Professor CHAN, Carol K.K.
Professor CHAN, Carol K.K.
陳桂涓
Research LeaderHonorary Professor
Academic Unit of Human Communication, Development, and Information Sciences
Qualification
B.A., PGCE (HKU), M.Ed., M.A., PhD (University of Toronto)
[javascript protected email address]
Phone
(852) 2859 1906
Location
Room 216, Runme Shaw Building
Research Expertise
Collaborative Learning
Educational Psychology
Learning Sciences
Teacher Education and Development
Technology-enhanced Learning
Prospective PhD/ EdD/ MPhil Applications
I am not accepting any further PhD/EdD/MPhil applications.
Links
HKU Scholars Hub
Areas of Expertise
Teaching Areas:
Psychology of Classroom Learning; Cognition, Learning and Instruction; Learning Sciences; Knowledge BuildingResearch Interests:
Knowledge Building; Learning Sciences; Computer-Supported Collaborative Learning; Conceptual Change; Teacher Learning; Chinese LearnersAwards
Research
British Academy Visiting Fellowship: The British Academy, 2018.Doris-Zimmerman HKU-Cambridge Visiting Fellowship: The University of Hong Kong, 2017.
Faculty Outstanding Research Student Supervisor. Faculty of Education, The University of Hong Kong, 2016.
Distinguished Paper Award: Classroom Assessment SIG, AERA, April 2015.
Most Cited Paper – 2007 To 2012: The Journal of the Learning Sciences, July 2012.
Best Research Paper Award. The 9th International Conference of the Learning Sciences, Chicago, June 2010.
Research Output Prize (with Terry Au). The University of Hong Kong 2009
Certificate of Merit (with Nancy Law and H.K. Yuen) “Establishing a scalable network of knowledge building”. Quality Education Funds, Government of Hong Kong 2009
Most Usable Research Award (2nd Prize) from the NASA-funded Classrooms of the Future project, The International Society of Learning Sciences 2006
Best Research Paper Award. The 8th Computer-Supported Collaborative Learning Conference (CSCL 2005), Taipei, May 2005.
Top Canadian Doctoral Thesis, G. M. Dunlop Award, Canadian Association of Educational Psychology, Canada1994
Outstanding Doctoral Dissertation Award, Distinguished Finalist, International Reading Association, United States1994
Ontario Graduate Scholarship, University of Toronto, Canada1989-1992
Teaching
University Teaching Fellow, University of Hong Kong, 2006Distinguished Teacher Award, Faculty of Education, University of Hong Kong, 2006
Projects
A) External Competitive Grants: General Research Fund (GRF) Projects funded by the Research Grants Council in Hong Kong
1. Analytics-Supported Collaborative Observation of Video: The effect on student engagement and achievement in mathematics (GRF HKU **) HK$740,200
Co-I
2018-2021
2. Promoting Science, Technology, Engineering, Mathematics Education in Hong Kong: Using Analytics-supported E-learning to Enhance Student Attitudes and Achievement in Science Public Policy Research Funding Scheme (HKU 2017.A8.073.18C) HK$500,148
Co-I
2018-2020
3. Investigating technology-enabled PBL and its consequences for clinical reasoning; an interactional ethnography (GRF HKU **)
HK$1,095,674
Co-I
2014-2017
4.Developing a Teacher Community for Classroom Innovation through Knowledge Building RGC (GRF HKU 740809H)
HK$820,690
PI
2009-2012
5.Facilitating Teacher Change through a Knowledge Building Community RGC (GRF HKU 741007H)
HK$527,250
PI
2007-2009
6.Formative Assessment of Knowledge Building RGC (GRF HKU 752508H)
HK$661,850
Co-I
2008-2011
7. Exploring the Subject-Specific Genres of Liberal Studies in the Reforming Secondary School Curriculum RGC(GRF 750007H)
HK$888,000
Co-I
2007-2010
8.Folkbiology meets microbiology: a study of conceptual and behavioral change RGC(GRF HKU 720903H)
HK$931,200
Co-I
2003-2006
B) Strategic Research Theme (SRT) Sciences of Learning at University of Hong Kong
Sciences of Learning
HK$1,500,000 URC+ HK$1,500,000 matching funds from Faculty of Education
Co-Convenor
2008-2012
HK$1,500,000 URC + HK$2,400,000 matching funds from Faculty of Education
Co-Convenor
2013-present
C) Research and Development Projects funded by Government Grants (Since 2000)
1.Learning Theories and Literature Review
Education Bureau
$399,000
Co-I
2013
2. Professional development network for knowledge building in schools
Education Bureau
HK12,512,400
Co-PI
2008-2011
3.Developing teachers’ collective understanding towards the alignment of learning, curriculum and assessment in Liberal Studies
Quality Education Funds
HK$2,558,600
Co-I
2006-2008
4.Establishment of a professional development network for knowledge building
Education Bureau
HK$1,000,000
PI
2006-2008
5.Developing Assessment Literacy for Teachers in Liberal Studies
Employment and Manpower Bureau HK$880,000
PI
2005-2006
6.Developing Learning Communities in Catering for Individual Differences for Primary School Children
Curriculum Development Institute, Employment and Manpower Bureau
HK$4,500,000
PI
2000-2003
D) Projects funded by Internally adjudicated small research grants (Since 2000)
1.Facilitating scientific argumentation in computer-supported collaborative learning: A meta-analysis
Small Project Funds
$41,535
Co-I
2013-2014
