Dr CHEUNG, Ka Ching    張家政 博士
Assistant Professor
Department of Curriculum and Instruction
Contact
ORCiD
0000-0002-6431-1129
Phone
(852) 2948 7227
Fax
(852) 2948 7563
Email
cheungkac@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Website
https://pappl.eduhk.hk/rich/web/person.xhtml?pid=313728&name=CHEUNG, Ka Ching
Scopus ID
57216872204
SDGs
4 - Quality Education
13 - Climate Action
Personal Profile

Cheung Ka Ching, Kason is an Assistant Professor of Science Education/STEM Education at the Department of Curriculum and Instruction, The Education University of Hong Kong. He obtained his PhD (DPhil) in Science Education at the University of Oxford and a MPhil degree with distinction at the University of Cambridge. His has received research funding from Early Career Scheme, Research Grant Council. He is one of the recipients of the 2024 ESERA Early Career Travel Award. He completed his PhD degree as an Oxford Clarendon Scholar (top 2% of the cohort) and a Hong Kong Jockey Club Oxford Graduate Scholar (£140,000). He has also secured Cambridge Trust PhD International Scholarship. Apart from his PhD, his MPhil degree was supported by The Doris Zimmern HKU-Cambridge Hughes Hall Scholarships. Previously, he has been a MSc tutor (Science Education) in Teaching and Learning at the Department of Education, University of Oxford for two years.

He welcomes enquiries from potential EdD students, with the focus on science education and STEAM education (with science education as the focus).

He is currently the Associate Editor of European Journal of Education and Curriculum Journal affiliated with British Educational Research Association. Currently, he is the editorial board member of Research in Science and Technological Education.

Before pursuing his PhD degree, he undertook science teaching training in Hong Kong and United Kingdom, and received his PGCE (Distinction) in Chemistry Education at Durham University. He also obtained First Class Honours for Bachelor of Education and Bachelor of Science at the University of Hong Kong. He taught science across two subsidized secondary schools in Hong Kong, as well as teaching science in more than nine diverse primary and secondary schools in Cambridgeshire, England.

He has gained reputation in the international playfield of Generative AI in Primary/Secondary Science Education, as this line of his research work has appeared in "AI in Science Education" in Research in Science Education, as well as "Epistemic Insights and Artificial Intelligence" in Science and Education. His work has received the US National Research in Science Teaching (NARST) RAISE Worth Reading Award. He was invited to be one of the keynote speakers in European Science Education Research Association (ESERA) Conference 2025, Copenhagen, Denmark, presenting research on intersection between GenAI and nature of science.

Kason's research interests focus mainly on science education:

Use of generative artificial intelligence (GenAI) in science education

Equitable Scientific Practices in K-12 education

Language and literacy in science education (multimodality, reading and writing, translanguaging/transpositioning)

Epistemology of STEAM (nature of science, nature of AI)

Science Communication in K-12 setting and public education (misinformation and framing)

Future thinking in K-12 education

The following list shows his current/past externally funded projects:

  • Supporting Students’ Understanding of Generative Artificial Intelligence (GenAI) in Science Learning: The Affordance of an Epistemic-Dialogic Approach- Funded by RGC Early Career Scheme (Amount: HKD$676,800) (01/01/2026-31/12/2027)

The following list shows his current/past internally funded projects:

  • Creating AI avatar videos: Enhancing students’ peer collaboration in communicating educational theories- Funded by FEHD Innovative Teaching Grant (Amount: HKD$60,000) (01/04/2025-30/06/2026)
  • Exploring the Effectiveness of the Sci-GiFD Platform: Science GenAi-Feedbacked Drawing (Sci-GiFD) in Supporting Students’ Scientific Modelling- Funded by FEHD Internationalization and Partnership Grant (Amount: HKD$50,000) (01/03/2025-31/12/2025)
  • Examining Relationships between Students’ Uncertainty and Science Identity in the New Primary Science Curriculum in Hong Kong: A Mixed Methods Approach- Funded by FEHD Partnerships for Active International Research Scheme (PAIRS) (Amount: HKD$100,000) (01/07/2025-31/12/2026)
  • Developing students’ future-oriented climate optimism and socio-epistemic mitigation through transdisciplinary STEAM education (Amount: HKD$300,000) (1/4/2025-31/03/2026)

His research has been published in a range of journals in the areas of science education, science communication and language education:

  • Science Education
  • Studies in Science Education
  • International Journal of Science Education
  • Research in Science Education
  • Journal of Science Education and Technology
  • Cultural Studies in Science Education
  • Science and Education
  • Research in Science and Technological Education
  • International Journal of Science and Mathematics Education
  • Public Health
  • Transaction in GIS
  • Humanities and Social Science Communications
  • Language and Education
  • Journal of Multilingual and Multicultural Development

