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<title>Climate change – SingTeach | Education Research for Teachers | Research within Reach</title>
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<title>Engaging Minds through Games: Using Gamified Strategies to Teach Geography</title>
<link>https://singteach.nie.edu.sg/2025/02/10/engaging-minds-through-games-using-gamified-strategies-to-teach-geography/?utm_source=rss&utm_medium=rss&utm_campaign=engaging-minds-through-games-using-gamified-strategies-to-teach-geography</link>
<comments>https://singteach.nie.edu.sg/2025/02/10/engaging-minds-through-games-using-gamified-strategies-to-teach-geography/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Mon, 10 Feb 2025 08:40:32 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[Geography]]></category>
<category><![CDATA[Pedagogical Content Knowledge]]></category>
<category><![CDATA[Secondary school]]></category>
<category><![CDATA[Game-based learning]]></category>
<category><![CDATA[Climate change]]></category>
<category><![CDATA[Sustainability education]]></category>
<category><![CDATA[Problem solving]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=24343</guid>
<description><![CDATA[Contributed by Chua Wan Yu from Temasek Secondary School and Dr Tricia Seow from the National Institute of Education, for SingTeach Virtual […]]]></description>
<content:encoded><![CDATA[<p><b><i><span lang="EN">Contributed by Chua Wan Yu</span> from <a href="https://www.temaseksec.moe.edu.sg/" target="_blank" rel="noopener">Temasek Secondary School</a></i></b><b><i> and </i></b><b><i><span lang="EN"><a href="https://dr.ntu.edu.sg/cris/rp/rp01539" target="_blank" rel="noopener">Dr Tricia Seow</a> from </span>the <a href="https://www.ntu.edu.sg/nie" target="_blank" rel="noopener">National Institute of Education</a></i></b><b><i><span lang="EN">, for </span></i></b><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener"><b><i><span lang="EN">SingTeach Virtual Staff Lounge</span></i></b></a><b></b></p>
<p><strong><i>Engaging students in climate change education can be challenging, particularly when its impacts are not immediately tangible. In Singapore, while students may relate to terms like “global warming” and “carbon dioxide,” fostering a deeper understanding and actionable responses often proves difficult due to the abstract nature of the topic and its overwhelming content. So, how can we make this critical topic more engaging and relatable? This study investigates the use of gamification as a pedagogical strategy to enhance conceptual learning about climate actions. It looks at how a climate-policy-focused card game, “<a href="https://sll.hsse.nie.edu.sg/resource/getting-to-zero/" target="_blank" rel="noopener">Getting to Zero</a>”, has significantly improved students’ awareness of climate policies, comprehension of trade-offs in policymaking, and motivation to engage with climate solutions.</i></strong></p>
<div id="attachment_24356" style="width: 910px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-24356" src="https://singteach.nie.edu.sg/wp-content/uploads/2025/02/Figure-1_crop.png" alt="" class="wp-image-24356" width="900" height="395" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2025/02/Figure-1_crop.png 1246w, https://singteach.nie.edu.sg/wp-content/uploads/2025/02/Figure-1_crop-300x132.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2025/02/Figure-1_crop-1024x450.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2025/02/Figure-1_crop-768x337.png 768w" sizes="(max-width: 900px) 100vw, 900px" /><p id="caption-attachment-24356" class="wp-caption-text">Photos: The gameplay of the “GTZ” card game</p></div>
<h1>What Is Gamification?</h1>
<p>Deterding (2011) defines gamification as integrating game elements into non-game contexts to enhance engagement and motivation, emphasizing that thoughtful design, rather than superficial rewards, sustains long-term learning outcomes. Kapp (2012) explores practical applications, demonstrating how game mechanics can simplify complex concepts and foster active learning. Both researchers stress that effective gamification can be a powerful tool to motivate students’ learning. Their research underscores how gamification can promote active participation and knowledge transfer, making abstract concepts accessible and memorable. Together, their findings emphasize thoughtful gamification as a transformative educational tool.</p>
<p>In the context of using gamification to engage students on climate issues, researcher Carrillo-Nieves et al. (2024) explored gamification through designing station games, including escape rooms, and engaging undergraduates in combating climate change by fostering problem-solving and collaboration. Using gamification as a pedagogical strategy in Geography classrooms is an area that remains largely unexplored, especially within Singapore’s education landscape.</p>
<p>This begs the question of whether a climate-policy-focused card game such as “Getting to Zero” (GTZ) can significantly enhance students’ awareness of climate policies and lead students to develop a deeper understanding of the complexities faced by nations in climate policymaking. </p>
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<p>In particular, we were interested to determine whether such a climate-policy-focused card game can:</p>
<ul>
<li>Improve students’ knowledge of climate issues</li>
<li>Foster a deeper conceptual understanding, particularly regarding the trade-offs and constraints inherent in climate policymaking</li>
<li>Generate greater interest and motivation to explore the phenomenon further</li>
</ul>
</div>
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<h1>Using “Getting to Zero” in the Geography Classroom</h1>
<p>GTZ was introduced to a group of 36 Secondary Three students from the G2 level as part of their Geography lesson on climate action. It was intentionally used as a trigger to activate prior knowledge and engage students with the subject matter. A pre- and post-survey was administered to measure students’ knowledge, contextual understanding, and interests toward the topic on climate. Quantitative survey items used a Likert scale (1 to 5) for self-assessment, while qualitative questions encouraged students to articulate their learning experiences from the game.</p>
<h4><em>Analyzing Students’ Responses</em></h4>
<p>Students had a better understanding of climate policies after engaging with the card game. Their self-assessments highlighted increased awareness of “trade-offs”, a concept integrated into the game’s strategy for winning and a critical concept highlighted within the Geography curriculum. Additionally, students reported a greater understanding of how individual actions could contribute to reducing their climate impact. </p>
<p style="padding-left: 80px;"><b>Question: <i>“I am clear about what Getting to Zero means”</i>. </b>The positive response to this question demonstrated that students had a clear understanding the importance of achieving a net-zero carbon footprint as a climate action strategy. This mirrors real-life efforts, where authorities implement climate policies to balance emissions with reductions.<b></b></p>
<p style="padding-left: 80px;"><b>Questions: <i>“I know the purpose of implementing climate policies in Singapore”</i> & <i>“I know the constraints Singapore faces when implementing climate policies”</i>. </b>The positive responses to these questions demonstrated that students had a foundational understanding of why countries, including Singapore, take action through climate policies. Their grasp of the constraints highlighted an awareness that implementing climate actions is far from straightforward. Students recognized that numerous considerations and competing priorities—many of which they encountered during the game—can deter countries from taking immediate or extensive action.<b></b></p>
<p style="padding-left: 80px;"><b>Question: “<i>I know at least 3 climate policies</i>”. </b>This survey question revealed an increase in responses at the lower levels of understanding and a reduction in responses at the higher levels. This question, which required students to list three climate policies, appeared more demanding due to the specific and quantitative nature of the task. While this may signal the lack of retention for some students, it was also noted that some students overly strategized to win the game, neglecting the details presented in the card game.</p>
<p style="padding-left: 80px;">To address this, teachers need to facilitate effectively by ensuring sufficient time for students to consider and articulate their moves during the game. Additionally, providing opportunities for post-game discussions will allow students to reflect on their strategies and the climate actions they have taken, deepening their understanding of the decision-making process and facilitating the retention of content knowledge.</p>
<h4><i>Analyzing Students’ Reflections</i></h4>
<p> An analysis of the vocabulary used in students’ reflections indicated mastery of critical content, such as “carbon emissions,” a central element of the game’s mechanics where players aimed to reduce net emissions to zero. Many students articulated the complexities of trade-offs, describing balancing costs while achieving emission reductions as a “downside” in policymaking (see <a href="https://entuedu-my.sharepoint.com/:b:/g/personal/dptofrmysp_niestaff_cluster_nie_edu_sg/Ee7w15fZ2NxIjqsiEtA3g1gBzC2wKtwyx-fM62cuVXKALw?e=anPYMo" target="_blank" rel="noopener">Appendix A</a>). These findings underscore the game’s effectiveness in fostering both engagement and conceptual understanding.</p>
<p>Other qualitative feedback from students revealed insights into their self-assessed interest levels regarding climate-related issues. Many students expressed increased curiosity and a desire to contribute positively to reducing carbon emissions in Singapore. Comments highlighted an awareness of local efforts, such as the government’s use of solar panels, and a personal commitment to reducing their carbon footprint. One student commented “The game was very engaging and educational, and made me more curious on the different type of ways to reduce carbon emissions”.</p>
<p>On gauging the interest level of the topic, qualitative feedback from students expressed the fun element while playing the card game, making the topic more relatable. These responses illustrate how the gamified approach effectively captured the interest of most students, fostering a sense of individual responsibility and curiosity about climate actions.</p>
<h1>Limitations and Further Insights</h1>
<p>Overall, the card game proved effective in promoting the understanding of conceptual knowledge within the climate issues and fostering engagement which answers to our action research question. However, it is also important to recognize its limitations. The game is not a foolproof solution or a magical tool that can fully address all learning objectives. Certain aspects, such as the retention of specific content like climate policies, were less successful as some students struggled with the recall tasks or became overly focused on winning rather than absorbing detailed knowledge.</p>
<p>Additionally, the game’s design may not cater equally well to all students, particularly those who require additional scaffolding or alternative approaches to grasp complex concepts. These limitations highlight the need to view the card game as a complementary tool within a broader pedagogical strategy, rather than as a standalone solution.</p>
<p>The game can serve as both a trigger and a reinforcement tool in the learning process. As a trigger, it activates students’ prior knowledge while introducing new information, sustaining their attention and sparking interest at the start of the topic. As a reinforcement tool, students can engage with the game more consciously, leveraging their acquired knowledge to make more informed decisions during gameplay. Both approaches effectively use the cards to engage students, preserving the fun element and creating a memorable learning experience that integrates play with understanding.</p>
