Congruence of student teachers' pedagogical images and actual classroom practices     

Lena Fung  Lina P.Y. Chow 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):313-321

An understanding of student teachers' pedagogical images plays an important role in helping teacher educators plan learning experiences. The purposes of this study were to obtain a profile of pedagogical images of a group of student teachers, and to assess whether there is congruence between their pedagogical images and classroom practices. Applying the conception of teaching model proposed by Pratt, Chan developed a questionnaire to evaluate teachers' views about teaching, which was modified here and administered to 59 first-year student teachers before and after their teaching practicum in physical education for secondary schools. Results indicated that the student teachers possess a Nurturing image, whereas in actual classroom practices, their approach was a mix between the Apprenticeship and the Transmission approaches. In other words, whereas student teachers conceive themselves as having a more child-centred approach to teaching, in reality, their practices constituted more a teacher-centred approach. The investigators considered that this type of information would be helpful for teacher educators when planning learning experiences.  相似文献   

A Comparative Study of Primary and Secondary School Students' Images of Scientists     

Yvonne Y. H. Fung 《Research in Science & Technological Education》2013,31(2):199-213

The Draw-A-Scientist Test was administered to 675 Hong Kong Chinese students to explore their images of scientists. The main purposes were to discover any differences across grade levels and between male and female students, and to see if the results were comparable to those found in studies in other parts of the world. As in the findings of earlier research, there was evidence that students developed a more stereotypic image of a scientist with age and that the scientists drawn were predominantly male. It was also noted that some students, though a small percentage, included special captions and comments to express their views of the scientist. While the DAST is a feasible and simple method, future studies should supplement it with interviews for deeper understanding of students' constructs.  相似文献   

Teachers' views on and use of printed materials in a distance learning teacher education course     

Yvonne Y. H. Fung 《Open Learning》2013,28(2):175-183

Despite the heavy emphasis on online learning in recent years, print is still an important medium for course delivery in distance education. Distance educators have argued that, with the incorporation of appropriate access structures, distance learning materials can be self‐instructional and interactive. This study aims to explore the extent to which students on a distance teacher education course considered that the print materials had achieved the course objectives, and how they made use of the in‐text access structures. The results indicate that, although teachers on the course agreed that the materials were able to achieve the course objectives, the extent to which they made use of the access devices varied considerably.  相似文献   

Face-to-Face Tutorials in a Distance Learning System: Meeting student needs   总被引：2，自引：2，他引：0  

Yvonne Fung  Ronnie Carr 《Open Learning》2013,28(1):35-46

Many distance learning programmes include an element of face-to-face tuition. This paper reports on a research project concerned with various issues related to face-to-face tutorials in the Open University of Hong Kong's distance education system, including students' expectations of the benefits they will gain; their reasons for attending; the approaches they prefer; and their overall satisfaction with what tutors actually provide. Some comparisons are drawn between students in the university's different schools-and the overall findings are compared with those reported for distance learners in the West, in an effort to assess the impact of cultural context on student attitudes to tutorials. The research found that the Hong Kong students' attendance at tutorials was very high compared to that found in other similar studies, possibly reflecting Hong Kong's geographical compactness, but also possibly reflecting a preference for face-to-face meetings; that the students looked for specific guidance and support from tutors within a largely directive framework; that even where the format of the tutorial departed from the students' expectations, the students did not necessarily give the tutorial a low evaluation, provided that it was a fruitful experience; and that the cultural context within which a distance education system operates affects students' expectations and learning styles.  相似文献   

Conceptions of learning and quality of university life among deaf,hard of hearing,and hearing university students     

Sanyin Cheng  Kuen Fung Sin 《International Journal of Inclusive Education》2013,17(12):1333-1344

ABSTRACT

This study explores how conceptions of learning relate to quality of university life among deaf or hard-of-hearing (DHH) and hearing university students in mainland China. The Conceptions of Learning Inventory III and the Quality of University Life Measure were administered to 200 DHH and 240 hearing students. Results showed that deep-level conceptions of learning (learning as duty) significantly and positively predicted quality of university life among DHH and hearing students, while surface-level conceptions of learning (learning as gaining information) significantly negatively predicted quality of university life among DHH students. The significance, limitations, and implications of the present research for university administrators, teachers, and students are discussed.  相似文献   

