Bibliographies thématiques / Secondary school students - China - Hong Kong

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Littérature scientifique sur le sujet « Secondary school students - China - Hong Kong »

Auteur : Grafiati
Publié le 4 juin 2021
Mis à jour le 1 février 2022

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Articles de revues sur le sujet "Secondary school students - China - Hong Kong"

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Yuen, Celeste Yuet-Mui. « Towards inclusion of cross-boundary students from Mainland China in educational policies and practices in Hong Kong ». Education, Citizenship and Social Justice 6, no 3 (27 octobre 2011) : 251–64. http://dx.doi.org/10.1177/1746197911417416.

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Every society has an obligation to provide quality education to children regardless of their socio-economic and cultural backgrounds. The number of cross-boundary students (CBS) from Mainland China in Hong Kong schools is increasing. This article reviews educational policy and provision for educating CBS, presenting data from an empirical study. Data from three school-based case studies (pre-primary, primary and secondary) reveal an absence of systematic school-based policy or provision for newcomers. This article draws on the UN Convention on the Rights of the Child to review educational practices with regard to CBS populations. Despite the rapid growth in numbers of CBS, the case studies suggest that Hong Kong regional government’s policies fail to meet students’ transitional needs or guarantee their rights. There remains a serious policy gap that is left to schools and teachers to address as best they can. The article concludes by discussing implications for policy making and teacher professional development.
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Wong, Dennis Sing-wing, et Sai-fu Fung. « Development of the Cybercrime Rapid Identification Tool for Adolescents ». International Journal of Environmental Research and Public Health 17, no 13 (30 juin 2020) : 4691. http://dx.doi.org/10.3390/ijerph17134691.

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Two studies were conducted to support the development of an eight-item Cybercrime Rapid Identification Tool (CRIT) and evaluate the psychometric properties of the proposed scale on samples of secondary school and university students. The CRIT was developed and evaluated in two cross-sectional studies with 2044 respondents from Hong Kong and China. Study 1 recruited 1533 secondary school students from Hong Kong with a mean age of 14.91 (SD = 1.77) years, and Study 2 recruited 511 university students from mainland China with a mean age of 20.41 (SD = 2.49) years. A stepwise confirmatory factor analytical approach was taken with further verification by exploratory factor analysis based on different samples. Factorial validity was further verified using confirmatory factor analysis. The analyses supported an eight-item scale with a two-factor structure. The eight-item CRIT was found to possess good internal consistency and concurrent validity. The studies offer promising support for the CRIT. It has the potential to advance epistemological methods and clinical research related to cybercrime prevention.
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Wong, Perseus W. F., Jimmy S. M. Lai et Jonathan C. H. Chan. « A Serial Cross-Sectional Analysis of the Prevalence, Risk Factors and Geographic Variations of Reduced Visual Acuity in Primary and Secondary Students from 2000 to 2017 in Hong Kong ». International Journal of Environmental Research and Public Health 17, no 3 (6 février 2020) : 1023. http://dx.doi.org/10.3390/ijerph17031023.

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Background: We would like to investigate the prevalence trend, potential risk factors and geographic features of reduced visual acuity (VA) in primary and secondary schoolchildren of Hong Kong. Methods: This was a serial cross-sectional study using historical data of schoolchildren aged 6 to 15 years from the annual health checks conducted at Student Health Service Centers across Hong Kong, for the school years of 2000/2001 to 2016/2017. Results: The prevalence of reduced VA increased from 49.23% (95% CI, 48.99−49.47) in 2000/2001 to 54.34% (95% CI, 54.10−54.58) in 2011/2012 but decreased to 51.42% (95% CI, 51.17−51.66) in 2016/2017. Girls were less susceptible than boys at age 6−7 (and in grade primary 1−2), but more susceptible at older ages. The prevalence in junior grades increased while the risk effect of grade reduced over the past 17 years. Geographic variation on the risk for reduced VA existed and spatial autocorrelation was positive. The difference in prevalence of reduced VA between Hong Kong and mainland China has decreased in recent years. Cross-border students living in mainland China were associated with a lower risk for reduced VA. Conclusions: Further study was proposed to investigate the environmental association between students living in and outside Hong Kong with the prevalence of reduced VA. Multi-level research should also be conducted to investigate the influence of compositional and contextual factors on the prevalence of reduced VA.
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Ho, Wai-Chung, et Wing-Wah Law. « Challenges to globalisation, localisation and Sinophilia in music education : A comparative study of Hong Kong, Shanghai and Taipei ». British Journal of Music Education 23, no 2 (29 juin 2006) : 217–37. http://dx.doi.org/10.1017/s0265051706006942.

