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A case study of learning science through knowledge building in a primary school
Author
Ow, John Eu Gene
Supervisor
Tan, Seng Chee
Abstract
Science education in primary schools in Singapore seeks to provide pupils with the education required for the acquisition of knowledge about the natural world and the skills and processes by which science knowledge is acquired. The approaches used to teach science in primary schools, however, appear to be influenced by examinations in Singapore schools. Consequently, it appears that pupils are being taught scientific content and skills but not in the way scientists develop scientific understanding of the world. Scientists develop an understanding of the world by working collaboratively to improve ideas and advance knowledge. Primary school pupils need to be enculturated in this practice as the ability to work with ideas will be an important asset in the Knowledge society. An approach to learning science that begins pupils on a trajectory of collaborative work with ideas is Knowledge Building. This study explores the learning of science in a primary class using Knowledge Building. The study seeks to determine whether pupils develop a deeper understanding of science through Knowledge Building, how pupils interact while learning science through Knowledge Building and what social structures exist in a classroom where pupils learn science through Knowledge Building. The data sources include a school test, notes on Knowledge Forum (an asynchronous discussion forum to support Knowledge Building), pupil surveys and focus group interviews. This study found that pupils developed a deeper understanding of the topic Energy. This study also suggests that pupils are developing interactions to build knowledge. The depth of discussion threads and the number of pupils involved in discussion threads were found to be related to "proactive notes" or notes that invited responses from others in the community. Pupils' efforts to advance knowledge were supported by emergent pupil-directed activities such as science experiments and information search on the Internet. The findings of the study indicate that Knowledge Building is an approach that results in pupils developing deeper understanding of the topic Energy. More importantly, Knowledge Building appears to have initiated pupils on a trajectory of working with ideas, as evident in their developing interactions on Knowledge Forum and their pursuit of knowledge advancement through emergent pupil-directed activities.
Date Issued
2007
Call Number
LB1585 Ow
Date Submitted
2007