Enhancing pedagogical content knowledge in elementary science     

Karen Goodnough  Woei Hung 《Teaching Education》2013,24(3):229-242

In this study, five elementary teachers and a university researcher developed and implemented problem‐based learning (PBL) experiences in the context of science teaching and learning. Collaborative inquiry was adopted as a methodology, while a variety of qualitative methods were used to examine the engagement and development of teachers’ pedagogical content knowledge (PCK). A PCK model is used as a framework to examine teachers’ professional knowledge growth in areas such as orientations to teaching science, knowledge of science curriculum, knowledge of students’ understanding of science, knowledge of assessment, and knowledge of instructional strategies. Implications for how teachers may be supported when adopting instructional innovations are discussed.  相似文献   

Kindergarten Children's Executive Functions Predict Their Second-Grade Academic Achievement and Behavior     

Paul L. Morgan  George Farkas  Marianne M. Hillemeier  Wik Hung Pun  Steve Maczuga 《Child development》2019,90(5):1802-1816

Whether and to what extent kindergarten children's executive functions (EF) constitute promising targets of early intervention is currently unclear. This study examined whether kindergarten children's EF predicted their second-grade academic achievement and behavior. This was done using (a) a longitudinal and nationally representative sample (N = 8,920, M_age = 97.6 months), (b) multiple measures of EF, academic achievement, and behavior, and (c) extensive statistical control including for domain-specific and domain-general lagged dependent variables. All three measures of EF—working memory, cognitive flexibility, and inhibitory control—positively and significantly predicted reading, mathematics, and science achievement. In addition, inhibitory control negatively predicted both externalizing and internalizing problem behaviors. Children's EF constitute promising targets of experimentally evaluated interventions for increasing academic and behavioral functioning.  相似文献   

高校学生婚育权与受教育权之发展演变——以1978年恢复高考以来教育部颁布的规范性文件为分析文本   总被引：2，自引：0，他引：2  

尹力  张虹 《教育学报》2008,(3):92-96

婚育权是我国公民依法享有的一项民事权利,在校大学生应该享有与其他公民平等的婚育权。受教育权作为学生权利中最根本的权利,是宪法赋予公民的一项基本权利,公民结婚与否不应成为其接受教育的限制条件。我国1978年恢复高考以来高校学生婚育权的发展,经历了由最初的“限制结婚”到“禁婚”,再到“禁婚、禁育”的解除三个阶段,学生婚育权和受教育权二者之间也从冲突走向融合,这既彰显了受教育权利的人权特性,也为高校管理理念的重塑提供了新的视角。  相似文献   

An Experienced Science Teacher’s Metavisualization in the Case of the Complex System of Carbon Cycling     

Hung  Jung-Yi  Chang  Hsin-Yi  Hung  Jeng-Fung 《Research in Science Education》2021,51(2):493-521

Research in Science Education - Science teachers use a large number of visual representations and models in science classes to guide students to understand complex phenomena and to learn to conduct...  相似文献   

Unpacking the paradox of Chinese science learners: insights from research into Asian Chinese school students’ attitudes towards learning science,science learning strategies,and scientific epistemological views     

May Hung May Cheng  Zhi Hong Wan 《Studies in Science Education》2016,52(1):29-62

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 research are suggested.  相似文献   

The analysis and reconciliation of students’ rebuttals in argumentation activities     

Yu-Ren Lin  Jeng-Fung Hung 《International Journal of Science Education》2016,38(1):130-155

The present study investigated the guidance provided by science teachers to resolve conflicts during socioscientific issue-based argumentation activities. A graphical representation (GR) was developed as a tool to code and analyze the dialogue interaction process. Through the GR and qualitative analysis, we identified three types of dialogue reconciling strategies. The first one consists of teacher management, in which the teacher temporarily maintains the right to speak when students get mired in an emotional rebuttal situation. The second strategy involves the use of qualifiers to identify the strengths and weaknesses of an opposing argument. The third strategy consists of providing students with guidance to keep both parties (i.e. the students taking, respectively, the affirmative and negative positions) on the same discussion topic and can be used to assist teachers with forming broad questions that prompt students to conduct deeper discussions. These reconciling strategies were beneficial in that they helped students to argue in a more reflective way.  相似文献   

Moving from a Personal to a Social Constructivist View of Learning: Implications for Support in the Student Teaching Experience 1     

May Cheng May Hung  Winnie So Wing Mui  Wong Yu Lai Wah  Lee Man Yuk Ching 《Asia Pacific Journal of Education》2003,23(1):85-98

Recently, the school and co‐operating teachers have an increasingly important role, by offering stronger support during the teaching practice. Being congruent with similar developments in teacher education programmes in other countries, this development in Hong Kong is strengthened by research studies examining the process of learning to teach. By arguing that the process of learning to teach can be examined from a personal constructivist view of learning, this paper examines the experience from the student‐teachers’ perspective. The finding reports on the problems perceived by the student‐teachers during the student teaching practice and the support provided by the co‐operating teachers. The problems encountered and the support obtained were compared and contrasted to reveal the possible roles of the co‐operating teachers. The process of learning to teach is extended from a personal view to include support from the social milieu. This paper proposes to consider the process from a social constructivist view of learning. Drawing on the findings, it concludes with implications on how the school and the teacher education institute can collaborate and support the student‐teachers from a social constructivist view of learning.

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Parenting and childhood aggression in the Chinese context: an examination of parental responses,physical coercion and warmth     

Eva Yi Hung Lau 《Early Years: An International Journal of Research and Development》2019,39(1):36-50

Parental response, physical coercion and warmth and their relationships with childhood aggression were assessed with 277 children (142 boys; M age = 56.5 months, SD = 10.93 months) in Hong Kong. Results indicated that both fathers and mothers reported significantly more intervention strategies in response to hypothetical vignettes of physical aggression than relational aggression. Both fathers’ and mothers’ self-reported physical coercion was positively correlated with boys’ and girls’ composite scores of physical and relational aggression as reported by teachers, fathers and mothers, whereas fathers’ self-reported warmth was associated with a lower level of physical and relational aggression in boys. Furthermore, maternal warmth moderated the association between physical coercion and girls’ relational aggression. Findings suggest that parents’ normative beliefs regarding relational aggression should be challenged and the general acceptability of parental control in the Chinese context does not necessarily imply the absence of a link with childhood aggression.  相似文献   

Models of innovation scaling in Singapore schools: process objects as multi-level role clusters and outcomes—a multiple case study approach     

Tan  Mei Ying  Hung  David Wei Loong 《Asia Pacific Education Review》2020,21(4):553-571

Asia Pacific Education Review - Studying the processes involved in scaling technologically-mediated pedagogical innovations has moved into understanding how wider contexts relate to qualitative...  相似文献   

Coparenting,Parenting Stress,and Authoritative Parenting among Hong Kong Chinese Mothers and Fathers     

Eva Yi Hung Lau  Thomas G. Power 《Parenting, science and practice》2020,20(3):167-176

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