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In the past, the music curricula of Hong Kong (HK), Mainland China and Taiwan have focused on Western music, but with the advent of music technology and the new tripartite paradigm of globalisation, localisation and Sinophilia this has begun to change. Hong Kong, Shanghai and Taipei share a common historical culture and their populations are mainly Chinese, but their recent socio-political experiences have been diverse. This paper aims to explore the secondary school cultures of Hong Kong, Shanghai and Taipei by examining the similarities and differences between their musical practices and the ways in which they have delineated this tripartite paradigm. Data are drawn from questionnaires completed by 5,133 students (1,750 from HK, 1,741 from Shanghai, and 1,642 from Taipei) attending grades 7 to 9 and interviews with their 46 music teachers between March and August 2004. The survey data show that students from the three communities much prefer Western classical and popular music to their respective forms of local traditional music and to traditional Chinese styles. Though most music teachers recognise the importance of teaching traditional Chinese music, local traditional music, and other world music in schools, they believe that it is difficult to teach different types of music in the classroom. This article argues that globalisation is leading to a common cosmopolitan culture of Western musical learning in school; the emergence of traditional Chinese music, local music, and socio-political movements challenge globalisation in school music education.
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Chong, Eric K. M. « Global citizenship education and Hong Kong’s secondary school curriculum guidelines ». Asian Education and Development Studies 4, no 2 (13 avril 2015) : 221–47. http://dx.doi.org/10.1108/aeds-05-2014-0016.

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Purpose – The purpose of this paper is to analyse the major development of global citizenship education (GCE) as part of Hong Kong’s secondary school curriculum guidelines, which reveals how it has developed from, first, asking students to understand their responsibilities as citizens to now challenging injustice and inequality in the world. Hong Kong’s curriculum guidelines started to teach GCE as a result of the last civic education guideline issued just before the return of sovereignty to China in 1997. Through documentary analysis, this paper examines how GCE has developed against the backdrop of globalization in Hong Kong’s various secondary school curriculum guidelines. Design/methodology/approach – This study used documentary analysis to examine the developments in the teaching of GCE via Hong Kong’s official secondary school curriculum guidelines. It has studied the aims, knowledge and concepts that are related to GCE by coding the GCE literature and categorizing the findings from the curriculum guidelines. Findings – From the coding and categorizing processes employed, it has been found that GCE in Hong Kong’s official curriculum guidelines has evolved from learning about rights and responsibilities in the 1990s to challenging injustice, discrimination, exclusion and inequality since the late 1990s. Indeed, understanding the world and especially globalization, in terms of comprehending the processes and phenomena through which people around the globe become more connected, has presented challenges for the teaching of civic education. For example, categories of GCE have developed from the simpler expression of concerns about the world to encompass moral obligations and taking action. Similarly, the concerns for the maintenance of peace that were studied initially have since grown and now include work about challenging inequalities and taking action on human rights violations. Originality/value – This study would have implications for the understanding of GCE in Hong Kong as well as other fast-changing societies in this age of globalization, as civic education curricula need to respond to the impacts of globalization. GCE is an under-researched area, but topics concerning world/international/global affairs have been covered in Hong Kong secondary school curriculum guidelines for several decades.
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Chan, Steve Kwok-Leung. « Prostrating Walk in the Campaign against Sino-Hong Kong Express Railway : Collective Identity of Native Social Movement ». Cosmopolitan Civil Societies : An Interdisciplinary Journal 9, no 1 (21 mars 2017) : 20–41. http://dx.doi.org/10.5130/ccs.v9i1.4986.

