Problem solving and critical thinking skill are the two Generic Learning Outcomes (GILOs) of the University. The purpose of this project is to develop students’ competency in problem solving and critical thinking through fieldwork practice. Fieldwork is an intellectual activity which involves students and researchers entering into a field and conducting data collection. It becomesContinue reading “Enhancing Problem Solving and Critical Thinking Skills through Fieldwork Practice”
Showing results for supervisor “CHENG, Nga Yee Irene”
Enhancing Geographical Literacy through an ICT-assisted Inquiry-based Approach
The project adopted an innovative curriculum design to enhance student’s learning of geographical literacy by using an information and communication technology-assisted spatial inquiry (ISI) approach. The project team designed two blended-learning modules at secondary-school level that employ GIS as a spatial analytical tool to investigate real-world geographical problems and issues. Each module contains 2 parts: Introduction of the toolContinue reading “Enhancing Geographical Literacy through an ICT-assisted Inquiry-based Approach”
Cultivating Active Learning Through a Video-based Learning Community with General Studies and Liberal Studies teacher education
This project worked with a Video-Based Learning Community (VBLC) for upload of teaching videos, sharing of teaching videos to the group, and comments or feedback on selected segments of the shared videos. Full time student teachers enrolled to courses on teaching methods of General Studies (GS) and Liberal Studies (LS) in 2011/12 academic year wereContinue reading “Cultivating Active Learning Through a Video-based Learning Community with General Studies and Liberal Studies teacher education”
Using Facebook-enabled Problem-based Learning Environment to Enhance Students’ Level of Learning
Information technology (IT) and Problem-based learning (PBL) approach have become the major development and change in educational practice worldwide (Hung 2011). Educators are aware that the scope of knowledge is expanding at a rapid rate. Real-life problems faced nowadays have become increasingly complex (Richardson 2003). However, it is a challenge to piece together the information,Continue reading “Using Facebook-enabled Problem-based Learning Environment to Enhance Students’ Level of Learning”
Cultivating Students’ Self-reflection and Self-motivation Through a Blended Learning Approach in Field-learning
Field-learning is seen as a useful learning approach, enabling students to grasp concepts learned from classrooms, improve their individual social skills and practise a range of research skills (Wong, 1994; Yang, 1987). Whilst these cognitive, psychomotor and affective objectives are listed, current field-learning does not include the measurement of students’ self-reflection and self-motivation, or theirContinue reading “Cultivating Students’ Self-reflection and Self-motivation Through a Blended Learning Approach in Field-learning”
Developing Interdisciplinary Units Related to Science and Environment that Promote Critical Thinking, Democratic Processes and Action-oriented Knowledge
Interdisciplinary learning units with focuses on science and environment can help learners develop critical thinking skills and act in responsible ways. This project focused on concepts and action competence as the crucial elements for the complex interdisciplinary issues that involve the environmental and scientific aspects of the society. The project worked on the construction ofContinue reading “Developing Interdisciplinary Units Related to Science and Environment that Promote Critical Thinking, Democratic Processes and Action-oriented Knowledge”