<h1>Strengthening Gamification in Singapore</h1>
<p>The findings reveal that gamification should be explored further by educators in Singapore, as it can facilitate deeper understanding of abstract concepts that are often difficult to convey through traditional frontal teaching methods.</p>
<p>One effective way to achieve this is through the use of interactive tools, such as card games like GTZ, which engage students in active learning and provide a fun entryway for understanding complex ideas. This approach allows students to actively construct their knowledge, making abstract concepts more accessible and memorable, as it encourages experiential learning rather than passive absorption of information.</p>
<p>To further advance this approach, future research could focus on incorporating intervention-control group studies to measure specific learning outcomes more rigorously. Such studies would provide concrete evidence of the impact on assessment performance, potentially convincing more educators and policymakers of its value.</p>
<p><strong>References</strong></p>
<p>Carrillo-Nieves, D., Clarke-Crespo, E., Cervantes-Avilés, P., Cuevas-Cancino, M., & Vanoye-García, A. Y. (2024). Designing learning experiences on climate change for undergraduate students of different majors. <i>Frontiers in Education, 9.</i> <a href="https://doi.org/10.3389/feduc.2024.1284593">https://doi.org/10.3389/feduc.2024.1284593</a></p>
<p>Deterding, S. (2011). <i>From game design elements to gamefulness: defining” gamification”</i>. Proceedings of the 2011 annual conference extended abstracts on Human factors in computing systems (pp. 2425-2428).</p>
<p>Kapp, K. M. (2012). <i>The gamification of learning and instruction: Game-based methods and strategies for training and education.</i> Pfeiffer.</p>
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<p><b>The Conceptualization of the “Getting to Zero” Card Game</b></p>
<p>Climate change education in Singapore’s secondary school’s classrooms often face challenges in student engagement due to the abstract, dynamic, cascading nature of its impacts and the diverse climate actions with varying degrees of successes. To address this issue, the card game “Getting to Zero” (GTZ) was developed by Ng Wen Xin—then an NIE undergraduate student. She further developed a card game originally conceived by environmental law research Eric Bea and energy policy researcher Melissa Low, in close collaboration with the <a href="https://www.ntu.edu.sg/nie/research-labs/sustainability-learning-lab">Sustainability Learning Lab</a> (SLL) at NIE NTU, Singapore. </p>
<p>In January 2025, all government-aided secondary schools in Singapore will receive 10 sets of these card decks to gamify learning about climate policies. Within Geography, this is particularly pertinent as climate actions, including national and international efforts, and the evaluation of their successes and limitations, are a key part of the syllabus.</p>
<p><i>You can also read more about GTZ here: <a href="https://singteach.nie.edu.sg/2024/01/09/game-your-way-to-a-greener-tomorrow-sustainability-education/" target="_blank" rel="noopener">https://singteach.nie.edu.sg/2024/01/09/game-your-way-to-a-greener-tomorrow-sustainability-education/</a></i></p>
<p><em>If you’d like to purchase GTZ, visit: <a href="https://sll.hsse.nie.edu.sg/resource/getting-to-zero/">https://sll.hsse.nie.edu.sg/resource/getting-to-zero/</a></em></p>
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<title>Inquiry-Based Learning (IBL) for Geography Education in a Singapore School: Best Practices and Insights</title>
<link>https://singteach.nie.edu.sg/2024/07/21/inquiry-based-learning-ibl-for-geography-education-in-a-singapore-school-best-practices-and-insights/?utm_source=rss&utm_medium=rss&utm_campaign=inquiry-based-learning-ibl-for-geography-education-in-a-singapore-school-best-practices-and-insights</link>
<comments>https://singteach.nie.edu.sg/2024/07/21/inquiry-based-learning-ibl-for-geography-education-in-a-singapore-school-best-practices-and-insights/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Sun, 21 Jul 2024 02:03:23 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[issue 89 jun 2024]]></category>
<category><![CDATA[Issues]]></category>
<category><![CDATA[Inquiry-based learning]]></category>
<category><![CDATA[ICT]]></category>
<category><![CDATA[Climate change]]></category>
<category><![CDATA[Sustainability education]]></category>
<category><![CDATA[Redesigning Pedagogy International Conference]]></category>
<category><![CDATA[Geography]]></category>
<category><![CDATA[Secondary school]]></category>
<category><![CDATA[Scaffolding]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23315</guid>
<description><![CDATA[Contributed by Frances Ong Hock Lin, Alethea Goh Min Yi, Jeremy Ong Zhen Wei from Mayflower Secondary School, […]]]></description>
<content:encoded><![CDATA[<div style="font-weight: 400;">
<p paraid="1775953921" paraeid="{b50fd3bd-0252-4d37-8ba2-39229c530971}{175}"><em><strong><span data-contrast="none" xml:lang="EN" lang="EN">Contributed by </span><span data-contrast="none" xml:lang="EN" lang="EN">Frances Ong Hock Lin</span><span data-contrast="none" xml:lang="EN" lang="EN">, </span><span data-contrast="none" xml:lang="EN" lang="EN">Alethea Goh Min Yi</span><span data-contrast="none" xml:lang="EN" lang="EN">, </span><span data-contrast="none" xml:lang="EN" lang="EN">Jeremy Ong Zhen Wei</span> <span data-contrast="none" xml:lang="EN" lang="EN">from </span><span data-contrast="none" xml:lang="EN" lang="EN"><a href="https://www.mayflowersec.moe.edu.sg/" target="_blank" rel="noopener">Mayflower Secondary School</a></span><span data-contrast="none" xml:lang="EN" lang="EN">, for </span><span data-contrast="none" xml:lang="EN" lang="EN"><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener">SingTeach Virtual Staff Lounge.</a></span></strong></em></p>
<div id="attachment_23490" style="width: 510px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23490" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Group-photo-300x225.jpg" alt="" class="wp-image-23490" width="500" height="375" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Group-photo-300x225.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Group-photo-1024x768.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Group-photo-768x576.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Group-photo-1536x1152.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Group-photo-2048x1536.jpg 2048w" sizes="(max-width: 500px) 100vw, 500px" /><p id="caption-attachment-23490" class="wp-caption-text">From left: Jeremy Ong Zhen Wei, Frances Ong Hock Lin and Alethea Goh Min Yi</p></div>
<h1 paraid="1775953921" paraeid="{b50fd3bd-0252-4d37-8ba2-39229c530971}{175}"><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW10343160 BCX0"><span class="NormalTextRun SCXW10343160 BCX0">Geography Education for Sustainable Development</span></span></h1>
<p><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW166871528 BCX0"><span class="NormalTextRun SCXW166871528 BCX0">Balancing the needs of a growing population with environmental protection is a major 21st-century challenge. Sustainable development addresses this by adopting practices that ensure human and ecological well-being without compromising future generations. This article advocates for integrating Education for Sustainable Development (ESD) into geography classes to teach the skills needed to tackle global issues like climate change.</span></span></p>
<p><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW58605904 BCX0"><span class="NormalTextRun SCXW58605904 BCX0">Chang (2011) highlights that geography education is well-suited for promoting ESD, as it covers current sustainability issues and helps students understand the complexities of environmental changes. </span><span class="NormalTextRun SCXW58605904 BCX0" data-ccp-charstyle="cf01" data-ccp-charstyle-defn="{"ObjectId":"9a4c4fb7-16eb-4d9c-946b-c3085fab8aa9|23","ClassId":1073872969,"Properties":[469777841,"Segoe UI",469777842,"Segoe UI",469777843,"Arial",469777844,"Segoe UI",469769226,"Segoe UI",268442635,"18",469775450,"cf01",201340122,"1",134233614,"true",469778129,"cf01",335572020,"1",469778324,"Default Paragraph Font"]}">Singapore’s current geography </span><span class="NormalTextRun SCXW58605904 BCX0" data-ccp-charstyle="cf01">syllabus </span><span class="NormalTextRun SCXW58605904 BCX0">emphasizes</span><span class="NormalTextRun SCXW58605904 BCX0"> the importance of sustainable development. Students learn about sustainable practices at various scales, highlighting geography’s essential role in preparing future-ready learners. Geography education is thus crucial for ESD as it develops ideas and beliefs about sustainable practices.</span></span></p>
<h1><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW111739428 BCX0"><span class="NormalTextRun SCXW111739428 BCX0">Inquiry-Based Learning in the Geography Classroom</span></span></h1>
<p><span class="NormalTextRun SCXW20636900 BCX0">Building on ESD in geography education, we explore the transformative potential of IBL. In Singapore, geographical inquiry is a “signature pedagogy” (Seow, Chang, & Neil Irvine, 2019). IBL engages students by activating prior knowledge, fostering critical </span><span class="NormalTextRun SCXW20636900 BCX0">thinking</span><span class="NormalTextRun SCXW20636900 BCX0"> and enhancing problem-solving skills. Unlike traditional teaching, IBL positions teachers as guides, encouraging students to ask questions, design solutions, conduct investigations and formulate explanations based on evidence, thereby creatively enhancing their learning experience.</span></p>
<p><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW184962087 BCX0"><span class="NormalTextRun SCXW184962087 BCX0">IBL focuses on investigation and problem-solving. In contrast to traditional frontal teaching, IBL positions teachers as guides. It encourages students to: ask questions, design solutions, conduct investigations and formulate explanations based on evidence. This approach creatively enhances their learning experience.</span></span></p>
</div>
<h1><span class="NormalTextRun SCXW135218114 BCX0">The </span><span class="NormalTextRun SCXW135218114 BCX0">Mayflower Experienc</span><span class="NormalTextRun SCXW135218114 BCX0">e</span></h1>
<div id="attachment_23493" style="width: 300px" class="wp-caption alignright"><img aria-describedby="caption-attachment-23493" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Figure-1-NBK202200000288-300x225.jpg" alt="" class="wp-image-23493" width="290" height="218" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Figure-1-NBK202200000288-300x225.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Figure-1-NBK202200000288-1024x768.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Figure-1-NBK202200000288-768x576.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Figure-1-NBK202200000288-1536x1152.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_MayflowerSec_Figure-1-NBK202200000288-2048x1536.jpg 2048w" sizes="(max-width: 290px) 100vw, 290px" /><p id="caption-attachment-23493" class="wp-caption-text">Figure 1. Flowerpots created from recyclable materials.</p></div>
<div style="font-weight: 400;">
