An ecological view of conceptualising change in the Singapore Education System     

Shu-Shing Lee  David Hung  Laik Woon Teh 《Educational Research for Policy and Practice》2016,15(1):55-70

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Authenticity in learning for the twenty-first century: bridging the formal and the informal     

David Hung  Shu-Shing Lee  Kenneth Y. T. Lim 《Educational technology research and development : ETR & D》2012,60(6):1071-1091

The paper attempts to bridge informal and formal learning by leveraging on affordance structures associated with informal environments to help learners develop social, cognitive, and metacognitive dispositions that can be applied to learning in classrooms. Most studies focus on either learning in formal or informal contexts, but this study seeks to link the two. The paper proposes three tenets to augment de-contextualized learning in schools by putting back the: (a) tacit, (b) social-collective, and (c) informal. This paper seeks to advance the argument for a consideration of how formal learning might be made more authentic by leveraging the affordances of informal learning. Two case examples are illustrated. The first case shows learners operating in a virtual environment in which??through the collaborative manipulation of terrain??adopt the epistemic frame of geomorphologists. The case seeks to illustrate how the tacit and social-collective dimensions from the virtual environment might be incorporated as part of the formal geography curriculum. In the second case, interactions between members of a school bowling team highlight the contextualized and authentic metacognitive demands placed on learners/bowlers, and how these demands are re-contextualized??through metacognitive brokering??to the formal curriculum. Productive linkages are made between informal and formal learnings and anchored through learners?? authentic experiences.  相似文献   

Using Conceptual Change Theories to Model Position Concepts in Astronomy     

Yang  Chih-Chiang Hung  Jeng-Fung 《美中教育评论》2012,(11):917-931

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Exploring parental involvement in early years education in China: development and validation of the Chinese Early Parental Involvement Scale (CEPIS)     

Eva Yi Hung Lau  Hui Li  Nirmala Rao 《International Journal of Early Years Education》2012,20(4):405-421

This study developed and validated an instrument, the Chinese Early Parental Involvement Scale (CEPIS), that can be widely used in both local and international contexts to assess Chinese parental involvement in early childhood education. The study was carried out in two stages: (1) focus group interviews were conducted with 41 teachers and 35 parents in Hong Kong and Shenzhen. Teachers and parents were found to hold different perceptions of parental involvement. Responses further revealed that Chinese parents practiced more home-based involvement than preschool-based involvement, and that Chinese parents also have layers of responsibilities that limit their level of involvement in children's early development; (2) items of the CEPIS were developed using focus group responses. To validate the scale, 319 parents were asked to complete the new CEPIS. Results from principal-components factor analyses established that the resultant 26-item CEPIS consists of six parental involvement dimensions. Further analyses revealed that parental involvement differed as a function of parents' marital status and employment status. The major findings, implications and limitations of this research are discussed, together with directions for future research.  相似文献   

Monitoring health,activity and fitness in physical education: its current and future state of health     

Lorraine Cale  Jo Harris  Ming Hung Chen 《Sport, Education and Society》2013,18(4):376-397

Various government policies, strategies and responses in England over the years have highlighted schools and physical education to be instrumental in addressing health and the focus on health has been strengthened within subsequent revisions of the National Curriculum. Whilst this might seem encouraging, concerns have been expressed that such policies and governmental regulation increasingly bear features of a ‘performative culture’ and that these have led to increasingly widespread health surveillance in schools. Linked to this are long-standing concerns over the way in which health is addressed in schools and physical education, as well as over some of the monitoring measures and practices employed within the curriculum. Despite this, little is known about monitoring practices in physical education. This article, therefore, presents findings of a study which aimed to (1) determine the nature, prevalence and purpose of monitoring health, physical activity and physical fitness within the physical education curriculum and (2) establish physical education teachers' views of and approaches to monitoring. The study comprised two phases. The first phase involved a survey completed by Heads of Physical Education in 110 secondary schools from across England, and the second semi-structured interviews with 18 of those from the original sample. The findings revealed monitoring, and in particular fitness monitoring, to be a common feature within the physical education curriculum in many schools. However, a number of issues and limitations associated with monitoring and some of the schools' monitoring practices were identified, and the individualistic nature and performative culture reflected in and reinforced through monitoring were acknowledged as potentially problematic. It was thus suggested that if the findings are typical, then monitoring practice is currently not in a good state of health. The article concludes proposing a way forward for monitoring within physical education in the form of some recommendations for practice.  相似文献   

User acceptance of mobile e-government services: An empirical study     

Shin-Yuan Hung  Chia-Ming Chang  Shao-Rong Kuo 《Government Information Quarterly》2013

