curve, detecting cell cycle and cell apoptosis. CD34+ cells and culture solution were collected at the time points of 3, 5, 7, 10, 12 and 14 days, and the levels of hepatocyte growth factor (HGF), matrix metalloproteinase-9 (MMP-9), tumor necrosis factor-α (TNF-α) and interleukin-6 (IL-6) in culture solution were detected by ELISA. Also, the expressions of pyruvate kinase muscle isoenzyme 2 (PKM2), integrin-β1 and liver-type pyruvate kinase (LPK) were detected by RT-PCR and immunofluorescence. Our results showed the bioactivity of CD34+ cells from patients with acute-on-chronic liver failure was identified to be similar with that from healthy controls. HGF, MMP-9, TNF-α and IL-6 were found in cell culture medium. RT-PCR and immunofluorescence results indicated that PKM2, Integrin-β1 expressed on CD34+ cells from patients with acute-on-chronic liver failure. In conclusion, bioactivity of CD34+ cells of patients with acute-on-chronic liver failure was demonstrated to be normal, which could secrete HGF, MMP-9, TNF-α and IL-6, promote the growth of hepatocytes, and differentiate along a direction to hepatocyte lineage.

Gypenoside (GP), the main active ingredient of Gynostemma pentaphyllum, possesses a variety of pharmacological capacities including anti-inflammation, anti-oxidation, and anti-tumor. However, the effects of GP on IL-1β-stimulated human osteoarthritis (OA) chondrocytes are still unknown. Therefore, this study aimed to investigate the anti-inflammatory effects of GP on IL-1β-stimulated human OA chondrocytes and explore the possible mechanism. Our results showed that GP dose-dependently inhibited IL-1β-induced NO and PGE2 production in human OA chondrocytes. In addition, treatment of GP inhibited the expression of MMP3 and MMP13, which was increased by IL-1β. Finally, we found that pretreatment of GP obviously suppressed NF-κB activation in IL-1β-stimulated human OA chondrocytes. Taken together, the results demonstrated that GP has chondro-protective effects, at least in part, through inhibiting the activation of NF-κB signaling pathway in human OA chondrocytes. Thus, these findings suggest that GP may be considered as an alternative therapeutic agent for the management of OA patients.

Objective To study the clinical characteristics of elderly patients with liver failure. Methods The clinical data of 623 elderly patients with liver failure from Jan. 2003 to Dec. 2013 in 302 Hospital of Chinese PLA were collected, and other 3791 young adult patients with liver failure during the same period were also collected as control group. The etiology and prognosis of elderly patients with liver failure were analyzed retrospectively. Results Elderly patients with liver failure accounted for 13.21% of the total number of liver failure patients in 2003, and 16.01% in 2013. The most frequent causes leading to liver failure were, in order of frequency, hepatitis B(68.06%), unknown causes (7.22%), hepatitis C (5.30%), hepatitis E (4.98%) and drug (4.65%). Acute or chronic liver failure (85.23% vs 90.56%) was the main type in the two groups. HEV infection-induced liver failure in elderly patients was the predominant cause of acute and subacute liver failure, accounting for 33.33% and 33.80% respectively in acute and subacute liver failure patients, which were significantly higher than that in the young adult group (7.77% and 12.94% respectively, P

Drawing from the phenomenographic perspective, an exploratory study investigated Chinese teacher educators’ conceptions of teaching Nature of Science (NOS) to pre-service science teachers through semi-structured interviews. Five key dimensions emerged from the data. This paper focuses on the dimension, NOS content to be taught to pre-service science teachers. A total of 20 NOS elements were considered by the Chinese science teacher educators to be important ideas to be taught. It was also found that among these educators, whether focusing on the classical or contemporary NOS elements in NOS instruction was a prominent controversy. After explaining the criteria for differentiating between classical and contemporary NOS elements, this paper reports the specific NOS elements suggested by Chinese science teacher educators in this study. Afterward, it describes how all educators in this study were categorized in term of NOS content taught by them to pre-service science teachers. In the end, it discusses three factors influencing the decision on NOS content to be taught, i.e., view of the concept of NOS itself, vision of teaching NOS, and belief in general philosophy.

Drawing from the phenomenographic perspective, this study investigated Chinese science teacher educators’ conceptions of teaching nature of science (NOS) to preservice science teachers through two semi-structured interviews. The subjects were twenty-four science teacher educators in the developed regions in China. Five key dimensions emerged from the data on the conceptions of teaching NOS, including value of teaching NOS, NOS content to be taught, incorporation of NOS instruction in courses, learning of NOS, and role of the teacher. While some of these dimensions share much similarity with those reported in the studies of conceptions of teaching in general, some are distinctively different, which is embedded in some unique features of teaching NOS to preservice science teachers. These key dimensions can constitute the valuable components of the module or course to train science teachers or teacher educators to teach NOS, provide a framework to interpret the practice of teaching NOS, as well as lay a foundation for probing the conceptions of teaching NOS of other groups of subjects (e.g., school teachers’ conceptions of teaching NOS) or in other contexts (e.g., teaching NOS to in-service teacher).