<p paraid="668527762" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{34}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Mayflower Secondary School’s Humanities Department envisions empowering students by putting students in the driver’s seat. They do this through IBL, fostering self-directed learning. They </span><span>utilize</span><span> ICT tools for this purpose. Three examples of IBL implementation will be highlighted.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><span data-contrast="auto" xml:lang="EN" lang="EN"><span>In Secondary 1, students begin IBL by posing questions and conducting investigations. They explore sustainability by creating </span><span>flowerpots</span><span> from recyclable materials like plastic bottles and cardboard found at school</span><span> (see Figure 1)</span><span>. These pots are used for planting Indian Borages, which they care for over a year and pass to the next cohort. Teachers guide them by asking questions such as how to ensure plants are watered during school holidays. This hands-on approach equips students with practical knowledge of sustainability in real-world scenarios. </span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
<p paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><a href="https://tinyurl.com/32c3zdj2" target="_blank" rel="noopener"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-300x54.png" alt="" class="alignnone wp-image-23482" width="250" height="45" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-300x54.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-1024x186.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-768x140.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-1536x279.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-2048x372.png 2048w" sizes="(max-width: 250px) 100vw, 250px" /></a></p>
<p paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW102065077 BCX0"><span class="NormalTextRun SCXW102065077 BCX0">In Secondary 3, instead of creating a PowerPoint and giving a lecture about </span><span class="NormalTextRun SCXW102065077 BCX0">how </span><span class="NormalTextRun SCXW102065077 BCX0">the impact of climate change can affect the human system, students </span><span class="NormalTextRun SCXW102065077 BCX0">are </span><span class="NormalTextRun SCXW102065077 BCX0">divided into groups to research </span><span class="NormalTextRun SCXW102065077 BCX0">the different </span><span class="NormalTextRun SCXW102065077 BCX0">impact</span><span class="NormalTextRun SCXW102065077 BCX0">s</span><span class="NormalTextRun SCXW102065077 BCX0"> of climate change. Through a curated list of resources, students inquire about the impacts of climate change. They then </span><span class="NormalTextRun AdvancedProofingIssueV2Themed SCXW102065077 BCX0">have to</span><span class="NormalTextRun SCXW102065077 BCX0"> process the knowledge and present it as an infographic for the school</span><span class="NormalTextRun SCXW102065077 BCX0">’s</span><span class="NormalTextRun SCXW102065077 BCX0"> Open House exhibition. </span></span><span class="EOP SCXW102065077 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
<p paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><a href="https://tinyurl.com/5eutkmch" target="_blank" rel="noopener"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-300x54.png" alt="" class="alignnone wp-image-23482" width="250" height="45" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-300x54.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-1024x186.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-768x140.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-1536x279.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-2048x372.png 2048w" sizes="(max-width: 250px) 100vw, 250px" /></a></p>
<p paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW159664450 BCX0"><span class="NormalTextRun SCXW159664450 BCX0">For the lesson on climate action, students first played the game </span></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun Highlight SCXW159664450 BCX0"><a href="https://singteach.nie.edu.sg/2024/01/09/game-your-way-to-a-greener-tomorrow-sustainability-education/" target="_blank" rel="noopener"><span class="NormalTextRun SCXW159664450 BCX0">Getting to Zero</span></a></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW159664450 BCX0"><span class="NormalTextRun SCXW159664450 BCX0"> to spark their curiosity. Using the framework</span><span class="NormalTextRun SCXW159664450 BCX0"> of</span><span class="NormalTextRun SCXW159664450 BCX0"> </span><span class="NormalTextRun SCXW159664450 BCX0">“C</span><span class="NormalTextRun SCXW159664450 BCX0">reate, </span><span class="NormalTextRun SCXW159664450 BCX0">C</span><span class="NormalTextRun SCXW159664450 BCX0">onnect, and </span><span class="NormalTextRun SCXW159664450 BCX0">Contribute” </span><span class="NormalTextRun SCXW159664450 BCX0">students </span><span class="NormalTextRun SCXW159664450 BCX0">are </span><span class="NormalTextRun SCXW159664450 BCX0">provided with an opportunity to discover for themselves the type of climate actions that they can take to fight climate change</span><span class="NormalTextRun SCXW159664450 BCX0">. </span></span><span class="EOP SCXW159664450 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
<p paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><a href="https://tinyurl.com/3ynkf4xu" target="_blank" rel="noopener"><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-300x54.png" alt="" class="alignnone wp-image-23482" width="250" height="45" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-300x54.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-1024x186.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-768x140.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-1536x279.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_MayflowerSec_online-link-2048x372.png 2048w" sizes="(max-width: 250px) 100vw, 250px" /></a></p>
<h1 paraid="1405518600" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{40}"><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW239563365 BCX0"><span class="NormalTextRun SCXW239563365 BCX0">Challenges Encountered, Solution</span><span class="NormalTextRun SCXW239563365 BCX0">s</span><span class="NormalTextRun SCXW239563365 BCX0"> Implemented</span></span><span class="EOP SCXW239563365 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></h1>
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<p paraid="132681943" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{235}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>When using IBL, one constant fear we had was balancing curriculum coverage with student-driven inquiry. We addressed this by clearly defining learning </span><span>objectives</span><span> for each topic and designing inquiry-based activities aligned with these goals. Flipped classroom methods ensured students grasped fundamental concepts beforehand, allowing class time for deep exploration and critical thinking. This fosters comprehensive understanding of geographical concepts over rote memorization. Through meticulous planning and alignment with learning </span><span>objectives</span><span>, we aim to mitigate concerns about the breadth of content coverage while promoting meaningful student engagement and learning.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
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<p paraid="1831059073" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{241}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>In addition, implementing IBL demands </span><span>significant time</span><span> and resources, which can tempt teachers with heavy workloads to revert to traditional frontal teaching. However, despite the </span><span>initial</span><span> investment, the long-term benefits of IBL outweigh </span><span>this.</span><span> Once IBL activities are designed and posted online, they can be reused in </span><span>subsequent</span><span> years, lightening the workload. Collaboration among teachers in developing IBL lessons further distributes the effort. Moreover, IBL enhances student engagement and motivation, </span><span>ultimately improving</span><span> learning outcomes. With experience, we have </span><span>integrated</span><span> IBL into our teaching practice without being overwhelmed, ensuring sustained benefits for both educators and students.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
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<p paraid="388980507" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{255}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>To address student reluctance with open-ended inquiry tasks, we scaffold their learning and build confidence gradually. We employ varied assessments like rubrics and peer evaluations throughout the process, shifting focus from just summative outcomes. Clear guidance on conducting mini-inquiries and </span><span>analyzing</span><span> </span><span>data equips students for these tasks. Using ICT tools, such as </span></span><i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Google Sites</span></span></i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>, </span></span><i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Goggle Docs</span></span></i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>, </span></span><i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Classroom</span></span></i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>, </span></span><i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Canva</span></span></i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>, and </span></span><i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Padlet</span></span></i><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>, enhances engagement and accommodates diverse learning styles. </span><span>Th</span><span>ese strategies</span><span> ensure students </span><span>are able to </span><span>develop skills in navigating inquiry-based activities.</span><span> </span></span></p>
<h1 paraid="388980507" paraeid="{aa5c1214-a82f-4d1c-bc3a-32382a081a69}{255}"><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun SCXW8425267 BCX0"><span class="NormalTextRun SCXW8425267 BCX0">IBL as an Effective </span></span><span data-contrast="auto" xml:lang="EN" lang="EN" class="TextRun Highlight SCXW8425267 BCX0"><span class="NormalTextRun SCXW8425267 BCX0">Instructional Approach</span></span><span class="EOP SCXW8425267 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></h1>
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<p paraid="986988033" paraeid="{e5e1fc00-7322-42a3-9e3e-e20c8da6f315}{52}"><span data-contrast="auto" xml:lang="EN" lang="EN"><span>This article explores integrating IBL into geography education in Singapore through the lens of ESD. By embedding IBL within ESD goals, the aim is to foster critical thinking, problem-solving and a profound grasp of sustainability issues among students.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
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<p paraid="1747839645" paraeid="{e5e1fc00-7322-42a3-9e3e-e20c8da6f315}{58}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Three examples shared in this article illustrate IBL implementation across different educational levels despite challenges such as curriculum coverage, time management and resource allocation. Solutions include aligning learning </span><span>objectives</span><span>, using technology effectively and scaffolding inquiry processes.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
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<p paraid="388980511" paraeid="{e5e1fc00-7322-42a3-9e3e-e20c8da6f315}{64}"><span data-contrast="auto" xml:lang="EN-US" lang="EN-US"><span>Our experiences highlight that IBL enriches learning by equipping students with skills to tackle global challenges like climate change and biodiversity loss. This pedagogical approach not only enhances engagement and comprehension but also cultivates future-ready citizens capable of contributing positively to sustainability efforts. IBL </span><span>emerges</span><span> as a powerful method for nurturing informed, responsible individuals prepared to address complex issues and shape a sustainable future.</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
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<p paraid="388980512" paraeid="{e5e1fc00-7322-42a3-9e3e-e20c8da6f315}{70}"><b><span data-contrast="auto" xml:lang="EN" lang="EN"><span>References</span></span></b><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
