Yan, Yaw Kai

Children are by nature curious and they are motivated to explore the world around them. Their science process skills develop as early as infancy and throughout their informal schooling years. A lack of external stimuli in the environment which allow them to actively engage in science learning may result in them not developing fully in the cognitive, psychomotor, and affective aspects. As such, science education at early childhood is of great importance to many aspects of a child's development and researchers have suggested that children should begin learning science in their early years of schooling. In Singapore, science is not formally introduced to the Singapore school curriculum until primary three. However, some teachers do teach science to primary one and two students. In the MOE Kindergarten Curriculum Framework, the espoused views about the roles science teachers should undertake and the learning outcomes of science learning can be found in the learning area ''Discovery of the World''. This is a proposal for an exploratory two-year research study ''Children are Natural Scientists'': Learning Science in Early Childhood and Early Primary Years that aims to examine how Singapore young children (ages 4-8) engage in science learning. The research question and sub-questions we want to address are: How do young children engage in science learning? 1. How science process skills do they use as participated in the science activities? 2. What forms of science talk do they use as they participated in the science activities? This is a first Singapore study that introduces science to preschool and early primary children. The short-term goal of the study is to develop knowledge about ways preschool and early primary Singapore children engage in science learning. Our long-term goal is build on the work done in this exploratory study to conduct a larger scale study with more science activities. The repertoire of science activities can become resources for Singapore preschool and primary teachers. The research findings will become resources for us to conduct teacher professional development courses for teachers so that they may learn how to use the science activities in their own classrooms. The intellectual merit of this study is that it contributes to the existing early childhood science education literature which is mostly based in western contexts and does not contain any studies about Singapore students at these grade levels. The broader impact of this study is that can provide empirical evidence showing the importance of science education at early childhood/primary levels to local science educators and policy makers.

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.

A series of (2,4-dihydroxybenzaldehyde dibenzyl semicarbazone) perfluoroalkyl carboxylato copper(II) complexes, [CF3(CF2)nCO2(LH)Cu] (LH2 = 2,4-dihydroxybenzaldehyde dibenzyl semicarbazone; n = 0, 2, 4, 6; 1–4), and (2,4-dihydroxybenzaldehyde dibenzyl semicarbazone) pyridine copper(II) perfluoroalkyl carboxylates, [(LH)(py)Cu]+[CF3(CF2)nCO2]− (5–8) were synthesized. The lipophilicity of these compounds was determined by reverse-phase thin layer chromatography and correlated with their cytotoxicity towards MOLT-4 human leukaemia cells. Cytotoxicity is more strongly correlated with lipophilicity for the non-ionic compounds (1–4) than for the ionic compounds (5–8). Compounds 5–8 (IC50 2.8–3.8 μM) are generally more cytotoxic than compounds 1–4 (IC50 3.6–8.4 μM). They also exhibit slightly higher cytotoxicity than the parent anticancer compound [(LH)(py)Cu]+[NO3]− (IC50 4.15 μM), suggesting that it is possible to enhance the cytotoxicity of [(LH)(py)Cu]+[NO3]− by replacing nitrate with anions of higher lipophilicity. Attempts to synthesize the non-fluorinated analogue [(LH)(py)Cu]+[CH3CO2]− resulted in the formation of the deprotonated complex [L(py)Cu], whose structure was confirmed by X-ray crystallography. The structural parameters indicate that the deprotonation site is the hydrazonic nitrogen of the semicarbazone ligand.

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.