Weipeng Yang
Biographic Data
| ID | 6366268 |
|---|---|
| NAME | Weipeng Yang |
| GIVEN NAMES | Weipeng |
| FAMILY NAME | Yang |
| SIGNATURE | YANG W |
| AFFILIATIONS | Education University of Hong Kong |
| ORCID | 0000-0002-8057-2863 |
| VERIFIED | Yes |
| TOTAL WORKS | 52 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 52 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Understanding Young Designers: Development and Validation of the Early Design Thinking Scale (EDTS)
Design thinking (DT) in early childhood education has received increasing attention; however, scalable research is constrained by the lack of DT assessments suitable for young children. To address this gap, we developed and validated a teacher-report scale – the Early Design Thinking Scale (EDTS) in this study. By synthesizing an established DT model with empirical findings from early childhood DT literature, we initially generated a 30-item pool…
Early Childhood Teachers’ STEM Knowledge and Teaching Attitudes and Beliefs Predict Students’ STEM Habits of Mind: A Multilevel Model
Science, technology, engineering, and math (STEM) habits of mind (HoM) are essential competencies and skills that students develop through STEM education, boosting learning outcomes across STEM domains. However, researchers have not examined how teacher attributes shape young children’s STEM HoM. This study investigated the relationships between teachers’ STEM knowledge, their STEM teaching attitudes and beliefs, and young students’ STEM HoM. Usi…
Using Generative Artificial Intelligence to Facilitate Early STEM Learning: A Case Study in a Chinese Kindergarten
The increasing integration of generative artificial intelligence (GenAI) into early learning necessitates critical investigation into its pedagogical implications. This study examined the operationalization of GenAI within child-focused pedagogy and assessed teacher perspectives on its efficacy. Three classrooms, six teachers and their 88 children at a Chinese kindergarten engaged in STEM projects utilizing GenAI. Data triangulation was establish…
Early childhood teachers’ perceived benefits, enablers, and barriers of robot programming: Developing a digital empowerment policy framework
Educational robotics can enhance playful learning in early childhood, but integration faces challenges in regions like Hong Kong. This qualitative study explores early childhood teachers' perceptions of a Story-Inspired Robot Programming (SIRP) curriculum through Activity Theory, based on interviews with 22 teachers after eight weeks of implementation. Teachers noted significant improvements in children's engagement and computational thinking, as…
Successful integration of technology into preschool education: Do teachers’ self-efficacy and outcome expectations matter
In this study we examined the relationship between preschool teachers’ beliefs about their own competence in ICT and the elements of TPACK, as well as the mediating roles of the teachers’ outcome expectations and self-efficacy. Drawing from the expectancy theory of motivation, we hypothesized that outcome expectations and self-efficacy each mediate the relationship between teachers’ ICT competence beliefs and TPACK. To confirm the hypothesis, we …
A three-phase professional development approach to improving robotics pedagogical knowledge and computational thinking attitude of early childhood teachers
Computational thinking has been promoted as an impactful 21 st -century skillset that can be transferred to many other disciplines and problem scenarios. With the proliferation of age-appropriate coding platforms for young children, computational thinking has become increasingly popular in early childhood settings. However, there is a lack of research on introducing coding and computational thinking to teacher training in early childhood educatio…
Individual versus heterogeneous collaborative learning mediated by online teaching video cases: Impact on pre-service preschool teachers’ self-efficacy beliefs
Previous research has highlighted self-efficacy as a core driving belief influencing teachers’ pedagogies and, ultimately, children’s achievement. However, scarce research has explored how video-mediated learning activities can be organized to improve the self-efficacy beliefs of pre-service preschool teachers. This study investigated the impact of two learning paradigms mediated by online teaching video cases, namely Individual Learning and Hete…
High-Capacity Robots in Early Education: Developing Computational Thinking with a Voice-Controlled Collaborative Robot
This study investigates the potential of a voice-controlled collaborative robot to promote computational thinking (CT) skills in preschoolers aged 4 to 6 in Southern Chile. During a week-long workshop, 34 children engaged in activities designed to develop several CT components while interacting with a robotic arm. Pre- and post-workshop assessments utilizing the TechCheck-K tool revealed significant improvements in CT skills. The findings of this…