2.Knowledge building in a business subject among college students
Small Project Funds
$30,897
Co-I
2012-2013
3.Development of Formative Assessment tools for Knowledge Building
Seed Funding program for Basic Research HK$67,000
Co-I
2010-2011
4.Examining and Fostering Engineering Students' Epistemology and Understanding: Tackling Novel Problems about Internet Security with Zero Day Attacks
Small Project Funds
HK$35,396
Co-I
2009-2010
5.Fostering Epistemological Beliefs and Conceptual Change through Computer-Supported Knowledge Building
Small project Funds
HK$79,900
PI
2007-2009
6.Designing Social-Constructivist Assessments in Fostering Collaborative Inquiry in Knowledge Forum
Small Project Funds
HK$67,000
PI
2006-2008
7.The role of phonological awareness in learning English for young children in Hong Kong
Small Project Funds
HK$ 64,882
PI
2004-2006
8.Constructive alignment of learning and assessment: electronic portfolios in assessing and fostering student learning in computer-supported collaborative environments
Small Project Funds
HK$64,500
PI
2003-2005
9.Developing a knowledge building community: promoting scientific understanding and health education on SARS through knowledge forum
Vice-Chancellor Office's SARS Research Fund
HK$100,000
PI
2003
10.Developing knowledge-building communities among Chinese learners in Hong Kong classrooms
Small Project Funds
HK$94,830
PI
2002-2005
11.Developing student thinking and learning skills using computer-supported collaborative learning environments
Low Budget High Impact Program $HK52,500
PI
2000
12.Children’s thinking and learning in Chinese text comprehension
Low Budget High Impact
Program $HK43,500
Co-I
2000
E) Projects on Teaching Development and Innovation, University of Hong Kong
1.Using Web 2.0 technology to enhance experiential and capstone learning in different HKU faculties
TDG
HK$287,000
Co-I
2010-2012
2.Development of Moodle-Enhanced Case-Based Learning for Pre-Service and In-Service Teachers in Classroom Learning
TDG
HK$192,680
PI
2011-2013
3.Fostering collaborative knowledge building among undergraduate students through problem-centered computer-supported learning
Leung Kau Kui and Run Run Shaw Research and Teaching Endowment Funds
HK$60,000
PI
2004
4.Problem-centered and computer-supported learning in teacher education
TDG
?HK$300,000
PI
2001-2003
Publications
Journal Articles
*Yang, Y., van Aalst, J., & Chan, C. K. K. (2019). Dynamics of reflective assessment and knowledge building for academically low-achieving students. American Educational Research Journal. https:doi.org/10.3102/2444.*Lin, F., & Chan, C. K. K. (2018). Examining the role of computer-supported knowledge-building discourse in epistemic and conceptual understanding. Journal of Computer Assisted Learning, 34(5), 567-579.
*Lin, F., & Chan, C. K. K. (2018). Promoting elementary students’ epistemology of science through computer-supported knowledge-building discourse and epistemic reflection. International Journal of Science Education, 40(6), 668-687.
*Lei, C., & Chan, C. K. K. (2018). Developing metadiscourse through reflective assessment in knowledge building environments. Computers & Education, 126, 153-169.
*Lee, W. W. S., & Chan, C. K. K. (2018).Relationships among epistemic beliefs, perception of learning environment, study approaches and academic performance: A longitudinal exploration with 3P model. Asia-Pacific Education Researcher, 27(4), 267-276.
*Yang, Y., van Aalst, J., & Chan, C. K. K, & Tian, W. (2016). Reflective assessment in knowledge building by students with low academic achievement. International Journal of Computer-Supported Collaborative Learning, 11(3), 281-311.
*Fu, E. L. F., van Aalst, J., & Chan, C. K. K. (2016). Toward a classification of discourse patterns in asynchronous online discussions. International Journal of Computer-Supported Collaborative Learning, 11(4), 441-478.
*Lee, W. W. S., & Chan, C. K. K. (2015).Identifying and examining epistemic beliefs among college students in Hong Kong. The Asia-Pacific Education Researcher, 24(4), 603-612.
*Zhao, K. & Chan, C.K.K. (2014). Fostering collective and individual learning through knowledge building. International Journal of Computer-Supported Collaborative Learning.
*Yeung, S.S. & Chan, C.K.K. (2013). Phonological awareness and language proficiency in learning to read English among Chinese kindergarten children in Hong Kong. British Journal of Educational Psychology.
*Yeung, S.S., Siegel, L.S., & Chan, C.K.K. (in press). Effects of a phonological awareness program on English reading and spelling among Hong Kong Chinese ESL children. Reading and Writing, 26, 681-704.
Chan, C.K.K., Lam, I.C.K., & Leung, R. W. H. (2012). Can collaborative knowledge building promote both scientific processes and science achievement? International Journal of Educational Psychology, 1 (3), 199-227.
Chan, C.K.K. (2012). Co-regulating learning in computer-supported collaborative learning: A Discussion. Metacognition and Learning.
Chu, S. K. W., Chan, C.K.K. & Tiwari, A. (2012). Using blogs to support learning during internship. Computers & Education.
