Browsing by Author "Chin, Christine"
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- PublicationRestrictedAnalyzing student artefacts(2006-05)
;Digital Curricular Literacies Team ;Lim, Cher Ping ;Freebody, Peter ;Hedberg, John G. ;Guo, Libo ;Chin, Christine ;Le Vasan, Mani ;Tan, Doreen ;Towndrow, Phillip A. (Phillip Alexander) ;Brudvik, Ole C. ;Chen, Min Pyng ;Muthukumar S. Lakshmanan ;Lim, Julie Poh Gek ;Lim, Tze Mien ;Uma Natarajan ;Pathak, Suneeta Anil ;Shankar, Sunitha ;Sam, Charmaine Ming Shann ;Tan, Christine Sze Yin ;Tiu, Angela Ting LingTiu, Wendy Ting Yik"This progress report relates to the third study in the DCL suite - the analysis of student artefacts collected during the unit of school work being observed. It is focused on three key issues relating to CRPP's research mission in general and to the DCL project's overall aim: 1. The need for a more systematic attention to epistemological issues in pedagogical research, a concern with nature of knowledge as it is enacted, conveyed and built in school work and through curriculum and assessment materials. 2. The need expressed by both researchers and professionals for more systematic attention to the ways in which new communication and representational technologies are implying more sophisticated and diverse forms of multimodal representation. 3. The need for the teachers to take an open-textured task design perspective towards the planning and execution of the lesson activities and setting and marking of student work."-- [p. 1-2].259 63 - PublicationRestrictedClassroom interaction in science: Developing a content-specific analytic framework(2006-12)Chin, Christine"The purpose of this study was to (a) develop an analytical framework that represents classroom talk and questioning in science, (b) find out how teachers use questioning to engage their students in thinking about conceptual content that enables the construction of knowledge, and (c) identify the various forms of feedback provided by teachers in the follow-up move of the IRF (initiation-response-follow-up) format of teaching-exchange, and (d) find out how teachers use questions in classroom discourse to scaffold student thinking and help students construct scientific knowledge."-- [p. 1] of executive summary.
174 96 - PublicationOpen AccessComparison of Australian and Singaporean studies on problem solving variables in chemistry(1994-11)
;Lee, Lucille Kam Wah ;Goh, Ngoh Khang ;Chia, Lian Sai ;Chin, ChristinePhang, Rosalind Lay PingThe development in students of the ability and skills to solve problems is of current interest and concern in education in general, and in science education in particular. What are the most important problem-solving skills that should be taught in science lessons for more effective problem solving? This is a revisited study on the role of cognitive variables viz., concept relatedness, idea association, problem translating skill, prior problem-solving experience, specific knowledge and relevant but non-specific knowledge in problem-solving performance in Chemistry. The earlier study was conducted in Australia. Two hundred and seventy-nine Pre-University Two Chemistry students from six Singapore junior colleges were involved in this second study. Six testing instruments, two traditional types and four non-traditional types, were used as in the previous study to measure these variables. This paper presents the findings of the Singaporean study on the relationships between the cognitive variables and problem solving performance in solving three electrochemistry problems of different degrees of familiarity. The findings are then compared with the Australian study. The implication of the study for teaching and learning problem solving have been addressed.141 125 - PublicationOpen AccessDeep and surface learning approaches in science: A comparison(1999-12)Chin, ChristinePrevious researchers have often described students’ approaches to learning as either deep or surface. What does this mean in the specific context of science learning? The purpose of this study was to compare in greater depth, the qualitative differences between what is commonly referred to as deep versus surface approaches to learning science and articulate the subtleties of these constructs. Six grade 8 students judged as typically using learning approaches ranging from deep to surface were taped during hands-on class activities during regular science classes. They were also interviewed about their understanding of some related science concepts. Analysis of the students’ discourse and behaviours during class activities and their interview responses revealed several differences in their learning approaches. These differences were grouped under five emergent categories: generative thinking, nature of explanations, questioning, metacognitive activity, and approach to tasks. Implications based on these findings are discussed.
