Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/19121
Title: 
An approach to holistic education: Cultivating 21st century competencies using team-based learning (TBL) in the teaching of Higher 2 (H2) Biology
Authors: 
Keywords: 
Team-Based Learning
21st century competencies
Cognitive domain
Affective domain
Issue Date: 
2014
Citation: 
Foo-Lam, W. K., Soh, Y. P., Widodo, F., Chia, W. J. A., Heng, K. J., Nah, W. K., … Toh, Q. K. (2014). An approach to holistic education: Cultivating 21st century competencies using team-based learning (TBL) in the teaching of Higher 2 (H2) Biology. 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. 509-574). Singapore: National Institute of Education.
Abstract: 
This paper describes the application of the team-based learning (TBL) approach as a
distinctive pedagogy for developing 21 st century competencies in the Higher 2 (H2) Biology
classroom at Hwa Chong Institution. TBL is widely used by medical schools around the
world including the Duke-NUS Graduate Medical School (Parmelee, Michaelsen, Cook, &
Hudes, 2012). Central to TBL is the concept of "team" and the tenets of active collaborative
learning and communication, which are encapsulated in the contextualization of syllabus
content in real-world settings to cultivate 21 st century competencies. The TBL approach
hinges on both students' self-directed learning as well as collaborative teamwork through
team-based assignments. Students also receive frequent and immediate feedback. In this way,
students are no longer passive recipients of information, but are active, engaged learners
responsible for their own learning through collaborative interactions with their peers. Our
findings show that the TBL approach is indeed an effective classroom pedagogical strategy in
fostering students' deep understanding of biological concepts, engaging students' interest and
participation, and motivating students to take ownership of their learning. More importantly, it also develops students' capabilities in critical thinking, creative thinking and caring
thinking. These three cognitive and affective domains are the cornerstones of the Hwa Chong
Global Literacies Matric that is aligned to our school's mission of defining holistic education.
URI: 
Appears in Collections:Conference Papers

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