Chan, C. K. K. (2011). Bridging research and practice: Implementing and sustaining knowledge building in Hong Kong classrooms. International Journal of Computer-Supported Collaborative Learning, 6, 147-186.
Chan, C.K.K., & Chan, Y.Y. (2011). Students’ views of collaboration and their online forum participation in Knowledge Forum. Computers & Education, 57, 1445-1457.
Law, N. Y., Lee, Y., van Aalst, J.C.W., Chan, C.K.K., Kwan, A.C.M., Lu, J. & Ki, W.W. (2010). Using web 2.0 technology to support learning, teaching and assessment in the Liberal Studies subject. Hong Kong Teachers’ Centre Journal, 8, 43-51.
Au, T. K. F., Chan, C.K.K., Chan, T. K., Cheung, M. W. L., Ho, J. Y. S., & Ip, G. W. M. (2008). Folkbiology meets microbiology: A study of conceptual and behavioral change. Cognitive Psychology, 57, 1-19.
Chan, C.K.K. (2008). Pedagogical transformation and knowledge building for the Chinese Learner. Evaluation and Research in Education, 21, 235-251. (Australian Research Council (ARC) list: Category A)
*Law, Y. K., Chan, C.K.K., & Sachs, J. (2008). Beliefs about learning, self-regulated strategies and text comprehension among Chinese children. British Journal of Educational Psychology, 78, 51-73.
van Aalst, J., & Chan, C. K. K. (2007). Student-directed assessment of knowledge building using electronic portfolios. The Journal of the Learning Sciences, 16, 175-220.
*Lee, E. Y. C., Chan, C.K.K., & van Aalst. J. (2006). Students assessing their own collaborative knowledge building. International Journal of Computer-Supported Collaborative Learning, 1, 277-307.
Chan, C.K.K., & van Aalst, J. (2006). Teacher Development through Computer‐supported Knowledge Building: Experience from Hong Kong and Canadian teachers. Teaching Education, 17, 7-26. (ARC list: Category A)
Laferriere, T., Lamon, M., & Chan, C.K.K. (2006). Emerging e‐trends and models in teacher education and professional development. Teaching Education, 17, 75-90. (ARC list: Category A)
Chan, C.K.K., & Pang, M. F. (2006). Editorial: Teacher collaboration in learning communities. Teaching Education, 17, 1-5. (ARC list: Category A)
Tse, S. K., Chan, C.K.K., & Li, H. (2005). Is the expressive vocabulary of young Cantonese speakers noun or verb dominated? Early Child Development and Care, 175, 215-227.
Sachs, J., Law, Y. K., & Chan, C.K.K. (2003). A nonparametric item analysis of a selected item subset of the learning process questionnaire. British Journal of Educational Psychology, 73, 395-423.
*Ho, L. M. W., Chan, C.K.K., & Tang, T. K. W. (2003). Building a community of learners on: A social constructivist approach. International Journal of Learning, 10, 2311-2322.
Sachs, J., & Chan, C.K.K. (2003). Dual scaling analysis of Chinese children’s conceptions of learning. Educational Psychology, 23, 181-193.
Tse, S. K., Chan, C.K.K., Li, H., & Kwong, S. M. (2002). Sex differences in syntactic development: Evidence from Cantonese-speaking preschoolers in Hong Kong. International Journal of Behavioral Development, 26, 509-517.
Sachs, J., Law, Y. K., & Chan, C.K.K. (2002). An analysis of the relationship between motivated strategies for learning questionnaire and the learning process questionnaire. Psychologia, 45, 193-203.
Chan, C.K.K. (2001). Peer collaboration and discourse patterns in processing incompatible information. Instructional Science, 29, 443-479.
Chan, C.K.K., & Siegel, L. S. (2001). Phonological processing of reading Chinese among normally achieving and poor readers. Journal of Experimental Child Psychology, 80, 23-43.
Chan, C.K.K., & Sachs, J. (2001).Beliefs about learning in children’s understanding of science text. Contemporary Educational Psychology, 26, 192-210.
Taplin, M., & Chan, C.K.K. (2001). Developing problem-solving practitioners. Journal of Mathematics Teacher Education, 4, 285-304.
Sachs, J., Law, Y. K., Chan, C.K.K., & Rao, N. (2001). A nonparametric item analysis of the motivated strategies for learning questionnaire-Chinese version. Psychologia, 44, 197-208.
Chan, C.K.K., Burtis, P. J., & Bereiter, C. (1997). Knowledge-building approach as a mediator of conflict in conceptual change.Cognition and Instruction, 15, 1-40.
Chan, C.K.K. (1996). Problem-centred inquiry in collaborative science learning. Bulletin of the Japanese Cognitive Science Society, 3, 44-62.
Chan, C.K.K. (1994). Conflict and knowledge-building approach in conceptual change. Summary based on Top Canadian Dissertation Award, Canadian Association of Educational Psychology. Alberta Journal of Educational Research, 40, 515.
Chan, C.K.K., Burtis, P. J., Scardamalia, M., & Bereiter, C. (1992). Constructive activity in learning from text. American Educational Research Journal, 29, 97-118.
[1] * First author is current or former graduate student.