216 621 - PublicationOpen AccessA DNA science research and training programme for secondary school and junior college teachers and students on genetic polymorphisms in human, animals and plants in Singapore(2005)
;Gan-Yap, Yik Yuen ;Koh, Chong Lek ;Sze, C. C. ;Chin, Christine ;Lum, Shawn K. Y.; ;Gan, Leong Huat ;Cheong, K. F. ;Wong, M. P. F. ;Davies, D. ;Tan, J. ;Ang, Diana Tiong Joo ;Cai, Y. Y.Micklos, D.The objective of this project is to train teachers and students to be competent in the principles and practice of DNA science by working on genetic polymorphisms of humans, animals and plants in Singapore. MOE has provided JC and Secondary Schools in Singapore the life sciences research facilities and equipment which cost millions of dollars. This project is therefore timely and useful to support the life science initiative of MOE in education. This project has both educational and research benefits. The data collected are important from the scientific point of view, as well as for educational purpose for schools in Singapore. Teachers and students, through this project, will be exposed to the exciting and innovative world of DNA Science, including forensic and biomedical DNA, so that they may appreciate the myriad career opportunities available to people with good knowledge in life sciences and biomedicine. Nine schools have indicated their interests in joining this project as pilot schools. Data collected from the study of human genetic polymorphisms will form the DNA database of human variation for the different ethnic populations. This is valuable information for forensic DNA science in Singapore. The human genetic polymorphisms of various DNA markers; plant and animal polymorphisms will be studied. Teachers and students will be trained the knowledge of bioinformatics and how to access and assess DNA database obtained from the Human Genome Project and the method of how to test GMO food. A national DNA Science Symposium for Singapore schools will be organized at the end of the period for students from participating schools to present their findings.225 210 - PublicationOpen Access
3045 19318 - PublicationOpen AccessFacilitating science investigations: some suggestions for the teacher(2003)Chin, ChristineStudents encounter a number of dificulties when carrying out science investigations. These include activating relevant prior knowledge, planning and design, carrying out the investigation, presenting the findings, interpreting, and making conclusions. This article reports on the common weaknesses associated with students' performance in science investigations, and suggests how teachers can help students to carry out practical investigations. An instructional model for teaching science investigation is proposed, and the performance indicators corresponding to each stage of the investigation is discussed.
356 384 - PublicationOpen AccessLearning in science: What do students’ questions tell us about their thinking?(2001)Chin, ChristineThe purpose of this study was to (1) study how students’ questions contribute to the knowledge construction process, and (2) relate the nature of students’ questions to their approaches to learning. Six Grade 8 students were observed during class activities, and interviewed before and after instruction about related science concepts. Students’ questions included basic information questions which reflected a surface learning approach, and wonderment questions which characterized a deep approach. While wonderment questions stimulated the students themselves or their peers to hypothesize, predict, thought-experiment and generate explanations, basic information questions elicited little conceptual talk or deep cognitive processing. Although the students did not always ask wonderment questions spontaneously, they were able to generate such questions when prompted to do so. Some strategies related to student questioning that teachers can use to encourage deeper thinking in students are suggested.
765 1052 - PublicationOpen AccessLearning science using a deep approach: Case studies of two students(1998-11)Chin, ChristineWhat kinds of strategies are associated with a deep approach to learning science? How do these strategies interact to facilitate learning? This paper attempts to answer these questions by identifying some of these learning strategies and discussing how they might interact. Two groups of Grade 8 students were taped as they participated in hands-on science activities during a nine-week chemistry unit. To find out more about their understanding of the related science concepts, the students were also interviewed both before and after instruction of this unit. The focus in this paper is on case studies of two students who showed a deep approach to learning. Analysis of transcripts produced several categories which were used to classify the different strategies used by the students. Examples illustrating the use of these strategies are provided.
313 125 - PublicationRestrictedLower high-school students' approaches to finding, evaluating and using web resources in history and science tasks(2006-05)
;Digital Curricular Literacies Team ;Freebody, Peter ;Hedberg, John G. ;Guo, Libo ;Chin, Christine ;Tan, Doreen ;Towndrow, Phillip A. (Phillip Alexander) ;Brudvik, Ole C.Tiu, Angela Ting Ling"This project was part of a suite of studies that aimed to describe and intervene in information and communication technology (ICT)-oriented learning activities at the lower high-school level. The study focused on student performance in Web search tasks that could be used to extend class work and add real-world contexts to learning."-- [p. 1] of executive summary.674 89 - PublicationOpen AccessOpen investigations in science: posing problems and asking investigative questions(2002)Chin, ChristineTo carry out an investigation, one must first pose a researchable problem and ask investigative questions. However, this is a difficult task for many students who are more accustomed to having the problem given to them. Furthermore, the questions that students ask are sometimes non-investigable. This paper ofiers suggestions on how teachers can help students formulate problems and questions that nre feasible for investigations. A typology of investigable and non-investigable questions is also given.
