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The infusion of values in the teaching of science in grade 8 classrooms of selected schools in Singapore and New Delhi (India) : a comparative study
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Type
Thesis
Author
Jayanthy Kumarassamy
Supervisor
Koh, Caroline
Abstract
This study explores the infusion of values in science lessons in Grade 8 classrooms in selected schools in Singapore and New Delhi, and is driven by three research questions. These sought to understand the support provided for the infusion of values in science, the manner in which values were infused in the science classrooms as perceived by teacher and student participants in terms of strategies used by teachers for values infusion, the challenges faced and the influence of values lessons on students.
The findings indicate that values in science were recognized as important by policy makers and curriculum planners in both cities, as reflected in the syllabus documents and science textbooks. Also, teachers were found to infuse values in selected science lessons. Their perception of values was in line with the description given by Allchin (1999) in the literature. The study also revealed several gaps in the way values were infused in science in the participating schools. Firstly, there was uneven emphasis on values in the science syllabus, the textbooks used and identification of the different ways in which values intersect with science. Secondly, support for the infusion of values in science was inadequate in terms of print resources such as syllabus documents and textbooks, and teachers’ exposure to values discourse in science. Thirdly, while values infusion did occur in science classes, as suggested by the interviews with teachers, students showed largely neutral responses to the survey administered for the measurement of values infusion. Another concern was in the manner in which teachers engaged students during values-infused science lessons. While Singapore teachers used a range of strategies for infusing values in science lessons, New Delhi teachers limited themselves to using question and answer techniques and teacher talk. In participating schools in both cities, student-centered group or class discussions were lacking. Teachers were perceived to be telling students about values issues rather than engaging them in thinking and talking about the issues.
The findings have several implications on stakeholders in science education. There is scope for future research in improving the methodology used in the current research. The survey instruments, IVSE-T and IVSE-S administered on teachers and students, respectively, can be further refined for greater validity and reliability as well as for greater representation of the constructs being measured. This study contributes an Asian perspective to the ongoing discourse on values in science education.
The findings indicate that values in science were recognized as important by policy makers and curriculum planners in both cities, as reflected in the syllabus documents and science textbooks. Also, teachers were found to infuse values in selected science lessons. Their perception of values was in line with the description given by Allchin (1999) in the literature. The study also revealed several gaps in the way values were infused in science in the participating schools. Firstly, there was uneven emphasis on values in the science syllabus, the textbooks used and identification of the different ways in which values intersect with science. Secondly, support for the infusion of values in science was inadequate in terms of print resources such as syllabus documents and textbooks, and teachers’ exposure to values discourse in science. Thirdly, while values infusion did occur in science classes, as suggested by the interviews with teachers, students showed largely neutral responses to the survey administered for the measurement of values infusion. Another concern was in the manner in which teachers engaged students during values-infused science lessons. While Singapore teachers used a range of strategies for infusing values in science lessons, New Delhi teachers limited themselves to using question and answer techniques and teacher talk. In participating schools in both cities, student-centered group or class discussions were lacking. Teachers were perceived to be telling students about values issues rather than engaging them in thinking and talking about the issues.
The findings have several implications on stakeholders in science education. There is scope for future research in improving the methodology used in the current research. The survey instruments, IVSE-T and IVSE-S administered on teachers and students, respectively, can be further refined for greater validity and reliability as well as for greater representation of the constructs being measured. This study contributes an Asian perspective to the ongoing discourse on values in science education.
Date Issued
2015
Call Number
Q183.4.S55 Jay
Date Submitted
2015