Investigating variations between Confucian-heritage-culture and non-Confucian-heritage-culture science classroom learning environments: Intial findings

Gregory Peter THOMAS

Research output: Contribution to conferencePaper

Abstract

Variations in students’ science performance in international studies prompted an investigation of variations between the metacognitive orientations of science learning environments in Confucian-heritage-culture (CHC) science classrooms and non-CHC science classrooms in Hong Kong. Survey and interview techniques were employed with students and teachers from ten CHC and ten non-CHC classrooms to ascertain variations in perceptions of the extent to which psychosocial factors known to influence the development of students’ metacognition were evident in these classrooms. The data suggest that significant variations exist between CHC and non-CHC classroom learning environments in relation to the degree of metacognitive demand, encourage-ment and support, and emotional support. These differences seem to relate to cultural differences in relation to the purpose and enactment of schooling. Low levels of student-teacher and student-student discourse related to learning processes suggest that developing metacognition is not given high priority in either the CHC or non-CHC classrooms.
Original languageEnglish
Publication statusPublished - Aug 2003

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learning environment
classroom
science
student
psychosocial factors
cultural difference
student teacher
learning process
Hong Kong
discourse
demand
teacher
interview
performance

Citation

Thomas, G. P. (2003, August). Investigating variations between Confucian-heritage-culture and non-Confucian-heritage-culture science classroom learning environments: Intial findings. Paper presented at the 10th European Association for Research on Learning and Instruction Biennial Conference: Improving Learning, Fostering the Will to Learn, Padova, Italy.