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Occupation, blockage and storming are not rare in social movements a decade after China resuming sovereignty in Hong Kong. The organizers and participants usually involve locally born young people. Some of them are secondary school students in their teens. They are known as the fourth generation or post-1980s born Hongkongers. The paper examines the cultural context of social movements involving these youth activists. It mainly studied the campaign against the Sino-Hong Kong Express Railway development project. The project called for the demolition of the Tsoi Yuen Village, a small rural village located on its designed route. Since then, the role of younger generation in social movements has been generally recognized. Social media are widely employed in all stages of the movements with citizen journalists actively involved. The impressive ‘prostrating walk’ imitating Tibetan pilgrims becomes the symbol of these youth activists. It keeps appearing in other campaigns including Occupy Central in Hong Kong in 2014. This paper argues that the rise of nativism, advancement in ICT technology and shifting towards new social movements contribute to the dominant role of youth in recent social movements of Hong Kong. Collective identity of Hongkonger in response to the top-down assimilation by China, strengthens the movement.
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Hue, Ming-Tak. « Cross-cultural experiences of immigrant students from Mainland China in Hong Kong secondary schools ». Ethnography and Education 3, no 3 (septembre 2008) : 229–42. http://dx.doi.org/10.1080/17457820802305469.

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Chong, Eric King-man. « Nationalistic education in the Hong Kong and the Macao SARs of China ». Asian Education and Development Studies 7, no 4 (1 octobre 2018) : 395–411. http://dx.doi.org/10.1108/aeds-07-2017-0064.

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Purpose The purpose of this paper is to compare and analyse the role and implementation of nationalistic education in Hong Kong and Macau special administrative regions (SARs) since their respective handover of sovereignty to China in the late 1990s. Both SARs face the educational need to cultivate a Chinese national identification among the students after the sovereignty changes. While Macau SAR has enjoyed a relatively smooth implementation of nationalistic education towards which Macau’s schools and students are largely receptive to nationalistic programmes since its handover in 1999, Hong Kong SAR Government’s nationalistic education was met by reservation from some parents, students and civil society’s groups under allegations of “political indoctrination” and “brain-washing”. The Hong Kong civil society’s resistance to National Education culminated in the anti-Moral and National Education protest in Summer 2012 and then Hong Kong schools and society. This paper attempts to provide an overview and analysis on the development of nationalistic education in both Hong Kong and Macao SARs, and to give some possible explanations on the factors that lead to differences of perceiving and responding to the nationalistic education between both places. Design/methodology/approach After conducting a literature review, this study utilises different sources of data such as curriculum guidelines, previous studies and other scholarly findings in examining the development of civic education and national education policy in both SAR societies, as well as in discussing the possible developments of nationalistic education in both SARs by making references to previous studies of citizenship and nationalistic education. Findings This study found out that different relationships between the two SAR Governments and their respective civil society, the extent of established socio-political linkages with China, as well as the introduction of a core subject of Liberal Studies in Hong Kong secondary schools, which emphasises on multiple perspectives and critical thinking skills, are some plausible factors that explain different stories and developments of implementing nationalistic education in Hong Kong and Macao SARs. Research limitations/implications For giving suggestions for a nationalistic education in both Chinese SARs, first, there should be an exploration of multiple citizenship identities. This will allow people to choose their identities and thus facilitate their belongingness in terms of local, national and global dimensions. In addition, there should be an exploration of a Chinese national identification with different emphases such as knowledge orientation and critical thinking so as to cater for youth values. Promoting the idea of an informed and reasonable-in-thinking patriot could also be a way to ease the concern that building a national identity negates a person’s freedom of thinking. Originality/value This paper attempts to compare and analyse the different responses to the same policy of enhancing nationalistic education development in both Hong Kong and Macao SARs of China. Some plausible explanations were given based on political, social and educational factors, as well as youth value oritentations. This paper would be an attempt to show that a top-down single-minded orientated nationalistic education may not work well a society such as Hong Kong, where civil society and youth values are quite different than that can be found in China.
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Lee, John Chi-Kin. « Curriculum reform and supporting structures at schools : challenges for life skills planning for secondary school students in China (with particular reference to Hong Kong) ». Educational Research for Policy and Practice 16, no 1 (10 novembre 2016) : 61–75. http://dx.doi.org/10.1007/s10671-016-9202-y.

