Carol K K Chan
Biographic Data
| ID | 2746450 |
|---|---|
| NAME | Carol K K Chan |
| GIVEN NAMES | Carol K K |
| FAMILY NAME | Chan |
| SIGNATURE | CHAN C K K |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0001-8629-3948 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 15 |
| WORKS AS AUTHOR | 12 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Relationships of students’ epistemological beliefs with social interactions and epistemic actions in collaborative inquiry learning
Students’ epistemological beliefs (EBs) about how knowledge develops play a pivotal role in their engagement in knowledge co-construction within collaborative learning environments. Previous studies have not systematically examined the relationships of students’ EBs with social interactions and epistemic actions from a temporal dynamic perspective, where social interaction refers to how students engage with others, and epistemic actions encompass…
Designing A Principle‐Based Knowledge Building Environment for Collaborative Inquiry and Process Documentation in STEM Learning
Knowledge building and epistemic reflection
This study examined the role of epistemic reflection embedded in Knowledge Building, mediated by Knowledge Forum (KF), in fostering students’ scientific epistemology. A case study involving two classes of fifth graders (N = 51) was conducted as they pursued inquiry on electricity and engaged in epistemic reflections to deepen their understanding of the inquiry process. Students’ epistemic reflections were facilitated through classroom and online …
Visualization- and analytics-supported video-based professional development for promoting mathematics classroom discourse
Knowledge building
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…
The link between student‐perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students ( N 7th grade = 1,146 and N 8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with other…
Dynamics of Reflective Assessment and Knowledge Building for Academically Low-Achieving Students
This study investigates designs for developing knowledge building (KB) and higher order competencies among academically low-achieving students. Thirty-seven low-achieving students from a ninth-grade visual arts course in Hong Kong participated. The design involved principle-based KB pedagogy, with students writing on Knowledge Forum® (KF), enriched by analytics-supported reflective assessment. Analysis of the discourse on KF showed that the low a…
Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong
BackgroundLearning to read is very challenging for Hong Kong children who learn English as a second language (ESL), as they must acquire two very different writing systems, beginning at the age of three. Few studies have examined the role of phonological awareness at the subsyllabic levels, oral language proficiency, and L1 tone awareness in L2 English reading among Hong Kong ESL kindergarteners.AimsThis study aims to investigate L1 and L2 phonol…
Beliefs about learning, self-regulated strategies and text comprehension among Chinese children
BackgroundMost studies have investigated college and high school students' epistemological beliefs in Western contexts, with few studies examining how beliefs about learning are related to children's strategies and comprehension in the Chinese cultural context.AimsThe present study investigated Chinese elementary school children's beliefs about learning and examined their relations with self-regulated learning strategies and text comprehension.Sa…
A nonparametric item analysis of a selected item subset of the Learning Process Questionnaire
Background: Although there have been numerous studies conducted on the psychometric properties of Biggs' Learning Process Questionnaire (LPQ), these have involved the use of traditional omnibus measures of scale quality such as corrected item total correlations, internal consistency estimates of reliability, and factor analysis. However, these omnibus measures of scale quality are sample dependent and fail to model item responses as a function of…
Constructive Activity in Learning from Text
This study examined the constructive cognitive activity of children listening to text and assessed the contribution of this activity to learning. Informative statements were read to 109 children (in grades 1 to 6) who were asked to think aloud about each statement. Analysis of the protocols led to a scale identifying five levels of constructive activity, with three subtypes at each level. The five levels were prefactual confabulation, knowledge/d…
Constructive Activity in Learning from Text
This study examined the constructive cognitive activity of children listening to text and assessed the contribution of this activity to learning. Informative statements were read to 109 children (in grades 1 to 6) who were asked to think aloud about each statement. Analysis of the protocols led to a scale identifying five levels of constructive activity, with three subtypes at each level. The five levels were prefactual confabulation, knowledge/d…
The link between student‐perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students ( N 7th grade = 1,146 and N 8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with other…
Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong
BackgroundLearning to read is very challenging for Hong Kong children who learn English as a second language (ESL), as they must acquire two very different writing systems, beginning at the age of three. Few studies have examined the role of phonological awareness at the subsyllabic levels, oral language proficiency, and L1 tone awareness in L2 English reading among Hong Kong ESL kindergarteners.AimsThis study aims to investigate L1 and L2 phonol…
