D-Index & Metrics Best Publications
Social Sciences and Humanities
China
2022

D-Index & Metrics

Discipline name D-index D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines. Citations Publications World Ranking National Ranking
Social Sciences and Humanities D-index 52 Citations 11,484 163 World Ranking 1106 National Ranking 9

Research.com Recognitions

Awards & Achievements

2022 - Research.com Social Sciences and Humanities in China Leader Award

Overview

What is he best known for?

The fields of study he is best known for:

  • Pedagogy
  • Social science
  • Educational technology

His scientific interests lie mostly in Pedagogy, Information and Communications Technology, Mathematics education, Educational technology and Technology integration. His study in the field of Teacher education and Professional development is also linked to topics like Use of technology. His Information and Communications Technology research incorporates elements of Technological Pedagogical Content Knowledge, Interpersonal communication, Perception and Construct validity.

His Educational technology research incorporates themes from Structural equation modeling, Productivity and Marketing. His Structural equation modeling research includes themes of Social psychology and Usability, Technology acceptance model. Ching Sing Chai has included themes like Knowledge management and Primary education in his Technology integration study.

His most cited work include:

  • Understanding pre-service teachers' computer attitudes: applying and extending the technology acceptance model (362 citations)
  • Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK) (318 citations)
  • Modeling primary school pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT) (230 citations)

What are the main themes of his work throughout his whole career to date?

His primary areas of study are Mathematics education, Pedagogy, Information and Communications Technology, Educational technology and Technological Pedagogical Content Knowledge. His Mathematics education research is multidisciplinary, incorporating elements of Structural equation modeling and Design thinking. Technology integration, Teacher education, Teaching method, Knowledge building and Professional development are among the areas of Pedagogy where Ching Sing Chai concentrates his study.

The study incorporates disciplines such as Perception, Curriculum, Faculty development, Primary education and Construct validity in addition to Information and Communications Technology. In his work, Active learning, Mobile-assisted language learning and Synchronous learning is strongly intertwined with Experiential learning, which is a subfield of Educational technology. Ching Sing Chai has researched Technological Pedagogical Content Knowledge in several fields, including Content knowledge and Technological literacy.

He most often published in these fields:

  • Mathematics education (42.65%)
  • Pedagogy (40.76%)
  • Information and Communications Technology (21.33%)

What were the highlights of his more recent work (between 2017-2021)?

  • Mathematics education (42.65%)
  • Technological Pedagogical Content Knowledge (15.64%)
  • Curriculum (8.06%)

In recent papers he was focusing on the following fields of study:

Mathematics education, Technological Pedagogical Content Knowledge, Curriculum, Design thinking and Sociology of Education are his primary areas of study. Ching Sing Chai is interested in Teaching method, which is a field of Mathematics education. His Technological Pedagogical Content Knowledge study combines topics in areas such as Language education and Learning by design.

His research integrates issues of Thematic analysis and Artificial intelligence in his study of Curriculum. His research on Sociology of Education also deals with topics like

  • Self-efficacy that connect with fields like Medical education, Technology integration, Technology education, Technological literacy and 21st century skills,
  • School teachers that connect with fields like Service, Game based learning, Questionnaire and Constructivist teaching methods. Professional learning community is a subfield of Pedagogy that Ching Sing Chai tackles.

Between 2017 and 2021, his most popular works were:

  • Enhancing and Modeling Teachers’ Design Beliefs and Efficacy of Technological Pedagogical Content Knowledge for 21st Century Quality Learning: (22 citations)
  • STEM Education in Asia Pacific: Challenges and Development (19 citations)
  • Hong Kong Teachers’ Self-efficacy and Concerns About STEM Education (12 citations)

In his most recent research, the most cited papers focused on:

  • Social science
  • Pedagogy
  • Mathematics education

His primary scientific interests are in Mathematics education, Sociology of Education, Teaching method, Design thinking and Self-efficacy. He combines subjects such as Critical reading, Knowledge building and Semiotics with his study of Mathematics education. His studies deal with areas such as Information and Communications Technology, Critical thinking and Collaborative learning as well as Teaching method.

His Self-efficacy research is multidisciplinary, incorporating perspectives in Structural equation modeling and Medical education. His study in Confirmatory factor analysis is interdisciplinary in nature, drawing from both Technology integration and Professional learning community. His Professional learning community study integrates concerns from other disciplines, such as Technological Pedagogical Content Knowledge and Curriculum development.

This overview was generated by a machine learning system which analysed the scientist’s body of work. If you have any feedback, you can contact us here.

Best Publications

Facilitating preservice teachers' development of technological, pedagogical, and content knowledge (TPACK)

Ching Sing Chai;Joyce Hwee Ling Koh;Chin Chung Tsai.
Educational Technology & Society (2010)

778 Citations

Understanding pre-service teachers' computer attitudes: applying and extending the technology acceptance model

Timothy Teo;Chwee Beng Lee;Ching Sing Chai.
Journal of Computer Assisted Learning (2007)

675 Citations

A review of technological pedagogical content knowledge

Ching Sing Chai;Joyce Hwee Ling Koh;Chin Chung Tsai.
Educational Technology & Society (2013)

665 Citations

Modeling primary school pre-service teachers' Technological Pedagogical Content Knowledge (TPACK) for meaningful learning with information and communication technology (ICT)

Ching Sing Chai;Joyce Hwee Ling Koh;Chin-Chung Tsai;Lynde Lee Wee Tan.
Computer Education (2011)

545 Citations

Examining the technological pedagogical content knowledge of Singapore pre‐service teachers with a large‐scale survey

Joyce Hwee Ling Koh;Ching Sing Chai;Chin-Chung Tsai.
Journal of Computer Assisted Learning (2010)

401 Citations

Teachers’ pedagogical beliefs and their planning and conduct of computer‐mediated classroom lessons

Cher Ping Lim;Ching Sing Chai.
British Journal of Educational Technology (2008)

396 Citations

Assessing the intention to use technology among pre-service teachers in Singapore and Malaysia: A multigroup invariance analysis of the Technology Acceptance Model (TAM)

Timothy Teo;Chwee Beng Lee;Ching Sing Chai;Su Luan Wong.
Computer Education (2009)

386 Citations

Students' views of the nature of science: A critical review of research

Feng Deng;Der‐Thanq Chen;Chin‐Chung Tsai;Ching Sing Chai.
Science Education (2011)

319 Citations

The "third"-order barrier for technology-integration instruction: Implications for teacher education

Chin-Chung Tsai;Ching Sing Chai.
Australasian Journal of Educational Technology (2012)

283 Citations

Beliefs about teaching and uses of technology among pre‐service teachers

Timothy Teo;Ching Sing Chai;David Hung;Chwee Beng Lee.
Asia-pacific Journal of Teacher Education (2008)

281 Citations

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Best Scientists Citing Ching Sing Chai

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Timothy Teo

Chinese University of Hong Kong

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