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Fostering High Order Thinking Through the Teaching and Learning of Nss Liberal Studies

Fostering High Order Thinking Through the Teaching and Learning of Nss Liberal Studies


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About the Book

This dissertation, "Fostering High Order Thinking Through the Teaching and Learning of NSS Liberal Studies" by Chi-sio, Yip, 葉志兆, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Liberal Studies (LS) is a new core subject in the New Senior Secondary (NSS) Curriculum implemented in 2009. It aims to broaden students' knowledge base and enhance their social awareness through the study of a wide range of issues. There are concerns and worries ranging from pedagogical issues, like curriculum design and assessment formats, to practical areas such as resources management and lesson planning. All these queries should be oriented from an epistemological perspective into the subject itself, i.e. what is it and then how to bring about the expected learning outcomes; why may such belief be distorted or facilitated once implemented. Hence, this in-depth case study was conducted to examine the nature of LS with reference to the conceptions of liberal education and high order thinking learned by the students. The distinctive contribution of LS will not be undermined unless its unique feature is explored and well perceived and conceptualized by teachers and incorporated into classroom setting. This study concentrated on investigating the roles of high order thinking through the teaching and learning of LS. The dynamics and interactions among teachers and students would be studied qualitatively to illuminate the understanding of high order thinking elements and the rationales of their existence in LS. A case study school was chosen to implement a longitudinal action research for three years. Despite efforts had been put in preparing the launching of NSS LS with intended emphasis on high order thinking among teachers, feedback from them, observation in lessons and interviews with student showed no significant and explicit evidence of high order thinking took place in the teaching and learning process. It is found that the original objectives of LS cannot be achieved if the positioning and implementation strategies of high order thinking are not properly understood and addressed, such as teacher perception, holistic atmosphere of implementing high order thinking, as well as student learning styles. Backwash effect of assessment, role of student voice and nature of schooling could also affect the effectiveness of bringing high order thinking into the education system of Hong Kong. Subjects: General education - Study and teaching (Secondary) - China - Hong Kong


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Product Details
  • ISBN-13: 9781361038017
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 314
  • Weight: 1016 gr
  • ISBN-10: 1361038012
  • Publisher Date: 26 Jan 2017
  • Binding: Hardback
  • Language: English
  • Spine Width: 19 mm
  • Width: 216 mm

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