A pedagogy of inquiry: Toward student-centered media education

A pedagogy of inquiry: Toward student-centered media education

探究學習與學生為本：變動中的傳媒教育

• Chu, Donna Chinese University of Hong Kong

New Horizons: The Journal of Education, Hong Kong Teachers' Association, 58(3), 44-57, 2010

Hong Kong

香港教師會

2010

• P Social Context of Education
  • PG Mass Media & Education, Mass Media & Children & Youth
• N Students & Student Services
  • NC Charactieristics & Conditions of Students; Opinion & Attitudes of Students, Problems of Adjustment

Teaching Methods Inquiry Active Learning Student Centered Curriculum Student Participation Media Literacy

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

Background: Almost three decades have passed since the Grunwald Declaration on Media Education was issued by the representatives of 19 nations at UNESCO’s International Symposium on Media Education in Germany (UNESCO 1982). Cycles of information revolution and education reform over this period have led to significant changes in the sectors of media and education. The new media environment has seen the rise of “prosumers” who contribute to the proliferation of “user-generated content”. In the education sector, policy makers have proposed various reforms to address the ills of the present schooling system, and learning theories have developed from behaviorism and cognitivism to social constructionism. Communication technologies now provide a more enabling environment for audiences to engage in media prosumption, and the shift in focus toward knowledge construction highlights the importance of learning motivation. With such dramatic changes on both sides, it is pertinent to examine how media education practices will be affected.
Aims: Armed with the same goal and a belief in the potential of a pedagogy of inquiry, this study started with the basic “ingredient” in any inquiry: the question. The aim was to determine what questions learners would most want to ask when assigned to conduct an independent inquiry study about a media issue.
Method: A self-administered semi-structured questionnaire on media use was distributed to 649 sixth-formers in 11 secondary schools in Hong Kong between December 2008 and February 2009.
Results: The findings identified a general concern about media ethics among young people, but also their inadequacy in the ability to formulate inquiry questions.
Conclusion: These findings have significant implications for both the media and education sectors. For the media sector, the credibility crisis has become an issue that requires substantial and serious attention; whilst educators must carefully consider the limits of inquiry learning.
近年，媒體和教育理論推陳出新，不約而同地關注到在急速轉變的傳播和教學環境中，「受眾」和「學生」再不如想像中那麼被動。在媒體方面，「產消合一者」（Prosumer）主動參與創製媒體內容，改變了昔日較為單向的傳播方式，而在連串教育改革中，知識建構論愈來愈得到認同，學生的學習動機、興趣和性向，跟學習效果有密切關係，教學要以「學生為本」的呼聲，漸成主流。
問題是，哪些媒體議題能引起學生興趣？學生又會否樂於看見這些議題變成學校課程？誰有權定斷最終的課程內容？教師和學生如何協調彼此不同的關注以至品味？ 本研究直接探問青年人最有興趣研究的媒體議題。通過把問題歸納和分類，研究亦會分析他們如何建構媒體問題，從而推論他們提出批判性問題的能力。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]

• English

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2011-03-01