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<p paraid="388980513" paraeid="{e5e1fc00-7322-42a3-9e3e-e20c8da6f315}{76}"><span data-contrast="auto" xml:lang="EN" lang="EN"><span>Chang, C.-H. (2011). Is Singapore’s school geography relevant to our changing world? </span></span><i><span data-contrast="auto" xml:lang="EN" lang="EN"><span>Review of International Geographical Education Online (RIGEO), 1</span></span></i><span data-contrast="auto" xml:lang="EN" lang="EN"><span>(2), 223-239. Retrieved from</span></span><a href="https://files.eric.ed.gov/fulltext/EJ1168710.pdf" target="_blank" rel="noreferrer noopener"><span data-contrast="auto" xml:lang="EN" lang="EN"><span> https://files.eric.ed.gov/fulltext/EJ1168710.pdf</span></span></a><span data-contrast="auto" xml:lang="EN" lang="EN"></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
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<p paraid="388980514" paraeid="{e5e1fc00-7322-42a3-9e3e-e20c8da6f315}{89}"><span data-contrast="auto" xml:lang="EN" lang="EN"><span>Seow, T., Chang, J., & Neil Irvine, K. (2019). Field-Based Inquiry as a Signature Pedagogy for Geography in Singapore. </span></span><i><span data-contrast="auto" xml:lang="EN" lang="EN"><span>Journal of Geography, 118</span></span></i><span data-contrast="auto" xml:lang="EN" lang="EN"><span>(6), 227–237. https://doi.org/10.1080/00221341.2018.1561740</span></span><span data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559739":192,"335559740":360,"335559746":80}"> </span></p>
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<title>Nurturing Little Einsteins with Seamless Learning in Primary Science Classrooms</title>
<link>https://singteach.nie.edu.sg/2024/07/21/nurturing-little-einsteins-with-seamless-learning-in-primary-science-classrooms/?utm_source=rss&utm_medium=rss&utm_campaign=nurturing-little-einsteins-with-seamless-learning-in-primary-science-classrooms</link>
<comments>https://singteach.nie.edu.sg/2024/07/21/nurturing-little-einsteins-with-seamless-learning-in-primary-science-classrooms/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Sun, 21 Jul 2024 02:01:55 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[issue 89 jun 2024]]></category>
<category><![CDATA[Issues]]></category>
<category><![CDATA[Learning environment]]></category>
<category><![CDATA[ICT]]></category>
<category><![CDATA[Seamless learning]]></category>
<category><![CDATA[Science education]]></category>
<category><![CDATA[Student learning]]></category>
<category><![CDATA[Climate change]]></category>
<category><![CDATA[Redesigning Pedagogy International Conference]]></category>
<category><![CDATA[Primary school]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23320</guid>
<description><![CDATA[Contributed by Tan Si Hua, Rachael Fang Swee Sian and Nurhuda Amin from West Grove Primary School, for SingTeach Virtual Staff […]]]></description>
<content:encoded><![CDATA[<p><em><strong><span data-contrast="none" xml:lang="EN" lang="EN" class="TextRun Highlight SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0" data-ccp-charstyle="Strong">Contributed by </span></span><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Highlight SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0">Tan Si Hua, Rachael Fang Swee Sian and </span><span class="NormalTextRun SpellingErrorV2Themed SCXW248797249 BCX0">Nurhuda</span><span class="NormalTextRun SCXW248797249 BCX0"> Amin from </span></span><a class="Hyperlink SCXW248797249 BCX0" href="https://westgrovepri.moe.edu.sg/" target="_blank" rel="noreferrer noopener"><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Underlined SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0" data-ccp-charstyle="Hyperlink">West Grove Primary School</span></span></a><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Highlight SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0">, for </span></span><a class="Hyperlink SCXW248797249 BCX0" href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noreferrer noopener"><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Underlined SCXW248797249 BCX0"><span class="NormalTextRun SCXW248797249 BCX0" data-ccp-charstyle="Hyperlink">SingTeach Virtual Staff Lounge</span></span></a><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun Highlight EmptyTextRun SCXW248797249 BCX0"></span><span class="EOP SCXW248797249 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></strong></em></p>
<div id="attachment_23451" style="width: 560px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23451" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-300x169.jpeg" alt="" class="wp-image-23451" width="550" height="310" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-300x169.jpeg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-1024x577.jpeg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-768x432.jpeg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1-1536x865.jpeg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_group-photo-1.jpeg 2000w" sizes="(max-width: 550px) 100vw, 550px" /><p id="caption-attachment-23451" class="wp-caption-text">The team comprises (from left to right) Rachael Fang Swee Sian, Tan Si Hua and Nurhuda Amin.</p></div>
<h1><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW167733097 BCX0"><span class="NormalTextRun SCXW167733097 BCX0">Seamless Learning in </span><span class="NormalTextRun SCXW167733097 BCX0">Primary </span><span class="NormalTextRun SCXW167733097 BCX0">Science Classrooms </span></span><span class="EOP SCXW167733097 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></h1>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW18336023 BCX0"><span class="NormalTextRun SCXW18336023 BCX0">A central goal of science education is to enable students in their foundation years to appreciate the value of science and its application in their everyday lives</span><span class="NormalTextRun SCXW18336023 BCX0">,</span><span class="NormalTextRun SCXW18336023 BCX0"> laying the groundwork for future pursuits of science learning. </span><span class="NormalTextRun SCXW18336023 BCX0">Reali</span><span class="NormalTextRun SCXW18336023 BCX0">z</span><span class="NormalTextRun SCXW18336023 BCX0">ing </span><span class="NormalTextRun SCXW18336023 BCX0">this goal </span><span class="NormalTextRun SCXW18336023 BCX0">necessitates</span><span class="NormalTextRun SCXW18336023 BCX0"> that science classrooms provide students with learning experiences that </span><span class="NormalTextRun SCXW18336023 BCX0">leverage</span><span class="NormalTextRun SCXW18336023 BCX0"> their interests and stimulate their curiosity </span><span class="NormalTextRun SCXW18336023 BCX0">as inquirers </span><span class="NormalTextRun SCXW18336023 BCX0">to explore and apply scientific concepts to phenomena related to their daily experiences and environment, going beyond learning facts and outcomes of scientific investigations (N</span><span class="NormalTextRun SCXW18336023 BCX0">G</span><span class="NormalTextRun SCXW18336023 BCX0">SS, 2013).</span></span><span class="EOP SCXW18336023 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></p>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW199358250 BCX0"><span class="NormalTextRun SCXW199358250 BCX0">Seamless Learning (Wong, Looi, & Goh, 201</span><span class="NormalTextRun SCXW199358250 BCX0">9</span><span class="NormalTextRun SCXW199358250 BCX0">), which may be understood as the integration of experiences across formal and informal settings and the blending of individual and collaborative learning experiences in both physical and digital spaces through a continuous learning trajectory, </span><span class="NormalTextRun SCXW199358250 BCX0">supports learners in exploring and appreciating the role of science in their everyday lives and cultivates students’ habits of mind as budding inquirers.</span></span><span class="EOP SCXW199358250 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></p>
<h1><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW115109980 BCX0"><span class="NormalTextRun SCXW115109980 BCX0">Scaffolding </span><span class="NormalTextRun SCXW115109980 BCX0">S</span><span class="NormalTextRun SCXW115109980 BCX0">eamless </span><span class="NormalTextRun SCXW115109980 BCX0">S</span><span class="NormalTextRun SCXW115109980 BCX0">cience </span><span class="NormalTextRun SCXW115109980 BCX0">L</span><span class="NormalTextRun SCXW115109980 BCX0">earning </span><span class="NormalTextRun SCXW115109980 BCX0">E</span><span class="NormalTextRun SCXW115109980 BCX0">xperiences</span></span><span class="EOP SCXW115109980 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></h1>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW41603913 BCX0"><span class="NormalTextRun SCXW41603913 BCX0">To support teachers in implementing Seamless Learning experiences, Wong, Looi, and Voon (2018) developed a useful framework in the form of a Seamless Learning lesson design rubric, </span><span class="NormalTextRun SCXW41603913 BCX0">comprising</span><span class="NormalTextRun SCXW41603913 BCX0"> eight design principles derived from a synthesis of Seamless literature</span><span class="NormalTextRun SCXW41603913 BCX0"> (see Figure 1)</span><span class="NormalTextRun SCXW41603913 BCX0">.</span></span><span class="EOP SCXW41603913 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></p>
<div id="attachment_23456" style="width: 810px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23456" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1-1024x576.png" alt="" class="wp-image-23456" width="800" height="450" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1-1024x576.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1-768x432.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/07/ST89_VSL_WGPS_Figure-1.png 1280w" sizes="(max-width: 800px) 100vw, 800px" /><p id="caption-attachment-23456" class="wp-caption-text">Figure 1. Eight Dimensions of Seamless Learning</p></div>
<p><span class="NormalTextRun SCXW183443890 BCX0">For example, designing and viewing a learning experience through the lens of this framework for Primary 5 students on the topic of the water cycle, with the </span><span class="NormalTextRun SCXW183443890 BCX0">objective</span><span class="NormalTextRun SCXW183443890 BCX0"> of helping students </span><span class="NormalTextRun SCXW183443890 BCX0">identify</span><span class="NormalTextRun SCXW183443890 BCX0"> the roles of evaporation and condensation in the water cycle and </span><span class="NormalTextRun SCXW183443890 BCX0">recogni</span><span class="NormalTextRun SCXW183443890 BCX0">z</span><span class="NormalTextRun SCXW183443890 BCX0">e </span><span class="NormalTextRun SCXW183443890 BCX0">their importance, can look like this:</span></p>
