Challenges of integrating cooperative learning in primary science classrooms
The challenge of teaching science is to teach in a way that enables pupils to learn science concepts while acquiring process skills and positive scientific attitudes. One of the effective ways of accomplishing these objectives is through involving pupils in hands-on activities in the context of cooperative learning. The use of cooperative learning presents immense practical challenges to teachers. This paper is based on classroom observations of science teaching where teachers reported that they were using some form of cooperative learning. These classroom observations were part of a larger study which examined primary classroom practices in Singapore. Our classroom observations reveal that while group work is being carried out in Science lessons, few of the teachers have structured group learning according to the principles of cooperative learning. A challenge faced by teachers is the design of group tasks that will require higher-order thinking and promote real collaboration among group members.
Using cooperative learning in social studies classrooms to address diversity
This paper discusses two issues : (a) the implementaion of cooperative learning in a heterogenous primary classroom in Singapore and (b) a sociometric survey of friendship choices of the children before and after cooperative learning. The study was a pilot test using Kagan's cooperative learning structures in social studies lessons. Interviews with the children revealed positive responses to cooperative learning. Discipline and status problems are discussed. Sociometric data showed a rise in the proportion of children making cross-ethnic friendship choices after cooperative learning. The researchers believe that one of the strongest justifications for cooperative learning may come from the qualitative effects on pupil attitudes and values.
Mapping social studies teachers' implementation behaviour on an innovation configuration
Many large-scale studies (Berman and McLaughlin 1975; Emrick and Peterson, 1978) and reviews (Fullan and Pomfret, ,1977) have indicated the need for curriculum developers to pay more attention to the process of implementing new curriculum materials. This study draws upon the tools of the Concerns-based Adoption Model developed by Hall and Loucks to gather information about teacher implementation behaviour in relation to the Curriculum Development Institute of Singapore (CDIS) Social Studies curriculum package. The Innovation Configurations checklist and an openended teacher-concerns questionnaire were ad~qinistered to 725 teachers from 70 primary schools .during two survey periods, March to May 1986 and July to September 1986. Analysis of the data provided understanding of teachers' actual use of the various components of the curriculum and their main concerns. Unacceptable and weak teacher practices were revealed in the fieldtrips, project work, testing and the teaching of concepts components of the curriculum package. In addition, teachers seemed more concerned about the content area of Social Studies rather than the skills which the curriculum package advocated. The data forms a basis for the development of more effective implementation-facilitating activities.
Teachers’ engagement in lesson study for learning community: Shaping teachers’ beliefs about students from disadvantaged social backgrounds.
Using structured academic controversies in the social studies classroom
This article explores the use of Structured Academic Controversies (SAC) in the teaching of secondary Social Studies. Social Studies as a subject abounds with many controversial issues ranging from local issues such as Singapore's separation from Malaysia and other issues like conflicts in Sri Lanka and Northern Ireland and the United Nations as a world organisation. An example of a Social Studies lesson which has been trialed in a neighbourhood school will be provided. Implications for the use of SAC in Social Studies classrooms will also be discussed.
A survey of environmental knowledge, attitudes and behaviour of students in Singapore
Reconstructing differences in lesson study: Shaping teachers’ beliefs about teaching culturally diverse students in Singapore
The urgency of teaching diverse learners is aptly demonstrated in many parts of the world as the ethnic, racial, class, and linguistic diversity grows rapidly. Such diversity not only brings about opportunities for creative teaching, but also challenges for ensuring educational equity and providing high-quality teaching for all students from diverse backgrounds, especially those presently underserved by the educational system (Buehl, & Beck, 2014; Civitillo, Juang, & Schachner, 2018). Researchers have found that teachers prepared for working with students from diverse cultural backgrounds need to embrace beliefs that recognize the strengths of cultural diversity (Anagnostopoulos, 2006; Banks et al., 2005; Fives & Buehl, 2014; Gay, 2010). Thus, exploring and challenging teachers’ beliefs about cultural diversity should constitute a major objective in teacher professional learning. However, only a few studies have examined how in-service teachers’ beliefs are enacted and shaped in professional learning community practices (Little, 2003; Tam, 2015; Turner, 2011), and focused even less on teachers’ beliefs about cultural diversity (Pang, 2005; Sleeter, 1992). There are a few studies examining teachers’ cultural beliefs about diversity in Singapore, and found that Singaporean teachers are influenced by prevailing political ideologies, and have ambiguous perceptions towards students from less advantaged backgrounds (Anderson, 2015; Alviar-Martin & Ho, 2011; Dixon & Liang, 2009; Ho & Alviar-Martin, 2010; Ho et al., 2014; Lim & Tan, 2018). However, these studies discussed teachers’ individual perceptions of disadvantaged learners without further exploring how these perceptions are mediated by influences from professional development practices, where teachers’ cultural beliefs about diversity issues are in (inter)action as ideas emerge, clash, change, and (dis)agree with each other when teachers work together.
Exploring the use of WebQuests in the learning of social studies content
WebQuest is an approach which uses the Internet as an integral part of teaching any subject at any grade level. Developed by Bernie Dodge at San Diego State University in 1995, it has generated lots of interest. There are now numerous examples of WebQuests available on the World Wide Web. WebQuest has the potential in bringing about more critical thinking and student engagement. This article will (1) explain what WebQuest is all about and explore examples in primary social studies to show its applicability in achieving important instructional goals in social studies teaching and learning, (2) demonstrate how WebQuests were used in a pre-service course for primary social studies teachers at the National Institute of Education, Singapore; and (3) share the responses of pre-service teachers towards the use of WebQuests in learning primary social studies content.