Wong Wing Shuen Sibyl. / Thesis submitted in: November 2004. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 238-252). / Chapter Chapter One --- Introduction --- p.1 / Chapter 1.1 --- Identification of problems --- p.1 / Chapter 1.2 --- Purpose of the study --- p.10 / Chapter 1.3 --- Significance and contribution of the study --- p.11 / Chapter 1.4 --- Research questions --- p.13 / Chapter Chapter Two --- Review of the literature --- p.15 / Chapter 2.1 --- The Hong Kong chemistry curriculum for secondary schools --- p.16 / Chapter 2.2 --- Students' understanding of chemical knowledge --- p.20 / Chapter 2.3 --- Chemistry students' problem solving skills --- p.29 / Chapter 2.4 --- Factors affecting students' understanding of chemistry knowledge and their problem solving skills --- p.34 / Chapter 2.5 --- Nature of Problem Based Learning --- p.40 / Chapter 2.6 --- Differences between Problem Based Learning and other teaching method --- p.42 / Chapter 2.7 --- Development of Problem Based Learning units --- p.48 / Chapter 2.8 --- Implementation of Problem Based Learning in classroom --- p.54 / Chapter 2.9 --- Effects of Problem Based Learning on students' learning --- p.60 / Chapter 2.9.1 --- Understanding of subject matter knowledge --- p.61 / Chapter 2.9.2 --- Students' problem solving skills --- p.63 / Chapter 2.9.3 --- Students' attitudes towards Problem Based Learning --- p.66 / Chapter 2.10 --- Limitations of the past PBL studies --- p.68 / Chapter Chapter Three --- Research methodology --- p.69 / Chapter 3.1 --- Research design --- p.69 / Chapter 3.1.1 --- Sample --- p.69 / Chapter 3.1.2 --- Development of Problem Based Learning units --- p.71 / Chapter 3.1.3 --- Implementation of Problem Based Learning units --- p.75 / Chapter 3.2 --- Development of instruments --- p.78 / Chapter 3.3 --- Data collection --- p.81 / Chapter 3.4 --- Data analysis --- p.85 / Chapter 3.4.1 --- Researcher's reflective journal --- p.85 / Chapter 3.4.2 --- Implementation video data --- p.85 / Chapter 3.4.3 --- Chemistry teacher's interview data --- p.86 / Chapter 3.4.4 --- Students' performance in the pre-test --- p.86 / Chapter 3.4.5 --- Understanding of chemistry knowledge (Post-test) --- p.87 / Chapter 3.4.6 --- Problem solving skills (Post-test) --- p.88 / Chapter 3.4.7 --- Students' attitudes towards Problem Based Learning --- p.88 / Chapter Chapter Four --- Results and Discussion --- p.90 / Chapter 4.1 --- The characteristics of an effective Problem Based Learning unit in secondary school chemistry --- p.90 / Chapter 4.1.1 --- Results from the review of literature --- p.91 / Chapter 4.1.1.1 --- The first PBL unit ´ؤ Spectacle Frame --- p.95 / Chapter 4.1.1.2 --- The second PBL unit - Wool damage --- p.98 / Chapter 4.1.1.3 --- The third PBL unit - Hydrogen Fuel --- p.101 / Chapter 4.1.2 --- Results from the researcher's reflective journal --- p.104 / Chapter 4.1.3 --- Summary of the characteristics of an effective Problem Based Learning unit in secondary school chemistry --- p.107 / Chapter 4.2 --- Factors facilitating and hindering the implementation of the Problem Based Learning units by a chemistry teacher --- p.110 / Chapter 4.2.1 --- Factors identified from the researcher's reflective journal --- p.111 / Chapter 4.2.2 --- Factors identified from the video data --- p.123 / Chapter 4.2.3 --- Factors identified from the chemistry teacher's Interview --- p.125 / Chapter 4.2.4 --- Summary of the factors facilitating and hindering the implementation of PBL in secondary school --- p.129 / Chapter 4.3 --- Differences in students' understanding of content knowledge and problem solving skills between the Problem Based Learning and didactic instruction groups --- p.135 / Chapter 4.3.1 --- Chemistry knowledge gained by PBL and didactic instruction students --- p.135 / Chapter 4.3.2 --- Problem solving skills gained by PBL and didactic instruction students --- p.140 / Chapter 4.4 --- Chemistry students' attitudes towards Problem Based Learning --- p.143 / Chapter 4.4.1 --- Reliability of the questionnaire data --- p.143 / Chapter 4.4.2 --- Students' attitudes towards PBL after the second PBL unit was implemented --- p.144 / Chapter 4.4.3 --- Students' attitudes towards PBL after the third PBL unit was implemented --- p.146 / Chapter Chapter Five --- Conclusions / Chapter 5.1 --- Summary of the study --- p.153 / Chapter 5.2 --- Implications for teaching and learning of chemistry in secondary schools --- p.155 / Chapter 5.3 --- Limitations and recommendations for future research --- p.158 / Appendix 1 Evaluation Report of the 1st PBL Pilot Study --- p.160 / Appendix 2 PBL experts' comments on 'Wool damage' and 'Hydrogen fuel' --- p.170 / Appendix 3 Evaluation Report of the 2nd PBL Pilot Study --- p.171 / Appendix 4 Student's PBL package ´ؤ 'Spectacle frame' --- p.176 / Appendix 5 Facilitator's PBL package - 'Spectacle frame' --- p.182 / Appendix 6 Student's PBL package - 'Wool damage' --- p.189 / Appendix 7 Facilitator's PBL package - 'Wool damage' --- p.196 / Appendix 8 Student's PBL package - 'Hydrogen fuel' --- p.207 / Appendix 9 Facilitator's PBL package - 'Hydrogen fuel' --- p.214 / Appendix 10 Multiple Choice Questions --- p.225 / Appendix 11 Questionnaire --- p.233 / Appendix 12 PBL package evaluation form --- p.235 / Appendix 13 Presentation rubric --- p.237 / Bibliography --- p.238