He is also a peer reviewer for a range of journals in the fields of science communication, science education, research method and applied linguistics:

  • Journal of Research in Science Teaching
  • Science Education
  • Public Understanding of Science
  • British Educational Research Journal
  • Humanities and Social Sciences Communications
  • Cogent Education
  • Journal of Mixed Methods Research
  • International Journal of Bilingual Education and Bilingualism
  • Science and Education
  • Journal of Science Education and Technology
  • International Journal of Science Education
  • Research in Science Education
  • International Journal of Science and Mathematics Education
  • Educational Psychology
  • International Journal of STEM Education
  • Field Methods
  • Asia-Pacific Educational Researcher
  • Journal of Biological Education  
  • Research in Science and Technological Education
  • London Review of Education
  • Journal of Further and Higher Education
  • European Journal of Education

He also acts a reviewer for grant application for the following university/scheme:

  • Reviewer for Collaborative Internal Grant, Qatar University
  • Members of UK Economic and Social Research Council (ESRC) Peer Review College

He also has responsibility in the following international science education conferences/associations:

  • Strand Chair of Strand 20 Methods and methodological aspects in Science Education research for the European Science Education Research Association (ESERA) 2025 Conference
  • Committee member of Professional Learning and Institutes Committee (PLIC), National Research in Science Teaching (NARST) Association

One of his publications, "The use of intercoder reliability in qualitative interview data analysis in science education" (with Dr Kevin Tai from HKU), is the second most read all the time in Research in Science and Technological Education.

Research Outputs
Scholarly Books, Monographs and Chapters
Cheung, K. K. C., Erduran, S., Oancea, S. (2025). Affordances and Challenges of Multimodal Literacy-Infused Science Pedagogy: A Case of Hong Kong EMI Science Classroom. Designing Learning with Multimodality in English Medium of Education (EME) Classrooms Across Asia. Fei Victor Lim, Jack Pun, Designing Learning with Multimodality in English Medium of Education (47-66). Bloomsbury Publishing.
Cheung, K. K. C., Oancea, A., & Erduran, S. (2025). Students' Multimodal Meaning Making: From Isolated Practices to Coherent Scientific Methods.. Gultekin Cakmakci, Mehmet Fatih Tasar, Connecting Science Education with Cultural Heritage: Selected Papers from the ESERA 2023 Conference (127). Springer Nature.
Cheung, K. K. C, Pun, J., & Hao, Y. (2024). 12 The Use of MANOVA in Analyzing the Effects of Gender on Perceived Difficulties in Speaking and Writing in a Hong Kong EMI University. Samantha Curle and Jack. K. H Pun, Researching English Medium Instruction: Quantitative Methods for Students and Researchers (207). Cambridge University Press.
SDGs infomation: 4 - Quality Education
Pun, J., Cheung, K. K. C. (2024). 4 Using Systematic Review to Explore Teaching and Learning Issues in the Context of EMI. Samantha M. Curle, Jack. K. H. Pun, Researching English Medium Instruction: Quantitative Methods for Students and Researchers (55-68). Cambridge Applied Linguistics. https://Cambridge University Press
SDGs infomation: 4 - Quality Education

