ResearcherPage View Count

Geo Map
Region#
AS - Asia9926
EU - Europe5846
NA - North America5224
AF - Africa1173
HKU - The University of Hong Kong476
OC - Oceania464
SA - South America27
UND - Undefined169
Total23305
Country#
US - United States5141
CN - China4535
GB - United Kingdom2199
IE - Ireland1734
HK - Hong Kong1594
SG - Singapore1577
KR - Republic of Korea1128
ZA - South Africa911
JP - Japan757
NL - Netherlands734
OTH - Others2995
Total23305
City#
Dublin1729
Singapore1564
Beijing1313
Ashburn1272
Johannesburg907
Amsterdam709
London628
Busan616
Central512
Boydton481
Others13574
Total23305
Initial use of knowledge forum for Chinese students: Productive discourse and knowledge building90
Designing for Integration in Initial Teacher Education (ITE) Curricula: The Hong Kong Postgraduate Diploma in Education (PGDE)124
Enhancing the social and cognitive benefits of digital tools and media36
Developing Epistemic Cognition Through Reflective Inquiry in Computer-Supported Collaborative Knowledge Building15
Understanding and fostering student thinking and learning for 21st century education203
The oral syntactic structure development of Hong Kong preschool children (香港學前兒童的口語句法發展)118
Metacognitive beliefs and strategies in text comprehension for Chinese children95
Folkbiology meets microbiology: A study of conceptual and behavioral change168
Bridging Students’ Practical and Formal Epistemology of Science Through Epistemic Reflection Embedded in a Computer-Supported Knowledge-Building Environment29
Virtual visits and symmetrical knowledge advancements88
Social network analysis for knowledge building: establishment of indicators for collective knowledge advancement167
A principle-based approach to knowledge building: processes, challenges, and implications131
Building a community of learners on individual differences: A social constructivist approach87
Examining the role of computer-supported knowledge-building disourse in epistemic and conceptual understanding51
Students assessing their own collaborative knowledge building137
Constructive use of information and improvable ideas in knowledge building discourse107
Learning how to learn together using technology18
Misconceptions in children’s science learning in a computer database86
How do we recognize knowledge building?109
Students assessing their own collaborative knowledge building (Computer-Supported Collaborative Learning (2006) 1:1 (57-87) DOI:10.1007/s11412-006-6844-4)38
Strategies for comprehending Chinese texts among good and poor readers126
Reflective Assessment In Knowledge Building By Students With Low Achievement38
Progressive dialogue in computer-supported collaborative knowledge building38
Reading to learn: Teaching of reading strategies in Hong Kong classrooms161
Beliefs about collaboration, approaches to learning, and participation in computer-supported knowledge-building inquiry151
Identifying and examining epistemic beliefs among college students in Hong Kong23
The innovative teaching practices of Chinese language curriculum: The instructional practices of higher-order thinking skills108
Scaffolding Scientific Epistemologies through Knowledge-Building Discourse and Epistemic Reflection21
Building a Community of Learners on: A Social Constructivist Approach107
New experiences, new epistemology, and the pressures of change: the Chinese learner in transition90
Fostering higher-order thinking across the school curriculum98
The role of meta-knowledge about discourse in knowledge building21
Dynamics Of Reflective Assessment And Knowledge Building For Academically Low-achieving Students44
Symmetrical knowledge advances: Researcher-teacher collaboration in designing assessment for knowledge-building innovation94
Knowledge Building: Theory, Design and Analysis28
Social-constructivist assessment in scaffolding knowledge building for Hong Kong students118
Student beliefs about learning and collaboration in knowledge-building classrooms101
Education For Innovation: Knowledge Building Model And Classroom Practice35
Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children98
The effects of self-questioning and self-explanation on conceptual understanding of ecology82
Preschool art teachers' conceptions and practices of art education120
Assessing and fostering knowledge building inquiry and discourse132
Classroom innovation and knowledge building teacher community with CSCL140
Examining productive discourse and knowledge advancement in a knowledge building community60
Lexical development of Hong Kong preschool Children (香港學前兒童口語詞類的發展)170
Network structure analysis approach to knowledge building: A macroscopic view of group dynamics in discourse136
Research on aims, objective, targets, enforcement of 9-year compulsory education and the assessment and allocation system, volume 2178
Using knowledge connection analyzer to scaffold reflective assessment in knowledge building29
Co-regulation of learning in computer-supported collaborative learning environments: A discussion181
Conflict and knowledge-building approach in conceptual change147
Student-directed assessment of knowledge building using electronic portfolios134
An analysis of the relationship between the motivated strategies for learning questionnaire and the learning process questionnaire245
Emerging E-Trends and models in teacher education and professional development148
Beliefs about learning and constructive processes in reading: Effects of a computer supported intentional learning environment96
Learning in the knowledge-based era: From passive learning towards knowledge building in Hong Kong classrooms94
