Now showing 1 - 10 of 60
  • Publication
    Open Access
    Latent power in high school organic chemistry discourse
    (2006-11)
    Chue, Shien
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    ;
    This paper draws on Foucault to (a) describe the production of classroom discourse in relation to how ordering manifests within the discourse, and (b) to explicate how chemistry classroom discourses are not fixed but are the site of constant contestations of power as displayed in an eighty minute high school lesson on organic chemistry in Singapore. This microanalysis of discourse provides opportunities to reconstruct how teachers teach and dispels the notion that power is uniquely their sovereign possession. Classroom instruction is in fact a complex activity that coordinates power/knowledge production through communication. Examining classroom instruction through Foucaultian lenses uncovers the taken for granted nature of communication and illustrates the capillary relations of power and knowing.
      47  35
  • Publication
    Open Access
      80  149
  • Publication
    Restricted
    Towards inquiry-based pedagogy: using dataloggers in science
    (2006-07) ;
    Hedberg, John G.
    ;
    Koh, Thiam Seng
    ;
    Seah, Whye Choo
    This study seeks to obtain an understanding of the use of dataloggers in secondary schools and junior colleges as well as how teachers use dataloggers to facilitate inquiry-based science. A nation-wide survey was carried out in 2004, targeting science teachers from all secondary schools, junior colleges and centralized institute. The scope of the survey covered the profile of schools and teachers using dataloggers, the ways in which dataloggers were used in the science curriculum, roles of pupils and teachers in the data logging activities, how pupils were prepared to work with dataloggers, how they were guided in inquiry activities with dataloggers, teachers' perceptions on the usefulness of dataloggers, the support structures needed as well as the challenges teachers faced in their use of dataloggers. Responses from 593 teachers from 151 secondary schools and junior colleges indicated that the use of dataloggers in the secondary schools and junior colleges was not pervasive. Teachers generally did not see the relevance of using dataloggers in the science curriculum. Data logging activities were largely teacher-directed with dataloggers used mainly in set experiments and demonstrations. Laboratory technicians, training on how to use dataloggers and the provision of step-by-step instructional manuals were surfaced by respondents as important support structures in their use of dataloggers. Some challenges highlighted by all users included the large amount of time spent on setting up data logging activities, inadequate IT equipment and facilities as well as technical issues. The second part of the study was an analysis of an inquiry-based data logging programme designed by a neighbourhood secondary school teacher for a Secondary. One science enrichment class. The aim of this part of the study was to provide insights into how the affordances of dataloggers could be tapped for inquiry science and the type of scaffolding by the teacher necessary to engage pupils in an inquiry-based learning environment. The analysis of the school's data logging programme revealed it to be content- laden rather than process-focused; the element of inquiry was not extensive and affordances of dataloggers not meaningfully tapped. Though pupils were generally able to set up and use the dataloggers for data capture, they were not engaged to think deeply about the activities and their findings. The teacher's motivation in the use of dataloggers for science learning was clear and some scaffolds were in place to guide pupils through the activities. Some issues which surfaced in the implementation of this inquiry-based programme included the teacher's ability to conduct and manage inquiry- based lessons as well as technical problems. Recommendations were put forth to address the issues surfaced from the survey to promote and support more pervasive use of dataloggers in schools.
      144  19
  • Publication
    Open Access
    Learning chemistry with the game “Legends of Alkhimia”: Pedagogical and epistemic bases of design-for-learning and the challenges of boundary crossing
    (2009)
    Chee, Yam San
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    ;
    Tan, Ek Ming
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    Jan, Mingfong
    Typical textbooks in Chemistry present the field as a fait accompli represented by a body of "proven" facts. In the teaching and learning of Chemistry, students have little, if any, agency to engage in scientific inquiry and to construct their personal understanding of the field. An emphasis on pre-determined "knowledge" and the execution of laboratory experiments designed mainly to confirm pre-determined "findings" can lead students to a grave misunderstanding of the nature of science. In this paper, we report on ongoing work to design a learning environment for learning chemistry that addresses the concerns raised above. Pitched at the lower secondary school level, our game-based learning innovation, using the multiplayer game "Legends of Alkhimia", is directed at helping students learn to imbibe the values and dispositions of professional chemists and also to think like them. Drawing on Bourdieu‘s construct of habitus, we seek to foster students‘ capacity for practical reason as they 'become themselves' via engagement in the scientific practice of doing chemistry, rather than just learning about it. We explain how our design for learning seeks to develop epistemic reflexivity and the identity of students in relation to professional chemists, as part of an ongoing trajectory of becoming. Learning innovations invariably introduce perturbations to existing schooling practices. In bringing our learning innovation into the social milieu of the classroom, we have experienced notable challenges related to boundary crossing. In the paper, we share these challenges so that teachers and school administrators can be better prepared for the changes in mindset, values, and beliefs that enacting pedagogical innovations such as game-based learning demand.
