Kennedy Kam Ho Chan
Datos Biográficos
| ID | 1606207 |
|---|---|
| NOMBRE | Kennedy Kam Ho Chan |
| NOMBRES | Kennedy Kam Ho |
| APELLIDO | Chan |
| FIRMA | CHAN K K H |
| AFILIACIONES | University of Hong Kong |
| ORCID | 0000-0003-1063-2813 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAS | 4 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
As an end or as a means to an end
Indicators of high-quality PCK & implications for twenty-first-century science education
Pedagogical content knowledge (PCK) is a critical domain of teacher expertise that enables teachers to transform their content knowledge (CK) into forms accessible and comprehensible to students. Cultivating twenty-first-century scientific literacy in students requires PCK for teaching not only traditional content but also non-traditional content (e.g. actively evolving science, interdisciplinary topics). Yet, it remains unclear what indicators d…
Teacher education for artificial intelligence literacy through a self-determination theory perspective
Existing research often isolates professional development from professional learning communities, overlooking their critical connection. This may hinder the scaling and sustainability of professional learning. This study bridges this gap by applying self-determination theory to investigate how need-supportive professional development impacts teachers’ AI literacy, attitudes, anxiety and engagement in online professional learning communities. Usin…
Exploring the Roles of Content Knowledge and Pedagogical Content Knowledge in Teacher Noticing
This exploratory study examined the theoretically assumed, but empirically underexplored, reciprocal relationships between teacher noticing and professional knowledge by comparing the noticing processes of expert and novice science teachers. It examined how their domain‐specific knowledge (content knowledge [CK] and pedagogical content knowledge [PCK]) influenced these processes. A video‐based interview was conducted with 15 preservice and 12 exp…
Unpacking PCK Relationships and Development in Science Teachers
This systematic literature review synthesized findings of 217 empirical studies, spanning from 1986 to 2023, focusing on: (a) the relationships of science teachers’ pedagogical content knowledge (PCK) to their competence and qualifications, teaching practices, and student outcomes; (b) factors influencing PCK changes; (c) mechanisms of PCK development; and (d) methodological trends and challenges in the selected studies. Analyses employed coding …
Different Designs, Different Outcomes? A Critical Systematic Review of Interventions for Preparing Preservice Science Teachers to Teach Scientific Models and Modeling
Cultivating in preservice science teachers (PSTs) the competence required to teach scientific models and modeling is a valued outcome of teacher preparation programs. However, science teacher educators face inherent tensions when designing and implementing teacher preparation experiences to achieve this outcome. In this systematic review, we first propose five sets of design tensions that science teacher educators need to navigate. We identify em…
Effect of Science Teachers’ Pedagogical Content Knowledge on Student Achievement
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, and to what extent, teachers’ PCK assessed by these two approaches are related to student achievement. An analysis utilizing two-level hierarchical linear modeling revealed that PCK assessed by …
Does Teacher Noticing Matter for Students' Science Content Learning Outcomes? Evidence From a Large-Scale Empirical Study
Although teacher noticing is regarded as a critical component of teacher expertise that matters for student learning, empirical evidence verifying the relationship between teacher noticing and student learning outcomes is scare. Using a relatively large-scale sample involving 189 middle school biology teachers from 156 schools and their students ( n = 7,086), this quantitative study investigated the association between teachers' level of noticing…
Assessing concept mapping competence using item expansion‐based diagnostic classification analysis
Concept mapping is widely used as a tool for assessing students' understanding of science. To fully realize the diagnostic potential of concept mapping, a scoring method that not only provides an objective and accurate assessment of students' drawn concept maps but also provides a detailed understanding of students' proficiency and deficiencies in knowledge is necessary. However, few of the existing scoring methods focus on the latent constructs …
Presence, absence, and spatial relations
Situated and dynamic versus declarative and static forms of pedagogical content knowledge
Pedagogical content knowledge (PCK) is an important target of science teacher knowledge assessment. Most studies that have assessed the PCK across a large sample of science teachers used a text‐based approach to elicit and assess the more declarative and static form of teachers' PCK. Recently, small‐scale qualitative studies have adopted a novel video‐based approach to characterize the more situated and dynamic form of PCK underpinning a teacher'…
Eliciting and working with student thinking
