Browsing by Author "Cheung, Kwok Cheung"
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- PublicationOpen AccessAttributions, metacognition and mathematical problem solving(1992-02)
;Cheung, Kwok CheungKoh, Wee KoonThis is an on-going research project conducted at the National Institute of Education, Singapore. It is on the meaningful measurement of processes and products of learning in mathematics and science to address the issue of difficult learning. Using a learning inventory, students' attributions of successes and learning difficulties, their practices of metacognitive decision-making are examined on a sample of low-ability girls (grade 8; N=58) in a secondary school in Singapore. Eight girls with more than one attributions beyond their personal control are administered five mathematical tasks which are targeted at the five different stages of a problem-solving cycle. Their problem-solving behaviours, particularly their metacognitive decision-making and affection, are studied with reference to their attributional characteristics. The conclusion from this small-scale study is that apart from simply encouraging students to expend more efforts which are considered as within personal control, knowledge of cognitive skills and practising of metacognitive decision-making are necessary in helping them to overcome helplessness in mathematical problem-solving. The long-term benefits of this project is maximisation of achievement in mathematics education.103 84 - PublicationOpen AccessHow teachers can construct multiple choice questions with meaningful test results(1992)Cheung, Kwok Cheung
101 170 - PublicationOpen AccessIn the eyes of the beholder: Beginning teachers' conception of the nature of science and science teaching(1990-10)
;Cheung, Kwok CheungToh, Kok AunThis paper seeks to explore how beginning elementary school teachers in Singapore conceive the scope and nature of science, and to understand the relationship between these views and their present approach to, as well as their past experience of, science teaching and learning. Some epistemological obstacles towards a constructivist pedagogy are discussed. Based on one model of teacher education and professional development, some suggestions on how teachers can consciously monitor and develop their pedagogy are provided. The findings provide a knowledge base for a more systematic intervention study in the local context in the future.98 178 - PublicationOpen AccessScience learning outcomes after accounting for opportunity to learn: The effect of gender and science stream(1992)Cheung, Kwok CheungThis article examines the effects of gender and Science stream differences on the cognitive and affective outcomes of schooling at the Sixth Form level (Grade 12) in Hong Kong, using data collected for the Second IEA lnternational Science Study (SISS). It seeks to derive some dimensions of gender difference on these outcomes amongst the physical and biological Science stream pupils. The problem of the confounding effect of gender and Science stream, and the pattern of curriculum implementation effect across Science streams and courses are handled. Social and psychological implications of the findings for curriculum developers, teachers and pupils are discussed. Results of the analyses provide a basis for comparisons across school systems participating in the SISS surveys.
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