      285  257
  • Publication
    Open Access
    Qualitative analysis practical work: An instructional package
    (The Association for Science Education, 2004-06) ;
    Goh, Ngoh Khang
    ;
    Chia, Lian Sai
    ;
    Treagust, David F.
    Previous research has shown that grade 10 students in Singapore find quaiitative analysis practical work difficult to understand and carry out, and unrelated to the theory they had learned in class. This article describes a teaching package developed explicitly to teach the concepts, processes and thinking skills involved in qualitative analysis.
      429  1828
  • Publication
    Open Access
    Multimodality of high school’s students’ interview for explanation of addition reaction
    (2006-11)
    Chue, Shien
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    ;
    The paper presents a case study report of two high school students’ explanation of addition reaction during an interview. It aims to characterise students’ discourse dealing with the concepts of reaction mechanism from a multimodal communication perspective. The research addresses the following questions: (1) What roles do the different communicative modes play within students’ discourse? (2) What are the relationships among communicative modes used by the students? A theoretical framework based on multimodal communication and social semiotics which guided the analysis of the students’ discourse and the results of the analysis are presented in the paper. Implications for teaching and learning of science are also drawn from the study.
  • Publication
    Open Access
    Use of dataloggers in science learning in Singapore schools
    (2005-11)
    Seah, Whye Choo
    ;
    ;
    Hedberg, John G.
    ;
    Koh, Thiam Seng
    This paper reports on the findings from an online survey administered to 593 science teachers including heads of science departments in 2004. This survey is part of a study initiated in December 2003 to examine the implementation, efficacy and use of dataloggers in Singapore science curricula. Dataloggers were introduced to all Singapore schools during the First Masterplan for IT in Education (1997-2002) to support science learning and experimentation. The aim of the survey is to find out how secondary schools and junior colleges have been supporting and integrating the use of these dataloggers in the teaching and learning of science. The findings from this survey address : profile of schools and teachers using dataloggers; ways in which dataloggers are used in the science curriculum; teachers’ perceptions on whether pupils were able to interpret and analyse graphs; roles of teachers in preparing pupils and guiding them when using dataloggers in set experiments and inquiry based science experiments
      113  3430
  • Publication
    Open Access
    Research impacting practice: Impetus to change
    (2014-11) ;
    Gilbert, John K.
    One of the aims of science education research is to produce insights into improving the teaching and learning of science in schools. Unfortunately, many teachers continue to teach in the classroom as if no research has been done into the teaching and learning of their subjects. This can be because teachers are generally unaware of relevant work available and that few researchers are willing to translate research findings into resources which teachers can easily understand and use in class. A survey study which examined the impact of educational research on Singapore middle and high school chemistry teachers' instructional and curricular practices was conducted using semi-structured interviews from 2011 to 2013. This paper reports the findings of the study related to the factors which facilitated or impeded changes in the teachers' existing practices; the findings revealed that these were related to students, teachers, school, Ministry of Education, time, educational research and teacher professional development. The paper also discusses the sources of information that the teachers used to guide them in making changes or adopting new practices; these included colleagues, teacher educators, electronic resources, conferences and professional development courses, and educational research. This study can inform researchers of the issues that are important to teachers and ways of working with them to address these issues.
      112  121
  • Publication
    Open Access
    Evaluating students’ understanding of chemical bonding
    (1999) ;
    Treagust, David F.
    Problems students encounter with understanding the abstract concept of chemical bonding, as revealed in previous research, are outlined. The development of a two-tier multiple-choice diagnostic instrument for assessing alternative conceptions about chemical bonding held by 14–16 year-olds is described. The instrument was administered to 119 chemistry students and the results analysed. The common alternative conceptions they were found to hold are listed and discussed. It was found that this instrument provided an easy-to-administer tool, providing results in a readily accessible form.
      3064  3449
  • Publication
    Open Access
    From face-to-face science activities to online: Not a simplistic 'carrying over' of material
    (National Institute of Education (Singapore), 2021)
    Yeo, Jennifer Ai Choo
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    Tan, Poh Hiang
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    ;
    Wong, Wai Lit
      59  119