Dr LEE, Wing Sze Wincy   李穎思
Assistant Professor
Department of Curriculum and Instruction
Phone No: (852) 2948 7529
Fax No: (852) 2948 7563
Email: wwslee@eduhk.hk
Contact
ORCiD
0000-0003-2746-9872
Phone
(852) 2948 7529
Fax
(852) 2948 7563
Email
wwslee@eduhk.hk
Scopus ID
55535778100
Research Interest

Epistemic Beliefs; Epistemic Development; Learning Environment; Associate Degree Policy and Development; Positive Psychology and Learning.



Teaching Interest

Courses taught:

Degree level courses:

-- Teachers as curriculum planners

-- Chinese cultural heritage and Chinese philosophy

-- Effective teaching and positive classroom learning environment

-- Teacher leadership and professionalism in changing contexts

-- General Education foundation course

-- Honors Projects supervision

Post-graduate courses:

-- Psychology of learning

-- Teacher leadership and professionalism in changing contexts

-- Practitioner-based research project

-- Critical thinking in liberal studies

-- EdD Supervision

Professional Profile

Wincy is an Assistant Professor of the Department of Curriculum and Instruction. Prior to joining the Institute, she took up the Post-doctoral Fellowship in The University of Hong Kong specializing Learning Sciences.

Wincy's major research interest is in epistemic beliefs and epistemic development and her PhD dissertation has won the Award for Outstanding Research Postgraduate Student in The University of Hong Kong. She has broad research interest and publishes in area of, in addition to epistemic beliefs and learning, also in policy and learning environment in higher education also lately in positive psychology.

Research Interest

Epistemic Beliefs; Epistemic Development; Learning Environment; Associate Degree Policy and Development; Positive Psychology and Learning.



Teaching Interest

Courses taught:

Degree level courses:

-- Teachers as curriculum planners

-- Chinese cultural heritage and Chinese philosophy

-- Effective teaching and positive classroom learning environment

-- Teacher leadership and professionalism in changing contexts

-- General Education foundation course

-- Honors Projects supervision

Post-graduate courses:

-- Psychology of learning

-- Teacher leadership and professionalism in changing contexts

-- Practitioner-based research project

-- Critical thinking in liberal studies

-- EdD Supervision

Selected Output

Scholarly Books, Monographs and Chapters
Lee, W.W.S. (2021). Relationship between beliefs about collaboration and epistemic emotions in collaborative learning. Junjun Chen, Ronnel B. King, Emotions in Learning, Teaching, and Leadership: Asian Perspectives (18-28). London: Routledge.
Lee, W.W.S., Leung, D.Y.P. & Lo, K.C.H. (2013). Development of generic capabilities in teaching and learning environment at associate degree. Myint Swe Khine, Application of Structural Equation Modeling in Educational Research and Practice (169-184). Netherland: Sense Publisher.

Journal Publications
Lee, W. W.S. & Yang, M. (2020). Effective collaborative learning from Chinese students’ perspective: a qualitative study in a teacher-training course. Teaching in Higher Education, 1, 1-17.
Lee, W.W.S. (2019). Nexus between massification of tertiary education and community college students’ learning experiences in Hong Kong. International Journal of Lifelong Education, 38, 527-537.
Lee, W.W.S (2018). The timing and critical incident of epistemic beliefs change in Hong Kong college students: an exploratory study. Asia Pacific Journal of Education, 38, 164-174.
Lee, W.W.S. & Chan, C.K.K. (2018). Relationships among epistemic beliefs, perception of learning environment, study approaches and academic performance: A longitudinal exploration with 3P model. Asia Pacific Education Researcher, 27, 267-276.
Lee, W.W.S. (2017). Predicting community college students’ psychological stress with grit and perception of failure. Short Communication. Journal of Adolescence, 60, 148-152.
Lee, W.W.S, & Chan, V.C.W. (2017). Cross-sectional Study on Chinese Secondary School Students' Epistemic Beliefs and Fallacy Identification. Asia-pacific Education Researcher, 26(1), 11-19.
Lee, W.W.S. & Chan, C.K.K. (2015). Examining and Identifying Epistemic Beliefs Among College Students in Hong Kong (DOI: 10.1007/s40299-014-0206-1). The Asia-Pacific Education Researcher, Retrieved from http://link.springer.com/article/10.1007/s40299-014-0206-1, 24, 603-612.
Lee, W.W.S. (2014). Opening Up a Road to Somewhere: Associate Degree Students' Generic Capabilities Development in Hong Kong. International Journal of Lifelong Education, 33(5), 607-624.
Tafarodi, R., Shaughnessy, S., Leung, D.Y.P., Lee, W.W.S., Ozaki, Y., Morio, H. & Yamaguchi, S. (2009). Disregard for outsiders: A cultural comparison. Journal of Cross-cultural Psychology, 40, 567-583.
Leung, D.Y.P & Lee, W.W.S. (2006). Predicting Intention to Quit Among Chinese Teachers: Differential Predictability of the components of burnout. Anxiety, Stress and Coping, 19, 129-141.
Tafarodi, R. W., Lo, C., Yamaguchi, S., Lee, W.W.S., & Katsura, H & Svensson, H. (2004). The Inner-self in Three Countries. Journal of Cross-cultural Psychology, 35, 97-117.

