Developing students' critical thinking skills through visual literacy in the New Secondary School Curriculum in Hong Kong

Cheung, Chi‐Kim; Jhaveri, Aditi Dubey

doi:10.1080/02188791.2014.959470

Cited by 12 publications

(12 citation statements)

References 25 publications

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“…It is in line with Lai (Cheung & Jhaveri, 2016;Olson & Valeri-Gold, 1991) who argues that critical thinking involves "analyzing arguments, making inferences using inductive or deductive reasoning, judging or evaluating, and making decisions or solving problems." Students need to be exposed with questions, problems, and projects to encourage their critical thinking, and the lecturer has provided them with those inquiries.…”

Section: Results and Discussion 1) Students' Perceptions A Learningsupporting

confidence: 61%

“…For example, in the prereading activity, students' critical thinking was triggered by inquiring a debatable still picture. It was to build her students' critical thinking through visual literacy -critical viewing skills (Cheung & Jhaveri, 2016). Additionally, in the while reading activity, the teacher elaborated some questions of the textbook to insist her students to read a text closely, eventually to extract meanings manifested in a text (Sno~ & O'connor, 2013).…”

Section: ) Teacher's Experiences A) Teachers' Understanding Of Charamentioning

confidence: 99%

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“I Teach Character in My Class”: Integrating Character Education in EFL Reading Classroom at Islamic Higher Education

Muhtar¹,

Nurwanti²,

Dalimunthe³

2019

Jurn. Pend. Islam

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This article explores teacher's experiences and students' perceptions of character and values education at the university level. This is a case study of how teacher integrates character education in EFL Reading Comprehension subject at Islamic higher education context. The data from ten students and a teacher are collected through an online interview and questionnaires. The result showed the characters implied in EFL Reading Comprehension Subject are eleven characters include learning method, critical thinking, independence, creativity, courage/self-confidence, communicativeness, responsibility, honesty, religiousness, cooperation, tolerance. Those characters are positively responded by the students in their learning process in the classroom. Besides, the teacher also integrated those values in the teaching and learning process to instill students' character education.

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Section: Results and Discussion 1) Students' Perceptions A Learningsupporting

confidence: 61%

Section: ) Teacher's Experiences A) Teachers' Understanding Of Charamentioning

confidence: 99%

“I Teach Character in My Class”: Integrating Character Education in EFL Reading Classroom at Islamic Higher Education

Muhtar¹,

Nurwanti²,

Dalimunthe³

2019

Jurn. Pend. Islam

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“…Therefore, it can be noted that the properly selected strategy influences school performance. The same conclusions were arrived at by Eren & Coskun (2016); Cheung & Jhaveri (2016).…”

Section: Literature Reviewsupporting

confidence: 73%

Approaches to the development of cognitive process dimensions in financial literacy: an empirical study

Berková

Krpálek

2017

Journal of International Studies

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Abstract. The article explores various approaches to the development of cognitive process dimensions in financial literacy. It is based on the empirical research of the financial literacy levels among 1,207 fifteen-year-old Czech students compared with 18 countries worldwide (OECD, 2014a). Applying the regression model, the study has examined the strength of the relationship between the actual financial competence of 284 Czech students aged 17-18, studying economic disciplines, and their school performance. The research has produced the following conclusions: (a) a weak dependence of actual skills on school performance; (b) inherently associated consequence of school performance is not corresponding to the actual financial skills; (c) a low level of financial competence in the dimensions -Remember, Understand and Apply. Proceeding from the research results, it will be desirable to focus on the transfer of economic methods and foreign practice into the learning process, thereby contributing to the improvement of the current situation in Czech Republic.

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“…Adding to this situation is a structural change of the secondary school curriculum in Hong Kong since 2009. A “New Secondary School Curriculum” has been implemented that aims at building a more flexible learning system, promoting all-around development of students and developing their life-long skills for the 21st century ( Wong, 2011 ; Cheung and Jhaveri, 2016 ). The new curriculum has brought about significant change in secondary school students’ study: it shortens students’ senior secondary study from four years to three years, changes students’ examination requirements, and incorporates a compulsory new interdisciplinary subject named “Liberal Studies” ( Shek and Leung, 2014 ; Tan, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Positive Youth Development Attributes and Life Satisfaction on Academic Well-Being: A Longitudinal Mediation Study

Shek

Chai

2020

Front. Psychol.

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While research studies revealed that positive youth development (PYD) attributes have beneficial impact on adolescent developmental outcomes, whether and how PYD qualities are related to academic well-being (such as academic stress and academic satisfaction) are unclear. Based on a longitudinal study ( N = 2,312 secondary school students; Mage = 12.54 ± 0.68; 51% female) in Hong Kong, the present study tested a longitudinal mediation model in which it was hypothesized that PYD qualities predicted life satisfaction, academic stress, and academic satisfaction, with satisfaction with life mediating the influence of PYD qualities on academic well-being. Results showed that PYD qualities positively predicted academic satisfaction but negatively predicted academic stress over time. While life satisfaction partially mediated the influence of PYD attributes on academic satisfaction, it fully mediated the influence of PYD attributes on academic stress. The present study supports the proposed conceptual model and underscores the role of PYD qualities in academic well-being through the mediation of life satisfaction.

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Developing students' critical thinking skills through visual literacy in the New Secondary School Curriculum in Hong Kong

Cited by 12 publications

References 25 publications

“I Teach Character in My Class”: Integrating Character Education in EFL Reading Classroom at Islamic Higher Education

“I Teach Character in My Class”: Integrating Character Education in EFL Reading Classroom at Islamic Higher Education

Approaches to the development of cognitive process dimensions in financial literacy: an empirical study

The Impact of Positive Youth Development Attributes and Life Satisfaction on Academic Well-Being: A Longitudinal Mediation Study

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