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Sing, K. M., & Chew, C. (2009). An inquiry approach in learning science with engaging web-based multimedia interactive resources. In M. Kim, S. W. Hwang & A. L. Tan (Eds), Science Education: Shared Issues, Common Future: Proceedings of International Science Education Conference 2009 (pp. 1898-1910). Singapore: National Institute of Education.
Recently, there are some science educators (who are more comfortable with the new media and the internet) starting to employ many of the freely available Web-Based Multimedia Interactive Resources to help students learn science. Web-Based Multimedia Interactive Resources (WMIRs) like interactive learning objects (LOs), videos and animations have taken the internet world by storm and have become more pervasive in recent years. But it is still not a popular means of learning science in many countries due to various reasons like accessibility and low comfort level of teachers. The youths are particularly enamored with these Web-Based Multimedia Interactive Resources because they are engaging. The easy access to these Web-Based Multimedia Interactive Resources has attracted educators to examine its affordances for learning science with an inquiry approach. Some learner-centered and engaging Web-Based Multimedia Interactive Resources like Interactive Resources (IRs) and Digital Resources (DRs) which are designed and developed by Ministry of Education of Singapore (MOE) are being used by many schools in Singapore for educational purposes. Also there are plenty of videos (from web portals like YouTube) which can be used for learning science. This presentation describes an inquiry-based approach in the teaching-learning of science with engaging Web-Based Multimedia Interactive Resources. The five essential features of science inquiry (question, evidence, explanation, connections and communication) based on the new 2008 MOE primary science syllabus will be highlighted in this web-based multimedia inquiry approach. This paper also discusses some learning outcomes, and gives suggestions for future implementations.
This paper was published in the Proceedings of International Science Education Conference 2009 held at National Institute of Education, Singapore from 24 - 26 Nov 2009
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