Now showing 1 - 10 of 24
  • Publication
    Open Access
    Reviewing the link between creativity and madness: A postmodern perspective
    (2006-10)
    Researchers on creativity and psychology have long been fascinated with the high incidence of psychotic behavior amongst geniuses and individuals of exceptional creativity. The aims of this paper are first, to review the existing findings for a better insight into the socio-contextual factors underpinning the mad genius conundrum, and secondly, to discuss how the development of postmodern thoughts and beliefs have influenced our perception and understanding of the emotional fabric of highly creative, though mentally-ill individuals. While one cannot ignore the substantial body of evidence in support of the relationship between genius and madness, it is likely that many of the factors inducing psychosis in geniuses are no different from those achieving the same effects in ordinary people. Furthermore, the unique features of post-modern times may have contributed to erasing the fine line between creativity and insanity, in ways that would not have been possible a century earlier.
      681  1008
  • Publication
    Open Access
    A motivational analysis of project work in Singapore using self-determination theory
    Our students today face a knowledge-based economy, which requires the ability to learn independently, to be innovative in using and synthesizing knowledge, and to adapt fast to the changing world. Project Work (PW) is introduced as one of the instructional models for a more student-centered approach of learning in Singapore. The purpose of this study was to examine the impact of project work (PW) and study the motivational processes of PW using a self-determination theory (SDT) framework. A total of 435 students from Normal Academic stream (NA) and Normal Technical stream (NT) were recruited from four secondary schools in Singapore. Students‟ perceptions of the values of PW, basic psychological needs, relative autonomy, enjoyment, and grades were measured across three time points. Results showed that students valued the PW experience. However, their enjoyment, needs, and relative autonomy decreased significantly in the 10 to 12 weeks of PW experience. Multiple regression analyses revealed that post-PW enjoyment negatively predicted PW grades, while psychological needs, relative autonomy and pre-PW enjoyment positively predicted post-PW enjoyment. After 6-month PW, post-PW enjoyment emerged as a stronger predictor than grades in predicting the perceived skills learned from PW. The study applies self-determination theory to the PW context and highlights the importance of facilitating the three psychological needs in the PW context to enhance students‟ motivation and achievement in PW.
      753  1376
  • Publication
    Open Access
    Exploring the use of 3D simulation-based learning to enhance the motivation of engineering students
    (2008-11)
    Recent advances in technology have introduced new tools to enhance learning, especially in the context of tertiary education. At the School of Engineering in Temasek Polytechnic, Singapore, simulation-based learning (SBL) has been used to improve the engagement and motivation of engineering students in Machining Technology, a sixty hour module for second year Mechatronics students. This study investigates the effect of SBL on learners' motivation in practice-based topics, such as turning, milling and sheet metal work, which have heavy reliance on technical protocols and manipulative skills. It is hypothesized that SBL, which provides learners with first-hand, interactive learning experiences, will enhance students' motivation in content-heavy subjects, such as those offered in Engineering. In our investigations, the students in the Control group received conventional instructions and workshop practice in Machining Technology, while the Experimental group had conventional instructions, workshop practice and the benefit of SBL sessions. Both groups were given an equal amount of time on the subject. We followed a framework based on the self-determination theory (SDT) in our assessment of students' motivation. A survey was ·thus conducted with both the Control and Experimental groups to explore the students' perceptions in domains such as their basic psychological needs satisfaction, motivational inclination, self-efficacy, self-regulation and outcomes of learning and involvement. This presentation will highlight interim findings from the survey procedure.
      107  206
  • Publication
    Open Access
    Eportfolios in initial teacher education in Singapore: Methodological issues
    (2012-07) ;
    Zhou, Mingming
    ;
    ; ;
    Chew, Evelyn
    Eportfolios were introduced into teacher education in the 1980s. Since then, educational researchers and practitioners have increasingly cited the use of portfolios as an important assessment and learning tool in teacher education programs. In the domain of teacher education, the need to improve quality, attain established standards and to resolve accreditation issues have led to the increased use of ePortfolios in many European states and others around the world (Granberg, 2010). An electronic portfolio (ePortfolio) is often defined as “a digitized collection of artifacts, including demonstrations, resources and accomplishments that represent an individual, group, community, organization, or institution. This collection can comprise of text-based, graphic or multimedia elements archived on a Web site or on other electronic media (Lorenzo & Ittelson, 2005, p. 3).” In pre-service teachers’ ePortfolios, artifacts can be samples of work that include lesson plans, stimulus materials, videos, pictures and picture files, classroom assignments, classroom tests, newsletters, and inservice materials produced by the pre-service teacher (Bruneau & Bie, 2010). With the creation of ePortfolios, student teachers can document their journey in becoming a teacher by selecting, sharing, and reflecting on artifacts such as educational philosophies, classroom management plans, unit and lesson plans, plans to meet the needs of diverse and special needs pupils, and video clips of practice teaching (e.g., Strudler & Wetzel, 2005). They can not only showcase their best work as a professional, but also exhibit the knowledge and skills in using technology.