Conference Papers
Lee, W.W.S. & Man, S.K.Y. (2020, December). FSTE Conference: Emotional and Mental Wellbeing for Whole Person Development. Associate Degree Students’ Mindset, Grit, Sense of Well-being and Academic Engagement: An Exploratory Study, Hong Kong.
Lee, W.W.S & Yu, W.M. (2019, March). When stress is high and job satisfaction is low: Narratives of reconciliation. Paper presented at International Conference on Sustainable Development and Comparative Education: Goals, Reifications and Heresies, Hong Kong.
Chan, P.L.A., Lee, W.W.S, So, C.H.J., & Wong, Y.T.A. (2018, June). Curricular or co-curricular? What relates to students generic competences. Paper presented in FSTE Conference 2018, Hong Kong.
Lee, W.W.S., Chan, I. N.M., & Chan, M. Y.M. (2017, November). Using knowledge building as a pedagogical rein on e-Learning: A case in associate degree business subject. Conference on Enhancing Student Learning Experience, co-organized by Federation for Self-financingTertiary Education (FSTE), Hong Kong.
Chan, C.K.K., Lee, W.W.S., & Wang, R.F.W. (2017, September). Reflective assessment in computer-supported collaborative learning for pre-service teacher. Round table discussion. 17th Biennial EARLI Conference, European Association of Research in Learning and Instruction. Finland, Aug 2017, Finland.
Lee, W.W.S., Chan, A.P.L., So, J.C.H., & Wong, A.Y.T. (2016, November). Predicting associate degree students’ psychological stress levels with self-perceptions of failure, academic performance and grit. Conference on Enhancing Student Learning Experience, co-organized by Federation for Self-financing Tertiary Education (FSTE) and Hong Kong Council for Accreditation of Academic and Vocational Qualification (HKCAAVQ), Hong Kong.
Lee, W.W.S. & Chan, V.C.W. (2016, July). Relationship of epistemic belief, identification of informal fallacies and grade level in Hong Kong secondary school students. International Congress of Psychology, Yokohama, Japan.
LEE, W.W.S (2014, July). Using constructivist learning environment to cater for learning diversity and promote approaches to learning. Showcase presentation for Higher Education Research and Development Society of Australasia (HERDSA)2014 Conference- Higher Education in a Globalized World, Hong Kong.
Lee, W.W.S (2013, August). An Exploratory Study on the Relationship of Epistemological Beliefs and Perception of Program Learning Environment Among College Students in a Two-year curriculum. European Association for Research on Learning and Instruction, Munich, Germany.
Lee, W.W.S., Lo, C.H.K. & Chan, C.W.V. (2012, August). Assessing students’ development of program outcomes in an associate degree engineering. IEEE International Conference on Teaching, Assessment and Learning for Engineering, Hong Kong.

Project

Examining the Joint Effect of Theory of Intelligence Intervention and Epistemic Beliefs Intervention on Chinese College students' Learning
It is an short interventional study making use of socio-psychological principles to foster growth mindset and epistemic beliefs change.
Project Start Year: 2017, Principal Investigator(s): LEE, Wing Sze Wincy 李穎思
 
Practicing What One Preaches: Using Key Learning Principles to Foster Constructivist Epistemic Beliefs for Theory-practice Integration
The project aims at examining the impact of using an learning environment that foster epistemic change.
Project Start Year: 2016, Principal Investigator(s): LEE, Wing Sze Wincy 李穎思
 
Theory of Intelligence Intervention that Fosters Students' Academic Resiliense (Growth Mindset): A Pilot Study in Community College
A interventional study to foster students' academic resilience
Project Start Year: 2015, Principal Investigator(s): LEE, Wing Sze Wincy 李穎思
 
Timing and Critical Incident of Epistemic Belief Change Across Chinese Students of Different Grade Levels: A Qualitative Study
A qualitative study on Chinese students' epistemic belief change
Project Start Year: 2015, Principal Investigator(s): LEE, Wing Sze Wincy 李穎思
 
An Exploratory Study on the Relationship of Epistemological Beliefs, Grade Level and Identification of Informal Fallacies Among Hong Kong Students
A research project on secondary school students' epistemic belief and their ability to identify informal fallacies.
Project Start Year: 2012, Principal Investigator(s): LEE, Wing Sze Wincy 李穎思
 
Development of Moodle-Enhanced Case-Based Learning for Pre-Service and In-Service Teachers on Classroom Learning
A teaching- and research-oriented project on using blended learning to enhance students' learning.
Project Start Year: 2012, Principal Investigator(s): CHAN, K.K. Carol (LEE, Wing Sze Wincy 李穎思 as Co-Investigator)
 
An Outcome-Based Approach to Curriculum Development in Associate Degree Programs
A three-year project to pilot run outcome-based assessment in three selected associate degree programs in a community college
Project Start Year: 2009, Principal Investigator(s): LEE, Wing Sze Wincy 李穎思
 
Prizes and awards

Award for Outstanding Research Postgraduate Students

Date of receipt: 1/12/2011, Conferred by: The University of Hong Kong