<h4><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun Underlined SCXW94838487 BCX0"><span class="NormalTextRun SCXW94838487 BCX0">Lower Levels of Seamless Learning</span></span></em></h4>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">At lower levels of the Seamless Learning rubrics, learning experiences </span><span class="NormalTextRun SCXW193538299 BCX0">predominantly focus</span><span class="NormalTextRun SCXW193538299 BCX0"> on the transmission of subject content on the water cycle rather than </span><span class="NormalTextRun SCXW193538299 BCX0">facilitating</span><span class="NormalTextRun SCXW193538299 BCX0"> meaning-making through inquiry </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">(Constructivism)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">, with limited experiences to help students relate their daily experiences to the water cycle </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">(Authenticity)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">. Learning is </span><span class="NormalTextRun SCXW193538299 BCX0">largely confined</span><span class="NormalTextRun SCXW193538299 BCX0"> to formal settings with little or no explicit connections made between what students learn in class </span><span class="NormalTextRun SCXW193538299 BCX0">about the water cycle and their everyday experiences, focusing on drill-and-practice assignments </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">(Formal-Informal Learning)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">.</span></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0"> Cross-topic and disciplinary connections are primarily explained to students didactically </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">(Cross-idea/topic/disciplinary Connections)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW193538299 BCX0"><span class="NormalTextRun SCXW193538299 BCX0">.</span></span><span class="EOP SCXW193538299 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></p>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">Learning activities </span><span class="NormalTextRun SCXW123936271 BCX0">predominantly involve</span><span class="NormalTextRun SCXW123936271 BCX0"> students working independently, with few opportunities for collaboration </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">(Individual-Social)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">. Additionally, activities are </span><span class="NormalTextRun SCXW123936271 BCX0">mainly directed</span><span class="NormalTextRun SCXW123936271 BCX0"> by teachers, with content primarily adhering closely to curriculum-based learning goals specified in the syllabus </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">(</span><span class="NormalTextRun SpellingErrorV2Themed SCXW123936271 BCX0">Personaliz</span><span class="NormalTextRun SpellingErrorV2Themed SCXW123936271 BCX0">ed</span><span class="NormalTextRun SCXW123936271 BCX0"> Learning)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">. Formative assessment is primarily driven by teachers, involving the design and assessment of students with tools like quizzes and performance tasks </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">(Cross-contextual Formative Assessment)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">. Little technology is applied in isolated learning activities without enhancing scientific inquiry. For example, students may watch an online explainer on the water cycle without follow-up activities to deepen their understanding or connect to other learning experiences </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">(Meaningful Use of ICT Tools)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW123936271 BCX0"><span class="NormalTextRun SCXW123936271 BCX0">.</span></span><span class="EOP SCXW123936271 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></p>
<h4><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun Underlined SCXW28303848 BCX0"><span class="NormalTextRun SCXW28303848 BCX0">Higher Levels of Seamless Learning</span></span></em></h4>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">At higher levels of the Seamless Learning rubrics, students are provided with a range of inquiry learning experiences, such as hands-on activities, intentionally bridged to encourage the construction of scientific knowledge on the water cycle through personal reflections and by challenging their peers’ viewpoints </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">(Constructivism)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">. Students </span><span class="NormalTextRun AdvancedProofingIssueV2Themed SCXW152966083 BCX0">have the opportunity to</span><span class="NormalTextRun SCXW152966083 BCX0"> </span><span class="NormalTextRun SCXW152966083 BCX0">observe</span><span class="NormalTextRun SCXW152966083 BCX0"> and manipulate real-world environments, encouraging the generation of new knowledge. For example, teachers can guide students in discussing real-world challenges related to clean water and sanitation by exploring the UN Sustainable Development Goals and Singapore’s water story to help students appreciate water as a precious resource, augmented with a visit to the </span><span class="NormalTextRun SCXW152966083 BCX0">NE</span><span class="NormalTextRun SCXW152966083 BCX0">W</span><span class="NormalTextRun SCXW152966083 BCX0">ater </span><span class="NormalTextRun SCXW152966083 BCX0">plant, highlighting how science and technology have transformed the world and improved our lives. Additionally, teachers can introduce inventions such as fog catchers and mist cooling systems to help students appreciate the meaningful applications of evaporation and condensation in everyday phenomena </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">(Authenticity)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW152966083 BCX0"><span class="NormalTextRun SCXW152966083 BCX0">.</span></span><span class="EOP SCXW152966083 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></p>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">In more advanced Seamless Learning experiences, teachers intentionally bridge students’ cross-topic and disciplinary connections. For instance, students conduct water audits to investigate water wastage costs using </span><span class="NormalTextRun SCXW7364595 BCX0">rates learned in </span><span class="NormalTextRun ContextualSpellingAndGrammarErrorV2Themed SCXW7364595 BCX0">Mathematics, and</span><span class="NormalTextRun SCXW7364595 BCX0"> explore hydroelectric power generation for the scientific theme on Energy </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">(Cross-idea/topic/disciplinary Connections)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">. </span><span class="NormalTextRun AdvancedProofingIssueV2Themed SCXW7364595 BCX0">Students have the opportunity to work both individually and collaboratively throughout inquiry learning experiences.</span><span class="NormalTextRun SCXW7364595 BCX0"> For example, to ensure students complete pre-reading materials and </span><span class="NormalTextRun SCXW7364595 BCX0">acquire</span><span class="NormalTextRun SCXW7364595 BCX0"> foundational knowledge about the water cycle, teachers first administer an individual quiz. Teachers then have students discuss and </span><span class="NormalTextRun SCXW7364595 BCX0">finali</span><span class="NormalTextRun SCXW7364595 BCX0">z</span><span class="NormalTextRun SCXW7364595 BCX0">e</span><span class="NormalTextRun SCXW7364595 BCX0"> </span><span class="NormalTextRun SCXW7364595 BCX0">their answers in groups, followed by a class discussion to address strengths, gaps, and misconceptions, thereby connecting individual and collaborative learning experiences </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">(Individual-Social)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW7364595 BCX0"><span class="NormalTextRun SCXW7364595 BCX0">.</span></span><span class="EOP SCXW7364595 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></p>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">Throughout the seamless learning process, key technological applications of ICT tools are integrated to support the shift of the learning culture to one that is more participative, reflective, and connected by enhancing student engagement, deepening learning, and giving greater student agency </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">(Meaningful Use of ICT Tools)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">. Students can set and pursue both curriculum-based and interest-based learning goals and experiences </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">(</span><span class="NormalTextRun SCXW266937504 BCX0">Personali</span><span class="NormalTextRun SCXW266937504 BCX0">z</span><span class="NormalTextRun SCXW266937504 BCX0">ed </span><span class="NormalTextRun SCXW266937504 BCX0">Learning)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">. For example, the exponential rise of generative AI can create child-friendly learning companion chatbots like </span></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">School.ai</span></span><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">, which provide prompts, hints, and introduce related topics, encouraging students to pursue </span><span class="NormalTextRun SCXW266937504 BCX0">personali</span><span class="NormalTextRun SCXW266937504 BCX0">z</span><span class="NormalTextRun SCXW266937504 BCX0">ed </span><span class="NormalTextRun SCXW266937504 BCX0">learning pathways and explore interest-based subjects such as the impact of water pollution beyond the water cycle curriculum. Technology can also enhance formative assessment processes, involving students playing a more active role in reflecting on their own understanding through self and peer assessments as a budding community of practice of young inquirers </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">(Cross-contextual Formative Assessment)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">, through both formal and informal settings </span></span><strong><em><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">(Formal-Informal Learning)</span></span></em></strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW266937504 BCX0"><span class="NormalTextRun SCXW266937504 BCX0">. For example, students can engage in knowledge building and peer feedback through online discussions to connect classroom learning with observations on the water cycle made in daily experiences.</span></span><span class="EOP SCXW266937504 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></p>
<h1><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW54081104 BCX0"><span class="NormalTextRun SCXW54081104 BCX0">Insights from Implementing Seamless Learning</span></span></h1>
<p><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW33725671 BCX0"><span class="NormalTextRun SCXW33725671 BCX0">One major takeaway from implementing Seamless Learning is </span><span class="NormalTextRun SCXW33725671 BCX0">witnessing</span><span class="NormalTextRun SCXW33725671 BCX0"> firsthand how students can be a tremendous source of progressive approaches to </span><span class="NormalTextRun SCXW33725671 BCX0">s</span><span class="NormalTextRun SCXW33725671 BCX0">cience </span><span class="NormalTextRun SCXW33725671 BCX0">teaching and learning. When teachers skillfully bridge students’ inquiry experiences and intentionally invite students as learning partners to actively co-construct the social and technological </span><span class="NormalTextRun SCXW33725671 BCX0">learning contexts, students </span><span class="NormalTextRun SCXW33725671 BCX0">demonstrate</span><span class="NormalTextRun SCXW33725671 BCX0"> a propensity to contribute meaningfully to the collective intelligence of the community of practice as budding inquirers, thereby deepening inquiry. For example, tapping into students’ curiosity and interest in extreme environmental temperatures, elicited through online discussions, </span><span class="NormalTextRun SCXW33725671 BCX0">has </span><span class="NormalTextRun SCXW33725671 BCX0">spurred cross-topic connections on climate change and its impact on water cycles</span><span class="NormalTextRun SCXW33725671 BCX0">. </span><span class="NormalTextRun SCXW33725671 BCX0">Our team </span><span class="NormalTextRun SCXW33725671 BCX0">is </span><span class="NormalTextRun SCXW33725671 BCX0">look</span><span class="NormalTextRun SCXW33725671 BCX0">ing</span><span class="NormalTextRun SCXW33725671 BCX0"> forward to </span><span class="NormalTextRun SCXW33725671 BCX0">embrac</span><span class="NormalTextRun SCXW33725671 BCX0">ing</span><span class="NormalTextRun SCXW33725671 BCX0"> </span><span class="NormalTextRun SCXW33725671 BCX0">Seamless Learning as an educational philosophy, cultivating students’ habits of mind from their formative years for science in life, learning, and citizenship, nurturing the little Einsteins of tomorrow.</span></span><span class="EOP SCXW33725671 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></p>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“<span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW33725671 BCX0"><span class="NormalTextRun SCXW33725671 BCX0">When teachers skillfully bridge students’ inquiry experiences and intentionally invite students as learning partners to actively co-construct the social and technological </span><span class="NormalTextRun SCXW33725671 BCX0">learning contexts, students </span><span class="NormalTextRun SCXW33725671 BCX0">demonstrate</span><span class="NormalTextRun SCXW33725671 BCX0"> a propensity to contribute meaningfully to the collective intelligence of the community of practice as budding inquirers, thereby deepening inquiry</span></span>.”<o:p></o:p></span></p>
