Now showing 1 - 10 of 82
  • Publication
    Restricted
    Transforming science practical pedagogy and practice through innovative departmental planning
    (2009-02)
    Towndrow, Phillip A. (Phillip Alexander)
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    Soo, Poh Ling
    "The study investigated the adoption and management of change relating to the teaching, learning and assessment of science practical skills within the science department of a secondary school in Singapore. The intended outcomes of the study featured the development of pedagogy and practices leading to the production of a departmental scheme of work incorporating Science Practical Assessment (SPA) skills. The research also supported a SPA-related professional development community that allowed teachers to share ideas and coach one another during an extensive intervention stage. The teachers involved in the project were also encouraged to reflect on and self-assess their learning as they taught in the laboratory." -- abstract.
      134  262
  • Publication
    Open Access
    A review on plant science education in Singapore
    (2014-11)
    Chen, Zhong
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    Chan, Yu Mun
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    Plants are fundamental to the existence of our green planet, but the understanding of plants and the willingness to understand them is deficient. Teachers, students and curriculum developers are mindful of the lack of knowledge and ability to notice plants in our environment. In Singapore we are facing a paradox in plant science education. Known as a garden city, and having a hybrid of an orchid as our national flower, many of our citizens ironically remain blind to what are growing and cultivated around them. Our pupils are not able to name the common plant species. They would prefer to dwell in the air-conditioned comfort of their homes and learn through the computer or the television rather than to have a walk in the forest. Further, our educators merely set limited plant contents in Biology syllabus, and teachers are reluctant to bring plants to the classroom. In this review, we reflect plant science education in Singapore based on the current syllabus at the primary, secondary and junior college levels. We also list a few case studies of specific terms in plant science using various science textbooks and questions from national exams to allow a greater understanding on how plant science is taught and tested. Finally we propose suggestions to improve plant science education in Singapore.
      499  1543
  • Publication
    Open Access
    Reflection of teaching: A glimpse through the eyes of pre-service science teachers
    (2010-12) ;
    Wettasinghe, Cyraine Marissa
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    Mazlan Hasan
    This paper examines pre-service teachers‟ reflection on teaching after participating in an online course using teaching videos of micro-skills coupled with self-reflection and group blogs. A total of 137 online entries were collected from 26 participants. Larrivee‟s (2008) four levels of reflection (pre, surface, pedagogical and critical) were used to code the reflection by the participants. The findings showed that 67% of the reflection by pre-service teachers falls in the pedagogical category and 2% in the critical category. These findings show that pre-service teachers are capable of engaging in reflection beyond a surface level even with limited actual classroom experience, and micro-skills teaching videos coupled with self-reflection and online blogs can serve as stimulus for reflection about actual teaching practices. The resources that the pre-service teachers used to make sense of teaching are (1) their knowledge of learning theories; (2) their ideas of teachers‟ roles and responsibilities; and (3) existing ideas of what makes good teaching. The pre-service teachers reflected upon their learning and showed evidence of willingness to incorporate the learnt ideas of good teaching into their future classroom teaching. The use of videos and reflection allowed them to restructure their teaching knowledge through identification, comparison, modification and synthesising.
      401  440
  • Publication
    Open Access
    Scissors, paper, stone: How students' deal with conceptual conflicts in an inquiry-based activity
    (2008-02)
    Poon, Chew Leng
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    ;
    One of the goals of inquiry-based teaching and learning of science is for students to learn the processes of inquiry and to apply these processes in new situations to construct new knowledge for themselves. Very often, students who are exposed to inquiry activities encounter conceptual conflicts that do not align with their pre-conceived ideas. How these conflicts are resolved provide different types of learning experiences for the learners. Interaction talk during hands-on science inquiry activities provides a good source of information on how students deal with conceptual conflicts and, in particular, how they apply inquiry skills to resolve these conflicts. The analysis of talk in interaction amongst a group of six grade five students in a Singapore school has surfaced at least three ways whereby students construct and shape their learning in an inquiry-based science activity through the ways they deal with conceptual conflicts: (a) domineering voices in a group can prematurely curtail alternative ideas and concepts in dealing with a conceptual conflict; (b) a peer expert in a group can scaffold learning for a student facing a conceptual conflict; and (c) learners draw on inquiry skills to resolve cognitive conflicts arising from anomalous results or behaviours during hands-on investigations.
      136  193
  • Publication
    Open Access
    Inquiry and primary science learning experiences: Insights and potential
    (National Institute of Education (Singapore), 2021-11)
      60  69
  • Publication
    Restricted
    An insight into philosophy of science and ethics education for girls in Singapore
    (2008-05)
    "This pilot research study aims to help science educators gain an insight into the state of science learning in a high school through the lens of the philosophy of science and the ethics of science. The following research questions guide this research: 1. What are the learning processes which take place in a class, which aim to bring across the nature of science? 2. To what extent is the philosophy of science translated to actual classroom practice in school science? 3. What are students' perceptions of science after an education in science which aims to bring out the nature of scientific knowledge? "-- [p. 1] of executive summary.
      139  28
  • Publication
    Open Access
    Practices of science teachers: Evidence from teacher noticing
    Teacher noticing patterns offer insights into in-the-moment decisions and actions of teachers that have a direct impact on students’ learning. However, research on differences between novice and expert teachers’ vision in lessons remain limited. Using a mobile eye-tracker, we collected and analyzed data from two science teachers. Findings showed that the expert teacher focused her attention on relevant information across the classroom, while the novice teacher’s attention was restricted to specific problematic areas. As a work-in-progress, this paper provides valuable insights that we can build onto existential work for further studies.
      92  86
  • Publication
    Restricted
    Enhancing inquiry-based teaching through collaboration between preservice and in-service teachers
    (Office of Education Research, National Institute of Education, Singapore, 2024) ;
    Kim, Mijung
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    Talaue, Frederick
      14  25
  • Publication
    Open Access
    "Why the spiral moved": Seeking for knowledge building
    (2006-08) ; ;
    Ow, John Eu Gene
    This paper tracks the learning experiences in science of three students using Knowledge Forum. We examine the interaction process, in particular the seeking patterns that result as the three students explore and build the knowledge of convection current. Using micro-analysis of contribution on Knowledge Forum and principles of analysis of electronic interaction and discourse proposed by Zhu (1989), this paper analyses the forms of participation a student can assume, focusing mainly on the different forms in which students seek information as they navigate through the sea of information posted online. Using a grounded approach, we characterize two different ways in which students seek for information in an online environment, which we labeled as interpersonal seeking and collaborative seeking. We believe that the seeking behavior, albeit subtle, is instrumental in directing learning and directing the courses of ‘discussion’ and the quality of the knowledge that is built.
      260  140