Books and Book Chapters
Hmelo-Silver, C., Chinn, C., Chan, C.K.K., & O'Donnell, A. (Eds.). (2013). The International handbook of collaborative learning. New York, NY: Routledge. Taylor & Francis.Chan, C. K. K., & Rao, N. (Eds.). (2009). Revisiting the Chinese learner: Changing contexts, changing education: Hong Kong/Dorcrecht, NL: The Comparative Education Research Centre, University of Hong Kong/Springer.
Chan, C. K. K., Tong, Y., & van Aalst, J. (2019). Progressive dialogue in computer-supported collaborative knowledge building. In N. Mercer, R. Wegerif, & L. Major (Ed.), The Routledge International Handbook of Research on Dialogic Education (pp. 469-484). London: Routledge.
Chan, C. K. K., & van Aalst, J. (2018). Knowledge building: Theory, design, and analysis. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, P. Reimann (Eds.), International handbook of the learning sciences (pp. 295-307). New York, Routledge.
Chan, C. K. K., & Yang, Y. (2018). Developing scientific inquiry in technology-enhanced learning environments. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Ed.), Second handbook of information technology in primary and secondary education (pp. 161-180). Amsterdam: Springer International Publishing AG.
Chan, C. K. K., & van Aalst, J. (2015). Knowledge building communities. In R. Gunstone (Ed.), (pp. 552-557). Encyclopedia of Science Education. Springer.
Fishman, B., Davis, B., & Chan, C.K.K. (2014). Learning sciences perspectives on teacher learning research. In R. K. Sawyer (Ed.). Cambridge Handbook of Learning Sciences, 2nd Edition (pp.707-725). New York: Cambridge University Press.
Chan, C. K. K. (2013). Collaborative knowledge building: Towards a knowledge-creation perspective. In C. Hmelo-Silver, Chinn, C., Chan, C.K.K., & O'Donnell, A. (Eds.), The international handbook of collaborative learning. New York, NY: Routledge/Taylor & Francis.
Chan, C. K. K., & van Aalst, J. (2008). Collaborative inquiry and knowledge building in networked multimedia environments. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 299-316). Dordrecht: Springer.
*Lei, L., & Chan, C. K. K. (2017). Developing regulation strategies through computer-supported knowledge building among tertiary students. In E. Manalo, Y. Uesaka, & C. A. Chinn (Eds.), (pp. 172-191). Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer. London: Routledge.
*Lam, I. C. K., & Chan, C. K. K. (2015).Designing computer-supported knowledge building to promote conceptual change among high-school students in Hong Kong. In M. S. Khine (Ed.), Science education in East Asia: Pedagogical innovations and research-informed practices (pp. 491-522). Springer.
van Aalst, J., & Chan, C. K. K. (2012). Empowering students as knowledge builders. In L. Rowan & C. Bigum (Eds.), Transformative approaches to new technologies and student diversity in futures oriented classrooms: Future proofing education (pp.85-103). Dordrecht, NL: Springer.
Chan, C. K. K. (2010). Understanding and fostering student thinking and learning for 21st century education. In L. F. Zhang, D. A. Watkins & J. B. Biggs (Eds.), Understanding the learning and development of Asian students: What the 21st century teacher needs to think about: Pearson Education.
Chan, C. K. K. (2009). Classroom innovation for the Chinese learner: Transcending dichotomies and transforming pedagogy. In C. K. K. Chan & N. Rao (Eds.), Revisiting the Chinese learner: Changing contexts, changing education (pp. 169-210). Hong Kong/Dordrecht, NL: The Comparative Education Research Centre, University of Hong Kong/Springer.
Chan, C. K. K., & Rao, N. (2009). The paradoxes revisited: The Chinese learner in changing educational contexts. In C. K. K. Chan & N. Rao (Eds.), Revisiting the Chinese learner: Changing contexts, changing education (pp. 315-349). Hong Kong/Dordrecht, NL: The Comparative Education Research Centre, University of Hong Kong/Springer.
Law, N. W. Y., Yuen, A. H. K., Chan, C. K. K., Yuen, J. K. L., Pan, N. F. C., Lai, M., & Lee, V. S. L. (2009). New experiences, new epistemology, and the pressures of change: The Chinese learner in transition. In C. K. K. Chan & N. Rao (Eds.), Revisiting the Chinese learner: Changing contexts, changing education (pp. 89-129): Hong Kong/Dordrecht, NL: The Comparative Education Research Centre, University of Hong Kong/Springer.
Rao, N., & Chan, C. K. K. (2009). Moving beyond paradoxes: Understanding Chinese learners and their teachers. In C. K. K. Chan & N. Rao (Eds.), Revisiting the Chinese learner: Changing contexts, changing education (pp. 3-32). Hong Kong/Dordrecht, NL: The Comparative Education Research Centre, University of Hong Kong/Springer.
Tse, S. K., Chan, C. K. K., Chou, P. W. Y., Leung, S. K., Leung, S. O., Kwong, S. M., & Li, F. A. I. (2006). Application of research results in practice [in Chinese]. In S. K. Tse (Ed.), Oral language development for preschool children in Hong Kong (in Chinese). Hong Kong: Hong Kong University Press.
