Now showing 1 - 9 of 9
  • Publication
    Open Access
    Singaporean preschool children learning science through play
    (2014)
    Goh, Mei Ting
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    Ong, Monica Woei Ling
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    ;
    Play has an important role throughout childhood as children learn and develop through engaging in play. The aim of this study was to examine how purposeful play can be used to introduce and facilitate the learning of science ideas and scientific skills in young children in the Singapore context. Science activities were carried out with preschool children aged 5 to 6 through the use of purposeful play, and the video and audio recordings of the science activities were analysed using qualitative coding methods to identify the science learning that took place while engaging in purposeful play. The coded data were written into narratives to illustrate the process and learning outcomes of the science activities conducted using purposeful play. The findings of this study indicate that young children are able to display science process skills and learn science ideas through engaging in purposeful play.
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  • Publication
    Open Access
      201  182
  • Publication
    Open Access
    Flipping for deeper learning in the chemistry lab
    (National Institute of Education (Singapore), 2017)
      56  44
  • Publication
    Open Access
    Formation of “A-frame” dirhenium(I) hexacarbonyl complexes by trans-1,2-bis(diphenylphosphino)ethylene and bis(bidentate) ligands
    (2015)
    Kee, Chee Leong
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    Zhou, Feng
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    Su, Haibin
    ;
    A series of A-frame dirhenium(I) hexacarbonyl complexes bridged by trans-1,2-bis(diphenylphosphino)-ethylene (dppene) and bis(bidentate) ligands (L) were synthesized: [Re2(μ-dppene)(CO)6(μ,η2:η2-L)] (L = 1,2-dithioooxalate, 1; tetrathiooxalate, 2; dithiooxamidate, 3 and oxamidate, 4). X-ray crystallographic analysis of 1–3 confirmed that the dppene ligand adopts a syn bridging conformation with nearly eclipsed P–Re bonds in these complexes. The angle between the phosphorus lone pairs of the diphosphine is adjusted to suit different Re⋯Re distances (5.6–6.4 Å) mainly by twisting the ethylene Cdouble bond; length as m-dashC bond and enlarging the P–Cdouble bond; length as m-dashC angles of the phosphine backbone. Complex 2 forms dimers in the solid state via intermolecular S⋯S interactions (3.39 Å). Proton and 31P NMR data indicate that these dimers persist in chloroform solution but not in DMSO. Natural bond orbital analysis revealed the S⋯S interactions to be between the orbital occupied by the lone pair electrons in each sulphur atom as a donor, and virtual orbitals consisting of S–C σ*, S–Re σ*, and S–C π* states on the acceptor sulphur atom. The binding energy of the dimer was explicitly computed to be 8.14 kcal/mol.
    WOS© Citations 8Scopus© Citations 7  178  130
  • Publication
    Open Access
    How flip teaching supports undergraduate chemistry laboratory learning
    In this paper, we define flip teaching as a curricular platform that uses various strategies, tools, and pedagogies to engage learners in self-directed learning outside the classroom before face-to-face meetings with teachers in the classroom. With this understanding, we adopted flip teaching in the design and enactment of one Year 1 and one Year 2 undergraduate chemistry laboratory session at a higher education institution. The undergraduates viewed videos demonstrating the practical procedures and answered pre-laboratory questions posted on the institution's mobile device application before the laboratory lessons. Analyses of the lesson videos, interviews with the undergraduates and instructors, and undergraduate artefacts showed that the undergraduates had developed a better understanding of the theory undergirding the procedures before they performed the practical, and were able to decipher the complex practical procedures. They also experienced less anxiety about the complex practical steps and setup, and subsequently, improved work efficiency. The findings of this study have implications for chemistry educators looking for ways to improve on the design and enactment of the laboratory curriculum to enhance the undergraduates' self-directed learning.
    WOS© Citations 91Scopus© Citations 86  363  193
  • Publication
    Metadata only
    Affordances of purposeful play
    (Springer, 2018) ; ;
    Ong, Monica Woei Ling
    ;
    Goh, Mei Ting
    ;
    Teo, Tang Wee

    According to the Singapore Ministry of Education Kindergarten Curriculum Framework (Ministry of Education, Singapore, Nurturing early learners: a curriculum framework for kindergartens in Singapore. Retrieved on January 15, 2016 from http://www.moe.gov.sg/education/preschool/files/kindergarten-curriculum-framework.pdf, 2012), purposeful play is a pedagogical approach to actively engage children in exploring, developing, and applying knowledge and skills in an enjoyable manner. To achieve this broad objective, lessons have to be purposefully planned by taking into consideration children’s interests and abilities. This chapter describes a group of Singaporean preschool children (aged 6) learning about ways to categorize different types of leaves through purposeful play at the Singapore Botanic Gardens. We discuss the affordances of purposeful play in this naturalistic learning context as illuminated through the teacher-student and student-student social interactions. Through this work, we want to demonstrate how purposeful play, when properly planned and capitalized on, could contribute to children’s science experiential learning and understanding. Preschool teachers may be interested to learn how they can purposefully plan their lessons to create diverse affordances for children. This study also contributes to the early childhood literature, which has limited empirical studies about Singaporean preschool science education.

