Cheng-Yu Hung
Biographic Data
| ID | 763216 |
|---|---|
| NAME | Cheng-Yu Hung |
| GIVEN NAMES | Cheng-Yu |
| FAMILY NAME | Hung |
| SIGNATURE | HUNG C |
| AFFILIATIONS | National Taiwan University |
| ORCID | 0000-0002-1835-0944 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Enhancing scientific argumentation with visual scaffolding in generative AI-supported environments
In recent years, the educational impact of generative AI (GAI) has attracted growing attention, with student dependency emerging as a key concern. Given that GAI primarily relies on text-based interaction, this study designed an integrated visual scaffolding approach combining the Toulmin Argument Pattern (TAP) and the fishbone diagram to support students’ scientific argumentation learning. A quasi-experimental study involving 211 students compar…
The synergistic effects in an AI-supported online scientific argumentation learning environment
National citizenship as an impediment to global citizenship? The ‘glocal’ approach to global citizenship education in Taiwan and the necessary preconditions
Portrayals of Indigenous peoples and the development of multiculturalism in Taiwanese citizenship education
This article investigates how Indigenous peoples have been portrayed in citizenship education in Taiwan since the downfall of the authoritarian regime in 1987. The trajectory of citizenship curriculum development elucidates how attitudes towards cultural citizenship and multiculturalism came into play to form the narratives we find in schools. Four versions of the official curriculum from 1983, 1999, 2010 and 2019 and the textbooks authorised for…
The revival of the process model in curriculum design: Changes and challenges in the new taiwanese citizenship curriculum
The new Taiwanese citizenship curriculum has converted its traditional bullet-point guidelines to hundreds of open-ended questions. Each question acts to initiate collective inquiry, to stimulate the sharing of lived experiences and to trigger within-class conversations. The previous pre-determined educational objectives and learning outcomes, in line with the Tyler Rationale, have been replaced by the process model. This Taiwanese case aims to p…
From silenced to vocal: Teacher unionists’ growing influence on educational development in Taiwan
The battle hymn of the activist teacher: Taiwanese school teachers' resistance to curriculum changes
This article challenges the simplistic and reductive image of Taiwanese schoolteachers, and reveals their actions of resistance during the turmoil of the recent curriculum reform controversy. Despite the fact that teachers are not usually portrayed as progressive and revolutionary agents, in the face of the disputed curriculum revision in 2014, some Taiwanese teachers came forward to oppose its implementation through demonstrations, hunger strike…
Educators as transformative intellectuals: Taiwanese teacher activism during the national curriculum controversy
In early 2014, a group of senior high school teachers initiated a series of campaigns to fight against the government's imposition of a revised history and citizenship education curriculum, an unprecedented display of opposition in the history of public schools in Taiwan. They rose above the traditional stereotype of the schoolteacher common across many societies in Asia and challenged the pro-reunification and Chinese ethnocentric setting underl…
Ambiguity as deliberate strategy: The ‘de-politicized’ discourse of national identity in the Taiwanese citizenship curriculum
This article aims to investigate how the discourse on national identity is approached in the new Taiwanese citizenship curriculum. The differing opinions on Taiwan’s relationship with China and the constant threat from this rising superpower have deterred the explicit promotion of either a Taiwanese or Chinese identity. The new curriculum follows a strategy of ‘intentional ambiguity’, where neither identity is mentioned. In this ‘polysemous’ form…
From regime change to paradigm shift: A philosophical perspective on the development of Taiwan's citizenship curriculum
The making of the citizenship curriculum in Taiwan: On the evolving concepts of ‘good citizenship’ and ‘national identity’ after World War II
The making of the citizenship curriculum in Taiwan: on the evolving concepts of ‘good citizenship’ and ‘national identity’ after World War II." Compare: A Journal of Comparative and International Education, 46(1), p. 167
A Critical Discussion of the Citizenship Curriculum in Taiwan and England: Teachers' Voices on Liberal and Communitarian Constructs
This article compares the development of citizenship education (CE) in Taiwan and England, as well as teachers' perceptions about the liberal and communitarian constructs underpinning the curriculum in both countries. Due to distinct social and political environments, the Taiwanese and English CE curricula demonstrate an interesting contrast. Until 1987, the Taiwanese curriculum grew under an authoritarian regime which had implemented the citizen…
Education in East Asia
From silenced to vocal: Teacher unionists’ growing influence on educational development in Taiwan
Educators as transformative intellectuals: Taiwanese teacher activism during the national curriculum controversy
In early 2014, a group of senior high school teachers initiated a series of campaigns to fight against the government's imposition of a revised history and citizenship education curriculum, an unprecedented display of opposition in the history of public schools in Taiwan. They rose above the traditional stereotype of the schoolteacher common across many societies in Asia and challenged the pro-reunification and Chinese ethnocentric setting underl…
A Critical Discussion of the Citizenship Curriculum in Taiwan and England: Teachers' Voices on Liberal and Communitarian Constructs
This article compares the development of citizenship education (CE) in Taiwan and England, as well as teachers' perceptions about the liberal and communitarian constructs underpinning the curriculum in both countries. Due to distinct social and political environments, the Taiwanese and English CE curricula demonstrate an interesting contrast. Until 1987, the Taiwanese curriculum grew under an authoritarian regime which had implemented the citizen…