Tse, S. K., Chan, C. K. K., & Kwong, S. M. (2006). Lexical development of Hong Kong pre-school children. In S. K. Tse (Ed.), Oral language development for preschool children in Hong Kong (In Chinese) (pp. 53-70). Hong Kong: Hong Kong University Press.
Tse, S. K., Kwong, S. M., & Chan, C. K. K. (2006). The oral syntactic structure development of Hong Kong pre-school children. In S. K. Tse (Ed.), Oral language development for preschool children in Hong Kong (in Chinese) (pp. 71-86). Hong Kong: Hong Kong University Press.
Tse, S. K., Kwong, S. M., Chan, C. K. K., Li, H., & Leung, S. O. (2006). Gender differences and classifiers of oral language development of preschool children in Hong Kong. In S. K. Tse (Ed.), Oral language development for preschool children in Hong Kong (in Chinese) (pp. 87-106). Hong Kong: Hong Kong University Press.
Chan, C. K. K., & Law, Y. K. (2004). Metacognitive beliefs and strategies in text comprehension for Chinese children. In C. McBride-Chang & H. C. Chen (Eds.), Reading development in Chinese children (pp. 171-182). Westport, Connecticut: Praeger.
Chan, C. K. K., & van Aalst, J. (2004). Learning, assessment and collaboration in computer-supported environments. In J. W. Strijbos, P. A. Kirschner & R. L. Martens (Eds.), What we know about CSCL and implementing it in higher education (Vol. 3, pp. 87-112). Boston, Mass: Kluwer Academic Publishers.
*[1]Law, Y. K., & Chan, C. K. K. (2004). Reading to learn: Teaching of reading strategies in Hong Kong classrooms. In S. F. Lam (Ed.), The practical handbook of educational psychology [In Chinese]. Hong Kong: The Hong Kong Psychology Society.
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. 181-204). Hong Kong: Comparative Education Research Centre, The University of Hong Kong and Melbourne: Australian Council for Educational Research.
Chan, C. K. K. (2000). Problem-centred inquiry and science learning. In K. Ueda & T. Okada (Eds.), In search of collaborative cognition: Cognitive science and creative collaboration (pp. 109-133). [In Japanese] Tokyo: Kyoritsu Shuppan.
Anderson, V., Chan, C. K. K., & Henne, R. (1995). The effects of strategy instruction on the literacy models of reading and writing delayed middle school students. In K. A. Hinchman, D. J. Leu & C. K. Kinzer (Eds.), Perspectives on literacy research and practice: Forty-forth yearbook of the National Reading Conference (Vol. 44, pp. 180-189). Chicago, IL: National Reading Conference.
Special Issue
Chan, C.K.K., & Pang, M. F. (Guest editors). (2006). Teacher collaboration in learning communities [Special issue]. Teaching Education, 17(1), 1-5.Conference Proceeding Papers
The full paper and short paper werepeer-reviewed and published in conference proceedings*Tong, Y., & Chan, C. K. K. (2019). Developing productive discourse through collective inquiry of knowledge-building principles. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, M. Baker (Eds.), Proceedings of the 13th International Conference on Computer Supported Collaborative Learning (pp. 534-541). Lyon, France: ISLS.(Nominated for Best Student Paper at this conference).
*Feng, X., van Aalst, J., Chan, C. K. K., & Yang, Y. (2019). Fostering collective knowledge advancement through Idea-Friend Maps in a large knowledge building community. In K. Lund, G. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, M. Baker (Eds.), Proceedings of the 13th International Conference on Computer Supported Collaborative Learning (pp. 288-295). Lyon, France: ISLS.
Chan, C. K. K., Xu, C., & Lin, F. (2018).Knowledge building inquiry and reflection in developing children’s epistemology of science. In Kay, J. and Luckin, R. (Eds.), Proceedings of the 13th International Conference of the Learning Sciences (pp. 895-902). London, UK: ISLS.
*Ma, G.,van Aalst, J., Chan, C. K. K., & Wang, J. (2018). Secondary students’ evaluation of inappropriate strategies of reasoning about evidence under a scientific explanation. In Kay, J. and Luckin, R. (Eds.), Proceedings of the 13th International Conference of the Learning Sciences (pp. 176-183). London, UK: ISLS.
*Tong, Y.,Chan, C. K. K., & van Aalst, J. (2018). Developing productive discourse among low-achievers in a knowledge building environment. In J. Kay & R. Luckin (Eds.), Proceedings of the 13th International Conference of the Learning Sciences (pp. 879-886). London, UK: ISLS.
*Yang, Y.,van Aalst, J., & Chan, C. K. K. (2016). Fostering collaborative learning through knowledge building among students with low academic achievement. In C.-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Proceedings of the 12th International Conference of the Learning Sciences (pp. 819-822). Singapore: ISLS.
*Lin, F.,& Chan, C. K. K. (2015). Scaffolding scientific epistemologies through knowledge-building discourse and epistemic reflection. In O. Lindwall, P. Hakkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.), Proceedings of the 11th International Conference on Computer-Supported Collaborative Learning (pp. 475-482). Gothenburg, Sweden: ISLS.
*Lin, F.,& Chan, C. K. K (2014). Promoting 5th graders’ views of science and scientific inquiry in an epistemic-enriched knowledge-building environment. In J. J. Polman et al. (Eds.), Proceedings of the 11th International Conference of Learning Sciences (pp. 126-133). Boulder, CO: ISLS.
