Kason Ka Ching Cheung
Datos Biográficos
| ID | 4611026 |
|---|---|
| NOMBRE | Kason Ka Ching Cheung |
| NOMBRES | Kason Ka Ching |
| APELLIDO | Cheung |
| FIRMA | CHEUNG K K C |
| AFILIACIONES | Education University of Hong Kong |
| ORCID | 0000-0002-6431-1129 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAS | 3 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2020 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 1 |
Students’ Multimodal Meaning-Making of Epistemic Stances on GenAI in Science Classrooms
Epistemic stances of learners impact how they use GenAI in learning science. Yet, even though these epistemic stances are so important, little research has examined how learners’ epistemic stances were linked to their use of GenAI, and how these stances changed after using GenAI in learning science. Incorporating multiple case studies, we purposefully engaged two pairs of ninth graders as they used different modes (visual, written, verbal, and ge…
Interweaving Generative AI technological and pedagogical design
This study explored how students employed Generative AI to enhance feedback-seeking in mobile app project design to improve their motivation, intention, and AI literacy for feedback-seeking. 59 Secondary 3 students used a GenAI chatbot for obtaining feedback in the experimental group, while 60 received feedback from teachers and peers via an online discussion forum in the control group. Results showed that the GenAI group had significantly higher…
University students’ sequential self-regulatory learning actions for completing cognitive-demanding and cognitive-less-demanding tasks with GenAI
This study diverges from measuring university students' self-reported perceptions of Generative Artificial Intelligence (GenAI) by investigating their real-time self-regulatory learning (SRL) actions of interacting with GenAI. Self-regulatory learning actions refer to the process by which learners transform their mental abilities into using GenAI to achieve academic goals. Seventeen Chinese university students engaged in two tasks utilizing with …
‘Swirling' around translanguaging spaces of nature of science in multilingual classrooms
In order to create a linguistically inclusive environment for multilingual learners’ meaning making of nature of science (NOS), it is important to allow students to freely mobilise different linguistic and modal resources for meaning making. In this single case study of a Hong Kong seventh-grade linguistically diverse classroom, we characterise two types of translanguaging spaces for meaning making of NOS: NOS-negotiation space and NOS-inscriptio…
Representations of the Nature of Science in Generative AI (GPT-4o)
While an increasing number of studies report that GenAI can be a powerful agent to facilitate students’ learning of science, these studies focused on cognitive and affective outcomes and did not characterize GenAI’s epistemic outcomes in science. Here, we argue that for students to be able to ethically and responsibly adopt GenAI in their science education, educational technologists need to fine-tune GenAI so that GenAI can communicate its own in…
A systematic review of research on translanguaging in STEM education
“Did you watch the Disney parade?” pedagogical translanguaging for evoking students’ perezhivanie to integrate representations in linguistically diverse science classroom
Learning content subjects like science requires culturally and linguistically diverse students to learn abstract representations. Previous studies focused on how content teachers can use translanguaging to promote emotional engagement of students with homogenous cultural and linguistic composition. As students in culturally and linguistically diverse classrooms brought different emotive experiences to classrooms, it was important for teachers to …
Conceptualising a science toolkit for systematic educational dialogue analysis (SciT-Seda)
Classroom dialogue is known to be linked to students’ learning outcomes. However, in the science education literature, there is no theoretical tool to characterise types of dialogues that specifically foster students’ disciplinary literacy and practices. Equipping science educators with a disciplinary coding scheme can enhance teachers’ competence in orchestrating productive classroom dialogue. Extending from the Toolkit for Systematic Educationa…
Unpacking Epistemic Insights of Artificial Intelligence (AI) in Science Education
The use and impact of digital interventions on mental health and wellbeing of forced migrants
Many Stories, One Science? Differentiating Public Health Framing in British Newspapers
Science journalism in print and online media played a significant role in communicating science in COVID-19 public health information. Journalists translating messages on scientific advice to laypersons on a range of issues such as the pandemic might vary according to a specific type of public health information. The study reported in this paper used Framing Theory and Nature of Science (NOS) quality criteria to examine how four British news medi…
Transpositioning in linguistically diverse science classrooms
Transpositioning, which emphasises fluidity of identity, refers to how individuals delimit their prescribed roles and take up different perspectives in translanguaging. Only a few research studies examine how linguistically diverse learners position themselves in different discourse and linguistic identities during multimodal communicative practices in content classrooms. In this paper, we propose that a material inscription space can provide lin…
Students' Meaning‐Making of Nature of Science
Students' understanding of nature of science (NOS) has been largely examined primarily in written or verbal modes. The visual, verbal, and written modes are essential for students' meaning‐making of NOS. However, research has sidelined the interaction among these three modes in understanding students' collaborative discourse of NOS. Informed by theories of multimodality and social semiotics, this paper investigates the interactions between the vi…
