Der-Thanq Chen
Dados Biográficos
| ID | 5239979 |
|---|---|
| NOME | Der-Thanq Chen |
| PRENOMES | Der-Thanq |
| SOBRENOME | Chen |
| ASSINATURA | CHEN D |
| AFILIAÇÕES | Nanyang Technological University |
| ORCID | 0000-0002-6263-2359 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1999 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 0 |
Re-conceptualising learner feedback agency
This article critically examines current conceptualisations of learner feedback agency (LFA) by juxtaposing them against debates and origins of agency to uncover their existing limitations. This examination found three limitations, portraying LFA as a static construct, overemphasising behavioural enactments over underlying deliberations, and presenting a unidirectional influence of structures on LFA. Responding to these limitations, the article p…
School-Based Curriculum Development Towards a Culture of Learning
This study aims to unpack the context, processes and outcomes as the three key components of school-based curriculum development (SBCD) in six different schools in Singapore. A total of 31 focus group discussions were conducted with teachers, key personnel and school leaders in these schools. From the data, we derived a framework of SBCD which consists of five themes centred on ‘culture of learning’. This framework provides an alternative lens to…
Students' views of the nature of science
This review examines 105 empirical studies that investigate students' views of the nature of science (VNOS), effects of curricular interventions on changing students' VNOS, and relations between VNOS and demographics, majors, and learning of science. The reviewed studies can be categorized into three theoretical frameworks: the unidimension, the multidimension, and the argumentative resource frameworks. Each framework is reviewed first with regar…
Computer anxiety and its correlates
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Computer anxiety and its correlates
Students' views of the nature of science
This review examines 105 empirical studies that investigate students' views of the nature of science (VNOS), effects of curricular interventions on changing students' VNOS, and relations between VNOS and demographics, majors, and learning of science. The reviewed studies can be categorized into three theoretical frameworks: the unidimension, the multidimension, and the argumentative resource frameworks. Each framework is reviewed first with regar…
School-Based Curriculum Development Towards a Culture of Learning
This study aims to unpack the context, processes and outcomes as the three key components of school-based curriculum development (SBCD) in six different schools in Singapore. A total of 31 focus group discussions were conducted with teachers, key personnel and school leaders in these schools. From the data, we derived a framework of SBCD which consists of five themes centred on ‘culture of learning’. This framework provides an alternative lens to…
Re-conceptualising learner feedback agency
This article critically examines current conceptualisations of learner feedback agency (LFA) by juxtaposing them against debates and origins of agency to uncover their existing limitations. This examination found three limitations, portraying LFA as a static construct, overemphasising behavioural enactments over underlying deliberations, and presenting a unidirectional influence of structures on LFA. Responding to these limitations, the article p…
Psychology (4 obras) · Sociology (3 obras) · Computer Science (2 obras) · Epistemology (2 obras) · Mathematics education (2 obras) · Medicine (2 obras) · Anxiety (1 obras) · Argumentative (1 obras) · Child Development and Digital Technology (1 obras) · Clinical Psychology (1 obras)