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<h1><span data-contrast="none" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW89432309 BCX0"><span class="NormalTextRun SCXW89432309 BCX0">Good Seamless Learning Practices</span></span><span class="EOP SCXW89432309 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></h1>
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<p><span class="NormalTextRun SCXW3489123 BCX0">“When students are intentionally equipped with independent learning skills like notetaking and research skills, as well as collaborative skills like turn-taking and using sentence starters such as “I agree with you because…,” they </span><span class="NormalTextRun SCXW3489123 BCX0">are enabled to</span><span class="NormalTextRun SCXW3489123 BCX0"> participate more effectively as inquirers</span><span class="NormalTextRun SCXW3489123 BCX0"> in Seamless Learning experiences</span><span class="NormalTextRun SCXW3489123 BCX0">, shifting their roles from passive recipients of scientific knowledge to active inquirers, while teachers’ roles shift from knowledge dispensers to facilitators of inquiry.”</span></p>
<p>– <em><strong><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG" class="TextRun SCXW173219203 BCX0"><span class="NormalTextRun SCXW173219203 BCX0" data-ccp-parastyle="Normal (Web)">Rachael Fang Swee Sian, Edtech Champion/West Grove Primary School</span></span><span class="EOP SCXW173219203 BCX0" data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335551550":6,"335551620":6,"335559740":240}"> </span></strong></em></p>
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<p><span data-contrast="auto" xml:lang="EN-SG" lang="EN-SG" class="TextRun SCXW19866279 BCX0"><span class="NormalTextRun SCXW19866279 BCX0" data-ccp-parastyle="Normal (Web)">Designing Seamless Learning need not present high barriers. Teachers can tap into existing high-quality resources such as the Student Learning Space Lessons, MOE teaching guides, Sparkle kits, and Young Scientist cards. They can also integrate school-based programs like Project Work and the Applied Learning Programme activities, along with readily accessible educational websites and emerging technologies like VR and AR, as valuable entry points to seamless learning.</span></span></p>
<p>–<em><strong><span data-contrast="auto" xml:lang="EN-US" lang="EN-US" class="TextRun SCXW167551418 BCX0"><span class="NormalTextRun SpellingErrorV2Themed SCXW167551418 BCX0">Nurhuda</span><span class="NormalTextRun SCXW167551418 BCX0"> Amin, Senior Teacher/West Grove Primary School</span></span><span class="EOP SCXW167551418 BCX0" data-ccp-props="{"201341983":0,"335551550":6,"335551620":6,"335559740":278}"> </span></strong></em></p>
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</div>
<p><b><span lang="EN-SG">References</span></b></p>
<div style="font-weight: 400;">
<p paraid="506502481" paraeid="{511e15eb-25b0-4644-80cf-0457956211d6}{5}"><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">NGSS Lead States. (2013). </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Next generation science standards: For states, by states</span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">. National Academies Press.</span></span><span data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335551550":6,"335551620":6,"335559740":240}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="1535509006" paraeid="{511e15eb-25b0-4644-80cf-0457956211d6}{15}"><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Wong, L.H., Looi, C.K., & Voon, X. P. (2018). A rubric for assessing </span><span data-ccp-parastyle="Normal (Web)">seamlessized</span><span data-ccp-parastyle="Normal (Web)"> Science learning lesson plans. </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Workshop proceedings of </span><span data-ccp-parastyle="Normal (Web)">26th international conference on computers in education </span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">(pp. 761–766), Manila, Philippines.</span></span><span data-ccp-props="{"134233117":true,"134233118":true,"201341983":0,"335551550":6,"335551620":6,"335559740":240}"> </span></p>
</div>
<div style="font-weight: 400;">
<p paraid="95012060" paraeid="{511e15eb-25b0-4644-80cf-0457956211d6}{27}"><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Wong, L. H., & Looi, C. K. (2019). The conceptual niche of seamless learning: An invitation to dialogue. </span></span><i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">Seamless learning: Perspectives, </span><span data-ccp-parastyle="Normal (Web)">challenges</span><span data-ccp-parastyle="Normal (Web)"> and opportunities</span></span></i><span data-contrast="none" xml:lang="EN-SG" lang="EN-SG"><span data-ccp-parastyle="Normal (Web)">, 3-27.</span></span></p>
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<title>Building a Sustainable Future Through Education</title>
<link>https://singteach.nie.edu.sg/2024/01/09/building-a-sustainable-future-through-education/?utm_source=rss&utm_medium=rss&utm_campaign=building-a-sustainable-future-through-education</link>
<comments>https://singteach.nie.edu.sg/2024/01/09/building-a-sustainable-future-through-education/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Tue, 09 Jan 2024 02:47:10 +0000</pubDate>
<category><![CDATA[issue 87 dec 2023]]></category>
<category><![CDATA[Issues]]></category>
<category><![CDATA[Environmental education]]></category>
<category><![CDATA[Inventive thinking]]></category>
<category><![CDATA[The Big Idea]]></category>
<category><![CDATA[Innovation]]></category>
<category><![CDATA[Climate change]]></category>
<category><![CDATA[Sustainability education]]></category>
<category><![CDATA[Community involvement]]></category>
<category><![CDATA[Interdisciplinary approach]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=22759</guid>
<description><![CDATA[Singapore is not immune to the effects of climate change such as rising temperatures, sea-level rise and more […]]]></description>
<content:encoded><![CDATA[<p><em><strong>Singapore is not immune to the effects of climate change such as rising temperatures, sea-level rise and more extreme weather events. While the science of climate change is still evolving, it is important that we take urgent and necessary steps to mitigate and adapt to these challenges. Education plays a critical role, not only in raising awareness and knowledge on environmental and sustainability issues, but also in encouraging students and communities to think of innovative solutions that can drive more sustainable ways of living. Guest editor of this </strong></em><strong>SingTeach </strong><em><strong>issue, <a href="https://dr.ntu.edu.sg/cris/rp/rp01539" target="_blank" rel="noopener">Dr Tricia Seow</a>, Senior Lecturer and Assistant Head of the <a href="https://www.ntu.edu.sg/nie/about-us/academic-groups/humanities-and-social-studies-education" target="_blank" rel="noopener">Humanities & Social Studies Education Academic Group</a> at NIE, shares more about sustainability education as well as its future direction in schools today.</strong></em></p>
<h1>Sustainability Is a Global Issue<img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_TheBigIdea_TriciaSeow-300x300.jpg" alt="" class="alignright wp-image-22870" width="320" height="320" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_TheBigIdea_TriciaSeow-300x300.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_TheBigIdea_TriciaSeow-1024x1024.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_TheBigIdea_TriciaSeow-150x150.jpg 150w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_TheBigIdea_TriciaSeow-768x768.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_TheBigIdea_TriciaSeow-1536x1536.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_TheBigIdea_TriciaSeow-2048x2048.jpg 2048w" sizes="(max-width: 320px) 100vw, 320px" /></h1>
<p>“Sustainability issues affect all of humanity, though the exact nature of the issues may differ due to the context of each place,” Dr Tricia Seow, who is also the co-chair of the <a href="https://sll.hsse.nie.edu.sg/" target="_blank" rel="noopener">Sustainability Learning Lab</a> at NIE, says.</p>
<p>Taking the example of climate change, she highlights how a small tropical island state like Singapore is affected directly and indirectly by climate-related risks.</p>
<p>“Warming global temperatures will see Singapore experiencing changes in weather patterns with more intense rainfall. Rising sea levels due to melting ice caps and the thermal expansion of sea water will also mean potential loss of low lying land as well as floods,” she says.</p>
<p>Events that occur in one part of the world will have a ripple effect felt and seen by other parts of the world too, including Singapore. Singapore’s reliance on food imports, for instance, will mean that the resilience of farming in places like the Mekong Delta is of importance.</p>
<p>“Threats to agricultural areas such as droughts and saltwater incursion caused by climate change and changes to river systems due to dams and riverbed mining, have an impact on farmers who might decide to stop farming and move to cities in search of alternative livelihoods <span>– </span>an act that will affect global and regional food supplies,” she explains.</p>
<p>There is an urgency to understand what is happening to other people in countries across the globe, as well as the need to search for solutions to the problems they are facing.</p>
<p>“These solutions may mean the need to help others mitigate and adapt to climate change even though they are not in Singapore, as we live in a hyper-connected world,” she adds.</p>
<h1>The Evolution of Sustainability Education</h1>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-right" style="color:#999999"><o:p></o:p></span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;">“Most importantly, the scope of issues that can be addressed in sustainability education has also broadened such that it is relevant to most aspects of education/subjects.”<o:p></o:p></span></p>
<p><span class="st"><b><i><span style="font-family: 'Georgia',serif; color: #333333;">–</span></i></b></span><strong><i><span style="font-family: 'Georgia',serif; color: #333333;"> Tricia</span></i></strong><em><span style="font-family: 'Georgia',serif; color: #333333;">, on sustainability education</span></em></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></div>
<p><o:p></o:p></span></p>
<p>Tricia shares that concern for preserving the physical environment (e.g., protecting forests and nature spaces, as well as preventing pollution of the natural environment) began as early as the late 1800s. However, in the 1970s and 1980s, environmental education gained traction, with the Belgrade Charter (UNESCO, 1975) recognizing that to conserve the physical environment, the social, cultural and political dimensions had to be addressed as well.</p>
<p>“Over time, the nomenclature changed to sustainability education as there was more recognition of the importance of integrating the complex inter-relationships among the physical environment and social, cultural and political aspects of societies into environmental education,” she explains.</p>
