Now showing 1 - 3 of 3
  • Publication
    Metadata only
    Singapore math and science education innovation
    This edited volume explores key areas of interests in Singapore math and science education including issues on teacher education, pedagogy, curriculum, assessment, teaching practices, applied learning, ecology of learning, talent grooming, culture of science and math, vocational education and STEM. It presents to policymakers and educators a clear picture of the education scene in Singapore and insights into the role of math and science education in helping the country excel beyond international studies such as PISA, the pedagogical and curricula advancements in math and science learning, and the research and practices that give Singaporean students the competitive edge in facing the uncertain and challenging landscape of the future.
      30
  • 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.

      30
  • Publication
    Metadata only
    Content and pedagogical learning in the preparation and continuing professional development of science teachers in Singapore
    Over the years, the emphasis of the Singapore School Science Curriculum has evolved from attainment of subject-specific knowledge to knowledge integration and the development of future-ready learning habits and skills. To help teachers deliver a science curriculum that inspires students to be responsibly curious, creative and innovative, and that develops critical thinkers through problem-solving and inquiry-based learning, a range of courses and programmes are offered to Pre- and In-service science teachers at all levels by the Ministry of Education and the National Institute of Education. This chapter shares the Singapore experience in delivering the Initial Teacher Preparation and In-service Teacher Continual Professional Development programmes, which are central to the effectiveness of the teaching profession in preparing school graduates to serve the needs of the industry, market and community in Singapore.
      16