Options
A comparative study of some aspects of science education in the secondary schools of Scotland and Singapore
Loading...
Type
Thesis
Author
Mackie, D. K
Abstract
This thesis is an attempt to help science teachers and educationists gain an insight into the problems on secondary school science education which have faced Scotland and Singapore, as well as indicating the ways in which these problems have been tackled.
In order to complete this study I have consulted all relevant memoranda and documents on secondary school science education in both countries, in addition to science syllabuses and examination papers in current use. I have also been able to collect information on curricular matters from visits to secondary schools in Scotland and Singapore.
In this study I have compared the development of science education in the period 1945-1970; the place of science in secondary school curricula; science syllabuses at the secondary school stage; science examinations at the secondary school stage; and the training of secondary school science teachers.
The development of science education in both countries in the period 1945-1970 is treated historically. Special reference is made to the Government memoranda and reports which have influenced the development of secondary school science education in both countries.
The importance of including the study of science in the secondary school curriculum is acknowledged. The aims and extent of science in the pupils' curricula at the various stages of secondary school education in Scotland and Singapore are then compared.
The need for including modern material in science syllabuses at the secondary school stage is stated. A comparison is then made of science syllabuses in current use in both countries at all stages of secondary education.
The aim of the external science examination at the secondary school level is discussed and the case for the introduction of the objective type question in science examinations is stated. A comparison of the standards of the external science examinations of both countries is noted. A comparison of the external science examinations at the secondary school stage in the two countries is then made, special reference being paid to the occurrence of essay type questions, objective questions and practical tests in these examinations.
The necessity for an adequate supply of effective science teachers in the secondary schools of both countries is indicated. The form of teacher training given to university science graduates in Scotland and Singapore is then compared, special emphasis being placed on the time spent on science methodology in these two courses of teacher training. The course of teacher training for the non-university graduate science teacher in Singapore is then described.
The conclusions reached in this comparative study are then stated and several recommendations made.
In order to complete this study I have consulted all relevant memoranda and documents on secondary school science education in both countries, in addition to science syllabuses and examination papers in current use. I have also been able to collect information on curricular matters from visits to secondary schools in Scotland and Singapore.
In this study I have compared the development of science education in the period 1945-1970; the place of science in secondary school curricula; science syllabuses at the secondary school stage; science examinations at the secondary school stage; and the training of secondary school science teachers.
The development of science education in both countries in the period 1945-1970 is treated historically. Special reference is made to the Government memoranda and reports which have influenced the development of secondary school science education in both countries.
The importance of including the study of science in the secondary school curriculum is acknowledged. The aims and extent of science in the pupils' curricula at the various stages of secondary school education in Scotland and Singapore are then compared.
The need for including modern material in science syllabuses at the secondary school stage is stated. A comparison is then made of science syllabuses in current use in both countries at all stages of secondary education.
The aim of the external science examination at the secondary school level is discussed and the case for the introduction of the objective type question in science examinations is stated. A comparison of the standards of the external science examinations of both countries is noted. A comparison of the external science examinations at the secondary school stage in the two countries is then made, special reference being paid to the occurrence of essay type questions, objective questions and practical tests in these examinations.
The necessity for an adequate supply of effective science teachers in the secondary schools of both countries is indicated. The form of teacher training given to university science graduates in Scotland and Singapore is then compared, special emphasis being placed on the time spent on science methodology in these two courses of teacher training. The course of teacher training for the non-university graduate science teacher in Singapore is then described.
The conclusions reached in this comparative study are then stated and several recommendations made.
Date Issued
1971
Call Number
Q181 Mac
Date Submitted
1971