From activity-based to principle-based approach: A case example of knowledge creation for low-achieving students108
Toward a classification of discourse patterns in asynchronous online discussions32
Changing teacher beliefs and student understanding through problematizing teaching and learning of mathematics86
Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms161
香港幼兒口語發展196
Promoting academic literacy in CSCL environment for Chinese tertiary business students29
以評估促進通識教育科之「教」與「學」協作發展研究計劃研究發布會資料冊191
Examining teacher growth through principle-based understanding for knowledge building88
Improving 10-12 year olds’ epistemic and conceptual understanding in a computer-supported knowledge-building environment15
Relationships Among Epistemic Beliefs, Perception of Learning Environment, Study Approaches and Academic Performance: A Longitudinal Exploration with 3P Model31
Scaffolding reflective assessment for conceptual and epistemic changes among chemistry students in Hong Kong99
Towards a principle-based approach for knowledge creation in teacher professional development84
A non-parametric item analysis of the motivated strategies for learning questionnaire240
Characterizing and measuring epistemological beliefs: The four-dimensional approach113
Knowledge-building teacher network (KBTN) in Hong Kong: Sustaining and scaling up knowledge building through principle-based innovation121
Dual Scaling Analysis of Chinese Students' Conceptions of Learning111
Are the data sufficient for evaluating a claim? Students' reasoning about data72
Examining the knowledge-building process and its relation to epistemic and conceptual understanding30
Children’s constructive effort in learning from texts120
Developing problem-solving practitioners103
Fostering learning to learn among pre-service teachers through problem-centred computer-supported collaborative learning92
Teachers for The Futures? Neglected Sociomaterial Dimension of Teacher Professionalism8
Developing pre-service teachers into a knowledge-building community121
Developing productive discourse through collective inquiry of knowledge-building principles15
Designing Computer-Supported Knowledge Building to Promote Conceptual Change Among High-School Students in Hong Kong19
Sex differences in syntactic development: Evidence from Cantonese-speaking preschoolers in Hong Kong299
Computer-supported Collaborative Learning30
Designing learning environments for knowledge building: inquiry discourse of Chinese Tertiary Classes61
Revisiting the Chinese learner: Changing contexts, changing education164
Conceptual change and epistemic growth through reflective assessment in computer-supported knowledge building109
Beyond “sitting next to each other”: A design experiment on knowledge building in teacher education125
Phonological processing of Chinese characters and analysis of reading errors89
Developing Productive Discourse Among Low-achievers In A Knowledge Building Environment32
Developing knowledge building using reflective assessment and analytics tools for low achievers13
The link between student-perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom116
Constructive activity in learning from text132
Fostering collective knowledge advancement through idea-friend maps in a large knowledge-building community21
Developing Theory-practice Understanding Through Online Discourse In Online Courses22
Is the expressive vocabulary of young Cantonese speakers noun or verb dominated?164
Problem-centred inquiry in collaborative science learning110
Knowledge Building Teacher Network (KBTN): Mission possible?90
Using A Video-based Approach To Develop Pre-service Science Teachers' Understanding Of How To Teach Nature Of Science25
Analytics-supported Teacher Professional Development: The Impact on Classroom Talk30
Towards a principle-based approach to teacher development in knowledge building106
Problem-centred knowledge and misconceptions in science learning110
Cognition, technology and culture in scaffolding knowledge building8
Student thinking processes in solving academic aptitude test questions93
Assessing integrative learning among engineering students using a structure-behavior-function framework107
Beliefs about learning and constructive strategies in text comprehension164
Collaborative knowledge building: Towards a knowledge-creation perspective183
Developing students of diverse abilities into good readers through reciprocal teaching107
An analysis of students’ scientific discourse125
Networks in small-group and whole-class structures in large knowledge building communities21
Developing metadiscourse through reflective assessment in knowledge building environments75
The effects of strategy instruction on the literacy models of reading and writing delayed middle school students151
Exploring collaborative aspects of knowledge building through collaborative summary notes98
Beliefs about learning, self-regulated strategies and text understanding126
Knowledge Building for Students With Low Academic Achievement18
Gender differences and classifiers of oral language development of preschool children in Hong Kong (專題探討: 男女童在語言能力上的差異)143
Teacher collaboration in learning communities116
The paradoxes revisited: The Chinese learner in changing educational contexts146
Classroom innovation for the Chinese learner: transcending dichotomies and transforming pedagogy66
Blogging as a learning support during internship132
Developing student interactions in building a community of learners112
Pedagogical transformation and knowledge building for the Chinese learner122
Developing Productive Discourse through Computer-Supported Collaborative Learning10
