Huang‐Yao Hong
Biographic Data
| ID | 9116047 |
|---|---|
| NAME | Huang‐Yao Hong |
| GIVEN NAMES | Huang‐Yao |
| FAMILY NAME | Hong |
| SIGNATURE | HONG H Y |
| AFFILIATIONS | National Chengchi University |
| ORCID | 0000-0001-7400-7094 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Sustained Idea Improvement
Sense of promisingness
This case study investigates how a designed learning environment cultivates a “sense of promisingness”—an ability to discern what may work in uncertain conditions, essential for creative expertise. The study focused on 32 in-service teachers enrolled in a Master’s program in Taiwan, who engaged in mutually-supportive development of their thesis proposals over 18 weeks using the Knowledge Forum (KF) online tool. To evaluate the development of a se…
AI-supported idea-developing discourse to foster professional agency within teacher communities for STEAM lesson design in knowledge building environment
Preservice teachers’ intention for constructivist ICT integration
Integrating Information and Communication Technologies (ICT) for meaningful constructivist instruction has become essential in teacher education. This study investigated preservice teachers’ intention to integrate ICT for constructivist learning from the perspectives of their Internet epistemic beliefs (IEB) and Internet-based learning self-efficacy (IBLSE) using the structural equation modeling technique. Participants were 403 elementary preserv…
Highlighting ECE Teachers’ Proximal Processes as Designers
Research Findings: This study incorporates teacher vitality, efficacy, and engagement with lesson design practice in which teachers can particularly encounter challenges from technology integration that calls for design thinking. Using a structural equation modeling approach, this study explores the relationships among teachers’ design thinking engagement (DTE), efficacy in two types of technological pedagogical content knowledge (TPACK) called p…
Becoming epistemically active in online reading
Examining Taiwanese university students’ multimodal multiple text comprehension
This study investigated multimodal multiple text comprehension (MMTC) among forty-eight Taiwanese university students, considering their cognitive and affective characteristics. A randomized trial with pre- and post-tests design was applied. The experiment group received a browser-embedded note-taking device along with epistemic prompting. The control group was provided with the browser-embedded note-taking device only. The results showed that si…
Computer‐supported knowledge building to enhance reading motivation and comprehension
Reading motivation can greatly impact reading comprehension, but it tends to diminish in and beyond elementary school. This study employs knowledge building pedagogy to advance reading motivation and comprehension in an elementary Chinese language arts class. Participants were twenty‐four third graders who spent one class period (ie, 40 minutes) for 18 weeks in Knowledge Forum to study 10 lessons in a reading textbook. Data mainly came from: a re…
Knowledge building
Advancing third graders’ reading comprehension through collaborative Knowledge Building
Schools as Knowledge-Building Organizations
In this article we review the Knowledge-Building literature, unpacking its conceptual framework, principle-based pedagogy, distinctive features, and issues regarding scalability and sustainability. The Knowledge-Building goal is to reframe education as a knowledge-creating enterprise, engaging students from the earliest years of schooling. Despite a 30-year program of research and development and recognition that there is a close fit between Know…
Understanding how students perceive the role of ideas for their knowledge work in a knowledge-building environment
This study explored how students viewed the role of ideas for knowledge work and how such view was related to their inquiry activities. Data mainly came from students’ online interaction logs, group discussion and inquiry, and a survey concerning the role of ideas for knowledge work. The findings suggest that knowledge building was conducive to developing among students a more informed view of ideas that sees ideas as improvable, real-world objec…
Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers
The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication Technologies (ICT) in classrooms. While the framework is potentially very important, efforts to survey teachers' TPCK efficacy has yet to identify all seven factors postulated by the framework. This study a…
No prominent works on this page.
Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers
The Technological Pedagogical Content Knowledge (TPCK) framework has been adopted by many educational technologists and teacher educators for the research and development of knowledge about the pedagogical uses of Information and Communication Technologies (ICT) in classrooms. While the framework is potentially very important, efforts to survey teachers' TPCK efficacy has yet to identify all seven factors postulated by the framework. This study a…
Schools as Knowledge-Building Organizations
In this article we review the Knowledge-Building literature, unpacking its conceptual framework, principle-based pedagogy, distinctive features, and issues regarding scalability and sustainability. The Knowledge-Building goal is to reframe education as a knowledge-creating enterprise, engaging students from the earliest years of schooling. Despite a 30-year program of research and development and recognition that there is a close fit between Know…
Understanding how students perceive the role of ideas for their knowledge work in a knowledge-building environment
This study explored how students viewed the role of ideas for knowledge work and how such view was related to their inquiry activities. Data mainly came from students’ online interaction logs, group discussion and inquiry, and a survey concerning the role of ideas for knowledge work. The findings suggest that knowledge building was conducive to developing among students a more informed view of ideas that sees ideas as improvable, real-world objec…
Advancing third graders’ reading comprehension through collaborative Knowledge Building
Knowledge building
Examining Taiwanese university students’ multimodal multiple text comprehension
This study investigated multimodal multiple text comprehension (MMTC) among forty-eight Taiwanese university students, considering their cognitive and affective characteristics. A randomized trial with pre- and post-tests design was applied. The experiment group received a browser-embedded note-taking device along with epistemic prompting. The control group was provided with the browser-embedded note-taking device only. The results showed that si…
Computer‐supported knowledge building to enhance reading motivation and comprehension
Reading motivation can greatly impact reading comprehension, but it tends to diminish in and beyond elementary school. This study employs knowledge building pedagogy to advance reading motivation and comprehension in an elementary Chinese language arts class. Participants were twenty‐four third graders who spent one class period (ie, 40 minutes) for 18 weeks in Knowledge Forum to study 10 lessons in a reading textbook. Data mainly came from: a re…
Preservice teachers’ intention for constructivist ICT integration
Integrating Information and Communication Technologies (ICT) for meaningful constructivist instruction has become essential in teacher education. This study investigated preservice teachers’ intention to integrate ICT for constructivist learning from the perspectives of their Internet epistemic beliefs (IEB) and Internet-based learning self-efficacy (IBLSE) using the structural equation modeling technique. Participants were 403 elementary preserv…
Highlighting ECE Teachers’ Proximal Processes as Designers
Research Findings: This study incorporates teacher vitality, efficacy, and engagement with lesson design practice in which teachers can particularly encounter challenges from technology integration that calls for design thinking. Using a structural equation modeling approach, this study explores the relationships among teachers’ design thinking engagement (DTE), efficacy in two types of technological pedagogical content knowledge (TPACK) called p…
Becoming epistemically active in online reading
Sense of promisingness
This case study investigates how a designed learning environment cultivates a “sense of promisingness”—an ability to discern what may work in uncertain conditions, essential for creative expertise. The study focused on 32 in-service teachers enrolled in a Master’s program in Taiwan, who engaged in mutually-supportive development of their thesis proposals over 18 weeks using the Knowledge Forum (KF) online tool. To evaluate the development of a se…
AI-supported idea-developing discourse to foster professional agency within teacher communities for STEAM lesson design in knowledge building environment
Sustained Idea Improvement
Computer Science (11 works) · Psychology (10 works) · Innovative Teaching and Learning Methods (9 works) · Mathematics education (9 works) · Pedagogy (9 works) · Educational Strategies and Epistemologies (7 works) · Educational technology (5 works) · Knowledge management (5 works) · Sociology (5 works) · Education and Critical Thinking Development (4 works)