An investigation of the metacognitive orientation of Confucian-Heritage culture and non-Confucian-Heritage culture science classroom learning environments in Hong Kong

Gregory Peter THOMAS

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14 Citations (Scopus)

Abstract

A debate is ongoing in Hong Kong regarding whether local and international schools vary in the extent to which they provide classroom learning environments that support the development of students' higher order thinking and metacognition. This study investigated commonalities and variations in the metacognitive orientation of local and international schools in Hong Kong. Commonalities and substantive differences in the metacognitive orientation of the classroom learning environments were identified and these variations might, to some extent, be explained with reference to cultural variations regarding the purposes and processes of education. This research provides a further example of the value of the concept of learning environments for addressing educational questions that might otherwise be resolved with reference to primarily anecdotal data and hearsay. Copyright © 2006 Springer.
Original languageEnglish
Pages (from-to)85-109
JournalResearch in Science Education
Volume36
Issue number1
DOIs
Publication statusPublished - Mar 2006

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Hong Kong
learning environment
classroom
science
school
Values
education
student

Citation

Thomas, G. P. (2006). An investigation of the metacognitive orientation of Confucian-Heritage culture and non-Confucian-Heritage culture science classroom learning environments in Hong Kong. Research in Science Education, 36(1), 85-109.

Keywords

  • Cultural influences
  • Metacognition
  • Learning environment