Beliefs about learning, self-regulated strategies and text comprehension among Chinese children
BackgroundMost studies have investigated college and high school students' epistemological beliefs in Western contexts, with few studies examining how beliefs about learning are related to children's strategies and comprehension in the Chinese cultural context.AimsThe present study investigated Chinese elementary school children's beliefs about learning and examined their relations with self-regulated learning strategies and text comprehension.Sa…
Dynamics of Reflective Assessment and Knowledge Building for Academically Low-Achieving Students
This study investigates designs for developing knowledge building (KB) and higher order competencies among academically low-achieving students. Thirty-seven low-achieving students from a ninth-grade visual arts course in Hong Kong participated. The design involved principle-based KB pedagogy, with students writing on Knowledge Forum® (KF), enriched by analytics-supported reflective assessment. Analysis of the discourse on KF showed that the low a…
Constructive Activity in Learning from Text
This study examined the constructive cognitive activity of children listening to text and assessed the contribution of this activity to learning. Informative statements were read to 109 children (in grades 1 to 6) who were asked to think aloud about each statement. Analysis of the protocols led to a scale identifying five levels of constructive activity, with three subtypes at each level. The five levels were prefactual confabulation, knowledge/d…
A nonparametric item analysis of a selected item subset of the Learning Process Questionnaire
Background: Although there have been numerous studies conducted on the psychometric properties of Biggs' Learning Process Questionnaire (LPQ), these have involved the use of traditional omnibus measures of scale quality such as corrected item total correlations, internal consistency estimates of reliability, and factor analysis. However, these omnibus measures of scale quality are sample dependent and fail to model item responses as a function of…
Beliefs about learning, self-regulated strategies and text comprehension among Chinese children
BackgroundMost studies have investigated college and high school students' epistemological beliefs in Western contexts, with few studies examining how beliefs about learning are related to children's strategies and comprehension in the Chinese cultural context.AimsThe present study investigated Chinese elementary school children's beliefs about learning and examined their relations with self-regulated learning strategies and text comprehension.Sa…
Phonological awareness and oral language proficiency in learning to read English among Chinese kindergarten children in Hong Kong
BackgroundLearning to read is very challenging for Hong Kong children who learn English as a second language (ESL), as they must acquire two very different writing systems, beginning at the age of three. Few studies have examined the role of phonological awareness at the subsyllabic levels, oral language proficiency, and L1 tone awareness in L2 English reading among Hong Kong ESL kindergarteners.AimsThis study aims to investigate L1 and L2 phonol…
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…
The link between student‐perceived teacher talk and student enjoyment, anxiety and discursive engagement in the classroom
This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students ( N 7th grade = 1,146 and N 8th grade = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with other…
Dynamics of Reflective Assessment and Knowledge Building for Academically Low-Achieving Students
This study investigates designs for developing knowledge building (KB) and higher order competencies among academically low-achieving students. Thirty-seven low-achieving students from a ninth-grade visual arts course in Hong Kong participated. The design involved principle-based KB pedagogy, with students writing on Knowledge Forum® (KF), enriched by analytics-supported reflective assessment. Analysis of the discourse on KF showed that the low a…
Knowledge building
Visualization- and analytics-supported video-based professional development for promoting mathematics classroom discourse
Knowledge building and epistemic reflection
This study examined the role of epistemic reflection embedded in Knowledge Building, mediated by Knowledge Forum (KF), in fostering students’ scientific epistemology. A case study involving two classes of fifth graders (N = 51) was conducted as they pursued inquiry on electricity and engaged in epistemic reflections to deepen their understanding of the inquiry process. Students’ epistemic reflections were facilitated through classroom and online …
Relationships of students’ epistemological beliefs with social interactions and epistemic actions in collaborative inquiry learning
Students’ epistemological beliefs (EBs) about how knowledge develops play a pivotal role in their engagement in knowledge co-construction within collaborative learning environments. Previous studies have not systematically examined the relationships of students’ EBs with social interactions and epistemic actions from a temporal dynamic perspective, where social interaction refers to how students engage with others, and epistemic actions encompass…
Designing A Principle‐Based Knowledge Building Environment for Collaborative Inquiry and Process Documentation in STEM Learning
Innovative Teaching and Learning Methods (7 works) · Psychology (7 works) · Computer Science (6 works) · Mathematics education (6 works) · Pedagogy (5 works) · Educational Strategies and Epistemologies (4 works) · Knowledge Building (3 works) · Teacher Education and Leadership Studies (3 works) · Cognition (2 works) · Collaborative learning (2 works)