Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22733
Title: 
Authors: 
Subjects: 
Evidence-based reasoning
Scientific argumentation
Assessment
Issue Date: 
2020
Publisher: 
Office of Education Research, National Institute of Education, Singapore
Citation: 
Ong, Y. S. (2020). Scientific argumentation in physics classrooms: Teachers’ perspectives and assessment needs. National Institute of Education (Singapore), Office of Education Research.
Abstract: 
As the new Singapore science education framework emphasises practices of science, one approach to persuade science teachers of the value of scientific argumentation (a scientific and epistemic practice) is to demonstrate its relevance in an education system driven by high-stake national examination. GCE ‘O’ level pure physics and ‘A’ level physics H2 examinations include DbQ that involve higher-order thinking skills of interpreting, evaluating, and solving problems using given information/data. In other words, the need for engaging in evidence-based reasoning, which is part of scientific argumentation.
Description: 
Note: Restricted to NIE staff.
URI: 
Project number: 
SUG 09/18 OYS
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

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