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Dr CHAN, Kennedy K. H.

Dr CHAN, Kennedy K. H.

陳錦河

Master of Education Science Education Specialism Co-ordinator
Post-graduate Diploma of Education Course Co-ordinator (Biology)

Associate Professor

Academic Unit of Teacher Education and Learning Leadership


Email

[javascript protected email address]

Phone

(852) 2859 2541

Location

Room 313, Runme Shaw Building

Research Expertise

  • Science Education
  • Teacher Education and Development

Prospective PhD/ EdD/ MPhil Applications

​I am available to supervise PhD/EdD/MPhil students and would welcome enquiries for supervision.

I was a secondary science teacher. As a practitioner, I quickly recognised the multifaceted and complex nature of science teaching and developed an interest in uncovering the ‘secrets’ of high-quality science teaching. My research focuses on science teachers’ professional knowledge and practice. I am interested in expertise in science teaching, as well as the ways in which classroom videos can be used as tools to enhance science teacher professional learning. I am particularly interested in the situational and dynamic nature of teacher professional knowledge, and my research focuses on innovative ways of characterising, developing and assessing it. This interest is rooted in my belief that teaching is inherently an interactive and dialogic process. I have used a number of theoretical constructs to unpack science teacher expertise, such as pedagogical content knowledge (PCK), teacher noticing, usable teacher knowledge, responsiveness and technological pedagogical content knowledge (TPACK). My work maps out major debates, diverse thinking about the PCK construct and redirects the field to important issues for its progress. I was one of the 26 scholars invited to the PCK Summit II in 2016 and was involved in conceptualising the refined consensus model for PCK. See this <link> for the model. Details of my research publications can be seen below. 

I strongly believe that research should impact teaching practice and that critical reflection on teaching practice should, in turn, add to the scholarship of teaching. I practise research-led teaching and am active in teaching and curriculum innovations. These include innovative ways of teaching biology/science and science teachers. I disseminate my innovative teaching ideas in different avenues, including journal articles, newsletters and talks at practitioner meetings. See my teaching-related publications below. I am an Executive Committee member of the community of practice on “The Innovation and the Future of STEM Education”, which aims to promote teaching excellence across tertiary institutions <link>. 

I also believe that research should impact what actually happens in the classroom. I have been collaborating with schools, government bodies, charities (e.g., Bei Shan Tang Foundation) and international partners (e.g. Monash University, Stanford University) to enhance teaching quality, with the goal of improving student learning experiences in the classroom. I enjoy working with practitioners who are committed to teaching and learning. These include biology/science teachers who are committed to improving the biology curriculum and formulating ways to improve students' biology learning experiences. I also work with teacher leaders to co-design school-based video-based learning experiences for teachers in their schools to enhance teachers' professional learning. See below for my publications related to knowledge exchange.  

My work contributes to international debates about the nature and content of science teachers’ professional knowledge and innovative ways of using video to elicit, characterise, develop and assess this knowledge. My work also contributes to the scholarship of teaching related to innovative biology teaching and science teacher education. 

My recent research work includes scientific modelling/model-based inquiry, teacher knowledge assessment and practice-based (science) teacher education. I am also designing innovative educative curriculum materials for high school biology school-based assessment purposes and high-impact video-based professional learning opportunities for teacher leaders.

If you are interested in knowing more about my work or want to share with me innovative science/biology teaching ideas or ways to enhance teacher professional learning, please feel free to contact me. Please see these links <link> <link> to learn more about me and my work.

(1) Teaching Awards: 

  1. University Grants Committee (UGC) Early Career Teaching Award Finalist 2019
  2. Faculty Team Teaching Award 2018-2019
  3. University Teaching Feedback Award 2017-2018
  4. University Early Career Teaching Award 2017-2018
  5. Faculty Early Career Teaching Award 2016-2017
  6. Faculty Team Teaching Award 2016-2017
  7. Faculty Teacher Effectiveness Awards (Undergraduate)  2015-16 The University of Hong Kong (Faculty of Education)

(2) Research Awards:

  1. Young Scholar Award (East-Asian Association for Science Education)
  2. Best Paper Award (East-Asian Association for Science Education) 
  3. PCK summit II invited participant 
  4. International Science Education Conference (ISEC)-Springer Best Paper Award (Student Category) International Science Education Conference Singapore 2014
  5. Sir Edward Youde Memorial Fellowships (For Postgraduate Research Students) Sir Edward Youde Memorial Fund

(3) Academic awards:

