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postgraduate thesis: Promoting inquiry based learning in support of WISE in China
Title | Promoting inquiry based learning in support of WISE in China |
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Authors | |
Issue Date | 2017 |
Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
Citation | Ou, M. O. [区敏华]. (2017). Promoting inquiry based learning in support of WISE in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. |
Abstract | Recent efforts in science education in China focused on introducing inquiry learning into courses to improve students’ understanding of science content and cultivate their creative and independent thinking skills. This study investigated how to design and implement a WISE inquiry project successfully in the guidance of knowledge integration framework and examined its effectiveness in students’ academic performance. Two classes of Grade 9 Physics students (n=46) in a Chinese secondary school studied the unit of thermal processes through WISE for a month long. Data were collected through pre- and post-test, Knowledge
Integration assessments, audiotapes of students’ conversation, collaborative knowledge products, students’ individual interviews and classroom observation. Results suggested that students made significant overall pre-test to post-test gains on Physics concepts, and embedded assessments in WISE was the best indicator and explanation for it, controlling for pre-test scores. Also, through a case study and the student individual interview, this study identified the most important considerations in designing and implementing WISE project in a Chinese context, they were: 1) emphasize the KI processes; 2) facilitate the collaborative learning environments; 3) change students’ beliefs of learning through WISE patterns; 4) provide effective teacher guidance; 5) use the visualizations and experiments meaningfully; 6) scaffold students’ metacognition.
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Degree | Master of Education |
Subject | Science - Study and teaching (Secondary) - China Inquiry-based learning - China |
Dept/Program | Education |
Persistent Identifier | http://hdl.handle.net/10722/252452 |
DC Field | Value | Language |
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dc.contributor.author | Ou, Minhua, Omega | - |
dc.contributor.author | 区敏华 | - |
dc.date.accessioned | 2018-04-23T07:44:30Z | - |
dc.date.available | 2018-04-23T07:44:30Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | Ou, M. O. [区敏华]. (2017). Promoting inquiry based learning in support of WISE in China. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. | - |
dc.identifier.uri | http://hdl.handle.net/10722/252452 | - |
dc.description.abstract | Recent efforts in science education in China focused on introducing inquiry learning into courses to improve students’ understanding of science content and cultivate their creative and independent thinking skills. This study investigated how to design and implement a WISE inquiry project successfully in the guidance of knowledge integration framework and examined its effectiveness in students’ academic performance. Two classes of Grade 9 Physics students (n=46) in a Chinese secondary school studied the unit of thermal processes through WISE for a month long. Data were collected through pre- and post-test, Knowledge Integration assessments, audiotapes of students’ conversation, collaborative knowledge products, students’ individual interviews and classroom observation. Results suggested that students made significant overall pre-test to post-test gains on Physics concepts, and embedded assessments in WISE was the best indicator and explanation for it, controlling for pre-test scores. Also, through a case study and the student individual interview, this study identified the most important considerations in designing and implementing WISE project in a Chinese context, they were: 1) emphasize the KI processes; 2) facilitate the collaborative learning environments; 3) change students’ beliefs of learning through WISE patterns; 4) provide effective teacher guidance; 5) use the visualizations and experiments meaningfully; 6) scaffold students’ metacognition. | - |
dc.language | eng | - |
dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) | - |
dc.relation.ispartof | HKU Theses Online (HKUTO) | - |
dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject.lcsh | Science - Study and teaching (Secondary) - China | - |
dc.subject.lcsh | Inquiry-based learning - China | - |
dc.title | Promoting inquiry based learning in support of WISE in China | - |
dc.type | PG_Thesis | - |
dc.description.thesisname | Master of Education | - |
dc.description.thesislevel | Master | - |
dc.description.thesisdiscipline | Education | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.5353/th_991043984998003414 | - |
dc.date.hkucongregation | 2017 | - |
dc.identifier.mmsid | 991043984998003414 | - |