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Chen, Ningjing, Daniel Yee Tak Fong, Sha Li et Janet Yuen Ha Wong. « Association between Non-Restorative Sleep and Quality of Life in Chinese Adolescents ». International Journal of Environmental Research and Public Health 17, no 19 (4 octobre 2020) : 7249. http://dx.doi.org/10.3390/ijerph17197249.

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To examine non-restorative sleep and its impact on quality of life (QOL) in Chinese adolescents, this cross-sectional study included 2827 students aged 12–20 who were selected from 15 secondary schools in Hong Kong, China. Non-restorative sleep was assessed by a single item, rated on a 0–10 scale: “To what extent did you feel refreshed upon awakening over the past month?”. QOL was evaluated by the World Health Organization Quality of Life Measure—Abbreviated Version Hong Kong Chinese Version. Univariable and multivariable linear mixed-effects regressions were conducted to examine the influence of non-restorative sleep (NRS) on QOL. In the present sample, the mean overall QOL was 13.83, and the extent of feeling refreshed upon awakening was 4.75 on average. In multivariable linear mixed-effects regression, one unit feeling less refreshed upon awakening was associated with 0.37 units of poorer overall QOL after adjusting for age, gender, medical conditions, parental education and occupation, weekly hours of aerobic exercises, smoking and drinking habits. Additionally, adolescents with a significantly poorer overall QOL were more likely to be older, have medical problems, have parents with an educational level of primary school or below, have an unemployed father, engage in less weekly aerobic exercise, and be current smokers or former drinkers. Adolescents who experienced non-restorative sleep had a poorer QOL. Future studies are needed to alleviate non-restorative sleep to improve health outcomes in adolescents.
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Thèses sur le sujet "Secondary school students - China - Hong Kong"

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Ngan, Mee-yuk Elte, et 顔美玉. « The declining standard of secondary school students ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31972573.

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Lui, Ngan-chui, et 雷顔翠. « Code-mixing in a Hong Kong secondary school ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31944668.

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Liu, Wai-hung Arthur, et 廖偉雄. « An exploratory study of students' bullying behaviors in secondary school ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B3197885X.

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黃嘉明 et Ka-ming Tracy Wong. « Students' perceptions of forgiveness in Hong Kong secondary schools ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963262.

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Wong, Yuk-yu Ellen, et 黃玉如. « An exploratory study of secondary school adjustment and adolescent development ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31249103.

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So, Kar-yee Carrie, et 蘇嘉儀. « Secondary school students' attitude in choosing business stream : a case study in one secondary school ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30293054.

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Tsang, Meiling, et 曾美玲. « The impact of community involvement on secondary school students' learning ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039948.

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Wong, Wai-ling, et 黃慧玲. « Students' perceptions on the enrichment program in a secondary school ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B4500786X.

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易詠兒 et Wing-yee Winnie Yick. « Impact of internet on loneliness of secondary students ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256557.

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Lam, Lai-wah Melanie, et 林麗華. « Student evaluation of teaching in Hong Kong secondary school ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963407.

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Livres sur le sujet "Secondary school students - China - Hong Kong"

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Modeling of parenting style, achievement variables, and learning approaches : Hong Kong Chinese and Anglo-Australian perspectives. Hauppauge, N.Y : Nova Science Publisher's, 2011.

