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Article: Pedagogical transformation and knowledge building for the Chinese learner

TitlePedagogical transformation and knowledge building for the Chinese learner
Authors
KeywordsCollaboration
Computer-supported learing
Teacher cognition
Sociocultural context
Education return
Issue Date2008
PublisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/toc/revr20/current
Citation
Evaluation and research in education, 2008, v. 21 n. 3, p. 235-251 How to Cite?
AbstractThis study examines the Chinese learner in the current changing education contexts with their emphasis on 21st century learning goals of inquiry, teamwork, and learning how to learn. With socioeconomic and technological changes, internationalisation and educational reforms, pedagogical approaches developed in the Western countries, such as inquiry-oriented and technology-based learning are becoming increasingly common in Confucian-Heritage Culture (CHC) classrooms. This paper reports on a case study of an expert teacher implementing a computer-supported knowledge-building approach in Hong Kong classrooms over a period of three years. The analyses indicated that the Chinese learners used seemingly contradictory approaches to make meaning, given the contextual dynamics. Similarly, the teacher did not merely adopt the Western model; he developed a transformed pedagogy integrating Chinese and Western approaches to scaffold student learning. The Chinese learners and Chinese teachers employed approaches that transcended the polarised categorisation of surface vs. deep, student-centred vs. teacher-centred, and didactic vs. constructivist approaches in the Chinese classroom. Implications for teaching and learning for Chinese learners in the changing educational contexts are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/60039
ISSN
2015 SCImago Journal Rankings: 0.166

 

DC FieldValueLanguage
dc.contributor.authorChan, CKKen_HK
dc.date.accessioned2010-05-31T04:02:35Z-
dc.date.available2010-05-31T04:02:35Z-
dc.date.issued2008en_HK
dc.identifier.citationEvaluation and research in education, 2008, v. 21 n. 3, p. 235-251en_HK
dc.identifier.issn0950-0790en_HK
dc.identifier.urihttp://hdl.handle.net/10722/60039-
dc.description.abstractThis study examines the Chinese learner in the current changing education contexts with their emphasis on 21st century learning goals of inquiry, teamwork, and learning how to learn. With socioeconomic and technological changes, internationalisation and educational reforms, pedagogical approaches developed in the Western countries, such as inquiry-oriented and technology-based learning are becoming increasingly common in Confucian-Heritage Culture (CHC) classrooms. This paper reports on a case study of an expert teacher implementing a computer-supported knowledge-building approach in Hong Kong classrooms over a period of three years. The analyses indicated that the Chinese learners used seemingly contradictory approaches to make meaning, given the contextual dynamics. Similarly, the teacher did not merely adopt the Western model; he developed a transformed pedagogy integrating Chinese and Western approaches to scaffold student learning. The Chinese learners and Chinese teachers employed approaches that transcended the polarised categorisation of surface vs. deep, student-centred vs. teacher-centred, and didactic vs. constructivist approaches in the Chinese classroom. Implications for teaching and learning for Chinese learners in the changing educational contexts are discussed.-
dc.languageengen_HK
dc.publisherRoutledge. The Journal's web site is located at http://www.tandfonline.com/toc/revr20/currenten_HK
dc.relation.ispartofEvaluation and research in educationen_HK
dc.subjectCollaboration-
dc.subjectComputer-supported learing-
dc.subjectTeacher cognition-
dc.subjectSociocultural context-
dc.subjectEducation return-
dc.titlePedagogical transformation and knowledge building for the Chinese learneren_HK
dc.typeArticleen_HK
dc.identifier.openurlhttp://library.hku.hk:4550/resserv?sid=HKU:IR&issn=0950-0790&volume=21&issue=3&spage=235&epage=251&date=2008&atitle=Pedagogical+transformation+and+knowledge+building+for+the+Chinese+learnersen_HK
dc.identifier.emailChan, CKK: ckkchan@hkucc.hku.hken_HK
dc.identifier.authorityChan, CKK=rp00891en_HK
dc.identifier.doi10.1080/09500790802485245-
dc.identifier.hkuros163382en_HK
dc.identifier.volume21-
dc.identifier.issue3-
dc.identifier.spage235-
dc.identifier.epage251-

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