| Sustaining knowledge building as a principle-based innovation at an elementary school J Zhang, HY Hong, M Scardamalia, CL Teo, EA Morley The Journal of the learning sciences 20 (2), 262-307, 2011 | 268 | 2011 |
| Technological pedagogical content knowledge (TPACK) and design thinking: A framework to support ICT lesson design for 21st century learning JHL Koh, CS Chai, W Benjamin, HY Hong The Asia-Pacific Education Researcher 24 (3), 535-543, 2015 | 212 | 2015 |
| Design thinking for education: Conceptions and applications in teaching and learning JHL Koh, CS Chai, B Wong, HY Hong Springer, 2015 | 208 | 2015 |
| Towards an idea-centered, principle-based design approach to support learning as knowledge creation HY Hong, FR Sullivan Educational Technology Research and Development 57 (5), 613-627, 2009 | 206 | 2009 |
| How learning about scientists' struggles influences students' interest and learning in physics. HY Hong, X Lin-Siegler Journal of educational psychology 104 (2), 469, 2012 | 183 | 2012 |
| Singaporean and Taiwanese pre-service teachers’ beliefs and their attitude towards ICT use: A comparative study T Teo, CS Chai, HY Hong Asia-Pacific Education Researcher 18 (1), 117-128, 2009 | 169 | 2009 |
| Validating and modelling technological pedagogical content knowledge framework among Asian preservice teachers CS Chai, EMW Ng, W Li, HY Hong, JHL Koh Australasian Journal of Educational Technology 29 (1), 2013 | 126 | 2013 |
| Schools as knowledge-building organizations: Thirty years of design research B Chen, HY Hong Educational Psychologist 51 (2), 266-288, 2016 | 107 | 2016 |
| Design thinking and education JHL Koh, CS Chai, B Wong, HY Hong Design thinking for education, 1-15, 2015 | 96 | 2015 |
| Positioning design epistemology and its applications in education technology CC Tsai, CS Chai, BKS Wong, HY Hong, SC Tan Journal of Educational Technology & Society 16 (2), 81-90, 2013 | 84 | 2013 |
| Community knowledge assessment in a knowledge building environment HY Hong, M Scardamalia Computers & Education 71, 279-288, 2014 | 83* | 2014 |
| Two tales of time: uncovering the significance of sequential patterns among contribution types in knowledge-building discourse B Chen, M Resendes, CS Chai, HY Hong Interactive Learning Environments 25 (2), 162-175, 2017 | 78 | 2017 |
| Learning analytics S Buckingham Shum UNESCO Institute for Information Technologies in Education, 2012 | 75 | 2012 |
| STEM education in Asia Pacific: Challenges and development MH Lee, CS Chai, HY Hong The Asia-Pacific Education Researcher 28 (1), 1-4, 2019 | 71 | 2019 |
| A survey to examine teachers’ perceptions of design dispositions, lesson design practices, and their relationships with technological pedagogical content knowledge (TPACK) JHL Koh, CS Chai, HY Hong, CC Tsai Asia-Pacific Journal of Teacher Education 43 (5), 378-391, 2015 | 70 | 2015 |
| Knowledge Society Network: Toward a dynamic, sustained network for building knowledge HY Hong, M Scardamalia, J Zhang Canadian Journal of Learning and Technology/La revue canadienne de l …, 2010 | 66 | 2010 |
| Learning analytics B Hui | 64 | 2012 |
| Teacher-education students’ views about knowledge building theory and practice HY Hong, FC Chen, CS Chai, WC Chan Instructional Science 39 (4), 467-482, 2011 | 63 | 2011 |
| Teacher-Education Students' Epistemological Belief Change through Collaborative Knowledge Building. H Huang-Yao, LIN Shu-Ping Asia-Pacific Education Researcher (De La Salle University Manila) 19 (1), 2010 | 57 | 2010 |
| Fostering a collaborative and creative climate in a college class through idea-centered knowledge-building HY Hong, YH Chang, CS Chai Instructional Science 42 (3), 389-407, 2014 | 54 | 2014 |
Ching Sing Chai 蔡敬新The Chinese University of Hong KongVerified email at cuhk.edu.hk
