Pedagogical transformation and knowledge-building for the Chinese learner

Evaluation and Research in Education

Volumn 21, Issue 3, 2008, Pages 235-251

  Chan, Carol ^a  

^a UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

Collaboration; Computer supported learing; Education return; Sociocultural context; Teacher cognition

Indexed keywords

EID: 79957587135     PISSN: 09500790     EISSN: 17477514     Source Type: Journal    
DOI: 10.1080/09500790802485245     Document Type: Article

References (39)

1. Bereiter, C., 2002. Education and Mind in the Knowledge Age, Mahwah, NJ: Lawrence Erlbaum Associates.
2. Bereiter, C., and Scardamalia, M., 2006. “ Education for the knowledge age: Design-centred models of teaching and instruction ”. In Handbook of Educational Psychology, 2nd edn, Edited by: Alexander, P.A., and Winne, P.H., 695–713. Mahwah, NJ: Lawrence Erlbaum Associates.
3. Biggs, J.B., 1996a. “ Western misperceptions of the Confucian-heritage learning culture ”. In The Chinese Learner: Cultural, Psychological and Contextual Influences, Edited by: Watkins, D.A., and Biggs, J.B., 45–67. Hong Kong, China: Comparative Education Research Centre, University of Hong Kong.
4. Biggs, J.B., 1996b. Enhancing teaching through constructive alignment. Higher Education, 32 (3): 347–364.
5. Bransford, J.D., Brown, A.L., and Cocking, R.R., (1999) How People Learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.
6. Chan, C.K.K., 2001. “ Promoting learning and understanding through constructivist approaches for Chinese learners ”. In Teaching the Chinese Learner: Psychological and Pedagogical Perspectives, Edited by: Watkins, D.A., and Biggs, J.B., 181–204. KongHong Kong: Comparative Education Research Centre, the University of Hong.
7. Chan, C.K.K., and van Aalst, J., 2006. Computer-supported knowledge building in teacher education: Experience from Hong Kong and Canadian teachers. Teaching Education, 17 (1): 7–26.
8. Chan, C.K.K., and Rao, N., (in press) Revisiting the Chinese Learner: Changing Education, Changing Context. Springer and the Comparative Education Research Centre, University of Hong Kong.
9. Curriculam Development Institute (2001) Learning to Learn - The Way Forward. Hong Kong Government, SAR, China.
10. Fan, L.H., Wong, N.Y., Cai, J., and Li, S.Q., 2004. How Chinese Learn Mathematics: Perspectives from Insiders, Singapore: World Scientific.
11. Franke, M.L., Carpenter, T., Fennema, E., Ansell, E., and Behremd, J., 1998. Understanding teachers’ self-sustaining, generative change in the context of professional development. Teaching and Teacher Education. Special Issue: Professional Development and Reform-based Teaching, 14 (1): 67–80.
12. Gao, L.B., and Watkins, D.A., 2002. Conceptions of teaching held by school science teachers in P. R. China: Identification and cross-cultural comparisons. International Journal of Science Education, 24: 61–79.
13. Hargreaves, A., 2003. Teaching in the Knowledge Society: Education in the Age of Insecurity, Maidenhead: Open University Press.
14. Ho, A.S.P., and Watkins, D.A., 2004. The conceptual change approach to improving teaching and learning. An evaluation of a Hong Kong staff development programme. Higher Education, 42: 143–169.
15. Jin, L., and Cortazzi, M., 1998. Dimensions of dialogue: Large class in China. International Journal of Educational Research, 29: 739–761.
16. Kember, D., 2000. Misconceptions about the learning approaches, motivation, and study practices of the Asian students. Higher Education, 40 (1): 99–121.
17. Lai, M., and Law, N.W.M., 2006. Peer scaffolding of knowledge builiding through collaborative groups with differential learning experiences. Journal of Educational Computing Research, 25 (2): 123–144.
18. Lee, E.Y.C., Chan, C.K.K., and van Aalst, J., 2006a. Students assessing their own collaborative knowledge building. International Journal of Computer-Supported Collaborative Learning, 1: 277–307.
19. Lo, M.L., Chik, P., and Pang, M.F., 2006. Patterns of Variation in teaching the color of light of primary 3 students. Instructional Science, 34 (1): 1–14.