published_or_final_version / Education / Master / Master of Education

Multiple cognitive-linguistic factors have been found to contribute to narrative writing in English, and this study aims to investigate whether the same applies to writing in Chinese. Taken into account the special characteristics in grammar of the Chinese language and the differences between oral dialect and written language, the present study assessed a total of 117 Hong Kong primary school children in either Grade Three or Five on their performances in a range of cognitive-linguistic skills (i.e., syntactic skills, oral-written translation, discourse skills, and topic knowledge) and narrative writing in Chinese. Results of regression analyses showed that oral-written translation skill is the unique and significant predictor of writing in general. Besides, syntactic skills are more predictive for the writing performance of junior writers, while topic knowledge is more crucial to the writing by senior writers. More specifically, syntactic and oral-written translation skills predict the grammar of writing; topic knowledge predicts the fluency of writing; and discourse skills contribute significantly to the content of writing. These findings shed light on understanding the basis of writing in Chinese and serve as a foundation for future research on writing development and difficulties. / published_or_final_version / Educational Psychology / Master / Master of Social Sciences

published_or_final_version / Linguistics / Master / Master of Arts in Applied Linguistics

by Chin Kong Hong. / Thesis (M.B.A.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 32-33). / Chapter 1. --- Introduction --- p.1-13 / Chapter 1.1 --- "Defining a ""Knowledge-based Economy""" --- p.4 / Chapter 1.2 --- The Theory of Knowledge Creation --- p.8 / Chapter 1.3 --- Dominant General Management Logic -Organizational Knowledge Gatekeeper --- p.11 / Chapter 2. --- The Study - Hong Kong's Manufacturing Industry and the Evolvement of the Dominant Logic --- p.14-21 / Chapter 2.1 --- Historical Events --- p.15 / Chapter 2.2 --- The Impact of the British Colonial Government --- p.19 / Chapter 2.3 --- The Immigrant Population and Reliance on the Collective Family --- p.20 / Chapter 3. --- Findings of the Study --- p.22-26 / Chapter 3.1 --- The Manufacturing Firms' Ideological Values --- p.22 / Chapter 3.2 --- The Man ufacturing Firms' Corpus of Knowledge --- p.23 / Chapter 3.3 --- The Manufacturing Firms' Images of Knowledge --- p.24 / Chapter 3.4 --- Impact of Man ufacturing Firms' Dominant Logic on Knowledge Creation --- p.24 / Chapter 4. --- Discussion and Limitations --- p.27-29 / Chapter 4.1 --- Discussion of the Findings --- p.27 / Chapter 4.2 --- Limitations of the Study --- p.29 / Chapter 5. --- Conclusion --- p.30 / Notes / Bibliography / Appendix 1 - Dominant Logic and Knowledge Creation

When designing educational programme in the field of heritage conservation, community service learning approach may not be the first thing that comes to most heritage conservation educator’s mind. In this study the researcher has engaged in a discussion of the association of community service learning to heritage conservation education. The researcher have tried to make clear why she believe that community service learning, as an innovative pedagogical approach, has important things to say about today’s heritage conservation education. Proceeding from fieldworks, through analysis to explanation, based on direct and participant observations and interviews; two heritage training projects are reviewed to illustrate how community service learning can facilitate heritage conservation education. The researcher hope that other researchers will learn from the study, and educators will be able to critically examine which kind of pedagogical approach is more appropriate for today’s heritage conservation education. / published_or_final_version / Conservation / Master / Master of Science in Conservation

The purpose of this study was to investigate the effect of experiential learning on thinking styles among first-generation university students from low income families. 93 students were administered Thinking Style Inventory-Revised II (TSI-R2, Sternberg, Wagner & Zhang, 2007) (TSI) and Coopersmith Self-Esteem Inventory-Adult Form (SEI-A). To examine the effect of experiential learning experience on thinking styles, participants responded to the TSI and SEI-A twice and reported the number of extra-curricular activities they joined over a 5-month period. It was found that experiential learning experience was positively correlated with more complex and creativity-generating thinking styles and higher levels of self-esteem for female students and in fact the aforementioned thinking styles were desirable and preferred for students. Findings of this study indicated that different kinds of extra-curricular activities were statistically significant for contributing to the development of certain thinking styles. Such as Volunteering contributed to the Judicial style, Exchange programme facilitated the development of the Hierarchical style and Internship discouraged the Conservative style development. Implications of these findings for teachers were discussed. / published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

This study attempts to explore the perceived value of Problem-Based Learning (PBL) in training teachers of students with behavioral disorders (E/BD) in Hong Kong. It represents an effort to improve the predominately lecture focussed approach adopted in many preparation programs. Data on the training needs of Hong Kong teachers were also acquired and 31 knowledge/skills areas related to teaching students with E/BD were identified. Subjects viewed the PBL approach as dynamic, interesting and incentive driven. It develops skills involved in group learning, self-directed learning, use of information resources and problem-solving. Most important, teachers felt they were supported to explore the practical problems they personally encountered in the classroom and actions they could take to resolve them. Difficulties in using PBL included a lack of resources and the tendencies of most Chinese students to accept rather than challenge others' ideas.