Science Lessons with a Human Touch

Students today are very familiar with technology - it is almost second nature to them. An emerging practice in Singapore is helping to invigorate the teaching and learning of science by integrating technology into a tailor-made curriculum. Find out what makes this approach different.

Technology to teach science

Science and technology are companions, without question. So what better way to help students learn with greater ease than by integrating technology into the teaching of science?

iMVT - inquiry, Modelling, Visualization and Technologies - is one such example. This pedagogy effectively integrates modelling, visualization and technology with inquiry-based learning.

Developed by the MVT research team from the Learning Sciences Laboratory (LSL) at NIE, the researchers envision an enhanced way that science students learn and science teachers teach.

Instead of mere descriptions or static images of science concepts in textbooks, iMVT utilizes easily accessed software that students interact with, allowing them to visualize abstract ideas, such as the world at a molecular level.

Dr Zhang Baohui, who leads the MVT team, says, "iMVT addresses student learning difficulties by engaging them in scientific practices." By doing this, it also promotes a student-centred classroom.

Familiarizing students with scientific practices

iMVT is being used in four collaborating schools. Its appeal among these schools stems from the customized workbooks and curriculum designed by teachers and LSL researchers, as well as a senior specialist from the Ministry of Education’s Curriculum Planning and Development Division.

Using the iMVT framework, researchers and teachers work together to create customized workbooks for Biology, Chemistry, and Physics classes to suit the student profiles. Various software (see Useful resources) are integrated into these workbooks.

For example, a workbook on "Acids and Bases" was created for Coral Secondary’s students. In the lesson "How to Measure the Acidity?", the workbook first lays the foundation by presenting basic content knowledge of acidic, neutral and alkaline solutions.

Students are encouraged to hypothesize the results before running simulated tests. They then continue to a computer laboratory activity to check pH levels in 10 solutions using the online pH Scale program (see Figure 1).

Students then place their findings in a table, thereby learning about the properties of acids while inculcating critical science thinking skills as they attempt to predict the results.

Figure 1. Acidic content for milk generated by the online pH Scale program.

The simulated models generated by the software help to represent and construct an understanding of science phenomena as complex systems. This allows them to visualize, internalize and become familiar with the topic.

Personalizing learning for a student-centred classroom

Active use of technology, with the workbooks as a guide, also creates an engaging environment, where students can work together and even challenge each other’s thinking. "This gives students a 'voice' to express what they have learned," says Baohui.

"Most students like this kind of learning because there are a lot of hands-on activities and the simulation helps them to understand better," notes Ms Ye Xiao Xuan, a member of the MVT project team.

Another project member, Ms Chia Pei Chun, comments, "One of the many advantages in learning science through iMVT is that it enables students to grasp more abstract concepts."

Through this process, students own what they learn as they play an active role in constructing their own learning. It becomes a personal learning experience for them.

Breaking barriers in the science classroom

Now in its fifth year, the MVT project has embarked on a second phase. Baohui and his team note that the 29 participating teachers are pleased with the marked improvements students have made, even though the project has had its share of difficulties in trying to sustain and scale up the iMVT innovation.

"Generally, it is quite a success," says a Chemistry teacher from Coral Secondary School. "Most of the students are more interested in hands-on rather than whiteboard learning. They are more engaged."

"It is a worthwhile approach," notes the Head of Science at the School of Science and Technology, Singapore, of the use of iMVT with the Secondary 1 students, "but as we are embarking on the initial phase of implementation, we will need to provide sufficient scaffolding to nurture the students' inquiry and critical thinking mindset."

Bringing students and science closer

Using iMVT's modelling and visualization methods, with the help of easily accessible technology and tailor-made workbooks, has helped students build an intimate grasp of scientific practices. And the students are loving it.

"I like it this way!" says one Chemistry student from Greenridge Secondary. "This way is more innovative, as our teacher does not spoonfeed us anymore, letting us think by ourselves and do it for ourselves."

"How I wish every topic has software like this for teachers to use," adds a Maris Stella High Biology teacher.

Building teacher capacity

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