20. Marton, F., Dall’ Alba, G.A., and Tse, L.K., 1996. “ Memorizing and understanding: The keys to the paradox ”. In The Chinese Learner: Cultural, Psychological and Contextual Influences, Edited by: Watkins, D., and Biggs, J.B., 69–85. Melbourne and Hong Kong: Australian Council for Educational Research and the Comparative Education Research Centre, University of Hong Kong.
21. Marton, F., and Tsui, A.B.M., 2004. Classroom Discourse and the Space of Learning, NJ: Lawarence Erlbaum Associates.
22. Marton, F., Watkins, D., and Tang, C., 1997. Discontinuities and continuities in the experience of learning: An interview study of high-school students in Hong Kong. Learning and Instruction, 7 (1): 21–48.
23. Marton, F., Wen, Q., and Wong, K.C., 2005. Read a hundred times and the meaning will appear’. Changes in Chinese University students’ views of the temporal structure of learning. Higher Education, 49 (3): 291–318.
24. Mok, I., Chik, P.M., Ko, P.Y., Kwan, T., Lo, M.L., Marton, F., Ng, F.P., Pang, M.F., Runesson, U., and Szeto, L.H., 2001. “ Solving the paradox of the Chinese learner ”. In Teaching the Chinese Learner: Psychological and Pedagogical Perspectives, Edited by: Watkins, D.A., and Biggs, J.B., 161–179. Hong Kong: Comparative Education Research Centre, the University of Hong Kong.
25. Paine, L., 1990. The teacher as virtuoso: A Chinese model for teaching: Teacher College Record, 92 (1): 49–81.
26. Rastall, P., (2006) The Chinese learner in higher education: Transition and quality issues. Special Issue: Language, Culture & Curriculum 19 (1), 1–153.
27. Sawyer, R.K., (2006) The Cambridge Handbook of the Learning Sciences. NY: Cambridge University Press.
28. Scardamalia, M., and Bereiter, C., 1994. Computer support for knowledge building communities. The Journal of the Learning Sciences, 3: 265–283.
29. Scardamalia, M., and Bereiter, C., 2003. “ Knowledge building ”. In Encyclopedia of Education, 2nd edn, Edited by: Guthrie, J.W., 1370–1373. New York, USA: Macmillan Reference.
30. Scardamalia, M., and Bereiter, C., 2006. “ Knowledge building: Theory, pedagogy and technology ”. In The Cambridge handbook of the learning sciences, Edited by: Sawyer, R.K., 97–115. New York: Cambridge University Press.
31. So, W.W.M., and Watkins, D.A., 2005. From beginning teacher education to professional teaching: A study of the thinking of Hong Kong primary science teachers. Teaching and Teacher Education, 21: 525–541.
32. Stigler, J.W., and Hiebert, J., 1999. The Teaching Gap: Best ideas from the World's Teachers for Improving Education in the Classroom, New York: Free Press.
33. Stokes, S.F., 2001. “ Problem-based learning in a Chinese context: Faculty perceptions ”. In Teaching the Chinese Learner: Psychological and Pedagogical Perspectives, Edited by: Watkins, D.A., and Biggs, J.B., 205–218. Hong Kong: Comparative Education Research Centre, The University of Hong Kong.
34. Taplin, M., and Chan, C.V.K., 2001. Developing problem solving practioners. Journal of Mathematics Teacher Education, 4: 285–304.
35. Tang, C., 1996. “ Collaborative learning: The latent dimension in Chinese students’ learning ”. In The Chinese Learner: Cultural, Psychological and Contextual Influences, Edited by: Watkins, D.A., and Biggs, J.B., 183–204. Hong Kong, China: Comparative Education Research Centre, University of Hong Kong.
36. Watkins, D.A., 2000. Learning and teaching: A cross-cultural perspective. School Leadership and Management, 20 (2): 161–173.
37. Watkins, D.A., and Biggs, J.B., (1996) The Chinese Learner: Cultural, Psychological and Contextual Influences. Hong Kong, China: Comparative Education Research Centre, University of Hong Kong: Hong Kong.
38. Watkins, D.A., and Biggs, J.B., (2001) Teaching the Chinese Learner: Psychological and Pedagogical Perspectives. Comparative Educational Research Centre, The University of Hong Kong.
39. van Aalst, J., and Chan, C.K.K., 2007. Student-directed assessment of knowledge building using electronic portfolios. Journal of the Learning Sciences, 16 (2): 175–220.