Chua, Bee Leng

The purpose of this study is to investigate the extent Mediated Learning Experience (MLE) is present in a secondary school Problem-Based Learning (PBL) approach.

This study explores (i) the presence of MLE parameters in the various stages of PBL, (ii) the students' perception and experience of the various MLE parameters in a PBL environment.

Data was gathered through lesson observations and interviews with the students. The investigator was the observer and interviewer for the data collection phases of this study. Observations were done using rating charts and the presence of MLE parameters were quantified using mean ratings for each MLE scale. The mean ratings were then transferred to a PBL vs MLE matrix. Interviews with 5 students of the sample group formed the basis of qualitative data, recorded on an intensity chart that charts the students' perception of MLE parameters in the PBL environment. Case Vignettes from interviews with the 5 students were used to corroborate the findings from observations.

The study involved data collection from the 3 instruments, namely the PBL vs MLE matrix, Intensity Chart and Case Vignettes. Data obtained from each instrument was analysed separately. The insights gained from these analyses were not always consistent. Where these inconsistencies could not be explained by reference to relevant theory, the findings concerned were further investigated to provide a rational account.

The results of this study suggests the strong presence of the Intentionality and Reciprocity (IR), Meaning (ME), Transcendence (T) and Feeling of Competence (FC) parameters in the various stages of the PBL under study. The first three parameters -- IR, ME and T -- are essential and sufficient conditions for a mediated interaction to take place.

The moderate presences of the Interdependency and Sharing (IS), Individual Uniqueness and Esteem (IU), Search for Optimistic Alternatives (OA) and Challenge of Novelty and Complexity (NC) parameters highlighted the important fact that different parameters are present in varying degrees throughout the PBL cycle. Different activities carried out during the different stages necessitated and brought forth mediation of different MLE parameters.

The high intensities of students' perception of most MLE parameters confirm the presence of the MLE parameters in the PBL cycle. As reflected in the analysis of the Case Vignettes, the presence of the MLE parameters in the PBL cycle enables a learning process that involves potential changes in metacognitive structures.

The insights acquired from this study indicate possible refinements to current PBL practices, so as to make it a viable instructional method underpinned by sound MLE practices.

These findings will encourage teachers in Singapore to adopt a wider repertoire of teaching and learning approaches that support the intent of educational initiatives such as TSLN (Thinking Schools, Learning Nation). Correspondingly, if the centrality of the teacher-mediator to PBL is established, then the cognitive development of teachers will be of significance, with the aim to enhance their effectiveness as mediators in 21st century pedagogy.

The purpose of the research study was to develop and validate a critical thinking disposition scale based on the definition provided by Ennis (1996). The research questions are: 1. What type of dispositions contribute towards critical thinking? 2. Is the critical thinking dispositional scale that is developed valid and reliable?

Character, citizenship, and values are areas of education that have received increasing attention in the international community. This is also the case for Singapore (Lee, 2012) with an education system guided by the student-centric, values-driven philosophy (Ministry of Education [MOE], 2011, 2012). In his speech at the 2011 MOE Work Plan Seminar, Singapore’s Minister for Education at that time, Mr. Heng Swee Keat, highlighted, “We need to develop our children holistically, in all aspects – moral, cognitive, physical, social and aesthetic or what is termed in Chinese as 德智体群美 (de zhi ti qun mei)” (MOE, 2011, para. 16) and that, “… between academic achievement and values, it must not be “either/or”. We should strive to achieve both” (MOE, 2011, para. 53).
An important out-of-classroom experience recognised to play an important role in holistic development, character building, and 21st century skills and competencies is co-curricular activities (CCAs; Chong-Mok, 2010; MOE, 2010, 2011; Schwarz & Stolow, 2006). In Singapore, CCAs are an integral part of school curriculum and proposed to offer an authentic platform for (a) development of moral values, (b) acquisition and practice of soft skills, (c) social integration of children from differing backgrounds and ethnicities, (d) provision of safe learning environment, (e) opportunities for character and leadership development, and (f) lifelong pursuit of interests and greater outward expression (Chong-Mok, 2010; MOE, 2011). While participation in CCAs during primary education is not compulsory, CCAs are emphasized in secondary schools and categorized into Core (or Main) and Merit (or Secondary/Optional) CCAs. Core CCAs are mandatory for all students, whereas Merit CCAs are offered as an option for students with an interest in a particular CCA area. In both primary and secondary levels, the range of CCAs offered is categorized into four major groups: Physical Sports, Uniformed Groups, Visual and Performing Arts, and Clubs and Societies. With the increased investment in CCAs in Singapore schools (MOE, 2011, 2012), there is a priority to examine the potential impacts of CCAs on the holistic development of Singaporean students. This study was a timely response to this call.

This research paper conceptualizes how Mediated Learning Experience can be used to enhance the Kipling Method used by teachers as a strategy to teach the Video Stimulus Response Component in Malay Language Oral. Using the Kipling method, the teachers will use questions (5W1H) to ask students about the content of the video. However, this strategy overlooks the need to develop the cognitive functions needed for students to form their responses. Hence, deploying the current teaching approach, there seems to be a i) lack of awareness of cognitive functions needed to perform the oral task ii) lack of mediation of the cognitive functions needed iii) lack of resources to conduct mediation. The Mediated Learning Experience (MLE) by Feuerstein (1980) is the theory embedded in the theory of Social Cognitive Modifiability (SCM), which proposes that all cognitive deficiencies can be developed. MLE focuses on the quality of interaction between the learner and the environment via a mediator. The mediator plays an intentional role of explaining, emphasizing, interpreting or extending the environment so that the learner builds up a meaningful internal model of the context or the world experienced (Seng, Pou, Tan, 2003). The mediator who will be the teachers play an important role in mediating the specific interactions underpinned by the parameters of MLE to develop specific cognitive functions at the input, elaboration and output phase. This research paper therefore aims to use MLE to facilitate the development of cognitive functions at the different phases using questions and resources.

The purpose of this study is to investigate the extent to which Mediated Learning Experience (MLE) is present in Problem-Based Learning (PBL) within a secondary school curriculum. The study explores: (i) The presence of MLE parameters in the various stages of the PBL cycle as practiced in the school under study and (ii) The students’ perception of the presence of MLE parameters in the abovementioned PBL environment. The study involved data collection from three instruments, namely the PBL vs MLE Matrix, Intensity Chart and Case Vignette. The findings of this study suggest the strong presence of the following parameters: Intentionality and Reciprocity (IR), Meaning (ME), Transcendence (T) and Feeling of Competence (FC). In addition, the instruments registered the moderate presence of these parameters, Interdependency and Sharing (IS), Individual Uniqueness and Esteem (IU), Search for Optimistic Alternatives (OA) and Challenge of Novelty and Complexity (NC). These findings highlight the important fact that different parameters are present in varying degrees throughout the PBL cycle. Different activities carried out during the different stages necessitated and brought forth mediation of different MLE parameters. The insights acquired from this study indicate possible refinements to current PBL practices, so as to make it a viable instructional method for education in the 21st century.