The mediating role of science intrinsic motivation
This study investigated cross-cultural differences in the relationships between science intrinsic motivation, teacher-perceived and student-perceived homework practices, and science achievement in Asian (Chinese Taipei, Japan, South Korean, and Singapore) and Western (Australia, US, England, and Ireland) top-performing regions according to ranking of science achievement in TIMSS. Multilevel confirmatory factor analysis and multilevel structural e…
Communicating science in the Covid-19 news in the UK during Omicron waves
News media plays a vital role in communicating scientific evidence to the public during the COVID-19 pandemic. Such communication is important for convincing the public to follow social distancing guidelines and to respond to health campaigns such as vaccination programmes. However, newspapers were criticised that they focus on the socio-political perspective of science, without explaining the nature of scientific works behind the government’s de…
A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education
The paper reports about the outcome of a systematic review of research on family resemblance approach (FRA) to nature of science in (NOS) science education. FRA is a relatively recent perspective on NOS being a system of cognitive-epistemic and social-institutional aspects of science. FRA thus consists of a set of categories such as aims and values, practices, knowledge and social organizations in relation to NOS. Since the introduction of the FR…
Exploring students’ visualisation competence with photomicrographs of villi
Photomicrographs are representations of small-scale entities. It has been long argued that students can be weak in perceiving microscopic entities compared to macroscopic entities. However, only a small body of research has investigated how students utilise photomicrographs to make sense of biological phenomena. This study uses a theoretical construct, ‘visualisation competence’, to explore students’ skills and practices in utilising photomicrogr…
Exploring the Inclusion of Nature of Science in Biology Curriculum and High-Stakes Assessments in Hong Kong
Transpositioning in linguistically diverse science classrooms
Transpositioning, which emphasises fluidity of identity, refers to how individuals delimit their prescribed roles and take up different perspectives in translanguaging. Only a few research studies examine how linguistically diverse learners position themselves in different discourse and linguistic identities during multimodal communicative practices in content classrooms. In this paper, we propose that a material inscription space can provide lin…
Students' Meaning‐Making of Nature of Science
Students' understanding of nature of science (NOS) has been largely examined primarily in written or verbal modes. The visual, verbal, and written modes are essential for students' meaning‐making of NOS. However, research has sidelined the interaction among these three modes in understanding students' collaborative discourse of NOS. Informed by theories of multimodality and social semiotics, this paper investigates the interactions between the vi…
The mediating role of science intrinsic motivation
This study investigated cross-cultural differences in the relationships between science intrinsic motivation, teacher-perceived and student-perceived homework practices, and science achievement in Asian (Chinese Taipei, Japan, South Korean, and Singapore) and Western (Australia, US, England, and Ireland) top-performing regions according to ranking of science achievement in TIMSS. Multilevel confirmatory factor analysis and multilevel structural e…
Exploring the Inclusion of Nature of Science in Biology Curriculum and High-Stakes Assessments in Hong Kong
Exploring students’ visualisation competence with photomicrographs of villi
Photomicrographs are representations of small-scale entities. It has been long argued that students can be weak in perceiving microscopic entities compared to macroscopic entities. However, only a small body of research has investigated how students utilise photomicrographs to make sense of biological phenomena. This study uses a theoretical construct, ‘visualisation competence’, to explore students’ skills and practices in utilising photomicrogr…
Communicating science in the Covid-19 news in the UK during Omicron waves
News media plays a vital role in communicating scientific evidence to the public during the COVID-19 pandemic. Such communication is important for convincing the public to follow social distancing guidelines and to respond to health campaigns such as vaccination programmes. However, newspapers were criticised that they focus on the socio-political perspective of science, without explaining the nature of scientific works behind the government’s de…
A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education
The paper reports about the outcome of a systematic review of research on family resemblance approach (FRA) to nature of science in (NOS) science education. FRA is a relatively recent perspective on NOS being a system of cognitive-epistemic and social-institutional aspects of science. FRA thus consists of a set of categories such as aims and values, practices, knowledge and social organizations in relation to NOS. Since the introduction of the FR…
“Did you watch the Disney parade?” pedagogical translanguaging for evoking students’ perezhivanie to integrate representations in linguistically diverse science classroom
Learning content subjects like science requires culturally and linguistically diverse students to learn abstract representations. Previous studies focused on how content teachers can use translanguaging to promote emotional engagement of students with homogenous cultural and linguistic composition. As students in culturally and linguistically diverse classrooms brought different emotive experiences to classrooms, it was important for teachers to …
