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- PublicationMetadata onlyLiving well in adversity and its implications for learningHuman flourishing is often defined in terms of a collection of positive human factors. However, many people around the world are living in conditions that block human flourishing and find themselves powerless tochange those circumstances. I argue that it is more useful to examine instead the idea of living well. Drawing upon Yu Hua’s novel To Live and Jean-Paul Sartre’s existentialist thought, I sketch an account of how we can live well, even in adversity. This notion emphasizes authentic living, being fully present in the moment, and being open, compassionate, and optimistic to anything life may have in store for us. This notion of living well is then applied to the matter of learning in the classroom.
- PublicationMetadata onlyInquiring into a spectral concept in the physics classroomWe designed an inquiry activity to investigate the question 'How transparent are transparent films and papers?' Using an easily-replicable set up, we observed the effect of increasing the number of transparent films, thin papers and general papers between a light source and a light sensor. For each material, one sheet was added each time. The amount of light received was collected and graphed by a data logger. Our findings show that, as the number of sheets increases, the amount of light received at the receiver decreases. The general paper and thin paper stacks took 4 sheets and 10 sheets respectively to achieve negligible light transmittance. The transparent film stack did not achieve negligible light transmittance, but successive addition of sheets did lower transmittance. Evidently, transparent films are not perfectly transparent. Transparency (and opacity) is not a binary condition, but rather a continuum based on boundary conditions. The inquiry activity developed through this study, which investigates a spectrum of transparency in films and papers, may be useful for students to appreciate the spectral nature of the transparency concept across different materials.
- PublicationMetadata onlyChina primary school students’ STEM views, attitudes, self-concept, identity and experiences: A pilot study in Shandong ProvinceThis article reports the survey findings of a pilot study on primary students' views, attitudes, self-concept, identity, and experiences toward STEM education. This survey was held in China Shandong Province. Applying a mixed-method approach, we administered the survey to 332 students and interviewed 8 students to learn about their views about STEM education after the activity. The survey data was analyzed using Rasch on five constructs, namely views, attitudes, self-concept, identity, and experiences in STEM learning. The transcribed interviews were analyzed using emergent coding. The findings showed that students generally responded positively to the five constructs. Students thought that problem-solving was essential, but it was still difficult for them to solve a real-world problem. They agreed that joining STEM activities could enhance their interest in STEM jobs, but they still had less confidence in pursuing a STEM job. The findings provide some insights into a pilot STEM curriculum work in a province and open up possibilities for broadening and deepening knowledge about STEM teaching and learning in China, which is at its nascent stages.
- PublicationOpen AccessMaterial extrusion-based printing optimization of recycled HDPE filaments made from used milk jugs(AccScience Publishing, 2024)
; - PublicationMetadata onlyThe role of individual preparation before collaboration: An exploratory study on students’ computer-supported collaborative argumentation in a primary classroom
Background Collaborative learning is widely applied in real-world classrooms while young learners still have challenges engaging in high-quality knowledge co-construction processes. Researchers suggested an individual preparation activity before collaboration. However, there remains a limited understanding of the role of individual preparation on students’ collaborative learning.
Method
Conducted in a fifth-grade English language class in a Singapore primary school, this study explored students’ collaborative learning outcome and process under two conditions: individual preparation before collaboration (With-IP) and immediate collaboration (Without-IP) conditions. Student groups’ collaborative argumentation artifacts were collected and coded. Process analysis was conducted to reveal the distribution and transitional pattern of students’ verbal discussions and online collaboration behaviors.Findings
This study reveals that individual preparation (With-IP) significantly enhanced the quality of collaborative argumentation compared to no preparation (Without-IP), by fostering more idea elaboration, deeper engagement with content knowledge, and higher quality of arguments. However, the students were also found to make more coordination and regulation efforts in the With-IP condition than Without-IP condition.Contribution
This research underscores the role of individual preparation on collaborative learning processes and outcomes. This insight is pivotal for educators and practitioners in tailoring collaboration scripts to the objectives of classroom teaching and learning.