ABSTRACT
This chapter aims to contribute insights into the likely reasons for Hong Kong students’ good science performance in international comparative studies. The chapter firstly reports on some of the socio-political, educational, and cultural aspects of Hong Kong that may have implications for students’ achievement in science as reflected in international studies such as TIMSS and PISA. Regarding the influence of Chinese cultures or traditions, strong support from parents and family for children’s education was clearly identified as a very important and favourable factor which may be a driving force for Hong Kong learners’ better performance in science education. The large-scale, international ROSE survey was administered to around 2,000 15-year-old students from 28 different secondary schools in Hong Kong to collect data on their affective responses to science learning. The chapter concludes with implications for science educators and suggestions for further studies.
