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Using cases to engage and stimulate students’ thinking in primary science
Author
Chong, Candice Georgine Aoi Liang
Supervisor
Chin, Christine
Tan, Kim Chwee Daniel
Abstract
This study investigates the use of a hybrid of case-based learning pedagogy and argumentation discourse approach to engage students and stimulate thinking and argumentation in the teaching and learning of ‘Interactions’ in primary science. A case-based learning (CBL) lesson package consisting of fifteen one-hour lessons was crafted to emphasize on students’ construction of knowledge through research, application of concepts to authentic socio-scientific issues and using evidence to back up conclusions. Interviews and surveys were conducted, followed by coding and categorizing of data to determine students’ level of engagement. Lessons were videotaped to assess the quantity and quality of thinking behind the construction of arguments. Using Toulmin’s argumentation pattern (TAP), different forms of argumentation in the transcripts of lessons were identified and analyzed. The findings revealed that the Primary Six students were engaged during lessons, achieved conceptual understanding, and were able to use science concepts to back arguments when they clarified concepts and corrected misconceptions during group discussions. The findings of the study will be useful to teachers as they provide insights into ways of engaging students and enabling meaningful interactions and discourse among students during lessons.
Date Issued
2012
Call Number
Q183.4.S55 Cho
Date Submitted
2012