Jessica Shuk Ching Leung
Biographic Data
| ID | 6553202 |
|---|---|
| NAME | Jessica Shuk Ching Leung |
| GIVEN NAMES | Jessica Shuk Ching |
| FAMILY NAME | Leung |
| SIGNATURE | LEUNG J S C |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0002-6299-8158 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 13 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Local and scientific knowledges in a place-based sustainability education program
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
Educational policy as predictor of computational thinking
Presence, absence, and spatial relations
How place characteristics promote undergraduate’s sense of place development
Fostering systems thinking about socioscientific issues
Systems thinking is essential for understanding wicked real-world problems and suggesting solutions. This is the case for addressing socioscientific issues (SSI) that involve inter-related personal, socio-political, cultural, scientific, economic and moral dimensions. It is challenging for teachers to support students in adopting and practising systems thinking when they explore SSI. In this study, we tested the extent to which causal loop diagra…
Prioritizing emotion objects in making sense of student learning of socioscientific issues
We advance the understanding of how student emotions relate to their learning of socioscientific issues (SSI). Studies have tended to examine how students' positive and negative emotions about an issue contribute to their learning. However, this approach overlooks the fact that students may have different emotions about different objects (i.e., stakeholders, phenomena, the status quo, and the future) within an issue. In this study, we examined st…
Learning in and from the field
Affective engagement is critical if environmental education is to promote pro-environmental behaviors. Given the contextual complexities impacting the affective domain in environmental education, affective engagement may vary depending on the programs, cohorts and classes. In this ethnographic case study, we used point-of-view (POV) camera glasses along with written and verbal student reflections to track the moment-to-moment first-person experie…
Discovering computational thinking in everyday problem solving
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students f…
Conceptual change in socioscientific issues
Conventional school science has often portrayed obesity as a self-inflicted problem. It tends to ignore perspectives at the systems level, such as social, political, marketing and economic factors that shape an obesogenic environment that determines individual eating and lifestyle patterns. Therefore, socioscientific decisions (e.g. fat tax) are likely to be biased against the obese and ultimately fail to overcome this global health challenge. St…
Students' adherences to epistemic understanding in evaluating scientific claims
Epistemic understanding of science is essential for critical evaluation of scientific claims. In principle, developing students' epistemic understanding would enhance students' capability in evaluating scientific claims. However, findings on this “expected” connection have been inconclusive. This paper seeks to examine this discrepancy between epistemic understanding in theory, and the practical application of this understanding. It uses the conc…
Promoting students’ use of epistemic understanding in the evaluation of socioscientific issues through a practice-based approach
No prominent works on this page.
Conceptual change in socioscientific issues
Conventional school science has often portrayed obesity as a self-inflicted problem. It tends to ignore perspectives at the systems level, such as social, political, marketing and economic factors that shape an obesogenic environment that determines individual eating and lifestyle patterns. Therefore, socioscientific decisions (e.g. fat tax) are likely to be biased against the obese and ultimately fail to overcome this global health challenge. St…
Students' adherences to epistemic understanding in evaluating scientific claims
Epistemic understanding of science is essential for critical evaluation of scientific claims. In principle, developing students' epistemic understanding would enhance students' capability in evaluating scientific claims. However, findings on this “expected” connection have been inconclusive. This paper seeks to examine this discrepancy between epistemic understanding in theory, and the practical application of this understanding. It uses the conc…
Promoting students’ use of epistemic understanding in the evaluation of socioscientific issues through a practice-based approach
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students f…
Discovering computational thinking in everyday problem solving
Prioritizing emotion objects in making sense of student learning of socioscientific issues
We advance the understanding of how student emotions relate to their learning of socioscientific issues (SSI). Studies have tended to examine how students' positive and negative emotions about an issue contribute to their learning. However, this approach overlooks the fact that students may have different emotions about different objects (i.e., stakeholders, phenomena, the status quo, and the future) within an issue. In this study, we examined st…
Learning in and from the field
Affective engagement is critical if environmental education is to promote pro-environmental behaviors. Given the contextual complexities impacting the affective domain in environmental education, affective engagement may vary depending on the programs, cohorts and classes. In this ethnographic case study, we used point-of-view (POV) camera glasses along with written and verbal student reflections to track the moment-to-moment first-person experie…
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
Educational policy as predictor of computational thinking
Presence, absence, and spatial relations
How place characteristics promote undergraduate’s sense of place development
Fostering systems thinking about socioscientific issues
Systems thinking is essential for understanding wicked real-world problems and suggesting solutions. This is the case for addressing socioscientific issues (SSI) that involve inter-related personal, socio-political, cultural, scientific, economic and moral dimensions. It is challenging for teachers to support students in adopting and practising systems thinking when they explore SSI. In this study, we tested the extent to which causal loop diagra…
Local and scientific knowledges in a place-based sustainability education program
Psychology (10 works) · Mathematics education (8 works) · Sociology (6 works) · Computer Science (5 works) · Education and Critical Thinking Development (5 works) · Epistemology (5 works) · Pedagogy (5 works) · Science education (5 works) · Educational Strategies and Epistemologies (4 works) · Science Education and Pedagogy (4 works)