540 4188 - PublicationOpen AccessOpen-ended investigations in science: A case study of Primary 6 pupils(SEAMEO RECSAM, 2002)
;Chin, ChristineKayalvizhi GanesanThe purpose of this study was to find out (a) how pupils approach and carry out open-ended investigations, and (b) the difficulties that they face when carrying out such investigations. The study was conducted in a class of 39 primary six pupils of mixed ability who carried out four investigations. Data were based on pupil’s questions, planning sheets and written reports, observations, field notes, and videotapes of pupils performing the investigations. The pupils were able to carry out the investigations with some success. However, their performance was hampered by the inability to identify prior conceptual knowledge relevant to the problem, a lack of planning, failure to control variables and repeat measurements, inadequate interpretation and presentation of findings, and little critical reflection and self-evaluation of their performance. Suggestions for helping teachers facilitate open-ended investigations are proposed, and implications for teaching are discussed.345 329 - PublicationOpen AccessProblem-based learning: Implementing project work in biology through ill-structured problems(2004-11)
;Chin, ChristineChia, Li GekThis case study investigated how secondary 3 students carried out project work in biology via problem-based learning that made use of ill-structured problems. Students first identified their own problems for investigation and then worked in groups to solve the problems. Data sources included observations of students at work, interviews, students' written work, as well as audio and videotapes of students engaged in group work. Issues and challenges related to the use of ill-structured problems were identified, and implications for the implementation of problem-based learning in project work are discussed. These issues pertained to students identifying a problem for study, students' questions and their learning pathways, and the methods of inquiry that students engaged in.200 373 - PublicationOpen AccessProblem-based learning: Inspirations for students’ problems and questions asked(2003-11)
;Chin, ChristineChia, Li GekThis case study involved secondary 3 students carrying out project work in biology via problem-based learning. The purpose of the study was to find out (a) the sources of inspiration for students’ problems and questions, and (b) the kinds of questions that students asked. Students first identified their own problems for investigation and then worked in groups to solve the problem. Data sources included observations of students at work, interviews, students’ written work, and tapes of students engaged in group work. Students’ problems and questions were inspired mainly by cultural beliefs, the media, personal experiences, and the school curriculum. Students’ questions directed their learning and guided them to engage in different activities which led to knowledge construction. Implication of the findings for instructional practice are discussed.165 149 - PublicationOpen AccessPromoting critical and creative thinking in chemistry through teacher questioning(2000)Chin, Christine
155 866 - PublicationOpen AccessPromoting higher cognitive learning in science through a problem-solving approach(1997)Chin, Christine
168 1519 - PublicationOpen AccessPsychology for teachers: Students’ approaches to learning science(1999-12)Chin, ChristineIn this paper, the nature of students’ approaches to learning is first described from a general perspective. Different theoretical and psychological perspectives regarding this and the factors influencing the learning approach adopted by students are discussed. Following this, a review of research focusing on students’ approaches to learning science is presented. This includes the relationship between students’ approaches to learning and science learning outcomes, and a comparison of deep and surface learning approaches in science. Finally, some related issues and implications for curriculum practice in the science classroom are discussed.
272 204 - PublicationOpen AccessQuestioning as a learning strategy in primary science(2009)
;Ng-Cheong, Joan S. K.Chin, ChristineIn 2008, there was a change in the local primary science syllabus. It moved from being theme-based and mainly knowledge-based to that of theme-based and inquiry-based. There are many aspects to inquiry-based learning, one of which is students using questioning as a learning strategy. The purpose of this study was to (a) examine the use of questioning as a learning strategy in primary science, and (b) discuss the relationship between student questioning and learning in science. A Primary Six class of thirty-five students was selected for this study. This class was taught special questioning techniques by the teacher which involved Dr Sandra Kaplan’s Model, a question web and question prompts. The study is centred on the socio-scientific issue of ‘Alternative Energy’. It included a debate which involved eight students with four of them having opposing points of view with regards to the issue of ‘Alternative Energy’. Data were collected from students’ written reflections, written reports, a questionnaire, a debate and pamphlet-making. To a large extent, students found that questioning helped them to probe deeper into the topic on ‘Alternative Energy’. Consequently, students were motivated to find out more and expressed what they had found out about the topic through their pamphlet-making. The pamphlets made by them were exhibited in public in a schools’ carnival at Suntec City.245 500 - PublicationOpen AccessStudent-generated questions: encouraging inquisitive minds in learning science(2002)Chin, ChristineIn a typical classroom setting, the teacher presents information and poses questions to which students answer. Rarely do students ask questions to which the teacher responds. Given this state of affairs, it is difficult for the teacher to know the kinds of puzzlement that students have if their questions are not articulated. More importantly, questions are also psychological tools for thinking as they help to scaffold ideas, and can advance students' understanding of scientific concepts and phenomena. The act of asking questions and the consequent search for answers is key to active learning. The formulation of a good question is also a creative act, and at the heart of what doing science is all about. Hence, students should be encouraged to ask questions as this facilitates learning. The purpose of this paper is to highlight the value of students' questions in the learning-teaching process, review the research on student-generated questions in science learning, suggest some strategies that teachers can use to foster a 'culture of inquisitiveness' in their classrooms, and discuss some related issues and implications of students' questions for science teaching.
1840 9085 - PublicationOpen AccessStudents' approaches to learning science: Responding to learners' needs(2003)Chin, ChristineThis article reports on students' approaches to learning science. In particular, it highlights the findings of three related research studies conducted by the author and teases out the implications for instructional practice in science classrooms. Areas of focus include: (a) the nature of students' approaches to learning; (b) a comparison of the qualitative differences between deep and surface learning approaches; (c) the learning strategies associated with a deep approach; (d) the role of student-generated questions in science learning; and (e) implications for instruction. The article also discusses some issues related. to the research findings.
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