*Lin, F.,& Chan, C. K. K. (2014). Improving 10-12 year olds’ epistemic and conceptual understanding in a computer-supported knowledge-building environment. Proceedings of the 22nd International Conference on Computers in Education (pp. 151-160). Japan: Asia-Pacific Society for Computers in Education.
Mu, J.,van Aalst, J., Chan, C. K. K., & Fu, E. (2014). Automatic coding of questioning patterns in knowledge building discourse. Proceedings of the 11th International Conference of Learning Sciences (pp. 333-340). Boulder, CO: ISLS.
*Lei, C.,Chan, C.K.K., van Aalst, J. (2013). Fostering collaborators and deep learners through knowledge building among Chinese Tertiary students. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar et al. (Eds.), Proceedings of the 10th International Conference on Computer-Supported Collaborative Learning (pp. 69-72). Madison, WI: ISLS.
*Fu,E.L.F., van Aalst, J. & Chan, C.K.K. (2013). Towards a qualitative approach to examining idea improvement in knowledge-building discourse. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar et al. (Eds.), Proceedings of the 10th International Conference on Computer-Supported Collaborative Learning (pp. 30-33). Madison, WI: ISLS.
*Lei, C., Chan, C.K.K., & van Aalst, J. (July, 2012). Designing learning environments for knowledge building inquiry discourse of Chinese tertiary classes. In Proceedings of the 10th International Conference of Learning Sciences.
Chan, C.K.K., & Fu, E.L. F. (July, 2011). Principle-based design for collective growth: From knowledge-sharing to explanatory knowledge-building discourse. Proceedings of the Conference of Computer-Supported Collaborative Learning 2011. Hong Kong.
van Aalst, J., Chan, C. K. K., Chan, Y. Y., Wan, W. S., & Tian, W. (July, 2011). Design and development of a formative assessment tool for knowledge building and collaborative learning. Proceedings of the 9th International Conference of Computer-Supported Collaborative Learning. Hong Kong.
*Chan, Y. Y., Yu, A. C. H., & Chan, C. K. K. (2010). Assessing student collaboration and learning in medical engineering from the perspectives of structure, behavior and functions. Proceedingsof the ASEE-IEEE 40th Frontiers in Education Conference (FIE), 2010 IEEE. Washington, DC.
Chan, C.K.K., & Lam, I. C.K. (June 2010). Conceptual change and epistemic growth through reflective assessment in computer-supported knowledge building. Proceedingsof the 9th International Conference of the Learning Sciences 2010. Chicago, IL (This paper won the Best Research Paper award at this conference)
*Zhao, K., & Chan, C. K. K. (December 2009). Conceptual, metacognitive and collaborative learning in computer-supported inquiry for Chinese tertiary business students. Proceedings of the International Conference on Computers in Education. Hong Kong. (Nominated for best student paper at this conference)
Zhang, J., & Chan, C. K. K. (October 2008). Examining the growth of community knowledge in an online space. Paper presented at the The Knowledge Building Workshop at the International Conference on Computers in Education (ICCE). Taipei, Taiwan.
*Zhao, K., & Chan, C. K. K. (July 2008). Beliefs about learning and learning strategies of Chinese English for international business (EIB) students in project-based learning instruction. In P. A. Kirschner, F. Prins, V. Jonker & G. Kanselaar (Eds.), Proceedingsof the International Conference of the Learning Sciences 2008 Volume 1. Netherlands: Utrecht University
*Lam, I. C. K., & Chan, C. K.K. (2008, June). Fostering epistemological and conceptual change in chemistry using knowledge building. In P. A. Kirschner, F. Prins, V. Jonker & G. Kanselaar (Eds.), Proceedingsof the International Conference of the Learning Sciences 2008 Volume 1 (pp.461-468). Netherlands: Utrecht University.
Chan, C. K. K., & van Aalst, J. (November 2007). Socio-cognitive assessment and socio-cultural context of knowledge building.Proceeding of the International Conference of Computers in Education. Hiroshima, Japan.
Chan, C.K.K., & Lee, E. Y. C. (2007, July). Fostering knowledge building using concurrent, embedded and transformative assessment for high-and low-achieving students. In Chinn, C., Erkens, G. & Puntambekar, S. (Eds.), Proceedings of the International Conference of Computer-Supported Collaborative Learning (CSCL) 2007 Volume 8. New Jersey: University of Rutgers.
*Lee, E. Y. C., Chan, C.K.K., & van Aalst, J. (2005, May). Students assessing their own knowledge advances in a computer-supported collaborative environment. In T. Koschmann, D. D. Suthers & T. W. Chan (Eds.), Proceedings of the International Conference of Computer-supported Collaborative Learning (CSCL) 2005: The next 10 years (pp. 378-387). Mahwah, NJ: Lawrence Erlbaum Associates. (This paper won the Best Research Paper award at this conference and also the Most Usable Research Award from ICLS)
van Aalst, J., Kamimura, J., & Chan, C.K.K. (2005, May). Exploringcollaborative aspects of Knowledge Building through collaborative summary notes. In T. Koschmann, D. D. Suthers, and T. W. Chan (Eds.), Proceedings of the International Conference of Computer-supported Collaborative Learning (CSCL) 2005: The next 10 years (pp.697-706). Mahwah, NJ: Lawrence Erlbaum Associates.