As more and more science teacher educators are subscribing to a practice‐based teacher education curriculum, it is becoming increasingly necessary to identify and articulate smaller grain‐sized teaching practices nested within a core practice in important instructional contexts in order to facilitate preservice science teachers' (PSTs') learning of core practices. This paper illustrates how to achieve this goal using data from a qualitative study…
A critical review of studies using the pedagogical content knowledge map approach
Pedagogical content knowledge (PCK) refers to the content-specific knowledge that teachers use to promote students’ learning of specific subject matter. PCK comprises multiple knowledge components that interact with each other when enacted in teachers’ instructional practices. For many years, researchers lacked a robust methodological approach to unpack the structure and organisation of science teachers’ PCK. In 2012, Park and Chen developed the …
Toward a framework that connects individual TPACK and collective TPACK
Efficacy of video-based teacher professional development for increasing classroom discourse and student learning
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 discourse in video-based PD workshops.Methods We used a randomized controlled trial with an embedded case study to examine the efficacy of a year-long video-based PD program us…
Characterising pre-service secondary science teachers’ noticing of different forms of evidence of student thinking
Evidence of student thinking takes a variety of forms (e.g. verbal responses, gestures) and has varying degrees of visibility within classroom interactions. The purpose of this study was to characterise the nature of pre-service science teachers’ (PSTs’) noticing skills of different forms of evidence of student thinking using video-based interviews. In the interviews, the PSTs were asked to describe what they had noticed in the videos that captur…
The Refined Consensus Model of Pedagogical Content Knowledge in Science Education
Managing dialogic use of exemplars
The analysis of exemplars is a potentially powerful way of acquainting students with academic standards and supporting their capacities to make informed academic judgements. This paper investigates the role of dialogue in supporting students to develop their appreciation of the nature of quality work. The research derives from a project involving nine teachers in a Faculty of Education, and uses data from a single case to analyse the dialogic use…
Effect of Science Teachers’ Pedagogical Content Knowledge on Student Achievement
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, and to what extent, teachers’ PCK assessed by these two approaches are related to student achievement. An analysis utilizing two-level hierarchical linear modeling revealed that PCK assessed by …
Managing dialogic use of exemplars
The analysis of exemplars is a potentially powerful way of acquainting students with academic standards and supporting their capacities to make informed academic judgements. This paper investigates the role of dialogue in supporting students to develop their appreciation of the nature of quality work. The research derives from a project involving nine teachers in a Faculty of Education, and uses data from a single case to analyse the dialogic use…
The Refined Consensus Model of Pedagogical Content Knowledge in Science Education
Efficacy of video-based teacher professional development for increasing classroom discourse and student learning
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 discourse in video-based PD workshops.Methods We used a randomized controlled trial with an embedded case study to examine the efficacy of a year-long video-based PD program us…
Characterising pre-service secondary science teachers’ noticing of different forms of evidence of student thinking
Evidence of student thinking takes a variety of forms (e.g. verbal responses, gestures) and has varying degrees of visibility within classroom interactions. The purpose of this study was to characterise the nature of pre-service science teachers’ (PSTs’) noticing skills of different forms of evidence of student thinking using video-based interviews. In the interviews, the PSTs were asked to describe what they had noticed in the videos that captur…
Toward a framework that connects individual TPACK and collective TPACK
A critical review of studies using the pedagogical content knowledge map approach
Pedagogical content knowledge (PCK) refers to the content-specific knowledge that teachers use to promote students’ learning of specific subject matter. PCK comprises multiple knowledge components that interact with each other when enacted in teachers’ instructional practices. For many years, researchers lacked a robust methodological approach to unpack the structure and organisation of science teachers’ PCK. In 2012, Park and Chen developed the …
Situated and dynamic versus declarative and static forms of pedagogical content knowledge
Pedagogical content knowledge (PCK) is an important target of science teacher knowledge assessment. Most studies that have assessed the PCK across a large sample of science teachers used a text‐based approach to elicit and assess the more declarative and static form of teachers' PCK. Recently, small‐scale qualitative studies have adopted a novel video‐based approach to characterize the more situated and dynamic form of PCK underpinning a teacher'…
