Knowledge Exchange (2008-2012)
Exchange with Teachers from Guang Zhou Experiment School
A team of 14 primary and secondary school teachers from Guang Zhou, led by Prof. Nichole Chen (South China Normal University, College of Educational Information Technology) visited Hong Kong on 23rd and 24th April 2013. The visit aims at giving teachers from Mainland the experience of using Knowledge Building pedagogy through class visits, and the opportunity to exchange ideas with Hong Kong teachers who have been using Knowledge Building some years. The visit included class visit, session of dialogues with local in-service teachers and staff development workshop conducted by SRT convener, Prof. Carol Chan.
Exchange with Ministry of Education, Singapore: On Knowledge Building Practices
A team of 13 primary and secondary school teachers from Singapore, led by Dr. Teo Chew Lee (senior head of educational technology of Ministry of Education, Singapore) visited Hong Kong from the period of 25th to 28th March 2013. The visit was co-hosted by Dr. Jan van Aalst of Faculty of Education, The University of Hong Kong with Dr. Eddy Lee from Raimondi’s College. The visit aims at giving teachers of Hong Kong and Singapore, who have been exposed to Knowledge Building pedagogy, to exchange experiences to further advance their practices. The visit included a series of peer observation, class visits; sessions of dialogues with local in-service teachers from various subject domains; and three interactive workshops on understanding Knowledge Building principles, assessment methods and design of curriculum given by Dr. Jan van Aalst and Prof. Carol K. K. Chan.
Collaboration with Education Bureau: Putting Learning in Curriculum Reform
Prof. Carol Chan, Co-Convener of the SRT Science of Learning, Faculty of Education, was commissioned by the EDB to teach a course entitled, “Understanding and Fostering Student Learning for 21st Century Education” between December 2010 and March 2011. The course aimed to enhance capacity building of EDB education officers in a learner community through the examination of learning theories, principles and research that addressed the question of “How People Learn” for 21st century education. There will be continual collaboration between SRT and EDB with Dr. Catherine K.K. Chan, the Deputy Secretary of Education, as one of our enthusiastic affiliated Science of Learning members.
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Knolwedge Building Teacher Network
A government grant (HKD12,312,400) was awarded to SRT members Prof. Carol Chan and Prof. Nancy Law for the project titled, “Professional Development Network for Knowledge Building Schools”. This is a major development project that plays a key role in fostering theory-based pedagogies in learning sciences among groups of teachers from 30 schools. It is an important project on reciprocal knowledge exchange (not one-way knowledge transfer) as research informs pedagogy and expertise from teachers provides insights/impetus to advance theory and design. It has also attracted much international attention to the kind of work in learning sciences conducted in Asian schools at HKU bringing us international esteem.
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Engineering Learning for Primary School Students
Adopting the inquiry-based learning pedagogy, SRT members from the Engineering discipline have designed engineering learning activities and conducted hands-on experiments with students at primary five level. These activities, aimed at guiding primary school students to reconstruct engineering knowledge through an inquiry process, have enabled youngsters to come across subject knowledge in engineering (such as electronic circuits and resistance), which is relatively advanced for them.
Sharpening Public Awareness of Education and Learning
Prof. Cheng Kai-ming, convener of SRT Science of Learning, has contributed actively to knowledge exchanges ranging from seminal speeches in educational institutions internationally/regionally as well as translating and disseminating educational ideas on learning in local newspaper columns. Prof. Cheng writes in lay terms to draw the public’s attention to the key issue that learning should be placed at the forefront of inquiry for education and knowledge advances.
