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An Investigation of the Metacognitive Orientation of Confucian-Heritage Culture and Non-Confucian-Heritage Culture Science Classroom Learning Environments in Hong Kong

机译:香港儒家文化与非儒家文化科学课堂学习环境的元认知取向研究

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摘要

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.
机译:关于本地和国际学校在提供支持学生发展高级思维和元认知的课堂学习环境方面的差异,香港正在进行辩论。这项研究调查了香港本地和国际学校在元认知取向上的共性和差异。确定了课堂学习环境的元认知取向的共性和实质性差异,这些差异在某种程度上可以参考有关教育目的和过程的文化差异加以解释。这项研究提供了学习环境概念对解决教育问题的价值的另一个示例,而教育问题可以通过主要参考轶事数据和传闻证据解决。

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