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Yan, Yaw Kai
Preferred name
Yan, Yaw Kai
Email
yawkai.yan@nie.edu.sg
Department
Natural Sciences & Science Education (NSSE)
Personal Site(s)
ORCID
20 results
Now showing 1 - 10 of 20
- PublicationOpen AccessThe learning and studying approach of NIE students: A longitudinal study (1)(1998)
; Quek, Khiok SengThe learning and studying approach of NIE students was studied using the Bigg' s Study Process Questionnaire (SPQ). Results showed that the SPQ is a good instrument with good psychometric properties for studying the three approaches to learning namely: surface, deep and achieving approaches. Students in NIE generally adopt deep approaches more than surface approaches to their learning. Focused interviews were used as follow-up procedures to further probe into their learning and studying behaviour. Students indicated that the teaching and learning process, the assessment mode and the learning environment all contributed to their approaches to learning and studying.320 267 - PublicationOpen AccessSingaporean preschool children learning science through play(2014)
; Play has an important role throughout childhood as children learn and develop through engaging in play. The aim of this study was to examine how purposeful play can be used to introduce and facilitate the learning of science ideas and scientific skills in young children in the Singapore context. Science activities were carried out with preschool children aged 5 to 6 through the use of purposeful play, and the video and audio recordings of the science activities were analysed using qualitative coding methods to identify the science learning that took place while engaging in purposeful play. The coded data were written into narratives to illustrate the process and learning outcomes of the science activities conducted using purposeful play. The findings of this study indicate that young children are able to display science process skills and learn science ideas through engaging in purposeful play.184 1506 - PublicationOpen AccessOn the development of an IT-enhanced environmental science module(1996)
; ; 425 215 - PublicationOpen AccessInvestigating the studying and learning approach of tertiary students in Singapore(1997)
202 169 - PublicationMetadata onlyAffordances of purposeful play
According to the Singapore Ministry of Education Kindergarten Curriculum Framework (Ministry of Education, Singapore, Nurturing early learners: a curriculum framework for kindergartens in Singapore. Retrieved on January 15, 2016 from http://www.moe.gov.sg/education/preschool/files/kindergarten-curriculum-framework.pdf, 2012), purposeful play is a pedagogical approach to actively engage children in exploring, developing, and applying knowledge and skills in an enjoyable manner. To achieve this broad objective, lessons have to be purposefully planned by taking into consideration children’s interests and abilities. This chapter describes a group of Singaporean preschool children (aged 6) learning about ways to categorize different types of leaves through purposeful play at the Singapore Botanic Gardens. We discuss the affordances of purposeful play in this naturalistic learning context as illuminated through the teacher-student and student-student social interactions. Through this work, we want to demonstrate how purposeful play, when properly planned and capitalized on, could contribute to children’s science experiential learning and understanding. Preschool teachers may be interested to learn how they can purposefully plan their lessons to create diverse affordances for children. This study also contributes to the early childhood literature, which has limited empirical studies about Singaporean preschool science education.
42 - PublicationRestrictedCurriculum design for active learning in an honours module on organometallic chemistry(1996)This Report describes the design and implementation of a curriculum that promotes active learning for an Honours module on organometallic chemistry at the National Institute of Education. An integrated, thematic, and interactive approach to the design and implementation of the curriculum was adopted. In this approach, the principles of thermodynamics, chemical kinetics, and chemical bonding theory were employed to explain the reactions of various types of organometallic compounds, which in turn form the basis for the understanding of the main theme of the module, transition-metalcatalysed organic reactions. The opinions of the students on how the module should and should not be taught were gathered before the commencement of the module and these were taken into account during curriculum design and implementation. The instructional strategies employed were interactive and collaborative, and opportunities for the practice of high-level thinking skills were provided. The students responded positively and enthusiastically to the above efforts to promote active learning in the module.
163 18 - PublicationMetadata onlyContent and pedagogical learning in the preparation and continuing professional development of science teachers in SingaporeOver the years, the emphasis of the Singapore School Science Curriculum has evolved from attainment of subject-specific knowledge to knowledge integration and the development of future-ready learning habits and skills. To help teachers deliver a science curriculum that inspires students to be responsibly curious, creative and innovative, and that develops critical thinkers through problem-solving and inquiry-based learning, a range of courses and programmes are offered to Pre- and In-service science teachers at all levels by the Ministry of Education and the National Institute of Education. This chapter shares the Singapore experience in delivering the Initial Teacher Preparation and In-service Teacher Continual Professional Development programmes, which are central to the effectiveness of the teaching profession in preparing school graduates to serve the needs of the industry, market and community in Singapore.
94 - PublicationMetadata onlySingapore math and science education innovationThis edited volume explores key areas of interests in Singapore math and science education including issues on teacher education, pedagogy, curriculum, assessment, teaching practices, applied learning, ecology of learning, talent grooming, culture of science and math, vocational education and STEM. It presents to policymakers and educators a clear picture of the education scene in Singapore and insights into the role of math and science education in helping the country excel beyond international studies such as PISA, the pedagogical and curricula advancements in math and science learning, and the research and practices that give Singaporean students the competitive edge in facing the uncertain and challenging landscape of the future.
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