<p>An international resolution adopted by the United Nations (UN), the “Decade of Education for Sustainable Development (2005-2014)”, emphasized the need to integrate sustainable development issues like climate change, biodiversity and disaster risk reduction into all aspects of education and learning (UNESCO, 2005). In 2015, the UN adopted the Sustainable Development Goals (SDGs) which not only broadened the scope of sustainable development issues, but also continued the emphasis on sustainable development through education (UN, 2015).</p>
<p>“In short, there has been a progression from environmental to sustainability education over time, given the increasing attention to inter-relationships among the physical and social worlds. Some might even argue that environmental education is a subset of sustainability education,” she remarks. “Most importantly, the scope of issues that can be addressed in sustainability education has also broadened such that it is relevant to most aspects of education/subjects.”</p>
<h1>Integrating Sustainability into Education</h1>
<p>“Schools indubitably play an important role in developing the knowledge and skills that young people need to participate in sustainability issues and work towards those UN sustainable development goals,” she affirms.</p>
<p>She notes how Geography was a natural fit during UNESCO’s Decade of Education for Sustainable Development as it is a discipline that addresses issues like climate change, biodiversity and disaster risk reduction. However, with the breadth of sustainable development goals today, all subjects have the capacity to tackle and engage students on sustainability issues.</p>
<p>“Science subjects can engage students around the science of climate change, impacts of development and climate change on ecologies. Social Studies is a key subject that educates students about governance <span>– </span>surely sustainable development and climate issues involve governance and how we as individuals can engage with the state on these matters. Languages and Art subjects can focus on how we communicate about sustainability issues too,” she explains.</p>
<p>She also emphasizes the importance of adopting a holistic and interdisciplinary approach to sustainability education and highlights how the Ministry of Education’s Eco Stewardship Programme (ESP) is one of the important building blocks in this endeavour.</p>
<p>“The implementation of ESP in local educational institutes has seen schools and institutes of higher learning integrating sustainable development into their curriculum, campus infrastructure, institutional culture and practices, as well as partnerships with the community,” she comments.</p>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></p>
<div class="shortcode-block-quote-center" style="color:#999999"><o:p></o:p></span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;">“Schools indubitably play an important role in developing the knowledge and skills that young people need to participate in sustainability issues and work towards those UN sustainable development goals.”<o:p></o:p></span></p>
<p><em><span style="font-family: 'Georgia',serif; color: #333333;">– </span></em><strong><i><span style="font-family: 'Georgia',serif; color: #333333;">Tricia, </span></i></strong><em><span style="font-family: 'Georgia',serif; color: #333333;">on the role schools play</span></em><span style="font-family: 'Georgia',serif; color: #333333;"><o:p></o:p></span></p>
<p><span style="font-family: 'Georgia',serif; color: #333333;"></div>
<p><o:p></o:p></span></p>
<h1>Navigating the Future</h1>
<p>Reflecting further on the future direction of sustainability education, Tricia acknowledges the good work done in schools in this area. However, she notes that it is also important for school leaders and teachers to think ahead and develop more innovative pedagogies in their approach to sustainability education.</p>
<p>“If we teach about these issues in a technocratic and factual way, then students will treat them just like any other topic they are required to learn for assessment,” she states. “We should try to get students to understand how people in other parts of the world are already impacted by issues like climate change. For example, how do people without air-conditioning or stable water supplies cope with heatwaves and droughts, and who are the people who are losing their homes to rising sea levels?”</p>
<p>Not only that, she points out how it is also important that students are provided with positive examples of what people are doing to overcome these problems.</p>
<p>These could be in the form of innovations, community initiatives and partnerships among individuals, business and government.</p>
<p>“Students should be nudged to realize that problems the world is facing are not necessarily insurmountable, and that they have the power to make informed decisions and take individual and collective action,” she says with much conviction. “It would be best if students are empowered to apply these insights into felt and lived issues they themselves have witnessed and want to address.”</p>
<p><strong>References</strong></p>
<p>
UNESCO. (1975). <em>The Belgrade Charter: A Framework for Environmental Education.</em> https://unesdoc.unesco.org/ark:/48223/pf0000017772?posInSet=1&queryId=ca05e781-a295-4956-a7c2-f356c2647188</p>
<p>UNESCO. (2005). <em>UN Decade of Education for Sustainable Development, 2005-2014.</em> https://unesdoc.unesco.org/ark:/48223/pf0000141629?posInSet=14&queryId=17d8b3bf-d48f-4039-a954-7eea84d602c3</p>
<p>United Nations. (2015). <em>Sustainable Development Goals.</em> https://sdgs.un.org/goals</p>
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<title>Cultivating Students’ Interest for the Environment</title>
<link>https://singteach.nie.edu.sg/2024/01/09/cultivating-students-interest-for-the-environment/?utm_source=rss&utm_medium=rss&utm_campaign=cultivating-students-interest-for-the-environment</link>
<comments>https://singteach.nie.edu.sg/2024/01/09/cultivating-students-interest-for-the-environment/#respond</comments>
<dc:creator><![CDATA[Azleena]]></dc:creator>
<pubDate>Tue, 09 Jan 2024 02:42:37 +0000</pubDate>
<category><![CDATA[issue 87 dec 2023]]></category>
<category><![CDATA[Issues]]></category>
<category><![CDATA[Geography]]></category>
<category><![CDATA[Environmental education]]></category>
<category><![CDATA[Research in Action]]></category>
<category><![CDATA[Science education]]></category>
<category><![CDATA[Authentic learning]]></category>
<category><![CDATA[Climate change]]></category>
<category><![CDATA[Sustainability education]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=22750</guid>
<description><![CDATA[To cultivate the next generation of environmental stewards, it is important that we first gain a better understanding […]]]></description>
<content:encoded><![CDATA[<p><em><strong>To cultivate the next generation of environmental stewards, it is important that we first gain a better understanding of how learners develop interest and knowledge towards the environment. How can an immersive informal learning experience help learners build that interest? <a href="https://dr.ntu.edu.sg/cris/rp/rp01472" target="_blank" rel="noopener">Associate Professor Tan Aik Ling</a> from NIE’s <a href="https://www.ntu.edu.sg/nie/about-us/academic-groups/natural-sciences-and-science-education" target="_blank" rel="noopener">Natural Sciences & Science Education Academic Group</a> shares about her <a href="https://sll.hsse.nie.edu.sg/projects/learning-about-the-environment-understanding-development-of-interest-and-knowledge-through-immersive-informal-learning-experiences/" target="_blank" rel="noopener">research project</a> that looks at how schools can nurture every student to develop a lifelong commitment to eco-stewardship through immersive informal learning experiences, while also integrating concepts from the geography and science curriculum.</strong></em></p>
<h1><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ResearchinAction_DrTanAikLing_crop-300x200.jpg" alt="" class="wp-image-22853 alignright" width="450" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ResearchinAction_DrTanAikLing_crop-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ResearchinAction_DrTanAikLing_crop-1024x682.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ResearchinAction_DrTanAikLing_crop-768x512.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ResearchinAction_DrTanAikLing_crop-1536x1024.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/ST87_ResearchinAction_DrTanAikLing_crop-2048x1365.jpg 2048w" sizes="(max-width: 450px) 100vw, 450px" /></h1>
<h1>Learning Activities at St John’s Island</h1>
<p>Associate Professor Tan Aik Ling’s research project, a 3-day non-residential programme involving three secondary schools, was carried out at St John’s Island. The island, located at the southern coast of Singapore, is known for its vast biodiversity.</p>
<p>“St John’s Island is an ideal place as its natural habitats are preserved. We wanted to find out if students do think that various eco-systems on the island, such as mangroves, coastal forests and coral reefs are worthy to be conserved,” she says.</p>
<p>She explains how six activities were carried out every day, with each day divided into two blocks <span>– </span>one in the morning and another in the afternoon. </p>
<p>“In the morning, we will typically bring them outdoors to interact with nature and with one another. In the afternoon, we will usually be indoors in the <a href="https://sjinml.nus.edu.sg/" target="_blank" rel="noopener">St John’s Island National Marine Laboratory</a>, which is managed by the <a href="https://www.tmsi.nus.edu.sg/" target="_blank" rel="noopener">National University of Singapore (NUS) Tropical Marine Science Institute</a>,” she describes.</p>
<p>Some of the outdoor activities include going to the coastal front to learn about wave energies and exploring the mangrove swamp to study the organisms found there. Students also had the opportunity to learn about land reclamation and coral restoration at the marine laboratory.</p>
<p>“We created models of St John’s Island and Kias Island and had students re-enact the process of land reclamation. Through this activity, they realized how land reclamation impacts marine ecosystems such as coral reefs. The scientists in the marine laboratory then walked them through the coral restoration process as well,” she says.</p>
<h1>Are Students Interested?</h1>
<p>According to a study done by Hidi and Renninger (2006), interest can be conceptualized in four phases: triggered situational interest, maintained situational interest, emerging (less-developed) individual interest, and well-developed individual interest.</p>
<p>“One of our intentions in conducting this programme is to trigger situational interest related to the environment and observe how long this interest can be maintained,” she shares.</p>
<p>Triggered situational interest refers to a temporary form of interest that is elicited due to a specific situation or event. This first phase is important as it piques the learner’s interest and motivates them to look up and understand the topic or content more thoroughly.</p>
<p>Findings from her research study indicate that the programme has been successful in triggering the interest of students on environmental issues. However, the interest falters soon after the programme ended.</p>
<p>“It is important to maintain the situational interest (the second phase) among learners. Certainly, there is a need for periodic stimulus after the programme has ended to sustain the participants’ interest over time,” she comments. “Perhaps future studies can be conducted to map out the ideal frequency of activities as well as the types of activities that could be run such as online exercises.”</p>
<h1>Three Key Design Principles</h1>
<p>Findings from Aik Ling’s research study have also shed light on the key design principles a successful environmental learning experience should have. She shares with us three main design principles.</p>