Learning with Online Teaching Video Cases: Investigating Pre-Service Preschool Teachers’ Perceived Usefulness and Needs
Extensive empirical research has emphasized the benefits of integrating Online Teaching Video Cases (OTVCs) into pre-service preschool teacher education. However, there is a research gap concerning the perceptions and needs of pre-service preschool teachers regarding OTVCs. This cross-sectional study, therefore, investigated pre-service preschool teachers’ perceptions of usefulness and need pertaining to OTVCs and examined potential differences a…
Ready for a technology future? Chinese preservice preschool teachers’ technological pedagogical content knowledge and its predicting factors
The global education system has two primary objectives: achieving universal quality early childhood education (ECE) and integrating information and communication technology (ICT). We sought to determine whether preservice preschool teachers possess the necessary knowledge to integrate ICT into ECE by examining the technological pedagogical content knowledge (TPACK) of 950 preservice preschool teachers in China. The results of latent profile analy…
Artificial Intelligence (AI) literacy in early childhood education: An intervention study in Hong Kong
The issue of Artificial Intelligence (AI) literacy is gaining popularity in the field of education. Most research on AI literacy has focused on primary, secondary, and higher education, and there has been limited examination of AI literacy programs in early childhood education. This study aimed to evaluate the impact of an eight-week AI literacy program on young children’s AI literacy, AI-related creativity, and their perceptions of the AI4KG pro…
Powerful or mediocre? Kindergarten teachers’ perspectives on using ChatGPT in early childhood education
Guided by a sociocultural perspective, this study aims to explore the views of kindergarten teachers on ChatGPT, its potential benefits and challenges in education, and the support and training required for effective implementation. The study involved 10 teachers from several kindergartens in Hong Kong. Face-to-face interviews were conducted. The findings revealed that teachers had mixed opinions about ChatGPT, with some considering it a powerful…
Learning Satisfaction with Online Teaching Video Cases Among Pre-Service Preschool Teachers in China
Research Findings: Online Teaching Video Cases (OTVCs) are an increasingly utilized digital learning resource for training pre-service preschool teachers (PPTs). This study employed an integrated framework integrating the Technology Acceptance Model (TAM) and the Expectation Confirmation Model (ECM) to examine the factors that influence PPTs’ perceived learning performance and satisfaction, as well as the interactive relationships among these fac…
Digital Transformations in Early Learning: From Touch Interactions to AI Conversations
From the first touch on a screen to dynamic conversations facilitated by AI, the boundaries of what is possible in early learning are continuously expanding (Ahmet, 2022; Berson et al., 2023; Su
Artificial intelligence education for young children: A case study of technology‐enhanced embodied learning
Early artificial intelligence education: Effects of cooperative play and direct instruction on kindergarteners' computational thinking, sequencing, self‐regulation and theory of mind skills
AI literacy curriculum and its relation to children's perceptions of robots and attitudes towards engineering and science: An intervention study in early childhood education
Developing young children’s computational thinking through programming with a hybrid kit / Desarrollo del pensamiento computacional infantil a través de la programación con un kit híbrido
Fostering young children’s computational thinking (CT) has garnered global interest as it aligns with the cultivation of twenty-first-century skills. Previous studies have focused on physical, virtual and hybrid kits with virtual programming blocks, but rarely explored the use of hybrid kits that combine virtual sprites and physical programming environments. We conducted a quasi-experimental study to investigate the effect of using a hybrid progr…
A YouTube video club for teacher learning: Empowering early childhood educators to teach STEM
A lack of evidence bridging the chasm between professional learning practices and commonly used, publicly available resources such as YouTube videos, remains a long‐term challenge in both research and practice. The study introduced a YouTube video club for female early childhood teachers in Hong Kong ( N = 29) to view, analyse and discuss STEM teaching videos. The participants wrote reflections and discussed with peers to exchange views on teachi…
Huangqin tang alleviates colitis-associated colorectal cancer via amino acids homeostasisand PI3K/AKT/mtor pathway modulation