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Leung, Sai-Wing. The making of an alienated generation : The political socialization of secondary school students in transitional Hong Kong. Aldershot, England : Ashgate, 1997.

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How the academic support of parents, teachers, and peers contributes to a student's achievement : The case of Hong Kong. Lewiston, N.Y : Edwin Mellen Press, 2007.

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Kwok, Irene. Exploring a means to improve the writing techniques of secondary school students in a school in Hong Kong : A case study. Wolverhampton : University of Wolverhampton, 1999.

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Lam-Chan, Gladys Lan Tak. A study on the attitudes of junior secondary school students and teachers towards stepchildren and stepfamilies : Implications for intervention to help stepchildren in Hong Kong. Hong Kong : Centre for Social Policy Studies, Dept. of Applied Social Sciences, the Hong Kong Polytechnic University, 2002.

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Tak, Hue Ming. School Counselling in a Chinese Context : Supporting Students in Need in Hong Kong. Taylor & Francis Group, 2016.

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Chong, King Man Eric. From Citizenship Education to National Education : Perceptions of National Identity and National Education of Hong Kong S Secondary School Teachers. Taylor & Francis Group, 2017.

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Chapitres de livres sur le sujet "Secondary school students - China - Hong Kong"

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Shek, Daniel T. L., et Janet T. Y. Leung. « Substance Abuse in Junior Secondary School Students in Hong Kong ». Dans Quality of Life in Asia, 133–53. Singapore : Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-143-5_8.

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Ho, Pok Jing (Jane). « For Some or for All : Vocational English for Hong Kong Secondary School Students ». Dans Applied Degree Education and the Future of Work, 87–95. Singapore : Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3142-2_8.

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Shek, Daniel T. L., et Lu Yu. « Intention to Gamble Among Junior Secondary School Students in Hong Kong : Changes and Predictors ». Dans Quality of Life in Asia, 201–19. Singapore : Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-287-143-5_11.

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Yung, JoJo Wan-shan. « The effectiveness of reading to learn methodology to improve Chinese descriptive writing skills of non-Chinese speaking secondary school students in Hong Kong ». Dans Researching Chinese Language Education, 76–98. London ; New York, NY : Routledge, 2019. | Series : Routledge research in language education : Routledge, 2018. http://dx.doi.org/10.4324/9781315618128-5.

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« Teaching Jyutping to non-Chinese-speaking secondary school students in Hong Kong ». Dans Cantonese as a Second Language, 251–72. Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series : Routledge studies in applied linguistics : Routledge, 2019. http://dx.doi.org/10.4324/9781351184250-14.

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Ma, Leo F. H., et L. M. Mak. « Hong Kong Literary Landscape : A MediaWiki for literary reading and writing ». Dans Wikipedia and Academic Libraries. Michigan Publishing, 2021. http://dx.doi.org/10.3998/mpub.11778416.ch16.en.

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For almost three decades, literary walk has been used by various education and public institutions in Hong Kong as an effective way to promote reading and writing to secondary school students. Funded by the Standing Committee on Language Education and Research of the Hong Kong Special Administrative Region Government in 2013, the Hong Kong Literature Research Centre (HKLRC) of the Chinese University of Hong Kong and the Chinese University of Hong Kong Library (CUHK Library) jointly kicked off a two-year proposal entitled “Fun with Learning Chinese Language through Literary Walk” aimed at promoting literary reading and writing skills to junior secondary school students in Hong Kong. In this paper, the authors discuss a key deliverable of this project, the Hong Kong Literary Landscape MediaWiki, jointly developed by the HKLRC and the CUHK Library, which provides literary walk materials on the wiki platform including video clips, critically selected literary works, literary maps, creative writings of the student participants, and so on. Apart from the project participants, the Hong Kong Literary Landscape MediaWiki is also a useful tool for other secondary school teachers, students, and a wider group of audience in the Hong Kong community.
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Wong, Yi Lin, et Kin Wai Michael Siu. « The Development and Evolution of Design Education From Secondary School to Tertiary Education ». Dans Advances in Early Childhood and K-12 Education, 230–40. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-5667-1.ch017.

