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Article: Effects of hierarchical versus sequential structuring of teaching content on creativity in Chinese writing

TitleEffects of hierarchical versus sequential structuring of teaching content on creativity in Chinese writing
Authors
KeywordsCreativity
Learning study
Primary education
Variation theory
Writing
Issue Date2011
PublisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277
Citation
Instructional Science, 2011, v. 39 n. 1, p. 63-85 How to Cite?
AbstractThis research employed the Learning Study approach which refers to a blend of Japanese "lesson study" and design-based research to provide support to teachers to teach creatively in Chinese writing. It reports a serendipity finding that remarkable differences in the creativity scores among these classes were noted even though they had the same learning objectives with the same lesson plan. Examining how teachers structure writing activities in a unit is essential to the understanding of how creativity works in the context of classroom instruction. We suggested that these differences were associated with the effects of hierarchical and sequential structuring of teaching content on creativity in Chinese writing. Possible ways of understanding creativity in a domain-specific training and disseminations of the findings are suggested. © 2009 Springer Science+Business Media B.V.
Persistent Identifierhttp://hdl.handle.net/10722/139789
ISSN
2015 Impact Factor: 1.462
2015 SCImago Journal Rankings: 1.418
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorCheung, WMen_HK
dc.date.accessioned2011-09-23T05:55:56Z-
dc.date.available2011-09-23T05:55:56Z-
dc.date.issued2011en_HK
dc.identifier.citationInstructional Science, 2011, v. 39 n. 1, p. 63-85en_HK
dc.identifier.issn0020-4277en_HK
dc.identifier.urihttp://hdl.handle.net/10722/139789-
dc.description.abstractThis research employed the Learning Study approach which refers to a blend of Japanese "lesson study" and design-based research to provide support to teachers to teach creatively in Chinese writing. It reports a serendipity finding that remarkable differences in the creativity scores among these classes were noted even though they had the same learning objectives with the same lesson plan. Examining how teachers structure writing activities in a unit is essential to the understanding of how creativity works in the context of classroom instruction. We suggested that these differences were associated with the effects of hierarchical and sequential structuring of teaching content on creativity in Chinese writing. Possible ways of understanding creativity in a domain-specific training and disseminations of the findings are suggested. © 2009 Springer Science+Business Media B.V.en_HK
dc.languageengen_US
dc.publisherSpringer Verlag Dordrecht. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0020-4277en_HK
dc.relation.ispartofInstructional Scienceen_HK
dc.rightsThe original publication is available at www.springerlink.comen_US
dc.subjectCreativityen_HK
dc.subjectLearning studyen_HK
dc.subjectPrimary educationen_HK
dc.subjectVariation theoryen_HK
dc.subjectWritingen_HK
dc.titleEffects of hierarchical versus sequential structuring of teaching content on creativity in Chinese writingen_HK
dc.typeArticleen_HK
dc.identifier.emailCheung, WM: cwming@hkucc.hku.hken_HK
dc.identifier.authorityCheung, WM=rp00896en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1007/s11251-009-9099-4en_HK
dc.identifier.scopuseid_2-s2.0-78650768646en_HK
dc.identifier.hkuros195824en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-78650768646&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume39en_HK
dc.identifier.issue1en_HK
dc.identifier.spage63en_HK
dc.identifier.epage85en_HK
dc.identifier.eissn1573-1952-
dc.identifier.isiWOS:000286778600004-
dc.publisher.placeNetherlandsen_HK
dc.identifier.scopusauthoridCheung, WM=22984269400en_HK
dc.identifier.citeulike5053807-

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