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> Professor Ching Sing CHAI
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蔡敬新教授
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,
課程與教學學系
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Cschai@cuhk.edu.hk
ORCiD
0000-0002-6298-4813
中大研究成果
A scoping review on flipped classroom approach in language education: challenges, implications and an interaction model
(
2020
)
Development and Predictive Validity of the Computational Thinking Disposition Questionnaire
(
2020
)
Development of the new media literacy scale for EFL learners in China: a validation study
(
2020
)
Examining the Effect of Semantic Relatedness on the Acquisition of English Collocations
(
2020
)
Exploring the relationship between Chinese pre-service teachers’ epistemic beliefs and their perceptions of technological pedagogical content knowledge (TPACK)
(
2020
)
Fostering college students’ design thinking in a knowledge-building environment
(
2020
)
Fostering Students’ Scientific Inquiry through Computer-Supported Collaborative Knowledge Building
(
2020
)
Kindergarten teachers’ perceptions of whole-child development: The roles of leadership practices and professional learning communities
(
2020
)
Probing in-service elementary school teachers’ perceptions of TPACK for games, attitudes towards games, and actual teaching usage: a study of their structural models and teaching experiences
(
2020
)
Promoting Students’ Well-Being by Developing Their Readiness for the Artificial Intelligence Age
(
2020
)
Surveying Chinese teachers' technological pedagogical STEM knowledge: a pilot validation of STEM-TPACK survey
(
2020
)
Sustainable Curriculum Planning for Artificial Intelligence Education: A Self-determination Theory Perspective
(
2020
)
Teacher Conceptions Matter: Exploring the Relationships Between Mathematics Teachers' Conceptions and Commitment in China
(
2020
)
Adoption of flipped learning in social humanities education: the FIBER experience in secondary schools
(
2019
)
A PISA-2015 Comparative Meta-Analysis between Singapore and Finland: Relations of Students' Interest in Science, Perceived ICT Competence, and Environmental Awareness and Optimism
(
2019
)
Educational use of spherical video-based virtual reality: A preliminary study from the teacher perspective
(
2019
)
Examining pre-service teachers’ knowledge of teaching multimodal literacies: a validation of a TPACK survey
(
2019
)
Exploring the Effects of Contextual Factors on In-Service Teachers’ Engagement in STEM Teaching
(
2019
)
FIBER: A flipped pedagogy for social humanities education
(
2019
)
Fostering design-oriented collective reflection among preservice teachers through principle-based knowledge building activities
(
2019
)
Hong Kong Teachers’ Self-efficacy and Concerns About STEM Education
(
2019
)
Information Communication Technology
(
2019
)
STEM Education in Asia Pacific: Challenges and Development
(
2019
)
Students’ conceptions of interactive spherical video-based virtual reality Supported Chinese writing learning
(
2019
)
Teacher Professional Development for Science, Technology, Engineering and Mathematics (STEM) Education: A Review from the Perspectives of Technological Pedagogical Content (TPACK)
(
2019
)
Traversing the context of professional learning communities: development and implementation of Technological Pedagogical Content Knowledge of a primary science teacher
(
2019
)
Understanding Hong Kong primary school English teachers’ continuance intention to teach with ICT
(
2019
)
Understanding the pedagogical potential of Interactive Spherical Video-based Virtual Reality from the teachers’ perspective through the ACE framework
(
2019
)
Validating and Modelling Teachers’ Technological Pedagogical Content Knowledge for Integrative Science, Technology, Engineering and Mathematics Education
(
2019
)
A radial basis function neural network prediction model based on association rules
(
2018
)
Creating tools for inquiry-based mathematics learning from technological pedagogical content knowledge perspectives: Collaborative design approach
(
2018
)
Enhancing and Modeling Teachers’ Design Beliefs and Efficacy of Technological Pedagogical Content Knowledge for 21st Century Quality Learning
(
2018
)
Learning analytics: Approaches and cases from Asia
(
2018
)
Perceptions of teachers and students towards integrating computational thinking into language education: A pilot study
(
2018
)
Teachers’ actual and preferred perceptions of twenty-first century learning competencies: a Chinese perspective
(
2018
)
网络资源与在线平台之教学设计研究——基于学习观念变迁的视角 (Pedagogical design of Internet resources and online learning platforms from a knowledge creation perspective)
(
2017
)
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