Views on the Use of Knowledge Forum: Hong Kong Primary Students’ Perspectives

By Sally Wai-Yan Wan and Patrick Hak-Chung Lam.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

This preliminary case study used mixed methodology to investigate students’ perceptions of the application of Knowledge Forum in a Hong Kong subsidized primary school. 18 Hong Kong Primary 5-6 students used Knowledge Forum in different knowledge building projects in different subjects and extra-curricular activities in the past two academic years (2007-2009). Mixed methods were applied in this study, including a self-developed open-ended survey and focus group interviews with students. Major findings of this study showed that the students had positive attitudes towards the use of Knowledge Forum. Key features of KF as perceived by the students included exchanging ideas and build-ons for deepening understanding through collaborative learning. The reasons why students liked the use of KF included: new learning, boundless learning, international collaboration, and exchanging ideas with idea improvement. Further studies should be conducted for inquiring the processes and products of knowledge building works.

Keywords: Knowledge Forum, Knowledge Building, Learning Community, International Collaboration, Students’ Voices

The International Journal of Learning, Volume 16, Issue 8, pp.23-32. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.400MB).

Dr. Sally Wai-Yan Wan

Primary School Mistress (Curriculum Development), Curriculum Development Committee, Shatin Tsung Tsin School, Hong Kong, Hong Kong

Sally Wan Wai-yan is currently Primary School Mistress (Curriculum Development) (PSMCD) of Shatin Tsung Tsin School. She graduated from the Hong Kong Institute of Education, majoring in English Language in 1996, attained a Bachelor of Education at the University of Hong Kong in 1998 and in 2002, she attained a Master of Education degree, specializing in Curriculum Studies. She is currently enrolled in a Doctor of Education programme at the University of Nottingham (UK), focusing on researching teachers’ continuing professional development.

Patrick Hak-Chung Lam

Principal, Shatin Tsung Tsin School, Hong Kong, Hong Kong

Patrick Hak-Chung Lam is the Principal of Shatin Tsung Tsin School, Hong Kong with a BA degree (Hong Kong Baptist University in 1993) and Postgraduate Dip in Education with distinction (The Chinese University of Hong Kong in 1999) and Master of Science (IT in Education) (The University of Hong Kong in 2009). He had been a researcher at the School of Education of the University of Auckland in New Zealand and has been involved in international knowledge building project with The University of Toronto and The University of Hong Kong for 4 years. He is also a teacher trainer in Hong Kong, the Mainland China and Barcelona. His research interests are complexity leadership, international knowledge building and pedagogical innovation.


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