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21.
Derek Cheung Hong-jia Ma Jie Yang 《International Journal of Science and Mathematics Education》2009,7(6):1111-1133
The importance of research on misconceptions about chemical equilibrium is well recognized by educators, but in the past,
researchers’ interest has centered on student misconceptions and has neglected teacher misconceptions. Focusing on the effects
of adding more reactants or products on chemical equilibrium, this article discusses the various misconceptions held by high
school teachers. A misconception test was administered to two samples of chemistry teachers in Nanjing, China. Of the 109
teachers who participated in the test, only one understood that adding more CS2 gas to the equilibrium system CS2(g) + 4H2(g) ⇌ CH4(g) + 2H2S(g) at constant pressure and temperature can shift the equilibrium to the reactant or product side, depending upon the amount
of CS2 in the initial equilibrium system. Most of the teachers relied on Le Chatelier’s principle and thus made erroneous predictions.
The misconception test also revealed that those teachers who managed to compute equilibrium constants had a limited conceptual
understanding of chemical equilibrium. Implications of these findings for teacher education and chemistry curriculum development
are discussed. 相似文献
22.
In the last two decades, China's education has experienced significant transformations and restructuring on account of privatization and marketization. Unlike the Mao era when the state assumed the major responsibilities in financing and providing education, individuals and families have now to bear increasing financial burdens in paying for education. The marketization and privatization of education has undoubtedly intensified educational inequalities and widened regional disparities between the economically developed areas in the eastern coast and the less economically developed areas in the middle and north-western parts of the country. The growing inequalities in education and the increasing financial burdens presented by education have been a source of social discontentment, which have in turn prompted the central government to revisit its approaches to educational development. This article sets out to examine, how in this wider policy context, China's education has been transformed following the adoption of more pro-competition and market-oriented reform measures. This article is based on intensive secondary data analysis, fieldwork observations, and findings from a household survey conducted in eight different Chinese cities about people's perceived education hardship. The article concludes by considering how the Chinese government has attempted to address the problems of educational inequalities that have intensified on account of two decades of education marketization. 相似文献
23.
Chit Cheung Matthew Sung 《Changing English: An International Journal of English Teaching》2010,17(4):411-419
This paper reports on my first‐hand experiences of being a ‘purist’ in Hong Kong, during which time I was not allowed to use mixed code, a common discursive practice among Hongkongers in Hong Kong. I shall discuss the difficulties in using ‘pure’ English and ‘pure’ Chinese in my daily life, as well as exploring the problems I encountered when I used ‘pure’ English in teaching English to a small group of ESL students at a primary school in Hong Kong. I argue that mixed code is very much characteristic of everyday language use by most Hongkongers and represents an important marker of their ethno‐linguistic identity. In relation to language teaching, I suggest that mixed code may be usefully adopted in teaching English in Hong Kong, rather than being shunned at all costs. 相似文献
24.
This study investigated possible factors that might influence the degree of student participation in asynchronous online discussion forums. Degree of participation refers to the number of messages posted by the students. Data were collected from 41 forums, students' reflection logs, and students' interviews. Of these 41 forums, the top third forums (n = 14) in terms of the highest frequency of participant postings were identified. Fourteen less frequent forums were randomly chosen from the remaining forums. We also assessed the quality of the discussions found in both the more frequent and less frequent groups by examining the levels of knowledge construction exhibited in the online postings. We found that that the quality of contributions in the more frequent group was greater than those found in the less frequent group in terms of higher knowledge construction levels. Quantitative analyses showed that the duration of the discussion could not account for the difference between the two groups. Instead, the more and less frequent forums differed in terms of group size, as well as the frequency of two habits of mind displayed by the student facilitators: (a) is aware of own thinking, and (b) is accurate and seeks accuracy. Qualitative analyses of the reflection logs and interviews suggested several other important factors that could also influence students' decision to participate: (a) familiarity with the facilitator, (b) mutual obligation to help each other, (c) knowledge about the topic, and (d) availability of time. Implications of the findings and suggestions for future research are provided. 相似文献
25.
