Abstract
A common underlying theme in education in the contemporary era is the need for change at all levels of education to prepare citizens for life in the knowledge society. The knowledge society is characterized by increasing globalization, progressively shorter half-lives of knowledge, the increasing importance of knowledge creation in sustaining development, and economic competitiveness, which requires increased collaboration in the workplace (Riel, 1998). The perceived need for major changes both in the goals and processes of education is felt not only in industrialized countries (European Round Table of Industrialists, 1997), but also in less developed countries (Gregorio & Byron, 2000).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Bereiter, C. (2002). Education and mind in the knowledge age. Mahwah, NJ: Lawrence Erlbaum Associates.
Biggs, J. B. (1987). Student approaches to learning and studying. Melbourne: Australian Council for Educational Research.
Biggs, J. B. (1996a). Western misperceptions of the Confucian-heritage learning culture. In D. A. Watkins & J. B. Biggs (Eds.), The Chinese Learner: Cultural, psychological and contextual influences (pp. 45–67). Hong Kong/Melbourne: Comparative Education Research Centre, The University of Hong Kong/Australian Council for Educational Research.
Biggs, J. B. (1996b). Enhancing teaching through constructive alignment. Higher Education, 32, 347–364.
Biggs, J. B., & Watkins, D. A. (1996). The Chinese Learner in retrospect. In D. A. Watkins & J. B. Biggs (Eds.), The Chinese Learner: Cultural, psychological and contextual influences (pp. 269–285). Hong Kong/Melbourne: Comparative Education Research Centre, The University of Hong Kong/Australian Council for Educational Research.
Bransford, J. D., Brown, A. L., & Cocking, R. R. (Eds.). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Chan, C. K. K. (2001). Promoting learning and understanding through constructivist approaches for Chinese Learners. In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese Learner: Psychological and pedagogical perspectives (pp. 181–203). Hong Kong/Melbourne: Comparative Education Research Centre, The University of Hong Kong/Australian Council for Educational Research.
Curriculum Development Council. (2001). Learning to learn – The way forward in curriculum development: Life-long learning and whole-person development. Hong Kong: Author.
European Round Table of Industrialists. (1997). Investing in knowledge: The integration of technology in European Education. Brussels: ERT.
Gao, L., & Watkins, D. A. (2002). Conceptions of teaching held by school science teachers in P.R. China: Identification and cross-cultural comparisons. International Journal of Science Education, 24, 61–79.
Goh, C. T. (1997, June). Shaping our future: Thinking schools, learning nation. Opening speech by the Prime Minister. Paper presented at the International Conference on Thinking at the Suntec City Convention Centre Ballroom, Singapore.
Gregorio, L. C., & Byron, I. (Eds.). (2000). Capacity-building for curriculum specialists in East and South-East Asia. Final report of the training seminar (Bangkok, Thailand, December 12–16, 2000). Paris: UNESCO Publishing.
Gu, M. (2006). An analysis of the impact of traditional Chinese culture on Chinese education. Frontiers of Education in China , 1, 169–190.
Ku, H., Pan, C., Tsai, M., Tao, Y. & Cornell, R. A. (2004). The Impact of instructtional technology interventions on Asian pedagogy. Educational Technology, Research and Development , 52(1), 88–92.
Lam, D. O. B., & Wong, D. K. P. (2007). Problem-based learning in social work: A study of student learning outcomes. Research on Social Work Practice , 17, 55–65.
Lin, Y. (1972). Chinese-English dictionary of modern usage. Hong Kong: The Chinese University Press.
Liu, S. (1998). Understanding Confucian philosophy. London: Greenwood Press.
Marton, F., Dall'Alba, G. A., & Beaty, E. (1993). Conceptions of learning. International Journal of Educational Research, 19, 277–300.
Marton, F., Dall'Alba, G. A., & Tse, L. K. (1996). Memorizing and understanding: The keys to the paradox? In D. A. Watkins & J. B. Biggs (Eds.), The Chinese Learner: Cultural, psychological and contextual influences. (pp. 69–83). Hong Kong/Melbourne: Comparative Education Research Centre, The University of Hong Kong/Australian Council for Educational Research.
Marton, F., Watkins, D. A., & Tang, C. (1997). Discontinuities and continuities in the experience of learning: An interview study of high-school students in Hong Kong. Learning and Instruction , 7, 21–48.
Marton, F., Wen, Q. F., & Wong, K. C. (2005). “Read a hundred times and the meaning will appear…” Changes in Chinese university students' views of the temporal structure of learning. Higher Education , 49, 291–318.
Ng, G. (2000). From Confucian master teacher to Freirian mutual learner: Challenges in pedagogical practice and religious education. Religious Education , 95, 308–319.
Nivison, D. S. (1996). The ways of Confucianism. Chicago: Open Court.
Riel, M. (1998). Teaching and learning in the educational communities of the future. In C. Dede (Ed.), Learning with technology: ASCD yearbook 1998. Alexandria, VA: Association for Supervision and Curriculum Development.
Scardamalia, M., & Bereiter, C. (2003). Knowledge building. In J. W. Guthrie (Ed.), Encyclopedia of education (2nd ed., pp. 1370–1373). New York: Macmillan Reference.
Schwartz, D. I. (1985). The world of thought in ancient China. Cambridge, Mass.: Belknap Press of Harvard University Press.
Stokes, S. F. (2001). Problem-based learning in a Chinese context: Faculty perceptions. In D. A. Watkins & J. B. Biggs (Eds.), Teaching the Chinese Learner: Psychological and pedagogical perspectives (pp. 205–218). Hong Kong/Melbourne: Comparative Education Research Centre, The University of Hong Kong/Australian Council for Educational Research.
Tang, C. (1996). Collaborative learning: The latent dimension in Chinese students' learning. In D. A. Watkins & J. B. Biggs (Eds.), The Chinese Learner: Cultural, psychological and contextual influences (pp. 183–204). Hong Kong/Melbourne: Comparative Education Research Centre, The University of Hong Kong/Australian Council for Educational Research.
Tu, W. (1993). Way, learning, and politics: Essays on the Confucian intellectual. New York: State University of New York Press.
van Aalst, J., & Chan, C. K. K. (2007). Student-directed assessment of knowledge building using electronic portfolios. Journal of the Learning Sciences, 16, 175–220.
Watkins, D. A., & Biggs, J. B. (Eds.). (1996). The Chinese Learner: Cultural, psychological and contextual influences. Hong Kong/Melbourne: Comparative Education Research Centre, The University of Hong Kong/Australian Council for Educational Research.
Watkins, D. A., & Biggs, J. B. (Eds.). (2001). Teaching the Chinese Learner: Psychological and pedagogical perspectives. Hong Kong/Melbourne: Comparative Education Research Centre, The University of Hong Kong/Australian Council for Educational Research.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer Science+Business Media B.V.
About this chapter
Cite this chapter
Law, N.W.Y. et al. (2010). New Experiences, New Epistemology, and the Pressures of Change: The Chinese Learner in Transition. In: Chan, C., Rao, N. (eds) Revisiting The Chinese Learner. CERC Studies in Comparative Education, vol 25. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-3840-1_4
Download citation
DOI: https://doi.org/10.1007/978-90-481-3840-1_4
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-3839-5
Online ISBN: 978-90-481-3840-1
eBook Packages: Humanities, Social Sciences and LawEducation (R0)