The traditional focus of e-government services research has been on non-mobile services but now with the incorporation of mobile services more people are able to access these Mobile e-government services (m-government services). In addition, such services are critical for improving user-to-government communication effectiveness and maintaining relationships. The purpose of this study is to identify the factors that determine user acceptance of these services. Based primarily on the theory of planned behavior and supplemented by the mobile communication perspective, a sample of 331 users of m-government services in Taiwan was tested. The findings show that perceived usefulness, perceived ease of use, trust, interactivity, external influence, interpersonal influence, self efficacy, and facilitating conditions are critical factors. This study has given us a better understanding of critical mobile communication factors in improving user acceptance of m-government services. Implications and recommendations for research and practice are also presented and discussed.  相似文献   

Learning within the Context of Communities of Practices: A Re-Conceptualization of Tools,Rules and Roles of the Activity System     

Hung David  T. Victor 《Educational Media International》2013,50(3-4):247-255

In this paper we focus on learning to be or forming an identity within communities of practices. Using a reconceived activity theory framework, we attempt to distil out the kinds of tools (including technologies), rules , and roles that support the different processes within activity structures. Through enculturation (participants performing their specific roles through the assistance of tools and according to the rules of the community), participants learn to be , forming an identity particular to that community. We illustrate these concepts through community-based examples such as universities and schools. L'apprentissage dans le contexte de communautés de pratiques: une re-conceptualization des outils, des règles et des rÔles dans un système d'activité. Dans cet article nous mettons l'accent sur e apprendre À être f c'est À dire former une identité dans une communauté de pratiques. Utilisant le cadre d'une théorie d'activité reconceptialisée nous essayons de mieux définir des espèes d'outils (y compris les technologies) les règles et les rÔles qui soutiennent les différents processus À l'intérieur des structures d'activité. Au travers de l'enculturation (les participants jouant leurs rÔles spécifiques grÂce À l'aide d'outils et suivant les règles de la communauté) les participants e apprennent À être f , constituant une identité particulière À cette communauté. Nous illustrons ces concepts grÂce À des exemples tirés de communautés telles que les universités et les écoles. Lernen in Praxis orientierten Gemeinschaftseinrichtungen: ein neues Konzept in der Anwendung von Werkzeugen, Regeln und Rollen im aktiven System. Dieser Aufsatz beschäftigt sich mit dem Einfluss des Arbeitsumfeldes auf die Entwicklung der eigenen Persönlichkeit. Mit Hilfe einer neuen Theorie analysieren wir die Instrumente (einschließlich Technologien) und Regeln, die die Arbeitsabläufe innerhalb eines Arbeitsumfeldes bestimmen. Durch die Eingliederung in die Gemeinschaft (die Teilnehmer spielen ihre jeweiligen Rollen mit Hilfe von Werkzeugen und nach den Regeln der Gemeinschaft) lernen die Teilnehmer "ihre eigene Rolle" zu verstehen, indem sie eine ganz spezielle Identität innerhalb dieser Gemeinschaft entwickeln und spielen. Wir werden diese Konzepten durch die Anwendung von Gemeinschaftsorientierten Beispiele zeigenwie Universitäten und Schulen.  相似文献   

A knowledge engineering approach to developing educational computer games for improving students' differentiating knowledge     

Gwo‐Jen Hwang  Han‐Yu Sung  Chun‐Ming Hung  Li‐Hsueh Yang  Iwen Huang 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(2):183-196

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Distance Learners' Self-efficacy and Information Literacy Skills     

Yingqi Tang  Hung Wei Tseng 《The Journal of Academic Librarianship》2013

This study investigates distance learners' information literacy skills in using digital library resources and the factors (online learning and information manipulation) that correlate with learners' information seeking self-efficacy. In addition, distance learners' preferences with regard to digital resources selection and interests of developing information seeking skills were examined. 3517 students enrolled in one or more distance education courses were invited to participate in the online survey; 219 students completed the survey, for a response rate of 6.2%. The results revealed that distance learners who have higher self-efficacy for information seeking and proficiency in information manipulation exhibited higher self-efficacy for online learning. Moreover, students with high self-efficacy demonstrated superior knowledge of digital resources selection. Students who have low self-efficacy with regard to information seeking were more likely to express interest in learning how to use the library resources, although learning techniques for database searching was the exception.  相似文献   

International Understanding of Learning Disabilities     

John Wills Lloyd  Clay Keller  Li‐yu Hung 《Learning disabilities research & practice》2007,22(3):159-160

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