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Ong, Yann Shiou
Preferred name
Ong, Yann Shiou
Email
yannshiou.ong@nie.edu.sg
Department
Natural Sciences & Science Education (NSSE)
Personal Site(s)
ORCID
21 results
Now showing 1 - 10 of 21
- PublicationOpen Access
15 135 - PublicationOpen AccessiSTEM classroom observation protocol version 5.3(2024)
; ; ; ;Koh, Jaime ;Chin, Tan YingTay, Wee Beng18 161 - PublicationOpen AccessLower secondary science integrative activities: Fostering scientific practices in Singapore [Systems: Fruit battery](National Institute of Education, Singapore, 2024)
; ; 63 2195 - PublicationOpen AccessDevelopment of lower secondary integrated science curriculum packages(National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2024)
; ; 18 165 - PublicationOpen AccessLower secondary science integrative activities: Fostering scientific practices in Singapore [Models: Atomic models](National Institute of Education, Singapore, 2024)
; ; 74 2214 - PublicationOpen AccessLower secondary science integrative activities: Fostering scientific practices in Singapore [Diversity: Clean water challenge](National Institute of Education, Singapore, 2024)
; ; 127 2236 - PublicationOpen AccessThe S‑T‑E‑M QuartetThe issue of integrated STEM curriculum design and evaluation requires a more consistent understanding and clarity among STEM educators. In this paper, we propose an instructional framework of STEM integration based on the theoretical notions of disciplinarity and problem-centred learning. The proposed S-T-E-M Quartet instructional framework utilises complex, persistent and extended problems at its core, and the problem solving process as the overarching frame. The key difference between the proposed S-T-E-M Quartet instructional framework and models such as the STEM road map and the Cubic model for STEAM education is the emphasis on the connections between different disciplines. Similar to the STEM road map, the application of the S-T-E-M Quartet framework begins with a single lead discipline as the focus and subsequently examines how knowledge and skills of the lead discipline are connected and related to the other three disciplines. As an instructional framework, the S-T-E-M Quartet requires description of learning outcomes for each discipline when students work with the problem. The learning outcomes within individual disciplines constitute the vertical learning within a discipline. Depending on the problem described, the learning outcomes for some disciplines might be more in-depth than others. As the S-T-E-M Quartet foregrounds connections between disciplines, attention is also paid to the strength of connections, whether they are weak, moderate or strong. A case example of application of the S-T-E-M Quartet instructional framework is presented as an illustration of how the S-T-E-M Quartet instructional framework can be used to design and reflect on STEM tasks.
367 200 - PublicationMetadata onlyWhat does STEM education offer and how is it relevant? A content analysis of secondary school websites in SingaporeScience, 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.
Scopus© Citations 1 85 - PublicationRestrictedScientific argumentation in physics classrooms: Teachers’ perspectives and assessment needsAs 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.
138 18 - PublicationOpen AccessStudents’ questioning, argumentation, and creative thinking during STEM activities(National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2023)
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