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Design education is interdisciplinary by nature and provides a platform for students to learn different knowledge and skills and then apply them to solve design problems. It is inspirational and innovative at many different educational levels. However, the curricula of design education may not be aligned at different levels. To investigate this issue, Hong Kong is chosen to be the case because of its uniqueness in the development of its design education. This chapter discusses this issue by reviewing the design curricula in secondary school education and tertiary education. This review provides an overview of how students learn design thinking and problem solving in design education. The problems of the transition from one curriculum to another are highlighted. It is suggested that better communication between the curriculum developers is needed to cultivate a smooth transition so that the students of design can enjoy a better learning experience.
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Wong, Yi Lin, et Kin Wai Michael Siu. « The Curriculum Development and Project-Based Assessment of Design Education in Singapore and Hong Kong Secondary Schools ». Dans Handbook of Research on Program Development and Assessment Methodologies in K-20 Education, 220–43. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3132-6.ch011.

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Project work is an essential feature in design education and curriculum and the major assessment that students need to work on. Project-based assessment is one of the promising approaches for assessing students' performance in design education. It is also the appropriate pedagogical approach for teaching design. In project-based assessment, students need to finish several tasks, such as identify a problem, research on relevant materials, suggest possible solutions to the problems, realize the chosen solution, make the artifacts and evaluate it in a project. It is natural and indubitable in the design classes – teachers and students would probably accept it without any questions. However, in the recent years, project work in design education at secondary school levels has been developed in some new directions that it is significantly differentiated from the traditional project work in the past. It is then interesting to review the historical development of secondary school design education and understand the practice of project-based assessment. The design curricula of Singapore and Hong Kong are chosen for case study and comparison in this chapter. Through examining the similar background of curriculum development of Singapore and Hong Kong, the comparison and the discussions of the chapter also highlight some issues and the future development of curriculum and assessment in K-20 education of both places. The aims of the chapter are to (1) review the history of curriculum development in Singapore and Hong Kong secondary school design education; (2) review the project-based assessment in the design curricular in both places; and (3) discuss the general and specific issues of curriculum development and project-based assessment based on the reviews.
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Ngai, Steven Sek-yum, Chau-kiu Cheung et Ngan-pun Ngai. « Effects of service use, family social capital and school social capital on psychosocial development among economically disadvantaged secondary school students in Hong Kong ». Dans Youth Policies and Services in Chinese Societies, 69–86. Routledge, 2018. http://dx.doi.org/10.4324/9781315796833-6.

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Lu, Genshu, Mei Tian et Man Hong Lai. « Analysis of Factors Influencing Chinese Undergraduate Students' Choice of Foreign Postgraduate Education ». Dans Research Anthology on Preparing School Administrators to Lead Quality Education Programs, 1048–78. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch048.

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This questionnaire study, involving 4,903 final year undergraduate students in China, investigated Chinese students' intention to seek foreign postgraduate education. Drawing on college choice models and “push-pull” models, this research presented a comprehensive model to explain Chinese college students' choices of foreign education. Logistic regression analysis showed that personal academic performance, foreign language proficiency, family socio-economic status, institutional factors, and quality of foreign education had significant impact on the intention to study abroad. The students' outward mobility was also driven by their dissatisfaction with domestic postgraduate education. The participants' perception of the academic quality of postgraduate education in the USA was the most positive, followed respectively by the UK, Hong Kong, and Australia. Theoretically, the research indicated that it was the “push-pull” pairs, as exemplified by dissatisfaction with domestic postgraduate education and perceived positive images of foreign postgraduate education, that led to Chinese students' decision to study abroad and their selection of specific study destinations. This study has implications for recruitment and retention of Chinese students in higher education institutions both in and outside China.
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Actes de conférences sur le sujet "Secondary school students - China - Hong Kong"

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Ho, W. T., et Joseph C. H. So. « Effect of secondary school subject choices on performance of sub-degree students in Hong Kong — A STEM perspective ». Dans 2017 IEEE 6th International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2017. http://dx.doi.org/10.1109/tale.2017.8252359.

