Analysis of HIBL and STEM education in Hong Kong

1. Introduction: The context of STEM education and hands-on inquiry-based learning in Hong Kong

In an environment of increasingly fierce global competition, the importance of science, technology, engineering and mathematics (STEM) education has become increasingly prominent and is seen as a key factor in enhancing national economic competitiveness and promoting social development. The Hong Kong SAR Government also actively promotes STEM education, is committed to developing a knowledge-based economy, and cultivates future talents through innovation and technology. However, STEM education in Hong Kong still faces some challenges in its development, such as insufficient curriculum integration and teacher training needs.

Among the many educational methods, Hands-on Inquiry Based Learning (HIBL), with its student-centered active learning model, encourages students to construct knowledge through hands-on exploration and discovery, showing great potential to enhance students' learning engagement, critical thinking and deeper understanding of STEM subjects.

Different from the traditional teaching method that mainly relies on teacher lectures, HIBL emphasizes students' initiative, allowing them to ask questions, conduct research and find answers in real situations.

Educational toys play an important role in children's early STEM enlightenment and strengthening extracurricular learning. Kidrise (www.stemtoy.com.hk) is a supplier of STEM educational toys, and its product design concept is highly consistent with the principles of HIBL. This report aims to deeply analyze the relationship between HIBL and STEM education in Hong Kong, and explore how Kidrise's products can effectively promote the development of STEM capabilities of Hong Kong children by practicing HIBL's learning methods. The report will first explain the definition, core principles and teaching methods of HIBL, then outline the goals, key areas and promotion strategies of STEM education in Hong Kong, and then analyze the commonalities and potential connections between the two concepts. Finally, it will focus on Kidrise's products, explain how its design embodies the principles of HIBL, and compare its differences with traditional toys in cultivating children's STEM abilities.

Analysis shows that the fundamental driving force behind Hong Kong’s promotion of STEM education lies in its need to develop the economy and cultivate innovative talents. The government expects educational practices to be consistent with national development goals. Meanwhile, although STEM education in Hong Kong is developing, challenges remain in curriculum integration and teacher training. This means that resources such as HIBL-oriented teaching aids may play a role in bridging these gaps. also,

HIBL emphasizes active learning and student-led inquiry, which contrasts with traditional rote learning methods, which are often criticized for failing to foster deep understanding in students.

2. Deconstructing Hands-On Inquiry Learning (HIBL): Definition, Core Principles and Teaching Methods

Hands-on Inquiry Learning (HIBL) is a student-centered teaching method that provides learners with high-level questions and real-world experiences and encourages them to actively explore and investigate to find answers. The teacher plays the role of a guide rather than a traditional knowledge transmitter in this process.

HIBL emphasizes "learning by doing" and encourages students to actively participate in the learning process. This contrasts with the traditional teacher-led teaching model that focuses on knowledge and fact presentation.

The core principles of HIBL include:

• Curiosity Driven Learning: Engage students’ natural curiosity and allow their questions to guide the direction of learning.
• Question-centered: Encourage students to ask thoughtful, open-ended questions.
• Inquiry over rote memorization: Emphasizes learning through exploration, hands-on operation, and data collection rather than simple memorization.
• Collaboration is key: Promote teamwork and peer learning to deepen understanding through different perspectives.
• Iterative learning: View mistakes as part of the learning process and improve through trial and error.
• Reflection deepens understanding: Encourage students to evaluate their learning processes and outcomes.
• Empower students to act as researchers: Students take ownership of their learning by asking, investigating, and answering questions.

HIBL teaching methods usually include the following modes:

• Inquiry cycle: includes stages such as orienting/observing, questioning/conceptualizing, investigating, concluding, and discussing/sharing.
• 5E teaching framework: includes five aspects: participation, exploration, explanation, expansion and evaluation.
• Different levels of inquiry: From confirmatory inquiry, structured inquiry to guided inquiry and open-ended inquiry, providing different degrees of teacher guidance.
• Use real-world problems and everyday objects: Connect learning to real-world situations to increase relevance and engagement.
• The teacher’s facilitator role: Teachers transform from disseminators of knowledge to guides of learning, supporting students’ inquiry and critical thinking.