From regime change to paradigm shift: A philosophical perspective on the development of Taiwan's citizenship curriculum
The battle hymn of the activist teacher: Taiwanese school teachers' resistance to curriculum changes
This article challenges the simplistic and reductive image of Taiwanese schoolteachers, and reveals their actions of resistance during the turmoil of the recent curriculum reform controversy. Despite the fact that teachers are not usually portrayed as progressive and revolutionary agents, in the face of the disputed curriculum revision in 2014, some Taiwanese teachers came forward to oppose its implementation through demonstrations, hunger strike…
Ambiguity as deliberate strategy: The ‘de-politicized’ discourse of national identity in the Taiwanese citizenship curriculum
This article aims to investigate how the discourse on national identity is approached in the new Taiwanese citizenship curriculum. The differing opinions on Taiwan’s relationship with China and the constant threat from this rising superpower have deterred the explicit promotion of either a Taiwanese or Chinese identity. The new curriculum follows a strategy of ‘intentional ambiguity’, where neither identity is mentioned. In this ‘polysemous’ form…
A Critical Discussion of the Citizenship Curriculum in Taiwan and England: Teachers' Voices on Liberal and Communitarian Constructs
This article compares the development of citizenship education (CE) in Taiwan and England, as well as teachers' perceptions about the liberal and communitarian constructs underpinning the curriculum in both countries. Due to distinct social and political environments, the Taiwanese and English CE curricula demonstrate an interesting contrast. Until 1987, the Taiwanese curriculum grew under an authoritarian regime which had implemented the citizen…
Education in East Asia
The making of the citizenship curriculum in Taiwan: On the evolving concepts of ‘good citizenship’ and ‘national identity’ after World War II
The making of the citizenship curriculum in Taiwan: on the evolving concepts of ‘good citizenship’ and ‘national identity’ after World War II." Compare: A Journal of Comparative and International Education, 46(1), p. 167
Ambiguity as deliberate strategy: The ‘de-politicized’ discourse of national identity in the Taiwanese citizenship curriculum
This article aims to investigate how the discourse on national identity is approached in the new Taiwanese citizenship curriculum. The differing opinions on Taiwan’s relationship with China and the constant threat from this rising superpower have deterred the explicit promotion of either a Taiwanese or Chinese identity. The new curriculum follows a strategy of ‘intentional ambiguity’, where neither identity is mentioned. In this ‘polysemous’ form…
From regime change to paradigm shift: A philosophical perspective on the development of Taiwan's citizenship curriculum
Educators as transformative intellectuals: Taiwanese teacher activism during the national curriculum controversy
In early 2014, a group of senior high school teachers initiated a series of campaigns to fight against the government's imposition of a revised history and citizenship education curriculum, an unprecedented display of opposition in the history of public schools in Taiwan. They rose above the traditional stereotype of the schoolteacher common across many societies in Asia and challenged the pro-reunification and Chinese ethnocentric setting underl…
From silenced to vocal: Teacher unionists’ growing influence on educational development in Taiwan
The battle hymn of the activist teacher: Taiwanese school teachers' resistance to curriculum changes
This article challenges the simplistic and reductive image of Taiwanese schoolteachers, and reveals their actions of resistance during the turmoil of the recent curriculum reform controversy. Despite the fact that teachers are not usually portrayed as progressive and revolutionary agents, in the face of the disputed curriculum revision in 2014, some Taiwanese teachers came forward to oppose its implementation through demonstrations, hunger strike…
The revival of the process model in curriculum design: Changes and challenges in the new taiwanese citizenship curriculum
The new Taiwanese citizenship curriculum has converted its traditional bullet-point guidelines to hundreds of open-ended questions. Each question acts to initiate collective inquiry, to stimulate the sharing of lived experiences and to trigger within-class conversations. The previous pre-determined educational objectives and learning outcomes, in line with the Tyler Rationale, have been replaced by the process model. This Taiwanese case aims to p…
Portrayals of Indigenous peoples and the development of multiculturalism in Taiwanese citizenship education
This article investigates how Indigenous peoples have been portrayed in citizenship education in Taiwan since the downfall of the authoritarian regime in 1987. The trajectory of citizenship curriculum development elucidates how attitudes towards cultural citizenship and multiculturalism came into play to form the narratives we find in schools. Four versions of the official curriculum from 1983, 1999, 2010 and 2019 and the textbooks authorised for…
The synergistic effects in an AI-supported online scientific argumentation learning environment
National citizenship as an impediment to global citizenship? The ‘glocal’ approach to global citizenship education in Taiwan and the necessary preconditions
Enhancing scientific argumentation with visual scaffolding in generative AI-supported environments
In recent years, the educational impact of generative AI (GAI) has attracted growing attention, with student dependency emerging as a key concern. Given that GAI primarily relies on text-based interaction, this study designed an integrated visual scaffolding approach combining the Toulmin Argument Pattern (TAP) and the fishbone diagram to support students’ scientific argumentation learning. A quasi-experimental study involving 211 students compar…
Political science (11 works) · Sociology (10 works) · Law (9 works) · Citizenship (8 works) · Global Education and Multiculturalism (8 works) · Curriculum (7 works) · Law (7 works) · Pedagogy (7 works) · Politics (7 works) · Educator Training and Historical Pedagogy (5 works)