Kason is a Titular Clarendon Scholar, a Hong Kong Jockey Club Oxford Graduate Scholar and a DPhil student at Department of Education, University of Oxford. He is currently a MSc tutor (Science Stream) in Learning and Teaching.

He was awarded a distinction in both his PGCE/QTS at Durham University and MPhil in Educational Research at the University of Cambridge. His MPhil was fully funded by Doris-Zimmern HKU-Cambridge Hughes Hall Scholarship and received Raffan Prize In Education from Hughes Hall, the University of Cambridge.

Kason has extensive secondary teaching experience in state schools in England. He is an academic working in the field of nature of science, multimodal representations, visualization and reading and writing in science. His research has been published in a range of journals in the areas of science communication, public health and science education. These journals include Humanities and Social Sciences Communications (Nature Portfolio), Studies in Science Education, Public Health, Transaction in GIS, Science and Education, Research in Science and Technological Education and International Journal of Science Education.

He is currently serving as an editorial board member of Research in Science and Technological Education. He is also a peer reviewer for a range of journals in the fields of science communication, science education, research method and applied linguistics such as Public Understanding of Science, Field Methods, Journal of Mixed Methods Research, Journal of Biological Education, Science and Education, Research in Science and Technological Education, International Journal of Bilingual Education and Bilingualism, and Asia-Pacific Educational Researcher.


Book chapters
  • Cheung, K., & Pun, J. (2023). The use of epistemic network analysis in analysing classroom discourse in EMI-science classrooms. In Qualitative Research Methods in English Medium Instruction for Emerging Researchers (pp. 33-44). Taylor & Francis.

  • Journal articles
  • Cheung, K. (2024). A structural model of future-oriented climate change optimism in science education: PISA evidence from countries with top Environmental Protection Index. Research in Science Education.

  • Cheung, K., Long, Y., Liu, Q., & Chan, H.-Y. (2024). Unpacking epistemic insights of artificial intelligence (AI) in science education: a systematic review. Science & Education.

  • Cheung, K., Pun, J., & Fu, X. (2023). Development and validation of a reading in science holistic assessment (RISHA): a Rasch measurement study . International Journal of Science and Mathematics Education.

  • Cheung, K., & Sonkqayi, G. (2023). Students’ science achievement in cognitive domains: effects of practical work and clarity of instruction. Research in Science and Technological Education, 1-18.

  • Cheung, K., Chan, H.-Y., & Erduran, S. (2023). Communicating science in the COVID-19 news in the UK during Omicron waves: exploring representations of nature of science with epistemic network analysis. Humanities and Social Sciences Communications, 10(1).

  • Pun, J., Fu, X., & Cheung, K. (2023). Language challenges and coping strategies in English Medium Instruction (EMI) science classrooms: a critical review of literature. Studies in Science Education, 60(1), 121-152.

  • Chan, H.-Y., Cheung, K., & Erduran, S. (2023). Science communication in the media and human mobility during the COVID-19 pandemic: a time series and content analysis. Public Health, 218, 106-113.

  • Pun, J., & Cheung, K. (2023). Developing and validating a genre awareness questionnaire for writing scientific reports. Frontiers in Psychology, 14, 1210240.

  • Chan, H., Xu, Y., Chen, A., Liu, X., & Cheung, K. (2022). Drawing metro maps in concentric circles: a designer‐in‐the‐loop approach with visual examples. Transactions in GIS, 27(3), 703-729.

  • Cheung, K., & Erduran, S. (2022). A systematic review of research on family resemblance approach to nature of science in science education . Science and Education, 32(5), 1637-1673.

  • Cheung, K., & Tai, K. (2021). The use of intercoder reliability in qualitative interview data analysis in science education. Research in Science and Technological Education, 41(3), 1155-1175.

  • Cheung, K., & Winterbottom, M. (2021). Exploring students’ visualisation competence with photomicrographs of villi. International Journal of Science Education, 43(14), 2290-2315.

  • Cheung, K., & Winterbottom, M. (2021). Students’ integration of textbook representations into their understanding of photomicrographs: epistemic network analysis. Research in Science and Technological Education, 1-20.

  • Pun, J., & Cheung, K. (2021). Meaning making in collaborative practical work: a case study of multimodal challenges in a Year 10 chemistry classroom. Research in Science and Technological Education, 41(1), 271-288.

  • Cheung, K. (2020). Exploring the inclusion of nature of science in biology curriculum and high-stakes assessments in Hong Kong. Science and Education, 29(3), 491-512.