Fostering epistemological beliefs and conceptual change in chemistry using knowledge building133
Promoting elementary students' epistemology of science through computer-supported knowledge-building discourse and epistemic reflection35
Learning, assessment and collaboration in computer-supported inquiry learning for Chinese tertiary students113
Engaging Teachers in Discussions Around Temporality Measures from Analytics to Inform Knowledge Building Discourse 20
Education for Innovation: Knowledge Building model and classroom innovation22
Developing knowledge building and scientific understanding on knowledge forum154
Efficacy of Video-Based Teacher Professional Development for Increasing Classroom Discourse and Student Learning219
Facilitating Knowledge Building Through Reflective Assessment50
Students assessing their own knowledge advances in a knowledge building environment151
Effects of problem-centred inquiry on students’ science learning134
Effects of language-rich phonological awareness instruction on language and reading of English-as-a-second-language kindergarteners124
Toward a qualitative approach to examining idea omprovement in knowledge-building discourse93
New assessment tools for knowledge building94
The application and use of the research results105
Following up teachers who engaged students in cognitive strategy instruction with reading-delayed adolescents90
Developing scientific inquiry in technology-enhanced learning environments17
Characterizing and Promoting Secondary Students’ Reasoning about Evidence in Science37
Promoting 5th Grader' Viewa of Science and Scientific Inquiry in an Epistemic-Enriched Knowledge-Building Environment52
Automatic Coding of Questioning Patterns in Knowledge-building Discourse57
Networks in Small-Group Structure in Knowledge Building Discourse31
Improving classroom dialogue: An analytics-supported, video-based teacher professional development approach31
Towards the assessment of collective knowledge advances in knowledge building classrooms109
Socio-cognitive assessment and socio-cultural context of knowledge building80
Language development of children in Hong Kong and teaching material95
Sustained classroom innovation: Knowledge building for scientific inquiry and science examination in chemistry classrooms99
Aligning online learning with in-class learning and assessment137
Examining and developing epistemic cognition in computer-supported collaborative knowledge building19
Knowledge building teacher network (KBTN) in Hong Kong: Sustaining and scaling up knowledge building through principlebased innovation51
Students' views of collaboration and online participation in Knowledge Forum193
Teacher development through computer-supported knowledge building: Experience from Hong Kong and Canadian teachers134
Effects of cognitive-based reading strategies on higher-order comprehension of academically low-achieving students96
Developing student understanding of discourse using a knowledge-building approach through meta-dialogue11
Effects of conflict and knowledge-processing strategy on conceptual change86
Knowledge Building and Progressive Discourse in Dialogic Education11
Promoting learning and understanding through constructivist approaches for Chinese learners187
Developing a learning community in catering for individual differences104
Collaborative processing of incompatible information83
Phonological awareness and language proficiency in learning to read English among Chinese kindergarten children in Hong Kong21
Teachers’ understanding of knowledge building in an emerging community141
Teaching and learning as problem solving for preservice mathematics teachers89
Moving beyond paradoxes: Understanding Chinese learners and their teachers158
Principle-based understanding in teacher change: A four-year case study90
Students assessing their own collaborative knowledge building155
Using blogs to support learning during internship193
Reflective assessment and meta-discourse for collective knowledge building31
Examining the growth of community knowledge in an online space91
Assessing and scaffolding knowledge building: Pedagogical knowledge building principles and electronic portfolios132
Development of formative assessment tools for knowledge building103
Conceptual, metacognitive and collaborative learning in computer-supported inquiry for Chinese tertiary business students112
Children’s understanding of science texts and their implicit beliefs about learning104
Using Web 2.0 technology to support learning, teaching and assessment in the NSS Liberal Studies subject160
The international handbook of collaborative learning (Educational psychology handbook)198
Fostering 21st Century Education Through Computer-supported Knowledge Building24
What causes colds/flu? A study of Chinese children and older adults’ folk beliefs112
Fostering Collaborative Learning Through Knowledge Building Among Students With Low Academic Achievement15
Reflective assessment in computer-supported collaborative learning for pre-service teachers17
A nonparametric item analysis of a selected item subset of the Learning Process Questionnaire160
Principle-based understanding and knowledge building in a teacher community136
Phonological processing in reading Chinese among normally achieving and poor readers187
Scaffolding teacher and student growth through a principle-based approach to knowledge building93
Fostering collective and individual learning through knowledge building31
Understanding the Chinese learner and teacher today151
Temporal Patterns and Visualizations of Peer Talk: Toward Understanding the Process and Performance of Dialogic Collaborative Problem-Solving25