An in-depth study of similarity predicate committee     

Jia Zhu  Gabriel Pui Cheong Fung  Zeyang Lei  Min Yang  Ying Shen 《Information processing & management》2019,56(3):381-393

In the last decades, many similarity measures are proposed, such as Jaccard coefficient, cosine similarity, BM25, language model, etc. Despite the effectiveness of the existing similarity measures, we observe that none of them can consistently outperform the others in most typical situations. Choosing which similarity predicate to use is usually treated as an empirical question by evaluating a particular task with a number of different similarity predicates, which is not computationally efficient and the obtained results are not portable. In this paper, we propose a novel approach to combine different similarity predicates together to form a committee so that we do not need to worry about choosing which of them to use. Empirically, we can obtain a better result than any individual similarity predicate, which is quite meaningful in practice. Specifically, our method models the problem of committee generation as a 0–1 integer programming problem based on the confidence of similarity predicates and the reliability of attributes. We demonstrate the effectiveness of our model by applying it on three datasets with controlled errors. Experimental results demonstrate that our similarity predicate committee is more robust and superior over existing individual similarity predicates.  相似文献   

Early event‐related potentials differences in orthographic processing of native and non‐native Chinese readers          下载免费PDF全文

Yen Na Yum  Sam‐Po Law  Cheuk Fung Lee  Mark Shiu Kee Shum 《Journal of Research in Reading》2018,41(3):403-422

Efficient Chinese character reading requires rapid access to orthographic representations of radical form and position. This study identified the temporal sequence of radical form, radical position and lexicality processing in adult first language (L1) and intermediate second language (L2) Chinese readers. Event‐related potential responses in a one‐back repetition detection task were submitted to linear mixed‐effects models. Violation of radical position produced P100 effects that were left‐lateralized for L1 readers and right‐lateralized for L2 readers. When controlling for P100 activation, radical position produced a left‐lateralized effect at the N170 for L2 readers but no additional activities for L1 readers. Radical form effects were found at the N270 for L1 readers, where radical form violation produced larger N270. Results suggested that radical representations are position‐specific in initial orthographic processing for both groups. However, different temporal dynamics and topographic distributions suggested divergent radical processing for native versus non‐native readers from the beginning.  相似文献   

Exploring information literacy in secondary schools in Hong Kong: A case study     

Jan van Aalst  Fung Wai Hing  Li Siu May  Wong Pui Yan 《Library & information science research》2007,29(4):533-552

Current curriculum reforms in Hong Kong emphasize learning how to learn and project-based learning. The most recent reform introduces “Liberal Studies” as a mandatory school subject in senior secondary school. This article reports on an exploratory case study of the information searching process (ISP) among Form 6 (Grade 12) students in a Liberal Studies course. Researchers examined sources of information used by students, students' cognitive and emotional experience during the ISP, and communication within the collaborative groups. Findings indicated that Internet-based sources were predominant but that most students had difficulty completing the ISP. Work is needed to help students develop a theory of knowledge in which the meaning of information is contextual and the process of interpreting information requires effort. Such work is important if collaborative inquiry projects in Liberal Studies courses are to lead to deep learning.  相似文献   

竹亚科一新属——单枝竹属     

贾良智  冯学琳  杨雅玲 《中国科学院研究生院学报》1988,26(3):211-216

  相似文献   

Effect of School Pretend Play on Preschoolers’ Social Competence in Peer Interactions: Gender as a Potential Moderator     

Wing-kai Fung  Rebecca Wing-yi Cheng 《Early Childhood Education Journal》2017,45(1):35-42

This study investigated the moderating effect of gender on the causal relationships between different school play activities (pretend and non-pretend play) and social competence in peer interactions among a sample of Hong Kong children. Participants were 60 Hong Kong preschoolers (mean age = 5.44, 36.67 % female). Children with matched home pretend play time period were randomly assigned to pretend or non-pretend play groups to take part in pretend or non-pretend play activities respectively in the 1-month kindergarten play training. Children’s pre- and post-training social competences were assessed by their teachers. Results revealed a trend that girls who participated in school pretend play tended to be less disruptive during peer interactions after the training than those who participated in non-pretend play, while boys were similarly benefited from the two play activities. The implications for play-related research and children’s social competence development are discussed.  相似文献