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Chua, Bee Leng
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49 - PublicationOpen AccessA national survey of literature teachers’ beliefs and practices.(National Institute of Education (Singapore), 2021)
; ; 178 175 - PublicationEmbargoPolytechnic students’ perspectives of a blended problem-based learning approach in SingaporeBlended learning has become an integral component of the curriculum in institutes of higher learning (IHL) worldwide. Problem-based Learning (PBL) is a constructivistic learning approach that can facilitate the development of 21st-century competencies such as self-directed learning (SDL) and collaborative learning (CL). This study investigated if there are any differences in Polytechnic students’ perceptions of self-directed learning and collaborative learning between the blended PBL design and the face-to-face PBL design in terms of self-directed learning and collaborative learning in Singapore. The study adopted a quasi-experimental approach, with 56 student participants completing a 36-item validated pre/post survey instrument (MSDLCL). Statistical analyses suggested that in both PBL approaches, students’ perceptions of self-directed learning with technology and collaborative learning increased significantly. Focus group discussion results suggested that while students were motivated to complete the assigned PBL tasks, they preferred to conduct collaborative learning activities in person and work on self-directed learning activities online.
25 255 - PublicationOpen AccessDesigning an instrument to measure 21st century values and competencies(National Institute of Education (Singapore), 2019)
; ; ; 116 250 - PublicationOpen AccessPractices of Inquiry: Through the lens of the student teachers(Office of Teacher Education, National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2017)"The rapidly changing environment of today requires students to possess both content knowledge and the ability to adapt to novel situations. Students need to be driven by an intrinsic mindset of inquiry, coupled with the curiosity and willingness to learn and change. Dr Ruth Wong recognised the importance of such critical thinking skills in students, and the role of teachers in developing this mindset. In today's classroom, both students and teachers are required to embody the principles of inquiry. Students have to apply inquiry to their content knowledge and to situations beyond the classroom, whilst teachers apply it to expand their knowledge of their learners and use the best pedagogies to engage them."
138 766 - PublicationMetadata onlyThe teaching practicum in SingaporeThe teaching practicum is commonly regarded as the capstone course within teacher education programmes because the former immerses novices into the actual complexities of school teaching. Recent reforms in Singapore have increased both the duration as well as sharpened the focus of the teaching practicum experience for pre-service teachers. Benefits include providing local teachers with a better understanding of the meaning(s) of their professional work and helping them apply knowledge to act appropriately across various contexts. It also assists pre-service teachers to interrogate their teaching beliefs and classroom concepts because of increased opportunities to learn for/from practice – the theory–practice nexus is explicitly foregrounded here. This chapter describes how the new enhanced practicum model in the Post Graduate Diploma in Education (PGDE) can shape their emerging identities as teachers as well as to help them inquire deeper into their professional practices. The authors conclude by discussing some implementation issues and possible refinements to the existing practicum model in Singapore.
83 - PublicationOpen AccessDevelopment and validation of a critical thinking disposition scale.(Office of Education Research, National Institute of Education, Singapore, 2020)
; 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?408 170 - PublicationOpen Access
63 227 - PublicationMetadata onlyPedagogy and psychology in digital educationBridges theory and practice of educational psychology foundations. Examines the cognitive and affective processes in learners as they engage in technology-based learning. Contributes to global discussion and discourse between the fields of educational technology and educational psychology
Scopus© Citations 2 46 - PublicationMetadata onlyDigital portfolios for problem-based learning: Impact on preservice teachers’ learning strategies
The digital portfolio is often used to assess both student learning process and outcomes. It provides a space where students assume agency over their learning and assessment. However, beyond assessment, the digital portfolio in initial teacher preparation programme can be a student-centric scaffold to facilitate preservice teachers’ acquisition of learning strategies. This is increasingly relevant in a post-covid teaching and learning environment where technology is used to minimise disruption to learning. In this chapter, ePBL is a pedagogical approach whereby the digital portfolio is used as a mediating space for preservice teachers to learn within a Problem-based Learning (PBL) environment. The digital portfolio allows preservice teachers to make their thinking visible to themselves, peers and tutors, reflect on their thoughts and acquire learning strategies for self-directed ad collaborative learning. The focus of this study is to examine the effects of ePBL on preservice teachers’ learning strategies. The understanding of the changes in preservice teachers’ learning strategies after PBL (face-to-face PBL and ePBL) will inform teacher educators on how to improve on its implementation to develop preservice teachers’ learning strategies. Specifically, it informs the design and use of the digital portfolio within a PBL environment to facilitate the development of preservice teachers’ learning strategies. In addition, limitations of the study and future research will also be discussed in the chapter.
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