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dc.contributor.authorTan, Timothy Ter Mingen
dc.description.abstract<strong>Purpose</strong>. The development of scientific literacy in the learner may be the ultimate goal of science education, but achieving this objective remains an ongoing endeavor with many issues to overcome. There is also a paucity of the appropriate teaching tools and pedagogies to fully realize that goal. This study sought to foster the development of scientific literacy at the secondary school level thorough the use of integrated science, technology, engineering and mathematics (STEM) laboratory activities that feature a design-based inquiry (DBI) approach.<br><br><strong>Design and Methodology</strong>. A curriculum package was developed around activities that blend inquiry science learning with an engineering design challenge involving the microbial fuel cell (MFC). The novel curriculum program was co-developed with and conducted by experienced science teachers from a government-aided secondary school in Singapore, and implemented as a 10-week program with two groups of Secondary Two (Grade 8) students (n = 77) after several smaller pilot implementations at other schools. This MFC program implementation was studied using a case study methodology from review of video recordings of lessons and of students’ written work in order to examine the program’s effectiveness as an approach to the cross- disciplinary teaching of science, and the development of desired aspects of scientific literacy. Given the protracted difficulties experienced in securing a study site for this project, a retroactive case-study and reflective analysis of the challenges involved in implementing an unconventional and complex curriculum program such as this was also conducted. This was based on an analysis of the attributes and circumstances present at the time in eight of the schools involved that may have contributed to the success or failure of program implementation. The purpose of which was to surface the factors that generally support and enable this type of program implementation for future reference.<br><br><strong>Findings</strong>. The program was well-received with strongly positive feedback from students. Minds-on student learning in the conceptual, epistemic, and social domains of scientific literacy were observed. In particular, students applied evidence- based reasoning, various epistemic skills and a variety of problem-solving approaches to the learning tasks. Nearly all student groups were capable of constructing functional improvised MFCs, with most of those outperforming the voltage of the reference kit-based MFC. Key factors that enabled successful implementation of the program were also uncovered.<br><br><strong>Value and Implications</strong>. This project represents the first successful implementation of a DBI-driven, STEM-integrated MFC curriculum program with middle-school level students. It can serve as a model and encouragement for the development of other curriculum packages that feature some or all of those elements.-
dc.subject.lcshScience--Study and teaching (Secondary)--Singapore.-
dc.subject.lcshInquiry-based learning--Singapore.-
dc.titleDeveloping scientific literacy through design-based inquiry laboratory activitiesen
dc.identifier.callnoQ181 TanT-
dc.supervisorLee, Yew-Jin-
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Appears in Collections:Doctor of Philosophy (Ph.D.)
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