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Kwan, Yee Wan. « EXPLORING THE RELATIONSHIPS BETWEEN CONSTRUCTIVIST LEARNING ENVIRONMENT AND CRITICAL THINKING ABILITY OF SECONDARY SCHOOL STUDENTS ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end097.

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Constructivist learning environments are a core instructional factor affecting students’ critical thinking (Mathews & Lowe, 2011). However, few classroom environment research have specifically investigated relationships between students’ perceptions of their learning environment and their critical thinking ability (e.g., Fraser, 2012), especially in the context of Chinese learners. Therefore this study would fill this research gap by investigating the relationships between constructivist learning environments and critical thinking ability among Hong Kong secondary school students. The study used a cross-sectional survey design to collect data from a convenience sample of 967 students studying Liberal Studies or Integrated Humanities in Secondary Three (Grade 9) in Hong Kong. The respondents completed a self-administered questionnaire which included the Constructivist Learning Environment Survey (CLES), Cornell Critical Thinking Test Level X, and demographic information on age and gender. The findings showed that students perceived their learning environment to be moderately constructivist in nature, and scored a moderate level of critical thinking ability. Both age and school banding differences were identified in which younger and students in schools with higher banding tended to perceive a higher degree of constructivist characteristics in their learning environment and they obtained higher critical thinking ability scores. Multiple regression analyses indicated that five of the seven independent variables were predictors of critical thinking ability. Shared Control was the strongest predictor and negatively associated with critical thinking ability. Personal Relevance, Critical Voice, and Uncertainty were positively while age was negatively related to critical thinking ability. The hypothesized model of seven demographic and CLES variables accounted for 10% of variance of critical thinking ability, suggesting a medium effect size. Findings of the study are discussed with reference to developing students’ critical thinking ability in classrooms.
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Wong, Timothy T. K., et Yee Wan Kwan. « A STUDY ON USING GAME-BASED METHOD TO IMPROVE LEARNING EFFICIENCY OF JUNIOR SECONDARY SCHOOL STUDENTS ». Dans International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end017.

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Game-based approaches aim at improving participants’ engagement and satisfaction, they might have great advantages in solving the issues of students demotivated and uninvolved in learning activities. However, there are few studies on using games elements in education and examining to what extent game-based educational approaches enhance learning. To bridge this research gap, the objective of this study is to examine whether game-based method improves students’ academic performance in the school subject Life and Society. A total of four classes of Grade Seven students and two teachers participated in the study in Hong Kong. Three classes (n= 75) were assigned to the experimental groups and one class (n=30) were assigned to the control group. The experimental group participated in class sessions where they learned the timeline, major events, and factors affecting economic development of Hong Kong by a group-based card game, while the control group were taught by lecture-based method. Using a pre- & post-tests design, data were collected by a tailor-made survey including 9 fact-based questions to assess the learning outcomes. The contents of the survey were judged two experienced teachers and one panel head. Paired samples t-tests and two-way ANOVA were used to compare the possible changes, group differences and interaction effects. Results showed that both the experimental group and control group significantly increased their academic performance in the post-tests, indeed the average post-test scores of experimental groups were higher than that of the control group. Only one among three classes in the experimental group showed a significant increase in post-test scores, indicating a possibility of teacher difference. Boys in the experimental groups significantly improved in the post-test while girls did not differ significantly from pre-test scores. Both students with low and middle ability levels improved significantly in their post-test scores, while students with high ability level did not reach statistical significance. The interaction effect between gender and student ability level was statistically significant, indicating that the influence of student ability level on pre-test scores depended on their gender. Finally recommendations, implications, and limitations to the study are discussed.
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So, Choi-Yin, et Man-Tak Leung. « Structural equation modeling of Chinese parenting predicting Hong Kong secondary school students' learning strategies with achievement emotions and achievement goals as mediators ». Dans 2015 Asian Congress of Applied Psychology (ACAP 2015). WORLD SCIENTIFIC, 2015. http://dx.doi.org/10.1142/9789814723398_0013.