The different levels of inquiry modes (from structured to open) suggest that a gradual approach can be adopted when implementing HIBL, and students can gradually gain more autonomy in their learning. This means that educators can start with more guided activities and transition to more independent inquiry projects as students’ inquiry skills develop.

HIBL is highly consistent with constructivist learning theory, which holds that knowledge is actively constructed by learners through experience and reflection.

3. Overview of STEM education in Hong Kong: objectives, key areas and promotion strategies

The goals of STEM education in Hong Kong are:

• Cultivate students' innovative thinking and problem-solving abilities;
• To prepare them to become lifelong learners in science, technology and mathematics to meet the challenges of the 21st century;
• Enhance students’ interest in learning and prepare them for further study and employment in STEM-related fields;
• Promote the integration and application of interdisciplinary knowledge and skills to solve real-world problems;
• Cultivate students' creativity, collaboration and communication skills;
• And lay a solid foundation for students to support Hong Kong's innovation and technology development direction.

Key areas of STEM education in Hong Kong include:

• Emphasis on hands-on learning and learning by doing;
• Integrate STEM into the curriculum in different Key Learning Areas (KLAs);
• Promote computational thinking and digital literacy, including coding and artificial intelligence;
• Encourage the Engineering Design Process (EDP) to stimulate creative problem solving;
• and integrating interdisciplinary approaches and real-world applications.

Hong Kong’s STEM education promotion strategies include:

• Providing funding and grants to schools to upgrade STEM teaching resources and establish IT innovation labs;
• Update curriculum guides for key STEM-related learning areas and subjects;
• Strengthen teachers’ professional development in STEM education;
• Organize STEM-related activities, competitions and exhibitions for students;
• Fostering collaboration between schools, businesses and communities to support STEM education;
• and the use of e-learning and digital resources to support STEM learning.

The Hong Kong government’s emphasis on “learning by doing” and hands-on activities aligns directly with HIBL’s core principles.

This policy orientation creates a favorable environment for the adoption of HIBL approaches and resources. The emphasis in Hong Kong’s STEM education on developing “soft skills” such as analysis, problem solving, communication, collaboration, leadership and creativity echoes the skills fostered by HIBL. This common goal highlights the synergy between the two. The challenges facing STEM education in Hong Kong, such as insufficient subject integration and the need for diversified teaching modes, can be potentially addressed through the flexibility and adaptability provided by HIBL.

4. Bridging the gap: the symbiotic relationship between HIBL and STEM education in Hong Kong

HIBL’s student-centred approach directly supports Hong Kong’s goal of developing engaged STEM learners. The emphasis on questioning and inquiry in HIBL is consistent with the key goal of Hong Kong STEM education to develop critical thinking and problem-solving skills.

The hands-on nature of HIBL directly supports the Hong Kong Education Bureau’s emphasis on STEM experiential learning and practical application of knowledge.

HIBL provides teachers with a framework to implement student-centred teaching methods recommended by the Hong Kong Education Bureau, such as project-based learning and design-making activities. The iterative nature of HIBL encourages learning from mistakes and developing resilience, which is consistent with the engineering design process principles promoted in Hong Kong. The adaptability of HIBL enables it to be integrated into different STEM subjects and key learning areas, thus potentially addressing the challenges of interdisciplinary integration in Hong Kong.

The potential benefits of integrating HIBL in Hong Kong STEM education include:

• Increase student engagement and motivation in STEM subjects;
• Gain a deeper understanding of STEM concepts beyond rote memorization;
• Strengthening the development of critical 21st century skills needed for future success in a technology-driven world;
• and foster a passion for lifelong learning and exploration in STEM fields.

The high degree of alignment between HIBL principles and the stated goals and strategies of STEM education in Hong Kong suggests that HIBL is not only compatible but may be an extremely effective approach to promote STEM learning in the region.

By systematically comparing the core principles of HIBL with the goals and approaches outlined for STEM education in Hong Kong, clear overlaps and mutual reinforcements can be found. This strong correlation suggests that HIBL has a high potential in promoting the success of STEM programs in Hong Kong. Implementing HIBL could provide practical solutions to some of the challenges identified in STEM education in Hong Kong, such as engaging students and promoting deeper understanding. This means that adopting HIBL may lead to significant improvements in STEM learning outcomes.

