Maurice M W Cheng
Biographic Data
| ID | 6553203 |
|---|---|
| NAME | Maurice M W Cheng |
| GIVEN NAMES | Maurice M W |
| FAMILY NAME | Cheng |
| SIGNATURE | CHENG M M W |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0002-8483-4074 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Epistemic Objects and Tools on the School Grounds
Plants mediate the supply of energy and matter for all animals, including human beings yet we are faced with “plant blindness” whereby we pay limited attention to and accord little value to plants. Plant blindness is evident in school curricula whereby students have limited opportunities to learn about plants. This paper proposes and illustrates how students' understanding and awareness of plants might be enhanced by building connections with the…
“He drank too much Gatorade”
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…
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…
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…
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…
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…
“He drank too much Gatorade”
Epistemic Objects and Tools on the School Grounds
Plants mediate the supply of energy and matter for all animals, including human beings yet we are faced with “plant blindness” whereby we pay limited attention to and accord little value to plants. Plant blindness is evident in school curricula whereby students have limited opportunities to learn about plants. This paper proposes and illustrates how students' understanding and awareness of plants might be enhanced by building connections with the…
Psychology (4 works) · Mathematics education (3 works) · Science education (3 works) · Sociology (3 works) · Conceptual change (2 works) · Conceptual framework (2 works) · Epistemology (2 works) · Pedagogy (2 works) · Science Education and Pedagogy (2 works) · Ambiguity (1 work)