Eliciting and working with student thinking
As more and more science teacher educators are subscribing to a practice‐based teacher education curriculum, it is becoming increasingly necessary to identify and articulate smaller grain‐sized teaching practices nested within a core practice in important instructional contexts in order to facilitate preservice science teachers' (PSTs') learning of core practices. This paper illustrates how to achieve this goal using data from a qualitative study…
Assessing concept mapping competence using item expansion‐based diagnostic classification analysis
Concept mapping is widely used as a tool for assessing students' understanding of science. To fully realize the diagnostic potential of concept mapping, a scoring method that not only provides an objective and accurate assessment of students' drawn concept maps but also provides a detailed understanding of students' proficiency and deficiencies in knowledge is necessary. However, few of the existing scoring methods focus on the latent constructs …
Presence, absence, and spatial relations
Unpacking PCK Relationships and Development in Science Teachers
This systematic literature review synthesized findings of 217 empirical studies, spanning from 1986 to 2023, focusing on: (a) the relationships of science teachers’ pedagogical content knowledge (PCK) to their competence and qualifications, teaching practices, and student outcomes; (b) factors influencing PCK changes; (c) mechanisms of PCK development; and (d) methodological trends and challenges in the selected studies. Analyses employed coding …
Different Designs, Different Outcomes? A Critical Systematic Review of Interventions for Preparing Preservice Science Teachers to Teach Scientific Models and Modeling
Cultivating in preservice science teachers (PSTs) the competence required to teach scientific models and modeling is a valued outcome of teacher preparation programs. However, science teacher educators face inherent tensions when designing and implementing teacher preparation experiences to achieve this outcome. In this systematic review, we first propose five sets of design tensions that science teacher educators need to navigate. We identify em…
Effect of Science Teachers’ Pedagogical Content Knowledge on Student Achievement
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, and to what extent, teachers’ PCK assessed by these two approaches are related to student achievement. An analysis utilizing two-level hierarchical linear modeling revealed that PCK assessed by …
Does Teacher Noticing Matter for Students' Science Content Learning Outcomes? Evidence From a Large-Scale Empirical Study
Although teacher noticing is regarded as a critical component of teacher expertise that matters for student learning, empirical evidence verifying the relationship between teacher noticing and student learning outcomes is scare. Using a relatively large-scale sample involving 189 middle school biology teachers from 156 schools and their students ( n = 7,086), this quantitative study investigated the association between teachers' level of noticing…
As an end or as a means to an end
Indicators of high-quality PCK & implications for twenty-first-century science education
Pedagogical content knowledge (PCK) is a critical domain of teacher expertise that enables teachers to transform their content knowledge (CK) into forms accessible and comprehensible to students. Cultivating twenty-first-century scientific literacy in students requires PCK for teaching not only traditional content but also non-traditional content (e.g. actively evolving science, interdisciplinary topics). Yet, it remains unclear what indicators d…
Teacher education for artificial intelligence literacy through a self-determination theory perspective
Existing research often isolates professional development from professional learning communities, overlooking their critical connection. This may hinder the scaling and sustainability of professional learning. This study bridges this gap by applying self-determination theory to investigate how need-supportive professional development impacts teachers’ AI literacy, attitudes, anxiety and engagement in online professional learning communities. Usin…
Exploring the Roles of Content Knowledge and Pedagogical Content Knowledge in Teacher Noticing
This exploratory study examined the theoretically assumed, but empirically underexplored, reciprocal relationships between teacher noticing and professional knowledge by comparing the noticing processes of expert and novice science teachers. It examined how their domain‐specific knowledge (content knowledge [CK] and pedagogical content knowledge [PCK]) influenced these processes. A video‐based interview was conducted with 15 preservice and 12 exp…
Psychology (12 obras) · Mathematics education (11 obras) · Science education (10 obras) · Science Education and Pedagogy (9 obras) · Pedagogy (8 obras) · Computer Science (7 obras) · Mathematics Education and Teaching Techniques (4 obras) · Teacher Education and Leadership Studies (4 obras) · Educational Assessment and Pedagogy (3 obras) · Educational Strategies and Epistemologies (3 obras)