  1. Tao Ping-kee Prize in Science Education The University of Hong Kong (Faculty of Education)
  2. Lee Chung Yin Jubilee Prize in Zoology The University of Hong Kong (Faculty of Science)
  3. Chan Kai Ming Prize The University of Hong Kong (Faculty of Science)
  4. Dean’s Honours List (Faculty of Science)

  5. Dean’s Honours List (Faculty of Education)

(4)  Fellowships:

  1. Fellow of The Higher Education Academy
  2. Doris Zimmern HKU-Cambridge Hughes Hall Fellowship (2020)
  3. Teaching Exchange Fellowship (2019)
  4. Hong Kong PhD Fellowship (2011-2014)

  1. Co-investigator, Teacher Noticing in Science Classrooms: An International Comparative perspective (PI: Dr Suchi Fang, National Taiwan Normal University; Co-I: Dr Lihua Xu, Deakin University; Year of award: 2022; Amount: Taiwan dollars: 2,610,000)
  2. Co-investigator, Promoting the use of educational technology in learning and teaching in science (S1-S3). (Education Bureau, HKSAR Government, PI: Dr Anthony Cheung; Co-I: Ms Annie Chan; Year of award: 2022; Amount: HKD $1,399,900)
  3. Co-investigator, Teacher change and feedback practices: Scaling up the enhancement of feedback strategies (The University of Hong Kong, PI: Professor David Carless; Year of award: 2021; Amount: HKD $248,882.)
  4. Promoting video-based teacher professional development in Hong Kong. Bei Shan Tang Foundation, January 2021 to August 2023. $926,250
  5. Investigating the development of responsive teaching ability in pre-service science teachers: A video-based teaching intervention. General Research Fund, Research Grant Council, Project No.: 17611620. Nov, 2020 to May, 2023 ($351,437)
  6. Promoting effective use of practical work in senior secondary Biology classrooms through cognitively demanding practical work and video analysis of teaching practices, Quality Education Fund. August, 2021 to July, 2023 ($1,883,800)
  7. Exploring the use of new video technologies to leverage pre-service teachers’ observation experience in teaching practicum, Teaching Development Grant, Sept 2018 to June 2020 ($217,500).  <link>
  8. Use of a video-based approach to enhance dynamic pedagogical content knowledge development in pre-service science teachers. Early Career Scheme, Research Grant Council, Project No: 27608717. January, 2018 to June, 2020 ($701,260). 

(1) Teacher Expertise: 

