Ong Yann Shiou

As the new Singapore science education framework emphasises practices of science, one approach to persuade science teachers of the value of scientific argumentation (a scientific and epistemic practice) is to demonstrate its relevance in an education system driven by high-stake national examination. GCE ‘O’ level pure physics and ‘A’ level physics H2 examinations include DbQ that involve higher-order thinking skills of interpreting, evaluating, and solving problems using given information/data. In other words, the need for engaging in evidence-based reasoning, which is part of scientific argumentation.

Balancing disciplinary knowledge and practical reasoning in problem solving is needed for meaningful learning. In STEM problem solving, science subject matter with associated practices often appears distant to learners due to its abstract nature. Consequently, learners experience difficulties making meaningful connections between science and their daily experiences. Applying Dewey’s idea of practical and science inquiry and Bereiter’s idea of referent-centred and problem-centred knowledge, we examine how integrated STEM problem solving offers opportunities for learners to shuttle between practical and science inquiry and the kinds of knowledge that result from each form of inquiry. We hypothesize that connecting science inquiry with practical inquiry narrows the gap between science and everyday experiences to overcome isolation and fragmentation of science learning. In this study, we examine classroom talk as students engage in problem solving to increase crop yield. Qualitative content analysis of the utterances of six classes of 113 eighth graders and their teachers were conducted for 3 hours of video recordings. Analysis showed an almost equal amount of science and practical inquiry talk. Teachers and students applied their everyday experiences to generate solutions. Science talk was at the basic level of facts and was used to explain reasons for specific design considerations. There was little evidence of higher-level scientific conceptual knowledge being applied. Our observations suggest opportunities for more intentional connections of science to practical problem solving, if we intend to apply higher-order scientific knowledge in problem solving. Deliberate application and reference to scientific knowledge could improve the quality of solutions generated.

The prevalence and growing necessity for Science, Technology, Engineering, and Mathematics (STEM) has resulted in many Singaporean schools developing and implementing STEM-based educational programmes. However, due to the novelty of an interdisciplinary STEM programme, few evaluation studies on the effectiveness of such programmes in influencing students’ engagement and aspiration towards STEM have been reported in the literature. STEM capital was used to assess the effectiveness of a particular STEM applied programme that many government schools in Singapore implement. The constructs used were students’ views about STEM lessons, students’ attitudes towards STEM, self-concept in learning STEM, construction of STEM identities, and career decisions in STEM. An online survey with 10 items per construct was administered to students from 13 schools and a total of 151 students participated in the survey. Rasch analysis was then performed on the survey results. Based on the results, although students have positive attitudes towards the applicability and necessity of STEM in the society, students are disinclined towards problem-solving and expressed low STEM self-concept. This could affect the formation of students’ identity in STEM as they perceive themselves to be passive learners rather than active contributors of STEM, thus potentially affecting students’ individual interest and continual engagement in STEM. Based on our findings, future research can focus on improving STEM learning centred around problems. Also, teachers and STEM programme providers can be trained to help develop students’ self-concept in regard to STEM.

Science, technology, engineering, and mathematics (STEM) form the basis of many educational programmes around the world. In Singapore, school-based STEM education appears within STEM Applied Learning Programmes (ALP) offered by some primary and secondary schools. In this chapter, we present an in-depth survey of the diverse offerings and benefits of STEM education here; specifically, we examine STEM learning/activities from the websites of 15 secondary schools (Grades 7–10/11). Using a theoretical model of relevance for science education from the literature, we identified the benefits and pathways that STEM education has been reported to afford its participants, that is, how STEM education can be made relevant for students through ALP. Relevance is defined in terms of fulfilment of intrinsic or extrinsic needs in the present or future, and along the three dimensions of individual, societal, and vocational needs in this model. Our main findings indicate that this sample of STEM ALP websites did not sufficiently yield statements that supported the present or future aspects of intrinsic relevance within the societal and vocational dimensions. On the other hand, multiple descriptions in relation to the extrinsic and future aspects across the individual, societal, and vocational dimensions of relevance were provided. Three implications of these findings for STEM education in Singapore are highlighted: (i) greater consideration of student choices, identities, and agency, (ii) greater awareness and discussion of undesirable/negative impacts of STEM solutions on society, and (iii) greater emphasis on the epistemic aspects of STEM.