The effects of a wiki-based collaborative process writing pedagogy on writing ability and attitudes among upper primary school students in Mainland China

2014 ◽  
Vol 77 ◽  
pp. 151-169 ◽  
Author(s):  
Xuanxi Li ◽  
Samuel K.W. Chu ◽  
Wing Wah Ki
Keyword(s):  
Primary School ◽  
Mainland China ◽  
Writing Pedagogy ◽  
Process Writing ◽  
Primary School Students ◽  
School Students ◽  
Collaborative Process ◽  
Writing Ability

scholarly journals Using a wiki-based collaborative process writing pedagogy to facilitate collaborative writing among Chinese primary school students

2012 ◽  
Vol 28 (1) ◽  
Author(s):  
Xuanxi Li ◽  
Samuel K. W. Chu ◽  
Wing Wah Ki ◽  
Matsuko Mukumoto Woo
Keyword(s):  
Primary School ◽  
Writing Process ◽  
Collaborative Writing ◽  
Writing Pedagogy ◽  
Language Teachers ◽  
Process Writing ◽  
School Students ◽  
Collaborative Process ◽  
Chinese Language Teachers ◽  
Chinese Writing

<span>This case study explored collaborative writing in Chinese among 59 primary four Chinese students using a </span><em>Wiki-based Collaborative Process Writing Pedagogy</em><span> (WCPWP) in Shenzhen, China. It aimed mainly to design and orchestrate a WCPWP in order to facilitate students' Chinese writing. It investigated students' collaborative writing process and their performance on a wiki, and explored the perceptions and attitudes of the teacher and her students towards WCPWP. A wiki-based writing environment named </span><em>Joyous Writing Club</em><span> (JWC) was designed and developed using MediaWiki software. Data was collected from questionnaires, online wiki documents, interviews, and observations. The results illustrated students' collaborative writing process and their products on the wiki. Besides, the results showed that students perceived WCPWP was beneficial in boosting writing motivation, increasing group interactions, and extending the audience for their writing. This study may help primary educators gain a deeper understanding of the relationships between technology, pedagogy and education. It may also provide practical recommendations for primary school Chinese language teachers in the integration of Web 2.0 tools (wikis, </span><em>Google Docs</em><span>) as well as the use of effective pedagogical strategies in the teaching of Chinese writing.</span>

scholarly journals CONCEPTIONS OF LEARNING SCIENCE IN INFORMAL ENVIRONMENTS AMONG PRIMARY SCHOOL STUDENTS IN MAINLAND CHINA

2021 ◽  
Vol 20 (3) ◽  
pp. 407-427
Author(s):  
De-An Li ◽  
Qin Zhao ◽  
Xiao-Qi Yang ◽  
Wan-Mei Li ◽  
Rui Dai ◽  
...  
Keyword(s):  
Primary School ◽  
Science Learning ◽  
Mainland China ◽  
Learning Science ◽  
Conceptions Of Learning ◽  
Primary School Students ◽  
School Students ◽  
Science Practices ◽  
Conceptions Of Learning Science ◽  
Science Educators

Previous studies on students’ conceptions of learning science (COLS) have focused primarily on formal environments. In these studies, students’ COLS were positively associated with their approaches to and outcomes for science learning. However, little research has been conducted to explore students’ conceptions of learning science in informal environments (COLSIE), despite its importance to students’ academic achievement. To fill this research gap, this study qualitatively and quantitatively explored Chinese primary school students’ COLSIE. First, in Study I, interview data gathered from a group of 80 students were analysed using the phenomenographic method, and ten hierarchical categories of COLSIE emerged (e.g., communicating and explaining). Based on these categories, a survey was developed and distributed to another group of 414 students in Study II. Exploratory factor analysis was conducted to validate the survey, which revealed nine factors matching the ten categories except for the initial categories of applying and understanding. This study also revealed the commonalities and uniqueness of COLSIE in comparison with students’ COLS in formal environments. The findings suggested that informal science learning experiences may strengthen students’ impressions of science practices. Science educators are encouraged to provide their students with opportunities to engage with science practices in informal environments. Keywords: primary school students; Mainland China; conceptions of learning science; informal environments; phenomenographic

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

Sign in / Sign up

Export Citation Format

Share Document