Globalization has changed the way people behave in different aspects of life. One of the significant differences is that people
are now competing with everyone around the world, not just people within or near their own regions. A good way of remaining
competitive is to provide quality education that can help students meet the needs of the competitive economy. However, not
all nations are responding in the same way. Using a quantitative approach, this explorative study seeks to discover if, and
how, cultural dimensions fit into the process of meeting the demands of the competitive economy by means of education across
regions. Forty-three regions with different ratings on the Power Distance Index (PDI), Individualism (IDV), Masculinity (MAS),
and the Uncertainty Avoidance Index (UAI) are included in this study. The results show that UAI, PDI and IDV are significant
factors relating to this issue. 相似文献
26.
Mengxing Ouyang Wing Ki Cheung Wenfeng Liang John D. Mai Wing Keung Liu Wen Jung Li 《Biomicrofluidics》2013,7(5)
The phenomenon of self-rotation observed in naturally and artificially pigmented cells under an applied linearly polarized alternating current (non-rotating) electrical field has been investigated. The repeatable and controllable rotation speeds of the cells were quantified and their dependence on dielectrophoretic parameters such as frequency, voltage, and waveform was studied. Moreover, the rotation behavior of the pigmented cells with different melanin content was compared to quantify the correlation between self-rotation and the presence of melanin. Most importantly, macrophages, which did not originally rotate in the applied non-rotating electric field, began to exhibit self-rotation that was very similar to that of the pigmented cells, after ingesting foreign particles (e.g., synthetic melanin or latex beads). We envision the discovery presented in this paper will enable the development of a rapid, non-intrusive, and automated process to obtain the electrical conductivities and permittivities of cellular membrane and cytoplasm in the near future. 相似文献
27.
Xiao-Ling Jin Zhongyun Zhou Matthew K.O. Lee Christy M.K. Cheung 《International Journal of Information Management》2013
This study theorized and validated a model of knowledge sharing continuance in a special type of online community, the online question answering (Q&A) community, in which knowledge exchange is reflected mainly by asking and answering specific questions. We created a model that integrated knowledge sharing factors and knowledge self-efficacy into the expectation confirmation theory. The hypotheses derived from this model were empirically validated using an online survey conducted among users of a famous online Q&A community in China, “Yahoo! Answers China”. The results suggested that users’ intention to continue sharing knowledge (i.e., answering questions) was directly influenced by users’ ex-post feelings as consisting of two dimensions: satisfaction, and knowledge self-efficacy. Based on the obtained results, we also found that knowledge self-efficacy and confirmation mediated the relationship between benefits and satisfaction. 相似文献
28.
Soi-kei Mak Kwok-cheung Cheung Kaycheng Soh Pou-seong Sit Man-kai Ieong 《教育心理学》2017,37(10):1206-1221
Enjoyment of reading, diversity of reading and metacognitive awareness of reading strategies are cognitive and affective variables pertaining to three facets of reading engagement for students to read happily, widely and skilfully. These have been found to be related to effectiveness in reading instruction. They together form a focus for this study to examine the underlying student- and across-level mechanisms to explain gender differences in reading performance of Macao students. Drawing data from Programme for International Student Assessment (PISA) 2009 Study, the mediation effects of gender and the school’s gender composition on reading performance are analysed. Two findings are of both theoretical and pedagogical interests. Firstly, the three facets of reading engagement from the nurture perspective explain substantially the within-school gender gap. Secondly, in coeducation context where students read happily and skilfully, there are gender-specific peer influences across-level onto student reading performance. Implications for gender-inclusive reading instruction programmes are discussed. 相似文献
29.
30.
Derek Cheung 《Journal of Experimental Education》2013,81(2):149-165
Although curriculum scholars generally agree that teachers' meta-orientations to curriculum are hidden forces guiding their selection of curriculum goals, curriculum content, teaching methods, and assessment strategies, the existence of such a meta-orientation construct has not been empirically confirmed. The author used McNeil's (1996) 4 curriculum orientations to demonstrate how hierarchical confirmatory factor analysis can be applied to measure the meta-orientation construct. A hierarchical model was hypothesized that consisted of 4 1st-order factors and 1 2nd-order factor. The 1st-order factors represented McNeil's 4 separate curriculum orientations: academic, social reconstructionist, humanistic, and technological. The 2nd-order factor denoted the meta-orientation construct. Hierarchical confirmatory factor analysis of teacher data collected by a curriculum orientation inventory provided clear support for the hypothesized model. 相似文献