Developing knowledge-building portfolios in a geography classroom for secondary school students144
Knowledge building and reading for understanding on knowledge forum84
Effects of conceptual conflict and metacognition on conceptual change94
Secondary Students’ Evaluation of Inappropriate Strategies of Reasoning about Evidence under a Scientific Explanation24
Students' epistemic understanding of discourse and knowledge advance in in knowledge building environment19
Fostering knowledge building using concurrent, embedded and transformative assessment for high-and low-achieving students126
Think biology: A new approach to colds/flu education116
Dialogic interactions and temporal analysis of online and classroom dialogue in knowledge building15
Students assessing their own knowledge advances in a knowledge-building environment135
Knowledge Building and Epistemic Games in Classroom Learning6
Fostering conceptual change through self-questioning and self-explanations97
The development of e-portfolios in assessing and scaffolding knowledge building156
Knowledge building as a mediator of conflict in conceptual change200
Temporal analysis of interaction between spoken and digitally mediated dialogue in knowledge building35
The Impact of Evidence-based Professional Development on Classroom Dynamics44
Peer collaboration and discourse patterns in learning from incompatible information148
Knowledge Building Inquiry and Reflection in Developing Children’s Epistemology of Science26
Knowledge building and teachers’ belief change in computer-supported collaborative learning83
Knowledge building for scientific understanding during SARS period in Hong Kong classrooms131
Characterizing secondary students' reasoning about data in Science40
Promoting collective cognitive responsibility through idea-friend maps in knowledge building14
Analysis of reflection journals for constructivist learning among pre-service teachers104
Assessing and Scaffolding Collaborative Knowledge Building27
Technology-Enhanced Innovation and Knowledge-Building Teacher Community15
Fostering students’ performance, metacognition and beliefs in Chinese literacy development through cognitive strategy instruction: A constructivist approach85
Introduction to the Learning Sciences 8
The Knowledge Connections Analyzer165
Characterizing 10- to 12-Year-Olds' Epistemic View of Science: Science as Collective Theory-Building Process24
Role of conflict in conceptual change in students' learning from scientific text125
Assessment in knowledge building91
Assessing students' integrative learning in biomedical engineering from the perspectives of structure, behavior, and function116
Engineering undergraduates learning computer system modeling in a constructivist learning environment: multilevel analysis of collaborative and individual learning91
Epistemic Understanding of Discourse and Collective Responsibility in a Knowledge Building Community34
Beliefs about learning, self-regulated strategies and text comprehension among Chinese children264
Developing Students’ Scientific Epistemology Through Knowledge-Building Discourse and Reflection29
Fostering 21st century education through computer-supported knowledge building39
Collaborative inquiry and knowledge building in networked multimedia environments140
Research and evaluation on liberal studies examination and assessment112
Children’s self-regulated learning strategies in Chinese text comprehension97
Beliefs about learning in children's understanding of science texts163
Examining Regulation of Idea Improvement Knowledge Advances in a Principle-based Knowledge Building Environment21
Empowering Students As Knowledge Builders205
Design and development of a formative assessment tool for knowledge building and collaborative learning96
Problem-centred inquiry and science learning132
The quest for scaling up and sustaining the knowledge building approach in Hong Kong schools180
Activity Systems Analysis of the Social Practices by Low-achieving Students in a Knowledge-Building Environment Augmented by Reflective Assessmen27
Learning, assessment and collaboration in computer-supported environments128
Beliefs about learning and learning strategies of Chinese English for international business (EIB) students in project-based learning instruction150
Knowledge-Building Communities66
Designing and fostering knowledge building using embedded and transformative assessment107
Knowledge building and teacher education: Lessons learned from two graduate courses103
Exploring collective aspects of knowledge building through assessment284
Designing Learning Analytics for Teacher Learning: An Analytics-Supported Teacher Professional Development (ASTPD) Approach23
Developing Regulation Strategies through Computer-Supported Knowledge Building among Tertiary Students37
Principle-based design for collective growth: From knowledge-sharing to explanatory knowledge-building discourse116
A Learning Sciences Perspective on Teacher Learning Research28
Using knowledge-building principles to assess knowledge-building practices125
Developing knowledge-building through portfolio assessments for Hong Kong students118
Children's beliefs about learning and self-regulated learning strategies in Chinese text comprehension162


TotJulAugSepOctNovDecJanFebMarAprMayJun
2016/201723942751321742614751541479612023123198
2017/20182103227156631821954229414329012015556
2018/20193427252103128149423254263441163330577344
2019/20202842541205743161723322924559595104161
2020/202110587305130488272781615327183436388435233
2021/20221952231384761471331710000000
Ever23305