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postgraduate thesis: Fostering high order thinking through the teaching and learning of NSS liberal studies

TitleFostering high order thinking through the teaching and learning of NSS liberal studies
Authors
Issue Date2016
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Yip, C. [葉志兆]. (2016). Fostering high order thinking through the teaching and learning of NSS liberal studies. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.
AbstractLiberal Studies (LS) is a new core subject in the New Senior Secondary (NSS) Curriculum implemented in 2009. It aims to broaden students’ knowledge base and enhance their social awareness through the study of a wide range of issues. There are concerns and worries ranging from pedagogical issues, like curriculum design and assessment formats, to practical areas such as resources management and lesson planning. All these queries should be oriented from an epistemological perspective into the subject itself, i.e. what is it and then how to bring about the expected learning outcomes; why may such belief be distorted or facilitated once implemented. Hence, this in-depth case study was conducted to examine the nature of LS with reference to the conceptions of liberal education and high order thinking learned by the students. The distinctive contribution of LS will not be undermined unless its unique feature is explored and well perceived and conceptualized by teachers and incorporated into classroom setting. This study concentrated on investigating the roles of high order thinking through the teaching and learning of LS. The dynamics and interactions among teachers and students would be studied qualitatively to illuminate the understanding of high order thinking elements and the rationales of their existence in LS. A case study school was chosen to implement a longitudinal action research for three years. Despite efforts had been put in preparing the launching of NSS LS with intended emphasis on high order thinking among teachers, feedback from them, observation in lessons and interviews with student showed no significant and explicit evidence of high order thinking took place in the teaching and learning process. It is found that the original objectives of LS cannot be achieved if the positioning and implementation strategies of high order thinking are not properly understood and addressed, such as teacher perception, holistic atmosphere of implementing high order thinking, as well as student learning styles. Backwash effect of assessment, role of student voice and nature of schooling could also affect the effectiveness of bringing high order thinking into the education system of Hong Kong.
DegreeDoctor of Education
SubjectGeneral education - Study and teaching (Secondary) - China - Hong Kong
Dept/ProgramEducation
Persistent Identifierhttp://hdl.handle.net/10722/230622

 

DC FieldValueLanguage
dc.contributor.authorYip, Chi-sio-
dc.contributor.author葉志兆-
dc.date.accessioned2016-08-31T23:41:52Z-
dc.date.available2016-08-31T23:41:52Z-
dc.date.issued2016-
dc.identifier.citationYip, C. [葉志兆]. (2016). Fostering high order thinking through the teaching and learning of NSS liberal studies. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR.-
dc.identifier.urihttp://hdl.handle.net/10722/230622-
dc.description.abstractLiberal Studies (LS) is a new core subject in the New Senior Secondary (NSS) Curriculum implemented in 2009. It aims to broaden students’ knowledge base and enhance their social awareness through the study of a wide range of issues. There are concerns and worries ranging from pedagogical issues, like curriculum design and assessment formats, to practical areas such as resources management and lesson planning. All these queries should be oriented from an epistemological perspective into the subject itself, i.e. what is it and then how to bring about the expected learning outcomes; why may such belief be distorted or facilitated once implemented. Hence, this in-depth case study was conducted to examine the nature of LS with reference to the conceptions of liberal education and high order thinking learned by the students. The distinctive contribution of LS will not be undermined unless its unique feature is explored and well perceived and conceptualized by teachers and incorporated into classroom setting. This study concentrated on investigating the roles of high order thinking through the teaching and learning of LS. The dynamics and interactions among teachers and students would be studied qualitatively to illuminate the understanding of high order thinking elements and the rationales of their existence in LS. A case study school was chosen to implement a longitudinal action research for three years. Despite efforts had been put in preparing the launching of NSS LS with intended emphasis on high order thinking among teachers, feedback from them, observation in lessons and interviews with student showed no significant and explicit evidence of high order thinking took place in the teaching and learning process. It is found that the original objectives of LS cannot be achieved if the positioning and implementation strategies of high order thinking are not properly understood and addressed, such as teacher perception, holistic atmosphere of implementing high order thinking, as well as student learning styles. Backwash effect of assessment, role of student voice and nature of schooling could also affect the effectiveness of bringing high order thinking into the education system of Hong Kong.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subject.lcshGeneral education - Study and teaching (Secondary) - China - Hong Kong-
dc.titleFostering high order thinking through the teaching and learning of NSS liberal studies-
dc.typePG_Thesis-
dc.identifier.hkulb5784030-
dc.description.thesisnameDoctor of Education-
dc.description.thesislevelDoctoral-
dc.description.thesisdisciplineEducation-
dc.description.naturepublished_or_final_version-

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