      282  273
  • Publication
    Open Access
    Understanding teacher identity through the use of eportfolios with pre-service teachers
    In this study, we shared findings from selected student teachers in National Institute of Education (a teacher education institution in Singapore) who have created eportfolios that presented their learning and teaching practicum experiences. The eportfolios were constructed with the aim to document their learning journey and teaching practices, and to reflect and showcase what they have achieved. Data were extracted from their eportfolio artifacts in order to seek evidence of their teacher identity formed during this process. The main research questions addressed in this paper were: ―What type of teacher identity was reflected through pre-service teachers’ use of eportfolios?‖; and ―How their teacher identity developed in different contexts over time?‖ The paper concluded that student teachers‘ identities evolved as they went through the teacher education program. Such identity constructions are never fixed, and develop under the influence of student teachers‘ surrounding contexts and experiences.
      471  448
  • Publication
    Open Access
    E-portfolio in teacher education: Our journey
    (Office of Teacher Education, National Institute of Education, 2015) ; ;
    "Preparing teachers for the 21st century era entails cognizance of the changing nature of knowledge, learning and environments. New models of knowledge building and knowledge co-creation are emerging. Personalised learning takes on new dimensions with mobile devices and new tools for sharing and meta-thinking. In teacher development, evidences from research point to the importance of teacher reflection on practice, collaborative sharing and feedback through peer and expert mentoring."
      166  967
  • Publication
    Open Access
    Project work and life skills: Psychometric properties of the life effectiveness questionnaire for project work
    The present study examined the psychometric properties of the Life Effectiveness Questionnaire - Version H (LEQ-H), an instrument for the assessment of life skills in project work (PW) context with Singaporean students. Specifically, we examined the internal consistency, as well as discriminant and convergent validity of the subscales in LEQ-H. Second, I've tested the proposed measurement model against four other alternative models and confirmed with a second sample. In addition, I've examined the invariance of the measurement tool across gender. A total of 1,264 secondary school students were recruited from nine typical government funded co-educational secondary schools in Singapore. All the subscales had adequate internal consistency but two subscales lacked convergent validity. Five competing models were compared using confirmatory factor analyses. The results provide evidence of a seven first-order measurement model of the LEQ-H. Multi-group analysis demonstrated invariance of the factor forms, factor loadings, factor variances, and factor covariances, error variances and disturbances across gender. In summa!)', the findings affirm that the LEQ-H, with the seven first-order measurement model, can be an appropriate measurement tool to assess the effects of PW on students' life skills such as time management, social competence, achievement motivation, task leadership, emotional control, active initiative and self-confidence.
      765  910
  • Publication
    Restricted
    Evaluating the e-portfolio as a pedagogical tool for initial teacher education
    (Office of Education Research, National Institute of Education, Singapore, 2024) ;
    There has been extensive research on the use of the e-portfolio in a variety of contexts but few have focused on the application of the e-portfolio as a holistic pedagogical tool. The uniqueness of this study lies in its focus on the pedagogical and psychological implications of the e-portfolio in enabling learning through self-regulation and motivation. This research was timely since the use of the e-portfolio in initial teacher education programmes was one of the key recommendations of the TE21 model.
      7  14
  • Publication
    Open Access
    A qualitative meta-analysis on the use of serious games to support learners with intellectual and developmental disabilities: What we know, what we need to know and what we can do
    This paper provides a qualitative meta-analysis of the literature on the use of serious games to assist learners with intellectual and developmental disabilities. It aims to identify the research trends and the possible directions for future research. The study begins with a preliminary online search and selection of a sample of articles to identify the main categories of disabilities. This is followed by a detailed analysis of a selection of articles chosen on the basis of their relevance, year of publication and representation of the studies carried out in this field. The preliminary analysis of articles published in recent years showed that the majority of the articles dealt with the use of digital games to support learners with intellectual disabilities. The findings revealed reports of participants’ higher engagement levels and motivation when learning with serious games, in addition to improved competence or performance in domains of language learning and numeracy. Nevertheless, most researchers acknowledged the need for more rigour in validating the effectiveness of the new games as learning tools.
      359  263