Journal Publications
Long, Y., Cheung, K.K.C, Wegerif, R. (2025). Conceptualising a science toolkit for systematic educational dialogue analysis (SciT-SEDA): a holistic approach. International Journal of Science Education, NA, 1-22. https://doi.org/10.1080/09500693.2025.2503493
SDGs infomation: 4 - Quality Education
Cheung, K.K.C., Erduran, S. (2025). Designing an analytical framework to investigate students’ multimodal representations of scientific practices and methods. Research in Science Education. https://doi.org/10.1007/s11165-025-10248-y
Cheung, K.K.C, Ng, D.T.K. (2025). A systematic review of research on translanguaging in STEM education. International Journal of Multilingualism, NA, 1-18. https://doi.org/10.1080/14790718.2025.2512783
SDGs infomation: 4 - Quality Education
Cheung, K.K.C., Chan, T., Erduran, S. (2025). Many Stories, One Science? Differentiating Public Health Framing in British Newspapers. Journalism Practice, NA, NA. https://doi.org/10.1080/17512786.2025.2518452
SDGs infomation: 3 - Good Health and Well-Being
Cheung, K.K.C., Zhang, W. (2025). Undergraduate Students’ Perceptions of the Nature of Generative Artificial Intelligence (GenAI)-Influenced Science: A Structural Equation Modelling Approach. Journal of Science Education and Technology. Journal of Science Education and Technology, NA, NA. https://doi.org/10.1007/s10956-025-10230-3
SDGs infomation: 4 - Quality Education
Pun,J., Cheung, K.K.C, and Li, W. (2025). Secondary Students’ Reading of Socio-Scientific Image-Texts on Climate Change in a GPT-4 Scenario. Research in Science Education, NA, NA.
SDGs infomation: 4 - Quality Education, 13 - Climate Action
Cheung, K. K. C, Pun, J., & Xu, J. (2025). Development of a Questionnaire on Multilingual Students’ Beliefs about Equitable and Epistemic Use of Languages in Learning Science. International Journal of Science and Mathematics Education.. International Journal of Science and Mathematics Education, NA, 1-25. https://doi.org/s10763-025-10551-0
SDGs infomation: 4 - Quality Education, 10 - Reduced Inequality
Cheung, K. K. C., Erduran, S., Oancea, A. (2025). ‘Swirling' around translanguaging spaces of nature of science in multilingual classrooms. International Journal of Science Education, 1, 1-25. https://doi.org/10.1080/09500693.2024.2444439
Cheung, K. K. C., Pun, J., Kenneth-Li, W., & Mai, J. (2024). Exploring Students’ Multimodal Representations of Ideas About Epistemic Reading of Scientific Texts in Generative AI Tools. Journal of Science Education and Technology, 1, 1-14.
SDGs infomation: 4 - Quality Education
Cheung, K. K. C., & Tai, K. W. (2024). “Did you watch the Disney parade?” pedagogical translanguaging for evoking students’ perezhivanie to integrate representations in linguistically diverse science classroom. Language and Education, 1-22.


SDGs infomation: 4 - Quality Education
Cheung, K. K. C., Oancea, A., Erduran, S. (2024). Students' Meaning-Making of Nature of Science: Interaction Between Visual, Verbal, and Written Modes of Representation. Science Education, NA, 1-26. https://doi.org/10.1002/sce.21916
SDGs infomation: 4 - Quality Education
Cheung, K.K.C, Pun, K., Li, W. (2024). Students’ Holistic Reading of Socio-Scientific Texts on Climate Change in a ChatGPT Scenario. Research in Science Education, 54, 957–976. https://doi.org/10.1007/s11165-024-10177-2
SDGs infomation: 4 - Quality Education, 13 - Climate Action
Cheung, K.K.C, Zerouali, A. (2024). The mediating role of science intrinsic motivation: Effects of homework on science achievement in Western and Asian regions. International Journal of Science Education. https://doi.org/10.1080/09500693.2024.2354145
SDGs infomation: 4 - Quality Education

Projects
ECS- Supporting Students’ Understanding of Generative Artificial Intelligence (GenAI) in Science Learning: The Affordance of an Epistemic-dialogic Approach
To understand the effectiveness of epistemic-dialogic pedagogy in fostering students' learning of science with GenAI
Project Start Year: 2026, Principal Investigator(s): CHEUNG, Ka Ching
SDGs Information: 4 - Quality Education
 
Examining Relationships between Students’ Uncertainty and Science Identity in the New Primary Science Curriculum in Hong Kong: A Mixed Methods Approach
To understand the relationships between students' scientific uncertainty and science identity
Project Start Year: 2025, Principal Investigator(s): CHEUNG, Ka Ching
SDGs Information: 4 - Quality Education, 17 - Partnerships for the Goals
 
Creating AI avatar videos: Enhancing students’ peer collaboration in communicating educational theories
To create a higher education pedagogical framework for incorporating AI avatar videos into lectures
Project Start Year: 2025, Principal Investigator(s): CHEUNG, Ka Ching
SDGs Information: 4 - Quality Education
 
Developing Students’ Future-oriented Climate Optimism and Socio-epistemic Mitigation through Transdisciplinary STEAM Education

Project Start Year: 2025, Principal Investigator(s): CHEUNG, Ka Ching

 
Exploring the Effectiveness of the Sci-GiFD Platform: Science GenAi-Feedbacked Drawing (Sci-GiFD) in Supporting Students’ Scientific Modelling
To develop a platform Science GenAi-Feedbacked Drawing (Sci-GiFD), exploiting the potential of GenAI in providing personalized feedback in improving students’ scientific modelling.
Project Start Year: 2025, Principal Investigator(s): CHEUNG, Ka Ching
SDGs Information: 4 - Quality Education
 
Prizes and awards
National Research in Science Teaching (NARST) RAISE Worth Reading Award
The award has been selected to be the best paper of AI in science education.
Date of receipt: 24/3/2025, Conferred by: National Research in Science Teaching (NARST)
 
Knowledge Transfer Activities
Public Dissemination and Speeches
AI for Science Education Workshop in Global Chinese Academy for Science Education Research 2025 Conference
Date: 2025-01-03 - 2025-01-03