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Ho, S. S., Goh, A. Y., Lim, S. F., Ning, H. T., Ooi, J. S., & Aung, G. M. (2014). Incorporating real world phenomena in a multimodal authentic transfer task. 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. 746-764). Singapore: National Institute of Education.
A year-long multimodal Authentic Transfer Task centered on the Understanding by Design
framework was designed and implemented for 185 Grade 9 Physics students in National
Junior College, Singapore. Instagram was used as a starting platform to motivate students on
a self-directed journey in discovering Physics phenomena. Students' learning was
differentiated through the ability to select the phenomenon and topic in which they would
like to focus on. Scientific communication skills were emphasized throughout the entire
period through various methods. Students' conceptual understanding was deepened through
questioning by peers and tutors. Leaming was consolidated with reflections on student's
individual learning process. Project is sustainable as prototypes can be collated and used as
learning resources for future cohorts. Students' conceptual gain and feedback towards the
learning process was collated through a questionnaire. This mode of learning was found to
have improved students' passion and conception understanding of Physics. A discussion on
the affordances of the method with regard to student engagement and conceptual
understanding, from both the teacher' and students' perspectives, is presented in the paper.
Appears in Collections:Conference Papers

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