Collaborative inquiry project-based learning: Effects on reading ability and interests     

Samuel Kai Wah ChuAuthor Vitae  Shek Kam TseAuthor VitaeElizabeth Ka Yee LohAuthor Vitae  Ken ChowAuthor Vitae 《Library & information science research》2011,33(3):236-243

The academic performance of students has been shown to be associated with reading ability. Inquiry learning can potentially enhance the reading abilities and interests of students. This study verified this proposition by examining the effects of an inquiry approach to group projects on the reading abilities of primary school students. Using a case study design, an inquiry project-based learning (PBL) approach, with the collaboration between three types of teachers and the school librarian was implemented to support the development of reading abilities and interests of students in a primary school in Hong Kong. The participants included Primary 4 students, teachers, and parents. Progress in International Reading Literacy Study (PIRLS) tests were used to evaluate the students' reading abilities; survey questionnaire and interviews were used to examine the participants' perceptions of the inquiry PBL; and the PIRLS survey was used to measure the students' attitudes and self-perceptions. Quantitative and qualitative data analyses showed positive effects on the reading abilities and attitudes of the participating students. Students' attitudes and self-perceived abilities appeared to influence the improvements in reading abilities. Finally, improvements in the students' reading comprehension, reading speed, and vocabulary were perceived. These findings provide evidence and insights to support further implementation of inquiry PBL in primary schools.  相似文献   

Assessing Research Readiness of Graduate Students in Distance Programs     

Paul R. Pival  Jennifer V. Lock  Maureen Hunter 《Public Services Quarterly》2013,9(3-4):1-18

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English Language Teaching in East Asia Today: An Overview     

Ho Wah Kam 《Asia Pacific Journal of Education》2002,22(2):1-22

The paper is structured in three parts. Part 1 discusses the position and status of English in 15 countries or education systems in East Asia, with the term East Asia used to cover Southeast and Northeast Asia. Part 2 of the paper is devoted to recent developments in English Language Teaching (ELT) in the 15 countries or education systems, while Part 3 attempts some generalizations on the teaching of English in East Asia with regard to issues and problems. One of these issues is concerned with the suitability of certain imported teaching techniques in settings where English is seldom used outside the classroom. Some of the problems are conceptualized as dilemmas.  相似文献   

Conservation of outdoor sculpture: Challenges of three installations in Hong Kong     

Yan Ki Wong  Sam Liu  Ronnie Kam  Wing Fai Lai  Alice Tsang 《文物保护研究》2016,61(3):340-342

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An integrative perceptual approach for teaching Chinese characters     

Shek Kam Tse  Ference Marton  Wing Wah Ki  Elizabeth Ka Yee Loh 《Instructional Science》2007,35(5):375-406

This paper is concerned with an innovative approach to teaching Chinese characters. Traditionally, pupils learn Chinese characters by repeatedly copying them until they can reproduce their form and pronunciation from memory. Most of the characters pupils are required to learn are selected on the basis of their frequency in adult written communications rather in everyday child usage. The process takes many years and is perceived by pupils as laborious and boring. The writers of the paper developed an approach based on the phenomenographic approach to learning and on various pioneering ways of teaching Chinese characters. Learning starts with the pupils’ own language and characters are introduced and used in contexts meaningful to the pupil, attention being drawn systematically to structural features, written form and pronunciation. Characters are learnt in relational clusters, similarities and variations among related characters in the clusters being used by teachers to highlight and emphasise crucial aspects of Chinese characters and words. The learning mastered serves as a foundation for subsequent learning. After an in-depth discussion of theory and pedagogy, the writers report an investigation in four primary schools in Hong Kong that yields strong support for the efficacy of the approach.  相似文献   

Managing dialogic use of exemplars     

David Carless  Kennedy Kam Ho Chan 《Assessment & Evaluation in Higher Education》2017,42(6):930-941

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Science Process Skills and Cognitive Preference Styles     

Kam Kum Wone  Yeoh Oon Chye 《Asia Pacific Journal of Education》1987,8(1):55-62

The study examined the differences in cognitive styles between two comparable groups of students at the Grade 9 (Secondary 3) level, namely the LSS (Lower Secondary Science) group who had been exposed to the practical-based, inquiry-oriented type of science and the non-LSS group of students who had studied the more traditional type of science in the “old” science curriculum. Their differences in science achievement are measured by the common IEA Science Paper-Pencil, Multiple Choice Criterion Test and also, by the Science Process or Practical Test (which measured three levels of process skills, such as the observation/manipulation, reasoning and investigation skills). Variance in science achievement thus measured is examined against the 4 cognitive preference styles of the students, (measured by the Combined Cognitive Preference Inventory) namely the “recall”, “principles”, “applications” and “questioning” modes of thinking. The findings indicated that (a) the attainment of the science process or practical skills was characterised by the type of science curriculum (LSS or non-LSS) and it was significantly associated with the achievement level of students, (b) the cognitive preference pattern covaried according to the students' level of science achievement and the type of curriculum and (c) the weak but significant relationship between performance in the science practical skills and the students' modes of cognitive style have important implications for teachers who are concerned about the intended effects of changes in the science curriculum on the consequent learning behaviour or cognitive outcome of their students.  相似文献   

Style and quality in research supervision: the supervisor dependency factor   总被引：3，自引：0，他引：3  

Booi Hon Kam 《Higher Education》1997,34(1):81-103

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Continuity and Discontinuity Between Training and School Experience: Follow-up Studies of Former Students of the Institute of Education     

Ho Wah Kam  Poon Tsul Yeong  Rita Skuja  Ool Hui Pín  Teo Suan Eng  Hazel Mah 《Asia Pacific Journal of Education》1983,5(2):49-63

The present report is based on three pilot projects that aimed to explore and describe teachers' perceptions of their training and the transition experience of teachers in the shift from being a student on a teacher training programme to being a full-fledged teacher in the primary or secondary school. The three studies were prompted by the concern for a possible lack of fit, even under the best circumstances, between pre-service training and the work of a full-time teacher in a typical school. In the main, then, this report focuses on the continuity between campus-based training and teaching practice and full-time teaching experience.  相似文献   

Episodic memories and the longitudinal impact of high school physics on female students’ physics identity     

Jianlan Wang  Zahra Hazari  Cheryl Cass  Robynne Lock 《International Journal of Science Education》2018,40(13):1543-1566

Students enter physics classes with negative attitudes towards physics compared to the other sciences. Female students are more likely to opt out of a second higher-level physics course. Thus, the broad goal of this work is to better understand how to have the most lasting positive impact on female students’ attitudes and motivations towards learning physics after a single physics course in high school. Through longitudinal case studies of six female students using the frameworks of episodic memory and physics identity, we explore the most impactful features of students’ high school physics experiences. The data is drawn from three years of student interviews and one initial student survey. Our results indicate that the students could remember in detail and with longevity their experiences with physics causing high arousal and negative initial valence, such as teachers presenting physics knowledge in a counter-intuitive way. The students can remember the context but not the details of their experiences with physics causing low arousal and non-neutral valence, such as their teacher sharing a story about physics. Experiences that were eventually tied to positive valence had positive impacts on female students’ physics identity maintenance, such as problem solving activities where no one was left behind.  相似文献