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  • Publication
    Open Access
    Diagnostic appraisal of grade 12 students’ understanding of reaction kinetics
    (2016) ;
    Subramaniam, R. (Ramanathan)
    The study explored grade 12 students’ understanding of reaction kinetics, a topic which has not been extensively explored in the chemistry education literature at this level. A 3-tier diagnostic instrument with 11 questions was developed – this format is of very recent origin and has been the subject of only a handful of studies. The findings reveal that reaction kinetics is not an easy topic for the students to understand. A total of 23 alternative conceptions (ACs) as well as some indication of their strengths and other confidence-related measures have been documented for the students (N=137) – most of these ACs have not been reported before. When the overall scores of the students in the diagnostic test are ranked, it was found that there are a number of differences in the ACs held by students in the top and bottom 25 % of the sample. While most of the ACs held by these groups are common to the overall sample, a number of these are not found in the overall sample. The findings further underscore the diagnostic utility of the 3-tier format. Some implications of the findings are discussed.
    WOS© Citations 10  220  548
  • Publication
    Open Access
    Downregulation of oncogenic RAS and c-Myc expression in MOLT-4 leukaemia cells by a salicylaldehyde semicarbazone copper(II) complex
    (2016)
    Goh, Yan Yih
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    ;
    Tan, Nguan Soon
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    Goh, Su Ann
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    Li, Shang
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    Teoh, You Chuan
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    Copper complexes with potent anti-tumor effect have been extensively developed. Most investigations of their modes of action focused on the biomolecular targets but not the signal transduction between target binding and cell death. We have previously shown that the cytotoxic complex pyridine(2,4-dihydroxybenzaldehyde dibenzyl semicarbazone)copper(II) (complex 1) shows selective binding to human telomeric G-quadruplex DNA over double-stranded DNA in vitro. Herein, we elucidate the mechanism of action by which complex 1 induces apoptosis in MOLT-4 cells. Complex 1 accumulates in the nuclei and differentially downregulates the expression of c-Myc, c-Kit and KRAS oncogenes. Chemical affinity capture assay results show that the complex is associated with c-Myc and KRAS quadruplex sequences in MOLT-4 cells. We further showed that the reduction in Ras protein expression resulted in attenuated MEK-ERK and PI3K-Akt signalling activities, leading to the activation of caspase dependent apoptosis. Notably, complex 1 increased the sensitivity of MOLT-4 cells to cisplatin and vice versa. Overall, we demonstrated that complex 1 induces apoptosis, at least in part, by suppressing KRAS, c-Kit and c-Myc oncogene expression and the pro-survival MEK-ERK and PI3K-Akt signalling pathways.
    WOS© Citations 12Scopus© Citations 12  176  192
  • Publication
    Open Access
    An investigation of Singapore preschool children’s emerging concepts of floating and sinking
    (2017) ; ;
    Ong, Monica Woei Ling
    Despite Singapore’s excellent science achievements in international benchmark tests such as the Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA), little is known about Singaporean children’s (aged 4-8) emerging science conceptions as formal science schooling begins at Grade 3 (aged 9). This paper builds on the well-established literature on preschool children’s emerging conceptions and play to illuminate children’s ideas about floating and sinking. Using narratives of a 90-minute activity involving a group of Singaporean children aged 6, we surfaced emerging conceptions that an object floats or sinks due to its weight, and that objects sink because water is “soft”—a conception that has not been reported in previous literature.We also observed a shift from binary discourse about floating and sinking to more graded descriptions (e.g. “sink a bit”) as the children played more. The play-based activity provided opportunities for the children’s emerging conceptions to be elicited because it was conceptually-oriented and created opportunities for social interactions. It allowed children who were not proficient in standard English to express their thinking in actions. In sum, this paper illustrates how play-based contexts could be used to identify children’s emerging conceptions. Early childhood educators in Singapore could pay greater attention to what children say and do during play as these offer rich grounds for identifying and developing children’s emerging conceptions.
    WOS© Citations 2Scopus© Citations 8  368  170