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Mak, Angela, et Helen Ching. « Teaching essential graduate attributes via digital cultural heritage : An assessment model from communication students in Hong Kong ». Dans Fifth International Conference on Higher Education Advances. Valencia : Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9440.

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Teaching essential graduate attributes has always been a challenge to educators because these “soft skills” are hard to be taught inside classroom. While many innovative initiatives seek an outside-in perspective, very few of them look at how to further develop students’ learning experience from understanding the central, enduring, and distinctive features of their own school and/or university. Stemming from the first digital heritage project among communication schools in Greater China, this exploratory study aims to evaluate the effectiveness of using such an inside-out approach to enhance the impact on learning, as well as cognitive and emotional changes of current students toward attaining essential graduate attributes in the communication profession. In the first year of this two-year project, we selected students in six classes to participate (N = 183) in an online survey and received 97 completed responses from four selected classes (N = 127). Regression analysis showed that students’ personal involvement and evaluations of the interview sharing and teaching methods were all positively correlated with self-perceived learning outcomes. Results also predicted that self-perceived learning outcomes was positively associated with cognitive and affective changes. Qualitative feedback from students, course instructors, and alumni also demonstrated the effectiveness of this inside-out approach.
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Shui Ng, Wing. « Nurture Adolescents’ Cyberethics by Enhancing Their Self-Knowledge and Self-Awareness Using a Pressure-Free Self-Assessment Strategy [Abstract] ». Dans InSITE 2017 : Informing Science + IT Education Conferences : Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3663.

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Aim/Purpose: In adolescents’ cyberethics education, case-based discussion, debate and role-playing are commonly used instructional strategies to engage students in critical dialogues in an open setting. However, the open setting is entirely different from the private and individual environment when adolescents go online. Teachers are in a position of higher power and peers’ observation provokes certain level of peer pressure. Students may not truly express their attitudes in the process for self-reflection. Background: This study elaborated an instructional strategy with a pressure-free self-assessment exercise that aimed to enhance adolescents’ self-knowledge and self-awareness regarding their attitudes on cyberethics. Methodology: The instructional strategy was divided into two phases. The purpose of the first phase was to enable students to obtain background knowledge on cyberethics. The second phase, with a pressure-free self-assessment element, aimed to enhance students’ self-knowledge and self-awareness on cyberethics. The study was carried out in a subsidized secondary school in Hong Kong. A total of 28 students at secondary three level participated in this study. Contribution: In theoretical perspective, the researcher suggested an adolescents’ cyberethics framework with dimensions of information security, privacy, intellectual property and netiquette. To nurture adolescents’ cyberethics, this study emphasized the importance of including theories of self-presentation, self-knowledge and self-awareness in the area of social psychology into cyberethics education. Findings: Students considered that the self-assessment exercise enabled self-reflection and enhanced self-knowledge on their attitudes of cyberethics. They also found it more effective for self-reflection compared with commonly used strategies and they will be more aware of cyberethics in their future online activities. Recommendations for Practitioners : Education practitioners are recommended to include a pressure-free self-assessment exercise to enhance the teaching effectiveness of cyberethics education. Recommendation for Researchers: This study opens avenues for further investigations of adolescents’ cyberethics with consideration of adolescents’ cognitive, psychological, social and emotional factors. Impact on Society : It is expected that the attitudes and behaviors of digital citizens can be improved by using this instructional strategy in cyberethics education. Future Research: Researcher could explore how different developmental factors affect adolescents’ decision-making on various issues of cyberethics.
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