Nature of science (NOS) is beginning to find its place in the science education in China. In a study which investigated Chinese science teacher educators’ conceptions of teaching NOS to prospective science teachers through semi-structured interviews, five key dimensions emerged from the data. This paper focuses on the dimension, NOS content to be taught to prospective science teachers. Among a total of twenty NOS elements considered by the Chinese science teacher educators to be important ideas to be taught, five were suggested by no less than a half of the educators. They are (1) empirical basis of scientific investigation, (2) logics in scientific investigation, (3) general process of scientific investigation, (4) progressive nature of scientific knowledge, and (5) realist views of mind and natural world. This paper discusses the influence of Marxism, a special socio-cultural factor in China, on Chinese science teacher educators’ conceptions of NOS content to be taught to prospective science teachers. We argue the importance of considering ideological traditions (mainly those in general philosophy and religion) when interpreting views of NOS or its content to be taught in different countries and regions and understanding students’ conceptual ecology of learning NOS.

Teaching nature of science (NOS) is beginning to take root in science education in China. This exploratory study interviewed 24 science teacher educators from economically developed parts of China about their conceptions of teaching NOS to prospective science teachers. Five key dimensions emerged from the data. This paper focuses on the dimension of value of teaching NOS. The values of teaching NOS as perceived by the educators fall into two types. The first type relates to values within the scope of science teaching, which consists of (i) enriching content to be taught in school science, (ii) transforming traditional science teaching methods, (iii) increasing interest in science teaching, and (iv) constituting a foundation of school science teaching. The second type goes beyond classroom teaching, which includes (i) enhancing individual well-being in daily life and work-related matter, (ii) enlightening Chinese traditional culture, and (iii) promoting national development. While some of these values share much similarity of those discussed in the Western literature on NOS research, some are distinctively different with a Chinese favor. This paper discusses the social, political, and historical contexts that have contributed to the shaping of such differences. © 2011 Wiley Periodicals, Inc. Sci Ed95:1101–1123, 2011

The development of science curricula in both mainland China and Hong Kong in the last decade has undergone a shift from content-focused goals to a wider goal of promotion of scientific literacy. This shift is a result of a considerable influence from Western countries where understanding of nature of science (NOS) has long been regarded as a major component of scientific literacy and important learning outcomes of science curricula in the West. This chapter will first report on the similarities and differences of the NOS ideas as portrayed in the physics curriculum standards document and the key physics textbooks in both places. The unique differences identified are associated strongly with certain social agenda and considerably influenced by the historical and cultural heritages of mainland China and Hong Kong. Lastly the considerable difference in the implementation of NOS education at teacher training level and school level in both places will be elaborated.

AIM: To observe the binding ability of FITC-LPS and PMBC, changes of IL-6,TNF α before and after polymyxin B (PMB) or its mimic peptide treatment.

To study the clinical features of hepatitis E virus-related liver failure.134 patients with HEV-related liver failure were analyzed retrospectively.HEV-related liver failure accounted for 8.45 percent of the total number of hepatitis E patients in the hospital. Of the 134 patients, 68 were infected with simple HEV, 66 had the superinfection with HBV. The average age of simple HEV-related liver failure patients (56.12 +/- 14.29) was higher than that of HBV superinfectiong liver failure patients (P0.05). The ratio of elderly patients (or = 60 years) in simple HEV-related liver failure patients (45.59%) was significantly higher than that of the other group (13.64%, P0.05). The ratio of direct bilirubin/total bilirubing (0.72 +/- 0.07, 0.69 +/- 0.08), and serum alanine aminotransferase [(1250.90 +/- 1593.97) U/L, (616.26 +/- 797.62) U/L] were significantly higher in simple HEV-related liver failure patients than in HBV superinfectiong liver failure patients (P0.05), but the total bilirubing had no significant difference (P0.05). The disease outcome and stage were no-significant difference in the two groups (P0.05). CONCLUSION; Simple HEV-related liver failure patients may have older age, higher aminotransferase, higher ratio of direct bilirubin/total bilirubin, but disease outcome and stage were no-significant difference in the two groups.

A series of reforms in science education in Hong Kong started at the turn of the twenty-first century. In line with international trends, science education in Hong Kong has undergone considerable changes in the last decade since the implementation of the revised junior secondary science curriculum (grades 7–9) (Curriculum Development Council [CDC], 1998). The new curriculum encourages teachers to conduct scientific investigations in their classes, advocates scientific investigation as a desired means of learning scientific knowledge, and highlights the development of inquiry practices and generic skills such as collaboration and communication. Most importantly, it was the first local science curriculum that embraced understanding of nature of science (NOS), for example, being “able to appreciate and understand the evolutionary nature of scientific knowledge” (CDC, 1998, p. 3) was stated as one of its broad curriculum aims. In the first topic, “What is science?”, teachers are expected to discuss with students some features about science, for example, its scope and limitations, some typical features about scientific investigations, for example, fair testing, control of variables, predictions, hypothesis, inferences, and conclusions. Such an emphasis on NOS was further supported in the revised secondary 4 and 5 (grade 10 and 11) physics, chemistry, and biology curricula (CDC, 2002). Scientific investigation continued to be an important component while the scope of NOS was slightly extended to include recognition of the usefulness and limitations of science as well as the interactions between science, technology, and society (STS).