HQT is effective in alleviating and delaying the colon "inflammation-to-cancer". The mechanism of action may involve HQT maintained AAs metabolism homeostasis and regulated PI3K/AKT/mTOR pathway, so as to maintain the balance between proliferation and apoptosis, and then interfere in the occurrence and development of CAC
Teacher learning and preschoolers’ STEM habits of mind: Evidence from two studies
Unlocking the Power of ChatGPT: A Framework for Applying Generative AI in Education
Purpose Artificial intelligence (AI) chatbots, such as ChatGPT and GPT-4, developed by OpenAI, have the potential to revolutionize education. This study explores the potential benefits and challenges of using ChatGPT in education (or “educative AI”). Design/Approach/Methods This paper proposes a theoretical framework called “IDEE” for educative AI such as using ChatGPT and other generative AI in education, which includes identifying the desired o…
Professional Learning Communities in Chinese Preschools: Challenging Western Frameworks
In the education field, professional learning communities (PLCs) are regarded as an effective method for fostering professional development for teachers, enhancing student learning and achievement, and promoting school reform. Quality leadership and management are understood to be essential for schools to become effective PLCs. Mainly proposed by Western scholars, existing PLC frameworks explicitly or implicitly assume that PLCs should be initiat…
Toward distributed pedagogical leadership for quality improvement: Evidence from a childcare centre in Singapore
This article presents findings from a representative case study of a typical childcare centre in Singapore that achieved an emerging level of quality certification despite being under-resourced as a non-profit centre. Like other centres, it was navigating a climate of early childhood care and education (ECCE) policy reforms and teacher shortage. Given that quality rating has existed for a few years, the study aimed to explore centre-based conditi…
Evaluation and developmental suggestions on undergraduates’ computational thinking: A theoretical framework guided by Marzano’s new taxonomy
As a core competence in 21st century, computational thinking (CT) is of great significance for undergraduates. However, there are few researches on the CT evaluation about undergraduates, and nor do a theoretical framework. Additionally, it is not clear what factors may affect their CT development. Therefore, according to Marzano's new taxonomy of educational objectives, this study constructed a theoretical framework for the CT evaluation, which …
Development of an SPE–HPLC–MS method for simultaneous determination and pharmacokinetic study of bioactive constituents of Yu Ping Feng San in rat plasma after oral administration
On the road to participatory pedagogy: A mixed-methods study of pedagogical interaction in Chinese kindergartens
Supervisor as coauthor in writing for publication: Evidence from a cohort of non-native English-speaking Master of Education students
Digital technology use and early reading abilities among bilingual children in Singapore
Singapore has launched a bilingual education policy nationwide, which leads to three main home language environments amongst Chinese families, namely, Chinese dominant, Chinese-English bilingual families and English dominant families. However, little is known about the development of early reading abilities among Singapore children from these family backgrounds. Moreover, against the backdrop of technological advances in the digital age, how the …
Early childhood teacher research and social-emotional learning: Implications for the development of culturally sensitive curriculum in Singapore
Teacher research has been promoted as a context-relevant approach to improving children’s learning experiences in early childhood settings. In this article, we focus on social-emotional learning (SEL), a crucial domain of the early childhood curriculum, to illustrate the role of teacher research in changing early childhood teachers’ everyday practices. We present an informative project on facilitating toddlers’ conflict resolution to exemplify th…
Early childhood curriculum policies and practices in Singapore: The case of glocalisation
Globalisation has been transforming early childhood care and education worldwide since the turn of this millennium. The early childhood sector in Singapore is no exception. Its early childhood curriculum has inevitably been influenced by Eastern and Western cultures and has developed into a unique hybrid over the years. This special issue collects six articles covering topics on inclusive education, curriculum frameworks, infant–toddler care, cur…
Using an Inquiry-Based Science and Engineering Program to Promote Science Knowledge, Problem-Solving Skills and Approaches to Learning in Preschool Children
