With the revision of the Science Curriculum Framework (Ministry of Education [MOE], 2019), the new vision of science teaching and learning is ‘INquire, INspire and INnovate’. Guided by the framework, the 2023 primary science syllabus builds on the 2014 primary science syllabus (MOE, 2013) and will continue to strengthen science as inquiry. It is also revised to strengthen the understanding and application of core ideas, practices and values, ethics, and attitudes. To support the syllabus implementation, MOE has embarked on the development of an integrated suite of resources, comprising the textbook (TB), activity book (AB), hands-on SPARKLE kits, online Student Learning Space (SLS) resources, including Young Scientist Activity Cards for the first time. This suite of resources will be complemented by the Teaching and Learning Guide (TLG).
The research on curriculum adoption as well as curriculum materials and their impact on teacher and student outcomes in other education systems (Hall & Hord, 1987; Robin, Schunn, & Mckenney, 2017), reveal little about how integrated resources support science teaching and learning. With the development of the new integrated suite of resources locally, it is pertinent to examine how teachers integrate or customise the resources in their professional practice. Further, insights into the factors that support curriculum enactment, how students learn using print, online and hands-on resources would be valuable in understanding students’ engagement, and application of concepts and skills.