5. Kidrise Introduction: Cultivating STEM skills through game-based exploration

Kidrise's mission is to inspire students' unlimited potential in science and technology through innovation and practice. The company provides professional STEM education services, including courses, equipment rental and teaching materials sales.

Kidrise focuses on combining play with learning to promote STEM and Montessori education for children, with an emphasis on hands-on activities, exploration and developing critical thinking.

According to information on the website www.stemtoy.com.hk , Kidrise's product range is wide, including building blocks, science experiment kits, programming robots, wooden models, paper models, microscopes and telescopes, etc. The products come in a wide variety and are designed to meet the needs of children of different ages and learning interests. Among them, some specific product lines or series, such as self-assembly models and experimental kits, seem to be particularly relevant to HIBL.

Kidrise believes that toys are not only entertainment tools, but also valuable learning resources. The company is committed to providing children with a relaxed and enjoyable learning environment through innovative STEM educational toys.

Kidrise combines STEM and Montessori education concepts, emphasizes active learning and independent exploration, and focuses on developing core skills such as creativity, hand-eye coordination and logical thinking.

Kidrise explicitly ties its mission to promoting STEM education and integrating play with learning. This shows that the company has made a conscious effort to create products that are not only fun but also educational in terms of STEM learning. Kidrise mentioned that the Montessori educational philosophy, which emphasizes hands-on learning, self-directed activities, and independent exploration, further strengthens the connection between Kidrise's approach and HIBL principles. Montessori education shares key principles with HIBL, such as student-centered learning and active exploration. Kidrise's integration of this philosophy demonstrates the company's deep understanding of effective teaching practices. The diverse product categories offered by Kidrise indicate that it takes a holistic approach to STEM education, potentially catering to different learning styles and interests within the HIBL framework. The wide variety of toys allows for different kinds of exploration and investigation, which is consistent with the diverse approaches employed in HIBL.

6. Specific demonstration of HIBL: Analyzing Kidrise products from the perspective of inquiry-based learning

Kidrise's product design is highly consistent with HIBL's principles, as detailed below:

• Hands-on: Kidrise offers a variety of toys that require hands-on activities, such as a wooden hydraulic excavator model, a catapult slide ball track, a paper model series, and a circuit experiment kit. These toys encourage students to actively participate and practice the concept of "learning by doing".
• Encourage questions: Some Kidrise toys are designed to spark children's curiosity and get them thinking about how things work, such as microscopes, telescopes and science experiment kits. These toys can be effectively used to initiate inquiry-based learning activities.
• Support Exploration and Discovery: Kidrise’s open-ended toys, such as building blocks and programming robots, allow students to try many different things and encourage them to experiment. These toys are effective in fostering a student-led spirit of inquiry.
• Promote problem solving: Some of Kidrise’s toys are designed to present a challenge or require logical thinking to reach a goal, such as programmable robots with obstacle courses and complex model assembly. This is consistent with the core goal of developing problem-solving skills in HIBL.
• Promotes collaboration: Many Kidrise toys can be used by multiple children together, encouraging teamwork and communication, such as large building sets and small-group science experiment kits. This is in line with HIBL's collaborative principles.

Examples of Kidrise toys in HIBL contexts:

• Wooden model of a hydraulic excavator: This can be used to explore hydraulic principles and engineering design concepts, with students leading experiments and problem solving. For example, teachers could set a challenge for students to design and improve the structure of an excavator so that it can lift an object of a certain weight.
• Programming robots: can be used to introduce programming concepts by setting different challenges and allowing students to design their own programs to control the behavior of the robot. For example, students can program a robot to avoid obstacles or complete a specific task.

The design and functionality of Kidrise toys, such as the hydraulic excavator and catapult chute ball track, inherently encourage hands-on play and exploration of science and engineering principles. This direct involvement fits perfectly with the "hands-on" aspect of HIBL.