Research Findings: The present study investigated the effects of a 12-week inquiry-based science and engineering (IBSE) program on preschoolers’ science and engineering learning experiences. The treatment versus control condition was randomly assigned to four preschool classes, which included 122 preschoolers (M = 61.10 month, SD = 3.73). Statistical analysis revealed that the IBSE treatment group (N = 62) had experienced greater gains over time …
Developing Culturally and Developmentally Appropriate Early STEM Learning Experiences
This special issue on early STEM education collects ten articles that present a series of studies covering topics about curriculum and pedagogy, teacher education and professional development, family environment, and inclusive education for enhancing young children’s STEM learning experiences. These collected studies have presented empirical evidence obtained from diverse cultural contexts, including Australia, Germany, Hong Kong, Mainland China,…
Exploring the Relationships between Scientific Epistemic Beliefs, Science Teaching Beliefs and Science-Specific PCK among Pre-Service Kindergarten Teachers in China
Research Findings This study aims to explore the relationships between Scientific Epistemic Beliefs (SEB), Science Teaching Beliefs (STB) and Science-specific Pedagogical Content Knowledge (Science-PCK) in preservice kindergarten teachers from China. Altogether 987 preservice teachers were randomly sampled from a teacher education institution and were invited to complete Scientific Epistemic Beliefs Scale, Teachers’ Science Teaching Beliefs scale…
STEM learning attitude predicts computational thinking skills among primary school students
Computational thinking (CT) plays a vital role in the fields of science, technology, engineering and mathematics (STEM). However, whether students' learning attitude towards STEM is related to their CT skills remains unknown. Two studies were conducted to address this knowledge gap. In Study 1, we validated a newly developed STEM learning attitude scale among a sample of Chinese primary school students ( N = 489). Exploratory and confirmatory fac…
Training teacher‐researchers through online collective academic supervision: Evidence from a postgraduate teacher education programme
Collective academic supervision (CAS) is a collective model for students' academic supervision to reduce their isolation and as a measure to establish a congenial culture and to develop networks with their peers. Most studies focus on the benefits of online CAS, leaving the pedagogical process and students' learning experiences understudied. This research examines the participation and learning experience of a cohort of Master of Education (MEd) …
Artificial Intelligence education for young children: Why, what, and how in curriculum design and implementation
Artificial intelligence (AI) education has posed fundamental challenges to early childhood education (ECE), including (1) why AI is necessary and appropriate for learning in the early years, (2) what is the subset of key AI ideas and concepts that can be learned by children, and (3) how to engage children in a meaningful experience that allows them to acquire these fundamental AI concepts. This report from the ECE field discusses the key consider…
Global Trends in the Research on Early Childhood Education during the Covid-19 Pandemic: A Bibliometric Analysis
During the COVID-19 pandemic, schools and preschools worldwide have been suspended, causing many challenges for students, parents, and teachers. Through home-schooling, preschool children struggle to accept new (online) learning modes. Teachers need to acquire digital skills quickly to deliver online teaching, while parents need to take on the role of a tutor at home to facilitate their children’s learning. This study aims to gauge the global tre…
The role of culture in early childhood curriculum development: A case study of curriculum innovations in Hong Kong kindergartens
This study employed an inductive qualitative approach to understanding the effects of local culture on early childhood curriculum development in two Hong Kong kindergartens. A triangulation of interviews, observations and documents was established, and cultural-historical activity theory was employed as the theoretical framework. The results indicated that local culture played an important role in early childhood curriculum development. First, th…
Preparing to be future early childhood teachers: Undergraduate students’ perceptions of their identity
Teachers’ professional identities, or the professional images teachers have of themselves, play an essential role in teachers’ pedagogical knowledge and their propensity to stay in the profession. Even though with a shared recognition of the importance of professional identities among teachers, research is limited in terms of examining preservice teachers’ professional identities in early childhood education (ECE). This study, thus, investigated …
Pedagogical documentation as a curriculum tool: Making children’s outdoor learning visible in a childcare centre in Singapore