  1. She, J. S. & Chan, K. K. H. (2022) Situated and dynamic versus declarative and static forms of pedagogical content knowledge: An evaluation of the differences in test reactions and performance. Journal of Research in Science Teaching. http://doi.org/10.1002/tea.21810
  2. Chan, K.K.H. (2022) A critical review of studies using the pedagogical content knowledge map approach. International Journal of Science Education. 44:3, 487-513, http://doi.org/10.1080/09500693.2022.2035011. 
  3. Yeh, Y.F., Chan, K.K.H.* & Hsu, Y.S. (2021). Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process. Computers & Education. 171. 104238 *Corresponding author 
  4. Kind, V., Park, S., Chan, K.K.H. (2022) Science teacher professional knowledge and its relationship to high-quality science instruction In J. Luft & G. Jones (Eds.), Handbook of Research on Science Teacher Education. 
  5. Chan, K.K.H. (2021) Using classroom video-based instruments to characterise pre-service science teachers’ incoming usable knowledge for teaching science. Research in Science and Technological Education. https://doi.org/10.1080/02635143.2021.1872517.
  6. Chan, K.K.H., Xu, L., Cooper, R., Berry, A., & van Driel, J.H. (2021). Teacher noticing in science education: Do you see what I see? Studies in Science Education, 57(1), 1-44.  <https://doi.org/10.1080/03057267.2020.1755803.> 
  7. Lam, D.S.H., & Chan, K.K.H.* (2020). Characterising pre-service secondary science teachers’ noticing of different forms of evidence of student thinking, International Journal of Science Education, 42(4):576-597 <https://www.tandfonline.com/doi/abs/10.1080/09500693.2020.1717672>  
  8. Seah, L.H., & Chan, K.K.H. (2020). A case study of a science teacher’s knowledge of students in relation to addressing the language demands of science, International Journal of Science and Mathematics Education. <https://link.springer.com/article/10.1007/s10763-019-10049-6>
  9. Carlson, J., Daehler, K., Alonzo, A. C., Barendsen, E., Berry, A., Borowski, A., …Chan, K.K.H. ... Wilson, C. D. (2019). The Refined Consensus Model of pedagogical content knowledge in science education. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning PCK in Teachers’ Professional Knowledge (pp. 77-92). Singapore: Springer.
  10. Chan, K.K.H., & Hume, A. (2019). Towards a consensus model: Literature review of how science teachers’ pedagogical content knowledge is investigated. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning PCK in Teachers’ Professional Knowledge for Teaching Science (pp. 3–76). Singapore: Springer.  <https://link.springer.com/chapter/10.1007/978-981-13-5898-2_1>   See this <link> for the comic version.
  11. Chan, K.K.H., Rollnick, M., & Gess-Newsome, J. (2019). A grand rubric for differentiating the quality of science teachers’ pedagogical content knowledge. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning PCK in Teachers’ Professional Knowledge for Teaching Science (pp. 251–269). Singapore: Springer. <https://link.springer.com/chapter/10.1007/978-981-13-5898-2_11>
  12. Kind, V., & Chan, K.K.H. (2019) Resolving the amalgam: Connecting pedagogical content knowledge, content knowledge and pedagogical knowledge. International Journal of Science Education, 41(7):946-978 <https://www.tandfonline.com/doi/full/10.1080/09500693.2019.1584931>
  13. Yip V.W.Y., & Chan K.K.H. (2019) Teachers’ conceptions about STEM and their practical knowledge for STEM teaching in Hong Kong. In: Hsu YS., Yeh YF. (eds) Asia-Pacific STEM Teaching Practices (pp. 67–81). Springer, Singapore.
  14. Chan, K.K.H., Yeh, Y.F., & Hsu, Y.S. (2019). A framework for examining teachers’ practical knowledge for STEM teaching. In: Hsu Y.S., Yeh Y.F. (eds) Asia-Pacific STEM Teaching Practices (pp. 39–50). Springer, Singapore.
  15. Chan, K.K.H., & Yung, B.H.W. (2018) Developing pedagogical content knowledge for teaching a new topic: More than teaching experience and subject matter knowledge. Research in Science Education. 48(2): 233-265  <https://link.springer.com/article/10.1007/s11165-016-9567-1>
  16. Chan, K.K.H., & Yung, B.H.W. (2015). On-site pedagogical content knowledge development. International Journal of Science Education37(8):1246-1278 <http://www.tandfonline.com/doi/abs/10.1080/09500693.2015.1033777>
  17. Chan, K.K.H., & Yung, B. H.W. (2018) Pedagogical content knowledge development in experienced biology teachers in their first attempts at teaching a new topic. In J. Yeo, W. T, Tang & K. S. Tang (Eds). Science Education Research and Practice in the Asia-Pacific Region (pp.197-214). Singapore: Springer. <https://link.springer.com/chapter/10.1007/978-981-10-5149-4_14>

(2) Practice-based Teacher Education and Use of Videos in Teacher Education:

  1. Chan, K. K. H. (2022) Eliciting and working with student thinking: Preservice science teachers’ enactment of core practices when orchestrating a collaborative group work, Journal of Research in Science Teaching, DOI: 10.1002/tea.21823

  2. Chen, G., Chan, C. K. K., Chan, K. K. H., Clarke, S. N., & Resnick, L. B. (2020). Efficacy of video-based teacher professional development for increasing classroom discourse and student learning. Journal of the Learning Sciences, 28(4-5):642-680. doi.org/10.1080/10508406.2020.1783269
  3. Chan, K.K.H., Yu, S.K.K., & Sin, R.K.H. (accepted). Using student actors and video-mediated reflection to promote pre-service teachers’ ability to enact responsive teaching. Innovations in Science Teacher Education. 6(1). Retrieved from https://innovations.theaste.org/using-student-actors-and-video-mediated-reflection-to-promote-preservice-teachers-ability-to-enact-responsive-teaching/

  4. Leung, J.S.C., Chan, K.K.H.*, & He, T.C.L. (2020). Student teachers’ metaphorical conceptualisations of the experience of watching themselves and their peers on video. Educational Studies. <https://www.tandfonline.com/doi/abs/10.1080/03055698.2019.1691505?journalCode=ceds20> 
  5. Chan, K.K.H., He, C.L., Ng, C.K., Leung, J.S.C., (2018) Student teachers’ emotions when watching their own videos and those of their peers. Journal of Professional Capital and Community, 3(3); 192-211. <https://www.emeraldinsight.com/doi/abs/10.1108/JPCC-12-2017-0031>
  6.  Yip, V.W.Y., Chan, K.K.H., Yung, B.H.W. & Lai, C.  (2019) Preparing teachers for reform-oriented teaching using the thematic approach of re-viewing videos. In L.H. Xu, G. Aranda & D. Clarke (Eds) Video-based Research in Education: Cross-disciplinary Perspectives (pp.260-274). Routledge 

