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Conference Paper: Self-directed learning in science education: explicating the enabling factors

TitleSelf-directed learning in science education: explicating the enabling factors
Authors
Issue Date2016
PublisherInternational Society of the Learning Sciences (ISLS). The Conference Proceedings' website is located at https://www.isls.org/icls/2016/docs/ICLS2016_Volume_1_30June2016.pdf
Citation
The 12th International Conference of the Learning Sciences (ICLS 2016), Singapore, 20-24 June 2016. In Conference Proceedings, 2016, v. 1, p. 679-686 How to Cite?
AbstractThe notion of self-directed learning (SDL) has gained prominence in many education institutes around the world. However, few studies detail the specific enabling factors that could foster SDL in primary and secondary school science education. Focusing on this gap, we engaged in a mixed methods study that examined 17 schools in Hong Kong, consisting of 10 primary and 7 secondary schools. Altogether, 1,538 students from 55 classes and involving 53 teachers participated in the study which ran from September 2014 to June 2015. Building upon four key SDL representation models, we first developed our three-dimensional SDL conceptual framework to guide our analysis of the specific leadership-, teacher-, and student-related factors that could foster SDL in science education. Five key enabling factors are described.
DescriptionConference Theme: Transforming Learning, Empowering Learners
ID no. 681
Persistent Identifierhttp://hdl.handle.net/10722/223924
ISBN

 

DC FieldValueLanguage
dc.contributor.authorHew, KFT-
dc.contributor.authorLaw, NWY-
dc.contributor.authorWan, WFJ-
dc.contributor.authorLee, Y-
dc.contributor.authorKwok, A-
dc.date.accessioned2016-03-18T02:32:10Z-
dc.date.available2016-03-18T02:32:10Z-
dc.date.issued2016-
dc.identifier.citationThe 12th International Conference of the Learning Sciences (ICLS 2016), Singapore, 20-24 June 2016. In Conference Proceedings, 2016, v. 1, p. 679-686-
dc.identifier.isbn978-0-9903550-9-0-
dc.identifier.urihttp://hdl.handle.net/10722/223924-
dc.descriptionConference Theme: Transforming Learning, Empowering Learners-
dc.descriptionID no. 681-
dc.description.abstractThe notion of self-directed learning (SDL) has gained prominence in many education institutes around the world. However, few studies detail the specific enabling factors that could foster SDL in primary and secondary school science education. Focusing on this gap, we engaged in a mixed methods study that examined 17 schools in Hong Kong, consisting of 10 primary and 7 secondary schools. Altogether, 1,538 students from 55 classes and involving 53 teachers participated in the study which ran from September 2014 to June 2015. Building upon four key SDL representation models, we first developed our three-dimensional SDL conceptual framework to guide our analysis of the specific leadership-, teacher-, and student-related factors that could foster SDL in science education. Five key enabling factors are described.-
dc.languageeng-
dc.publisherInternational Society of the Learning Sciences (ISLS). The Conference Proceedings' website is located at https://www.isls.org/icls/2016/docs/ICLS2016_Volume_1_30June2016.pdf-
dc.relation.ispartofICLS 2016 Proceedings-
dc.titleSelf-directed learning in science education: explicating the enabling factors-
dc.typeConference_Paper-
dc.identifier.emailHew, KFT: kfhew@hku.hk-
dc.identifier.emailLaw, NWY: nlaw@hku.hk-
dc.identifier.emailWan, WFJ: jarrad@ilap-sdls.cite.hku.hk-
dc.identifier.emailLee, Y: yeunglee@hkucc.hku.hk-
dc.identifier.emailKwok, A: mykwok@hku.hk-
dc.identifier.authorityHew, KFT=rp01873-
dc.identifier.authorityLaw, NWY=rp00919-
dc.identifier.hkuros257311-
dc.identifier.volume1-
dc.identifier.spage679-
dc.identifier.epage686-
dc.publisher.placeSingapore-

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