Students’ and teachers’ perceptions of creativity, communication and problemsolving in the school curriculum: Hong Kong perspective

Chi Kin John LEE, Nim Chi Kim CHAN, Hui Xuan XU, Wai Sun Derek CHUN

Research output: Contribution to journalArticle

Abstract

The development of generic skills is a focal issue in education policy and school curriculum reform across countries. This study in the Hong Kong context explores the sources of formal and non-formal curriculum and learning activities related to senior secondary students’ perceptions of learning outcomes in creativity, communication, and problem solving. Findings showed that students tend to associate the development of generic skills to specific subjects, such as visual arts, languages, and a variety of extra-curricular activities, such as leisure-related, art-related, formal learning-related, and service-related activities. The implications for curriculum development are discussed. Copyright © 2017 James Nicholas Publishers.
Original languageEnglish
Pages (from-to)31-51
JournalEducational Practice and Theory
Volume39
Issue number1
DOIs
Publication statusPublished - Apr 2017

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creativity
Hong Kong
curriculum
communication
teacher
art
school
learning
student
curriculum development
reform
language
education

Citation

Lee, J. C.-K., Chan, N. C., Xu, H., & Chun, D. W.-S. (2017). Students’ and teachers’ perceptions of creativity, communication and problemsolving in the school curriculum: Hong Kong perspective. Educational Practice and Theory, 39(1), 31-51.

Keywords

  • Hong Kong
  • Extra-curricular activities
  • Formal curriculum
  • Generic skills
  • Student perceptions