Browsing by Author "Phang, Rosalind Lay Ping"
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- 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 AccessLearning mathematics through exploration and connection(2001)
; ; ;Cheang, Gerald ;Phang, Rosalind Lay PingTang, Wee Kee127 106 - PublicationOpen AccessA new approach to assessing physics students in NIE(1996-11)
;Cheah, Horn MunPhang, Rosalind Lay PingThe main modes of assessing Physics undergraduates in the Physics division of the National Institute of Education are (a) continuous assessments and (b) end-of-semester examination. In general, the first mode contributes 20% and the second 80% to the final grade of the students. This paper shall discuss how (b) was modified in our attempt to promote deeper learning. The basic idea of our approach is to set aside part of each examination question for the testing of analytical and thinking abilities of the students. We did this by constructing the questions such that these parts represented 'unfamiliar' situations to the students. In order to attempt these parts satisfactorily, the students would have to be able to correctly apply fundamental physics principles, rather than pure regurgitation of memorised ideas. The rest of each question were based mainly on lecture and tutorial work, so that a hard-working student, who had understood the basic ideas taught, can be expected to perform well. Examinations using the above strategy were carried out for some physics modules. The results of these examinations were compared to those where the level of difficulty within each question remained fairly uniform. The comparison was based on the same group of students.105 81 - PublicationOpen AccessAn on-line integration of undergraduate course notes(2000-09)
; ; ;Cheang, Gerald ;Phang, Rosalind Lay PingTang, Wee KeeUndergraduate mathematics courses in most universities would consist of numerous modules or subjects. The definitions, theorems and concepts taught in one module are very often based on what has been introduced in previously taught modules. This is especially true for the more advanced modules. Although there is usually a prescribed syllabus for each module, it is impossible to list all the details in the syllabus. This may lead to significant differences when a module is taught by different lecturers. One way to address this problem is to provide an easily accessed and linked set of notes for all fundamental modules in reasonable detail. This may serve to prevent omission of certain topics in earlier modules and repetitions in later modules. In this paper, we describe our experience in developing an integrated set of online undergraduate course notes. In addition, we shall also explain how Maple worksheets are merged into the system for students to explore the mathematical concepts dynamically.118 129