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 |
File Permission: | Restricted |
File Availability: | With file |
Appears in Collections: | OER - Reports |
Files in This Item:
File | Description | Size | Format | |
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OER-17-14-KBK.pdf Restricted Access | 1.29 MB | Adobe PDF | View/Open |
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