Lower secondary science integrative activities: Fostering scientific practices in Singapore [Systems: Lactose intolerance]
Lower secondary science integrative activities: Fostering scientific practices in Singapore [Interactions: Microplastics]
Refining the opportunity to learn construct through the productive disciplinary engagement framework
Opportunity to learn (OTL) is a ubiquitous measure of the likelihood of learning in educational research, which typically has been characterized by three dimensions: time, coverage of content, and quality of instruction. The last dimension has been defined in highly divergent ways, which gives it a double-edged nature. While it may be operationalized to better serve a specific problem or context, it also makes it harder to achieve consensus or derive broader implications across studies. Using the four design principles from the Productive Disciplinary Engagement (PDE) framework, we show how PDE can characterize the quality of instruction dimension in OTL that reflects contemporary understandings of the end-goals of science education i.e. learning science as practice. This revision is valuable for science educators and evaluators who rely on OTL measures for it helps them: i) evaluate the quality of instruction consistent with reformed science teaching in valid and reliable ways, and ii) address questions about the adequacy of content coverage in the subject. We exemplify analysis using this refined OTL model with a case study of middle-school learners in Singapore engaged in the challenging scientific practice of argumentation.
What does STEM education offer and how is it relevant? A content analysis of secondary school websites in Singapore
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.
Lower secondary science integrative activities: Fostering scientific practices in Singapore [Diversity: Clean water challenge]
Lower secondary science integrative activities: Fostering scientific practices in Singapore [Models: Atomic models]
Lower secondary science integrative activities: Fostering scientific practices in Singapore [Systems: Fruit battery]
STEM education for primary schools: A topic modelling study of STEM applied learning programme websites in Singapore
Science, technology, engineering, and mathematics (STEM) education is increasingly viewed as a means of raising long-term interest and achievement in associated school subjects, although consensus has not been reached regarding its exact composition of disciplines and organization. In Singapore, STEM predominantly occurs within the context of school-based STEM Applied Learning Programme (ALP) at primary and secondary schools. Based on analysing STEM ALP websites (N = 42) from primary schools (Grades 1–6), we uncovered how these schools self-describe their STEM education programmes so as to understand what passes for STEM education here. The textual data from the websites was first analysed using unsupervised topic modelling to uncover frequently occurring as well as unique words/expressions associated with the descriptions of STEM ALP. We then used these words/expressions to inform topic tags for carrying out supervised topic classification by subject experts. It was found that many STEM ALP at the primary level identified themselves with two out of five Singapore Ministry of Education recommended themes – game design & making and sustainability. In addition, inferences were drawn regarding the learning approaches promoted (i.e. inquiry-based, design-oriented, or innovation-driven) through these STEM ALP websites. Implications concerning the variations in learning approaches for STEM education among local primary schools are discussed.