A5066812996- Science Education and Pedagogy
- Innovative Teaching and Learning Methods
- Education and Critical Thinking Development
- Teacher Education and Leadership Studies
- Mathematics Education and Teaching Techniques
- Educational Assessment and Pedagogy
- Educator Training and Historical Pedagogy
- Educational Strategies and Epistemologies
- Educational Environments and Student Outcomes
- Student Assessment and Feedback
- Education and Technology Integration
- Educational Assessment and Improvement
- Second Language Learning and Teaching
- Animal and Plant Science Education
- Diverse Educational Innovations Studies
- EFL/ESL Teaching and Learning
- Innovative Teaching Methods
- Various Chemistry Research Topics
- Museums and Cultural Heritage
- Virtual Reality Applications and Impacts
- Digital Storytelling and Education
- Reflective Practices in Education
- Visual and Cognitive Learning Processes
- Problem and Project Based Learning
- Education and Learning Interventions
University of Hong Kong
2015-2024
Chinese University of Hong Kong
2000-2019
Education University of Hong Kong
2014
Department of Health
2014
Hong Kong Footwear Federation
2014
Grantham Hospital
2014
This chapter chronicles the developmental journey of a model for teacher pedagogical content knowledge (PCK) in science education, now identified as Refined Consensus Model (RCM) PCK, that represents contributions and collective thinking two dozen international researchers education. starts by recounting process led to an update significant revisions professional skills including PCK (informally known 2012 (CM)). Then, we unpack describe different components both diagrammatic form...
The analysis of exemplars is a potentially powerful way acquainting students with academic standards and supporting their capacities to make informed judgements. This paper investigates the role dialogue in develop appreciation nature quality work. research derives from project involving nine teachers Faculty Education, uses data single case analyse dialogic use exemplars. findings illustrate how teacher prioritised student talk withheld his own evaluative judgements management discussion. A...
In recent years, teacher noticing has emerged as a construct to capture the dynamic and situational aspects of teaching expertise that underlies teachers' in-the-moment decisions actions. mathematics education research, in particular, been studied understand how teachers attend to, make sense of, students' mathematical thinking reasoning. This recently found its way into science literature. paper reviews understood empirically investigated We reviewed 29 empirical studies focused on analysed...
Background Although professional development (PD) programs often use video, extraneous information during video viewing can distract teachers. We developed a discourse visualization tool, the Classroom Discourse Analyzer (CDA), to support teachers' reflections on classroom in video-based PD workshops.Methods used randomized controlled trial with an embedded case study examine efficacy of year-long program using CDA.Findings The 24 intervention teachers significantly increased their...
Experiences and reflection have long been regarded as a foundation for pedagogical content knowledge (PCK) development. However, little is known about how experienced teachers develop their PCK via reflection-in-action during moment-to-moment classroom instruction. Drawing upon data sources including observations, semi-structured interviews stimulated recall based on lesson videos, this study examined instances when four were found to invent new instructional strategies/representations the...
This paper concludes the Special Issue (SI) 'Probing Amalgam: relationship between science teachers' content, pedagogical and content knowledge'. We review five papers (Sorge et al; Gess-Newsome Kind; Pitjeng-Mosabala Rollnick; Liepertz Bronowski) by discussing evidence these present regarding relationships knowledge (CK), (PK) (PCK); development of CK, PK PCK in novice experienced secondary teachers how and/or impact students' learning. In conclusion, we draw findings together offering...
Evidence of student thinking takes a variety forms (e.g. verbal responses, gestures) and has varying degrees visibility within classroom interactions. The purpose this study was to characterise the nature pre-service science teachers' (PSTs') noticing skills different evidence using video-based interviews. In interviews, PSTs were asked describe what they had noticed in videos that captured 'think on their feet' propose next instructional moves as if teacher. PSTs' comments analysed...
Abstract As more and science teacher educators are subscribing to a practice‐based education curriculum, it is becoming increasingly necessary identify articulate smaller grain‐sized teaching practices nested within core practice in important instructional contexts order facilitate preservice teachers' (PSTs') learning of practices. This paper illustrates how achieve this goal using data from qualitative study that aimed characterize PSTs enact the eliciting working with student thinking...
Existing laboratory protocols for investigating the effects of factors affecting enzyme activity often require extensive hands-on manipulations and time. This can result in students either not getting desired results or being distracted from thinking about scientific ideas underlying experimental designs procedures these protocols. In this paper, we present a lesson plan that includes simple microscale protocol allows to study action amylase on starch investigate various (i.e., temperature,...
This article provides robust empirical evidence for the association between science teachers’ pedagogical content knowledge (PCK) and student achievement. Unlike previous studies, we employed two approaches (text-based vs. video-based tests) to assess if, what extent, PCK assessed by these are related An analysis utilizing two-level hierarchical linear modeling revealed that both types of tests reveals a significant positive with Teachers’ test better predicted achievement than text-based...
Background Effective science teaching requires a specialised body of knowledge. Researchers have recognised the importance understanding incoming knowledge that pre-service teachers (PSTs) bring to their initial teacher education. However, although many studies focused on PSTs' declarative or informs lesson planning decisions, few considered PSTs activate and use in contexts similar authentic classroom situations.Purpose This study investigated nature usable for science. Specifically, it...
The prevailing consensus is that science teaching should be more student-centered and guide learners towards phenomenon-based authentic problem-solving activities. This approach reflected in educational policies recently reformed curricula. However, there limited research on how these frameworks actually manifest curricula to facilitate pedagogy. In this study, we examine the features of two countries: Finland Hong Kong. Student-centeredness classroom can assessed using principles...
Purpose The purpose of this paper is to explore the emotions reported by a group student teachers (STs) after viewing their own teaching videos and those peers, as well reasons for emotions. It also investigated perceived influence STs’ on learning from videos. Design/methodology/approach case study involved 12 STs, was situated in context science methods course postgraduate diploma program. associated with watching different types video materials were using variety data-collection methods,...
Abstract Concept mapping is widely used as a tool for assessing students' understanding of science. To fully realize the diagnostic potential concept mapping, scoring method that not only provides an objective and accurate assessment drawn maps but also detailed proficiency deficiencies in knowledge necessary. However, few existing methods focus on latent constructs (e.g., knowledge, skills, cognitive processes) guide creation maps. Instead, they completeness map by assigning composite...
Abstract Pedagogical content knowledge (PCK) is an important target of science teacher assessment. Most studies that have assessed the PCK across a large sample teachers used text‐based approach to elicit and assess more declarative static form teachers' PCK. Recently, small‐scale qualitative adopted novel video‐based characterize situated dynamic underpinning teacher's in‐the‐moment pedagogical reasoning. In this relatively large‐scale mixed‐methods study, these two approaches assessing...