Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/18128
Title: Creating thinking schools through ‘Knowledge and Inquiry’: The curriculum challenges for Singapore
Authors: Tan, Charlene H. P. (Charlene Hwee Phio)
Keywords: Thinking schools
Knowledge and inquiry
Singapore
Issue Date: 2006
Citation: Tan, C. (2006). Creating thinking schools through ‘Knowledge and Inquiry’: The curriculum challenges for Singapore. Curriculum Journal, 17(1), 89-105. http://dx.doi.org/10.1080/09585170600682640
Abstract: The importance of thinking skills in Singapore is seen in the launch of the Thinking Schools, Learning Nation (TSLN) vision in 1997. This vision aims to develop creative thinking skills, a lifelong passion for learning and nationalistic commitment in the young. In elucidating the concept of 'Thinking Schools', the former Prime Minister Goh Chok Tong stressed the urgency for Singapore schools to nurture thinking and committed citizens to keep Singapore vibrant and successful in future. A recent effort to teach critical thinking skills is seen in the revised Junior College curriculum which aims at developing thinking skills, and nurture the skills, spirit and values required for Singaporeans to thrive in a more globalised, innovation driven future (Ministry of Education, 2002). The government in Singapore announced that a new GCE 'A' level subject, Knowledge and Inquiry (KI) will be introduced from 2006. This paper focuses on the teaching and learning of critical thinking through KI. By examining the objectives as spelt out in the syllabus, the paper identifies and discusses the curriculum challenges in the government’s attempt to create thinking schools through KI from 2006 onwards.
Description: This is the final draft, after peer-review, of a manuscript published in Curriculum Journal. The published version is available online at http://dx.doi.org/10.1080/09585170600682640
URI: http://hdl.handle.net/10497/18128
ISSN: 0958-5176 (print)
1469-3704 (online)
Other Identifiers: 10.1080/09585170600682640
Appears in Collections:Journal Articles

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