The Singapore government has laid out a regulation for daily minimum time spent outdoors and the Outdoor Learning Guide (OLG) to support children’s outdoor experiences in full-day childcare programmes. However, there is scarce research on young children’s outdoor learning experiences from children’s and teachers’ perspectives. This study aims to make sense of children’s outdoor learning using the child-sensitive tool – pedagogical documentation –…
‘Quilting’ a play-based anti-bias curriculum for very young children: The Mosaic Approach
Anti-bias in early education is gaining importance, especially given the volatile social climate amidst the COVID-19 pandemic. Yet, Singapore preschools lack focus on anti-bias education despite being a multi-ethnic society. Set in the COVID-19 context, this teacher research developed and examined a curriculum to educate young children on anti-bias through play. The Mosaic Approach was adopted as the research methodology. Children's photography a…
Special Issue: Narrowing the Digital Divide in Early Childhood: Technological Advances and Curriculum Reforms
The knowledge and capacity to use digital technologies to access information, investigate ideas, connect with others, and create innovative solutions are among the digital literacy practices that p
Towards inclusiveness and sustainability of robot programming in early childhood: Child engagement, learning outcomes and teacher perception
The proliferation of screen‐free programmable robotics allows teachers to implement age‐appropriate integrated activities that can promote child learning and development. However, very scarce is known about the challenges of using programmable robots as a tool to empower children in minority communities. This mixed‐methods case study examined a Free Quality Kindergarten situated in a low‐income public housing estate in Hong Kong to explore the af…
Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self‐regulation
Programmable robotics is recently used in early childhood education (ECE) to introduce programming and computational thinking (CT) skills. However, there is a further need for research to contrast the efficacy of children's participation in robot programming and traditionally beneficial ECE activities. The present study thus investigated the effects of a robot programming intervention versus a block play program on kindergarteners' CT, sequencing…
A video-based approach to investigating intentional teaching of mathematics in Chinese kindergartens
Does Mindfulness Matter for Cognitive Reappraisal and Academic Engagement? A Cross-Lagged Panel Model Study in Filipino High School Students
Previous evidence has revealed that mindful individuals tend to pay more attention to specific tasks and demonstrate better work engagement. However, prior investigations commonly used cross-sectional designs to examinine the link of mindfulness to engagement in Western societies. This research explores the association of mindfulness with cognitive reappraisal and academic engagement via a two-wave longitudinal design in 381 Filipino high school …
Unlocking the Power of ChatGPT: A Framework for Applying Generative AI in Education
Purpose Artificial intelligence (AI) chatbots, such as ChatGPT and GPT-4, developed by OpenAI, have the potential to revolutionize education. This study explores the potential benefits and challenges of using ChatGPT in education (or “educative AI”). Design/Approach/Methods This paper proposes a theoretical framework called “IDEE” for educative AI such as using ChatGPT and other generative AI in education, which includes identifying the desired o…
Professional Learning Communities in Chinese Preschools: Challenging Western Frameworks
In the education field, professional learning communities (PLCs) are regarded as an effective method for fostering professional development for teachers, enhancing student learning and achievement, and promoting school reform. Quality leadership and management are understood to be essential for schools to become effective PLCs. Mainly proposed by Western scholars, existing PLC frameworks explicitly or implicitly assume that PLCs should be initiat…
Toward distributed pedagogical leadership for quality improvement: Evidence from a childcare centre in Singapore
This article presents findings from a representative case study of a typical childcare centre in Singapore that achieved an emerging level of quality certification despite being under-resourced as a non-profit centre. Like other centres, it was navigating a climate of early childhood care and education (ECCE) policy reforms and teacher shortage. Given that quality rating has existed for a few years, the study aimed to explore centre-based conditi…
Psychology (43 works) · Pedagogy (31 works) · Mathematics education (28 works) · Computer Science (23 works) · Developmental psychology (22 works) · Early childhood education (20 works) · Early childhood (19 works) · Medicine (17 works) · Teaching and Learning Programming (17 works) · Child Development and Digital Technology (15 works)