Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22603
Title: 
Authors: 
Subjects: 
Singapore science pedagogy
Classroom observations
Coding scheme
Quality of knowledge work
Inquiry
Teacher pedagogical reasoning
Issue Date: 
2020
Publisher: 
Office of Education Research, National Institute of Education, Singapore
Citation: 
Kwek, D., Lee, Y. J., Wong, H. M., Fatema Anis Hussain, & Miller, R. (2020). CORE Research Programme: Baseline investigation of science pedagogy. National Institute of Education (Singapore), Office of Education Research.
Abstract: 
Since the launch of the Thinking Schools, Learning Nation (1997) and Teach Less, Learn More (2004) initiatives, the CORE Research Programme has aimed to provide a systemic description and measurement of curriculum and reform initiatives. CORE 1 (2004-2007) focused on lesson observations and surveys in English, Mathematics, Science, Social Studies and Mother Tongue classrooms at the Primary 5 and Secondary 3 levels. The study however, was unable to examine specific classroom pedagogical and assessment practices centred on epistemic, cognitive, metacognitive, disciplinary and domain-specific intellectual work. CORE 2 (2009-2014) focused on pedagogical beliefs and practices, classroom practices and assessment practices (Hogan, Towndrow, Kwek, & Chan, 2013). Currently, CORE 3 is centrally focused on the questions: “How do teachers teach?”and“Why do they teach the way they do?” The project in focus is a baseline investigation of science pedagogy (2015-16).
Description: 
Note: Restricted to NIE staff only. Contact author for access to report.
URI: 
Project number: 
OER 17/14 KBK
Grant ID: 
Education Research Funding Programme (ERFP)
Funding Agency: 
Ministry of Education, Singapore
Appears in Collections:OER - Reports

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