Chan, C.K.K., & van Aalst, J. (2003, June). Assessing and scaffolding Knowledge Building: Pedagogical knowledge building principles and electronic portfolios. In B. Wasson, S. Ludvigsen & U. Hoppe (Eds.), Designing for Change in Networked Learning Environments: Proceedings of the International Conference on Computer Support for Collaborative Learning 2003 (pp. 21-30). Dordrecht: Kluwer Academic Publishers.
van Aalst, J., & Chan, C. K. K. (2001, March). Beyond “sitting next to each other”: A design experiment on Knowledge Building in teacher education. In P. Dillenbourg, A. Eurelings & K. Hakkarainen (Eds.), European Perspectives on Computer-Supported Collaborative Learning:Proceedings of the First European Conference on Computer-Supported Collaborative Learning (pp. 20-28).The Netherlands, Maastricht: University of Maastricht.
Chan, C.K.K. (1995, July). Collaborative processing of incompatible information. In J. D. Moore & J. F. Lehman (Eds.), Proceedings of the Seventeenth Annual Conference of the Cognitive Science Society (pp. 346-351). Mahwah, NJ: Lawrence Erlbaum Associates.
Selected Professional Publication
Rao, N., & Chan, C. K. K. (2009). Understanding the Chinese learner and teacher today. Youth Hong Kong, 1, 13-15. Hong Kong: Hong Kong Federation of Youth Groups.*Lee, E. Y. C., Chan, C.K.K., & van Aalst, J. (2006). Students assessing their own knowledge advances in a knowledge-building environment. Invited paper based on Most Usable Research Award, Virtual Design Centre website, NASA-funded classroom of the future. Available from the Visual Design Center, The Center for Educational Technologies website, http://vdc.cet.edu/entries/lee.htm. (Significant knowledge exchange contribution to international audience; Invited paper for US educators and practitioners in STEM education)
Siu, A. C. K., Chan, C. K. K., Chau, A. W. L., Ki, W. W., & Shum, M. S. K. (2008). Assessment For Learning And Teaching In Liberal Studies (In Chinese). Hong Kong: Education Bureau.
Ki, W.W., Chan, C.K.K., Shum, S.K., & Siu, A.C.K. (2006) Research and Evaluation on Liberal Studies Examination and Assessment. Research Report (135 pp). Hong Kong: Education Bureau.
Fung, Y. H., Au, Y. B., Law, Y. K., & Chan, C. K. K. (2004). The Innovative Teaching Practices of Chinese Language Curriculum: The Instructional Practices of Higher-order Thinking Skills (In Chinese). Hong Kong: Education Bureau.
Hill, C.M., van Aalst, J., Lee, E.Y.C., & Chan, C.K.K. (2003). How do we recognize knowledge building? A virtual tour. Toronto: Institute for Knowledge Innovation and Technology. (see http://ikit.org/mvt/ca.html).
Chan, C. K. K., Tang, T. K. W., Ho, L. M. W., & Lau, A. K. Y. (2002). Developing a learning community in catering for individual differences [In Chinese]. Research Report for Project on Catering for Individual Differences (80 pp.) Hong Kong: Education and Manpower Bureau.
Keynote and Invited Talks
Chan, C.K.K. (2013, November). Designing knowledge building for 21st century learning and classroom innovation.Keynote speech at Knowledge Building Symposium: Future-Oriented Teaching and Learning. Knowledge Building New Zealand, Centre for Distance Education and Learning Technologies, University of Otago.Chan, C.K.K. (2013, October). Knowledge building and teacher professional development. Invited talk. Dujiangyan International Forum 2013, Chinese National Commission for UNESCO.
Chan, C.K.K. (2013, May). How people learn and pedagogical innovation under New Academic Structure. Keynote speech presented at EDB School Leaders Seminar, Education Bureau, Hong Kong
Chan, C.K.K. (2011, June). Assessing and scaffolding knowledge building through a teacher network. Invited Colloquium. University of Otago, New Zealand.
Chan, C.K.K. (2011, April). Designing and sustaining knowledge building through a teacher network in Hong Kong. Invited Colloquium. State University of New York at Albany.
Chan, C.K.K. (2010, October). What does it mean to be an educated adult in today’s knowledge economy? Invited Talk at The Second International Conference of The Education Project, The Economic Development Board, Bahrain.
Chan, C.K.K. (2009, November). Understanding and promoting student thinking and learning for 21st century education. Invited Talk at Education Bureau, Government of Hong Kong.
Chan, C.K.K. (2008, October). Cognition, technology and culture in scaffolding knowledge building. Theme-Based Keynote on Computer-Supported Collaborative Learning/Learning Sciences presented at the International Conference of Computers in Education (ICCE), Taipei, Taiwan.
Chan, C.K.K. (2007, April). Development of a Knowledge-building teacher network. Invited Colloquium at the Institute for Knowledge Innovation and Technology (IKIT), University of Toronto, Canada
Chan, C.K.K. (2006, May). Cognitive processes in reading of Chinese and English. Invited Talk at the First Conference of Reading Disabilities, South China Normal University, Guangzhou, China
Chan, C.K.K. (2005, May). Is small class better or how is small class better? Invited Talk at the Conference on Small Class Teaching co-organized by Educational Bureau and University of Hong Kong.
