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Developing Knowledge Building Discourse in Chinese Language and Culture for Senior High School Students

Developing Knowledge Building Discourse in Chinese Language and Culture for Senior High School Students


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About the Book

This dissertation, "Developing Knowledge Building Discourse in Chinese Language and Culture for Senior High School Students" by Kwan-yee, Choi, 蔡君儀, 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: Abstract The purpose of the study was to characterize the nature of knowledge building in peer discourse, examine whether peer discourse contributes to the learning advancement of students, as well as investigate the relationships among students' conception of learning, approach to learning, conception of collaborative learning, performance in knowledge building discourse and academic achievement. Participants were a group of seventh formers (n=20) studying the Hong Kong Advanced Supplementary Level Chinese Language and Culture. Data were drawn from questionnaires, student individual written work and student discourse. Three knowledge building strategies, formulation of authentic questions, progressive problem solving and collaborative effort, were found in student discourse and they were correlated with each other. Results showed that students have different types of conceptions, various levels of approaches to learning but similarly positive attitude towards collaborative learning. The findings also revealed that peer learning was effective in promoting students holding more sophisticated views on their conceptions of learning, approaches to learning and conception of collaborative learning, as well as fostering improvement in knowledge building strategies and helping them gain a better understanding to the subject matters. Moreover, there were positive correlations between conception of learning, approach to learning and conception of collaborative learning among this group of students. Implications of the role of conception of collaborative learning, and the qualitative orientation to the design of peer learning activities and assessment to promote deeper understanding and better learning outcome were discussed. ii DOI: 10.5353/th_b3015674 Subjects: Peer-group tutoring of students - China - Hong Kong Group work in education - China - Hong Kong Chinese language - Study and teaching (Secondary) - China - Hong Kong High school seniors - China - Hong Kong


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Product Details
  • ISBN-13: 9781374729506
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 202
  • Weight: 757 gr
  • ISBN-10: 1374729507
  • Publisher Date: 27 Jan 2017
  • Binding: Hardback
  • Language: English
  • Spine Width: 13 mm
  • Width: 216 mm


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