(3) Formative Assessment & Dialogic Teaching: 

  1. Chan, K.K.H., & Yau, K.W. (2021) Using video-based interviews to investigate pre-service secondary science teachers’ situation-specific skills for informal formative assessment, International Journal of Science and Mathematics Education. 19:289–311 <https://link.springer.com/article/10.1007/s10763-020-10056-y> 
  2. Carless, D. & Chan, K.K.H. (2017) Managing dialogic use of exemplars. Assessment & Evaluation in Higher Education, 42(6):930-941. <http://srhe.tandfonline.com/doi/abs/10.1080/02602938.2016.1211246>
  3. Lehesvuori, S., Chan, K.K.H., Ramnarain, U. & Viiri, J. (2017) In search of dialogicity: A comparison of curricular documents and classroom interactions from Finland and Hong Kong. Education Sciences7(4), 76 <http://www.mdpi.com/2227-7102/7/4/76/htm>
  4. Carless, D., Chan, K.K.H., To, J., Lo, M. & E. Barrett (2018). Developing students’ capacities for evaluative judgement through analysing exemplars. In D. Boud, R. Ajjawi, P. Dawson & J. Tai (Eds), Developing Evaluative Judgement in Higher Education: Assessment for Knowing and Producing Quality Work. London: Routledge. (http://davidcarless.edu.hku.hk/wp-content/uploads/Deakin_chapter_exemplars.pdf)

(4) Innovative Biology Teaching:

  1. Chan, K.K.H., West-Pratt, J., Ng, R.C.K. (2021). Using yeast fermentation as a context for meaningful learning of procedural understanding. American Biology Teacher, 83(1):26-32
  2. Leo, L.C.C., Sin, N.H.L., Chan, K.K.H.* (2020). Simple models for teaching and learning about the human withdrawal reflex. School Science Review, 102(379): 13-19.
  3. Chan, K.K.H. (2019) Using a post-box strategy to elicit and address student misconceptions in biology. American Biology Teacher, 81(9): 668-672.  
  4. Chan, K. K. H. (2016). A simple microscale set-up for investigating yeast fermentation. American Biology Teacher.78(8):669-675
  5. Cheng, K.L., & Chan, K.K.H. (2018). Evolution education in Hong Kong (1991–2016): A content analysis of the biology textbooks for secondary school graduates. In H. Deniz, L. A. Borgerding (Eds.), Evolution Education Around the Globe (pp. 108–116). Singapore: Springer.
  6. Yung, B.H.W. & Chan, K.K.H. (2014) China - Hong Kong SAR. In B. Vlaardingerbroek & N. Taylor (Eds.), Issues in Upper Secondary Science Education: Comparative Perspective (pp. 61-81). United Kingdom: Palgrave Macmillan.

(5) Teaching Experience Sharing: 

  1. Chan, K.K.H. (2019).Using innovative video technologies to promote preservice science teachers’ learning to notice, interpret and act on student thinking. Retrieved fromhttp://theease.org/read.php?bdid=2&page=1&msid=295&st=.
  2. Chan, K.K.H. (2016). Learning to be a better teacher: What can a novice teacher educator learn from his students through engaging in formative assessment practices? Retrieved fromhttps://www.cetl.hku.hk/teaching-learning-cop/learning-to-be-a-better-teacher/.

*This article was discussed in the e-newsletter by the Centre for Development of Teaching & Learning of the National University of Singapore as an example of how to critically reflect on teaching practices.

(see http://blog.nus.edu.sg/cdtlink/2017/11/02/main-nov-dec-2017/)

  1. Chan, K.K.H. (2016). Description of good assessment practice – Dialogic use of exit slip. Retrieved from http://ar.cetl.hku.hk/load_article.php?id=726/.

 Editorship and editorial board membership
International Journal of Science and Mathematics Education, editorial board member, 2022–present.
Disciplinary and Interdisciplinary Science Education Research, editorial board member, 2019present.
Research in Science and Technological Education, editorial board member, 2021–present.
Research in Science Education (Associate Editor), 2017–present.
 
Service to local professional organisations
2018present    Member, Hong Kong Diploma of Secondary Education biology subject committee
2019present    Chairperson, Hong Kong Diploma of Secondary Education Curriculum Development Council–Hong Kong Examinations and Assessment Authority committee on biology
2020–present    Convener, Working group on the review of the biology and the combined science (biology part) curricula