Conceptualising a science toolkit for systematic educational dialogue analysis (SciT-Seda)
Classroom dialogue is known to be linked to students’ learning outcomes. However, in the science education literature, there is no theoretical tool to characterise types of dialogues that specifically foster students’ disciplinary literacy and practices. Equipping science educators with a disciplinary coding scheme can enhance teachers’ competence in orchestrating productive classroom dialogue. Extending from the Toolkit for Systematic Educationa…
Unpacking Epistemic Insights of Artificial Intelligence (AI) in Science Education
The use and impact of digital interventions on mental health and wellbeing of forced migrants
Many Stories, One Science? Differentiating Public Health Framing in British Newspapers
Science journalism in print and online media played a significant role in communicating science in COVID-19 public health information. Journalists translating messages on scientific advice to laypersons on a range of issues such as the pandemic might vary according to a specific type of public health information. The study reported in this paper used Framing Theory and Nature of Science (NOS) quality criteria to examine how four British news medi…
Transpositioning in linguistically diverse science classrooms
Transpositioning, which emphasises fluidity of identity, refers to how individuals delimit their prescribed roles and take up different perspectives in translanguaging. Only a few research studies examine how linguistically diverse learners position themselves in different discourse and linguistic identities during multimodal communicative practices in content classrooms. In this paper, we propose that a material inscription space can provide lin…
Students' Meaning‐Making of Nature of Science
Students' understanding of nature of science (NOS) has been largely examined primarily in written or verbal modes. The visual, verbal, and written modes are essential for students' meaning‐making of NOS. However, research has sidelined the interaction among these three modes in understanding students' collaborative discourse of NOS. Informed by theories of multimodality and social semiotics, this paper investigates the interactions between the vi…
The mediating role of science intrinsic motivation
This study investigated cross-cultural differences in the relationships between science intrinsic motivation, teacher-perceived and student-perceived homework practices, and science achievement in Asian (Chinese Taipei, Japan, South Korean, and Singapore) and Western (Australia, US, England, and Ireland) top-performing regions according to ranking of science achievement in TIMSS. Multilevel confirmatory factor analysis and multilevel structural e…
Students’ Multimodal Meaning-Making of Epistemic Stances on GenAI in Science Classrooms
Epistemic stances of learners impact how they use GenAI in learning science. Yet, even though these epistemic stances are so important, little research has examined how learners’ epistemic stances were linked to their use of GenAI, and how these stances changed after using GenAI in learning science. Incorporating multiple case studies, we purposefully engaged two pairs of ninth graders as they used different modes (visual, written, verbal, and ge…
Interweaving Generative AI technological and pedagogical design
This study explored how students employed Generative AI to enhance feedback-seeking in mobile app project design to improve their motivation, intention, and AI literacy for feedback-seeking. 59 Secondary 3 students used a GenAI chatbot for obtaining feedback in the experimental group, while 60 received feedback from teachers and peers via an online discussion forum in the control group. Results showed that the GenAI group had significantly higher…
University students’ sequential self-regulatory learning actions for completing cognitive-demanding and cognitive-less-demanding tasks with GenAI
This study diverges from measuring university students' self-reported perceptions of Generative Artificial Intelligence (GenAI) by investigating their real-time self-regulatory learning (SRL) actions of interacting with GenAI. Self-regulatory learning actions refer to the process by which learners transform their mental abilities into using GenAI to achieve academic goals. Seventeen Chinese university students engaged in two tasks utilizing with …
‘Swirling' around translanguaging spaces of nature of science in multilingual classrooms
In order to create a linguistically inclusive environment for multilingual learners’ meaning making of nature of science (NOS), it is important to allow students to freely mobilise different linguistic and modal resources for meaning making. In this single case study of a Hong Kong seventh-grade linguistically diverse classroom, we characterise two types of translanguaging spaces for meaning making of NOS: NOS-negotiation space and NOS-inscriptio…
Representations of the Nature of Science in Generative AI (GPT-4o)
While an increasing number of studies report that GenAI can be a powerful agent to facilitate students’ learning of science, these studies focused on cognitive and affective outcomes and did not characterize GenAI’s epistemic outcomes in science. Here, we argue that for students to be able to ethically and responsibly adopt GenAI in their science education, educational technologists need to fine-tune GenAI so that GenAI can communicate its own in…
A systematic review of research on translanguaging in STEM education
Science education (9 obras) · Mathematics education (7 obras) · Psychology (7 obras) · Sociology (7 obras) · Science Education and Pedagogy (6 obras) · Pedagogy (5 obras) · Innovative Teaching and Learning Methods (4 obras) · Linguistics (4 obras) · Educational Strategies and Epistemologies (3 obras) · Political science (3 obras)