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21st century skills
Noryati Ab Rahaman, Tay, C. L. A., Lee, L. Y. D., Chew, C. S. Y., Suppiah, K. V., Rafidah Mohd Nasir, & Ng, S. Y. C. (2014). Addressing Primary 5 pupils’ alternative conceptions on condensation and evaporation using concept videos in inquiry science. In Y. -J. Lee, N. T -L. Lim, K. S. Tan, H. E. Chu, P. Y. Lim, Y. H. Lim, & I. Tan (Eds.), Proceedings of the International Science Education Conference 2014 (pp. 27-38). Singapore: National Institute of Education.
The use of concept videos in science was designed to incorporate the teaching and learning
of 21st Century skills in particular self-directed learning (SOL) which focus on developing
thinking, communication and management skills in pupils. Science concepts are often
abstract for young children, especially those in primary schools, to grasp. Pupils often bring
to the classroom their own sets of science ideas, believes or alternative science concepts
which may not be accurate and may contain serious misconceptions. Teachers need to
constantly unteach and correct their alternative concepts before effective learning can take
place. However, these unscientific ideas, believes or alternative conceptions that pupils have
are usually difficult to change through routine classroom instruction. Addressing pupils'
alternative conceptions is critical and if this is not addressed at early stage, it will impede
their understanding of science concepts at higher study level. This paper examines the impact of using concept videos in SE inquiry-based science lessons (IBL) to trigger the
thinking of primary five pupils (11-years old) as well as elicit any prior knowledge that pupils
have into an active investigation of science concepts explicitly applied in authentic situations.
A team of teachers created videos that present learners as subjects with alternative
conceptions based on authentic situations in everyday life. These customised concept
videos produced in-house are then used at crucial "hinge points" in a lesson to elicit their
existing thoughts and trigger further in-depth thinking in pupils.
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