Chan, C.K.K. (2004, February, with van Aalst). Recent developments in knowledge building: Perspectives from an international project. Invited Colloquium at the Faculty of Education, Okanagan University College, Kelowna, Canada
Chan, C.K.K. (2003, December). Discussant for Keynote Speech on “Bringing the classroom into the knowledge age” by Carl Bereiter at the Annual Conference of the Educational Research Association of Macau, Macau.
Chan, C.K.K. (2003, November). Fostering and assessing higher-order thinking in the classroom. Keynote Speech presented at the Annual Conference of the Educational Research Association of Singapore, Singapore.
Chan, C.K.K. (1998, June). Examining and developing higher-order thinking. Invited Speech at the Annual Conference of The Hong Kong Psychological Society.
Chan, C.K.K. (1996, June). Problem-centred collaborative inquiry in scientific understanding. Invited Speech at The First International Conference on Peer Collaboration, University of Nagoya, Nagoya, Japan.
Chan, C.K.K. (1994, January). Problematizing learning and fostering conceptual change. Invited Colloquium at The Centre for the Study of Reading, University of Illinois at Urbana-Champagne, Chicago.
Professional Community Services
Editorial Boards of Scholarly Journals
International Journal of Computer-Supported Collaborative Learning (Springer)Associate Editor, September 2011 to present
Member of Editorial Board, 2010 to present,
5-year SSCI impact factor 2.90, 2012 rank 10/219 for Educational Research
Educational Psychologist (Routledge)
Member of Editorial Board, 2010 to present
5-year SSCI impact factor 4.04, 2012 rank 4/51 for Educational Psychology
Learning and Instruction (Elsevier)
Member of Editorial Board, 2009 to present
5-year SSCI impact factor3.62, 2012 rank3/219for Educational Research
The Journal of the Learning Sciences(Routledge)
Member of Editorial Board, 2007 to present
5-year impact factor3.11, 2012 rank9/219for Educational Research
Exceptional Children(Council for Exceptional Children)
Member of Editorial Board, 2003 to present
5-year impact factor2.99, 2012 rank2/36for Special Education
Educational Review Journal
Member of Editorial Board, 2006 to present
Impact factor 2.58 2012 rank 8/216, Education and Educational Research
Qwerty[Journal of Technology, Culture, and Education] (Progedit)
Member of Editorial Board, 2005 to present
Government Committees and Community Service (Since 2000)
Board Director, Hong Kong Education City, 2013-presentSteering Committee Member, Student Assessment Repository (STAR) EDB, 2013-present
Steering Committee Member, The Chief Executive's Award for Teaching Excellence, 2011- 2012
Council Member, Curriculum Development Council, Government of Hong Kong, 2008-2013.
Steering Committee Member, Evaluation of 334 Educational Reform 2009-present
Member of Task Force on Setting up Hong Kong Academy of Gifted Education (HKAGE), Government of Hong Kong, Chaired by the Permanent Secretary at Education Bureau, 2007-2008
External Examiner, M.Ed. course, Open University of Hong Kong, 2004-2007
Steering Committee Member, Quality Education Project on developing a network for Helping Dyslexic Children, 2006-2009
Member, Liberal Studies Working Group on Assessment, Hong Kong Examination Authority, 2006-2008
Steering Committee Member, Services of Educational Psychologists, HongKong Council of the Church of Christ in China, 2001-2003
Member, Advisory Committee on Teacher Education and Qualifications, 2003-2005
Member, Technical Committee of Basic Competence Assessment, Hong Kong Examination Authority, 2000-2004
Member, Research and Development Committee, Curriculum Development Institute, Education and Manpower Bureau, 2000-2003
Service at University
Co-Convenor of the Strategic Research Theme (SRT) on Sciences of Learning (2008 to 2012; 2013- present).Panel Member, one of the three representatives from HKU on the Education Panel, Research Assessment Exercise (RAE), 2005-2006
Member, subcommittee of assessment, Steering Committee on Learning and Teaching (2008-2011).
Member, Teaching and Learning Process Quality Review (TLPQR), 2001-2002.
Service at International Community
Executive Board Member, Asian-Pacific Society of Computers in Education (APSCE)Programme Co-Chair, Learning Sciences/CSCL, International Conference of Computers in Education (ICCE) 2009
Mentor, Doctoral Consortium, International Conference of the Learning Sciences, 2010, Chicago
Program Committee Member; Co-Chair, Doctoral Consortium, International Conference of Computer-Supported Collaborative Learning 2011
Program Committee member, senior reviewer, ICCE Conference 2008-2011
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Others
Postgraduate Supervision
I have supervised 8 Ph.D and 2 Ed.D. students (as primary supervisor) to completion and several have obtained research prizesYeung Siu Sze, Susanna Early Stage Career Research Prize, 2014
Lee Wing Sze, Wincy Outstanding Post-graduate Student Research Award, University of Hong Kong 2011
Law Yin Kum, Doris Research Output Prize for Young Researchers, Faculty of Education, University of Hong Kong, 2010
Zhao Ke, Coco, Nominated Best Student Paper, International Conference of Computers in Education, 2009