The product descriptions explicitly mention the workings behind the toys (e.g. hydraulics for an excavator, mechanics for a ball track) and the need for assembly, demonstrating an emphasis on active, participatory learning. The programming robots and science experiment kits offered by Kidrise directly contribute to the cycle of inquiry because they prompt questions about how to achieve a desired outcome (in programming) or understand a scientific phenomenon (in experimentation), leading students to investigate and draw conclusions. These types of toys often present challenges or open-ended tasks that require students to ask questions, test hypotheses, and analyze results, which echoes the steps of the cycle of inquiry. Kidrise’s emphasis on self-assembly models and building blocks sets fosters students’ problem-solving skills as children figure out how to put the parts together and create functional structures. This is consistent with HIBL's emphasis on developing logical thinking and strategic skills. The process of assembly requires spatial reasoning, planning, and the ability to troubleshoot when problems arise, all of which are important components of problem solving.

7. Educational Advantage: How Kidrise Toys Go Beyond Traditional Toys in Developing STEM Skills

Traditional toys usually refer to dolls, simple puzzles and passive entertainment items.

While traditional toys focus primarily on imaginative play, STEM toys like Kidrise intentionally incorporate learning goals.

Compared with traditional toys, HIBL-oriented toys have the following advantages in STEM skill development:

• Enhances critical thinking: Kidrise toys often require analysis, evaluation, and logical reasoning to solve a challenge or understand how they work.
• Improves Problem Solving Skills: The hands-on, exploratory nature of Kidrise toys encourages children to identify problems, develop strategies, and test solutions.
• Foster Creativity and Innovation: Open-ended Kidrise toys allow children to experiment, design and create, fostering their imagination and innovative thinking.
• Develop collaboration and communication skills: Many Kidrise toys can be used in a group setting, promoting teamwork and sharing of ideas.
• Increases engagement and motivation in STEM: The fun and interactive nature of Kidrise toys can make learning more enjoyable and inspire greater interest in STEM subjects.

The HIBL approach, through toys like Kidrise, goes beyond simply playing with STEM toys to actively engage with concepts and develop a deeper understanding, thereby maximizing the educational impact of the toys.

This is in contrast to traditional toys that may not have clear learning objectives or encourage active inquiry.

Unlike traditional toys that typically provide passive entertainment, Kidrise STEM toys aligned with HIBL actively engage children in building, experimenting and problem-solving. This active engagement is a critical differentiator in fostering deeper learning and skill development. The open-ended nature of many Kidrise toys (e.g., building blocks, modular robots) allows for greater creativity and exploration than traditional toys with fixed play situations. This fosters the ability to innovate and think outside the box, which is critical in STEM fields.

By introducing STEM concepts through play, Kidrise toys can demystify these subjects and build children's confidence from an early age, which may lead to a greater interest in STEM fields in their future education and careers.

8. Conclusion: Empowering Hong Kong’s future STEM learners with HIBL and Kidrise

There is a strong alignment between HIBL principles and Hong Kong's STEM education goals. Kidrise's product line effectively embodies the core principles and teaching methods of HIBL through its emphasis on hands-on activities, encouraging questions, supporting exploration and promoting problem solving. Compared to traditional toys, Kidrise's HIBL-oriented toys have educational advantages in cultivating key STEM skills such as critical thinking, problem solving, creativity and collaboration.

As a provider of engaging and effective tools, Kidrise is a valuable resource for parents, educators and schools in Hong Kong who wish to enhance STEM learning through these tools.

Kidrise products can be integrated into home learning environments, classrooms and extracurricular activities to support the implementation of HIBL.

STEM education is critical to preparing children to meet the challenges and opportunities of the 21st century. HIBL, with the support of resources like Kidrise toys, has the potential to empower future generations in Hong Kong with the necessary skills and mindsets needed to succeed in a technology-driven world.

The combination of Hong Kong’s education policy leaning towards hands-on learning in STEM fields, HIBL’s proven educational advantages and Kidrise’s commitment to providing relevant educational toys has created a strong synergy for enhancing STEM education in the region.

Through HIBL-oriented toys that make STEM learning fun and accessible, Kidrise can play an important role in nurturing a new generation of innovators and problem solvers in Hong Kong, thereby contributing to Hong Kong’s long-term goals in technological and economic development.

Table 1: Correspondence between HIBL principles and Hong Kong STEM education goals

Table 2: Correspondence between Kidrise products and HIBL principles

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(Note: The retrieval date of the following links is April 17, 2025. As the links may be invalid, they are for reference only.)

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