<h4><em>Hands-on Experiences</em></h4>
<p>“Having students engage directly with the environment is essential in piquing their interest,” Aik Ling asserts.</p>
<p>She emphasizes the importance of giving students more opportunities to immerse themselves in learning experiences that allow them to use their sense of touch, sight and sound in outdoor spaces.</p>
<p>“One of the key insights from students was that when they are exposed to nature, they feel compelled to protect nature’s biodiversity,” she shares. “After attending the coral restoration workshop, for example, they felt uplifted that they can play a role in slowing down the rate of environmental degradation.”</p>
<div class="shortcode-block-quote-center" style="color:#999999">
<p>“One of the key insights from students was that when they are exposed to nature, they feel compelled to protect nature’s biodiversity.”</p>
<p><em>– </em><strong><i>Aik Ling, </i></strong><em>on the importance of having students connect with the outdoors</em></p>
</div>
<h4><em>Meaningful Facilitation</em></h4>
<p>She also advocates facilitating talks by specialists in the field that can open students’ minds to new ideas. The on-site programme, for example, was facilitated by marine scientists and students were able to learn and ask questions about their various conservation efforts.</p>
<p>“Having experts who are able to address their questions in a logical and non-judgmental manner is important because this encourages them to be more curious,” she comments.</p>
<h4><em>Discovery and Exploration</em></h4>
<p>“One of the activities curated for the students on the last day of the programme was a free exploration of the island to complete an envisioning exercise for the island’s future. This was something that students enjoyed doing a lot,” she shares.</p>
<p>Running creative sandboxing activities for the students, for instance, can be one of the ways to induce positive learning experiences and let learners discover new insights about spaces that they are visiting for the first time.</p>
<h1>Eco-Stewards for Life</h1>
<p>Aik Ling emphasizes how the immersive learning programme is aligned to the national science and geography curriculum.</p>
<p>“An informal learning experience such as this allows students to connect knowledge gained in classrooms to real-world environmental issues,” she says.</p>
<p>She hopes that when the project ends in 2024, it can be scaled to more schools.</p>
<p>“More than just wanting students to develop an appreciation and care for the environment, we also want to develop them as eco-stewards for life who are empowered to take personal and collective actions in tackling environmental issues,” she affirms.</p>
<p><strong>Reference</strong><br />
Suzanne Hidi & K. Ann Renninger (2006). <em>The Four-Phase Model of Interest Development. Educational Psychologist, 41</em>(2), 111-127. doi: 10.1207/s15326985ep4102_4</p>
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<title>Game Your Way to a Greener Tomorrow: Sustainability Education</title>
<link>https://singteach.nie.edu.sg/2024/01/09/game-your-way-to-a-greener-tomorrow-sustainability-education/?utm_source=rss&utm_medium=rss&utm_campaign=game-your-way-to-a-greener-tomorrow-sustainability-education</link>
<comments>https://singteach.nie.edu.sg/2024/01/09/game-your-way-to-a-greener-tomorrow-sustainability-education/#respond</comments>
<dc:creator><![CDATA[Radiah Belak]]></dc:creator>
<pubDate>Tue, 09 Jan 2024 02:29:30 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[issue 87 dec 2023]]></category>
<category><![CDATA[Issues]]></category>
<category><![CDATA[Geography]]></category>
<category><![CDATA[Curriculum design]]></category>
<category><![CDATA[Game-based learning]]></category>
<category><![CDATA[Self-directed learning]]></category>
<category><![CDATA[Climate change]]></category>
<category><![CDATA[Sustainability education]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=22712</guid>
<description><![CDATA[No textbooks, just cards! 🃏 ‘Getting to Zero’ dives into sustainability education through the power of play! 🌱 […]]]></description>
<content:encoded><![CDATA[<p style="display: none;">No textbooks, just cards! <img src="https://s.w.org/images/core/emoji/14.0.0/72x72/1f0cf.png" alt="🃏" class="wp-smiley" style="height: 1em; max-height: 1em;" /> ‘Getting to Zero’ dives into sustainability education through the power of play! <img src="https://s.w.org/images/core/emoji/14.0.0/72x72/1f331.png" alt="🌱" class="wp-smiley" style="height: 1em; max-height: 1em;" /></p>
<p><span lang="EN-MY"><b><i>Contributed by <strong><span lang="EN-SG"><span> </span><a href="https://dr.ntu.edu.sg/cris/rp/rp01539" target="_blank" rel="noopener">Dr Tricia Seow</a></span><span lang="EN-SG"><span> and Ms Radiah Maria Belak, </span></span>from the National Institute of Education, Singapore</strong></i></b><b><i>, for</i></b><b><span> </span></b><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><i>SingTeach</i></b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><span> </span></b></a><a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"><b><i>Virtual Staff Lounge</i></b></a></span></p>
<p>As climate change casts a long shadow over our future, the global spotlight is on sustainability, emphasising the crucial need for innovative sustainability education. At the National Institute of Education, Nanyang Technological University, Singapore (NIE NTU, Singapore), the <a href="https://sll.hsse.nie.edu.sg/">Sustainability Learning Lab (SLL)</a> stands as a cornerstone in addressing this imperative. Established on September 26, 2022, the SLL is a research centre committed to conducting and supporting studies and practices in sustainability education. Co-chaired by Dr. Tricia Seow, a prominent geography educator and researcher, the SLL actively fosters collaboration within a community of practice by engaging stakeholders.</p>
<div id="attachment_22717" style="width: 471px" class="wp-caption alignright"><img aria-describedby="caption-attachment-22717" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1.jpg" alt="" class="wp-image-22717" width="461" height="307" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1.jpg 1007w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1-300x200.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/Picture1-768x512.jpg 768w" sizes="(max-width: 461px) 100vw, 461px" /><p id="caption-attachment-22717" class="wp-caption-text">Figure 1. Students entering the SSL at the NIE campus</p></div>
<p><span lang="EN-SG">Beyond its original goal of creating <a href="https://sll.hsse.nie.edu.sg/curriculum-materials-on-sustainable-development/">resources</a> for the Ministry of Education’s Geography curriculum, the SLL has expanded since its inception. No longer confined by subject lines, its scope now embraces the wider world of sustainability education. Since 2022, the SLL has partnered with sustainability advocates in Singapore and the ASEAN region, reaching diverse audiences through <a href="https://sll.hsse.nie.edu.sg/research-projects/">various initiatives.</a></span></p>
<p><span lang="EN-SG">On a more granular level, students and educators are also playing a pivotal role in championing sustainability education, ensuring its integration into the curriculum and its transmission to the next generation of leaders.</span></p>
<h1>“Getting to Zero” Card Game</h1>
<p><span lang="EN-SG">One instance is the development of the innovative card game on sustainability education <b>“Getting to Zero”</b> (GTZ) by Ng Wen Xin, a form teacher at Assumption English School</span><span lang="EN-SG">. Originally conceived by environmental law researcher Eric Bea and energy policy researcher Melissa Low, Wen Xin further developed it during her student days at NIE, NTU </span><span lang="EN-SG">in close collaboration with the SLL.</span></p>
<p><span lang="EN-SG">GTZ is tailored for secondary school geography students and anyone intrigued by Singapore’s energy options and sustainability as a whole. </span><span lang="EN-SG">True to its name, the game challenges participants to achieve net-zero emissions while efficiently managing financial resources— where bringing down carbon emissions the most without destroying the economy leads to victory.</span></p>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"><o:p></o:p></span><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“<span lang="EN-SG">I realise it is not easy to make climate policy decisions because there are differing needs and interests for each country, and trade-offs will be involved when a decision is made.”</span><o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">– <strong>Anonymous Secondary Three Student</strong></span></em><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">, </span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">on the decision-making process in the GTZ card game</span></em></p>
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<p><span lang="EN-SG">Within the game, students encounter diverse human activities, each with varying carbon footprints, such as deforestation and coal mining. The game incorporates an in-game currency and a scoring sheet for competitive engagement. The broader aim of GTZ is thus to enlighten students about the national and institutional strategies required to reach net-zero emissions, along with the associated trade-offs.</span></p>
<div id="attachment_22722" style="width: 432px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-22722" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/scoresheet-e1704766686761.png" alt="" class="wp-image-22722" width="422" height="420" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/scoresheet-e1704766686761.png 466w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/scoresheet-e1704766686761-300x300.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/scoresheet-e1704766686761-150x150.png 150w" sizes="(max-width: 422px) 100vw, 422px" /><p id="caption-attachment-22722" class="wp-caption-text">Figure 2. GTZ’s Gameplay Scoresheet</p></div>
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<p><span lang="EN-SG">GTZ has made its mark in <strong>secondary schools</strong> and<strong> junior colleges</strong>, receiving praise from both students and educators.</span></p>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“The game was educational because I learned many new policies that I didn’t know existed in Singapore—for example, carbon tax and coastal restoration. It was very memorable.”<o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">– <strong>Anonymous Secondary Three Student</strong></span></em><strong><i><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">, </span></i></strong><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">on the lasting impact of the game</span></em></p>
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<p>A junior college instructor lauded the game for its educational and engaging nature. </p>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">“My students learnt to strategise to achieve zero carbon emissions, navigate around carbon tax laws and understand the need for global cooperations, and the significance of environmental conservation. This game certainly serves as a good stimulus in enhancing students’ awareness of how they can play their role in achieving sustainable development.” <o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">– <strong>Anonymous Junior College Instructor</strong></span></em></p>
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<h1>Why “Getting to Zero” is Effective: The Science Explained (Ong, 2022)<o:p></o:p></h1>
<p><span lang="EN-SG">Gamification, also known as “game-based learning,” leverages game design elements and mechanics to engage users on cognitive, affective and behavioural levels, particularly in problem-solving scenarios. </span></p>
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<p><b><i><span lang="EN-SG">Multi-Sensory Engagement</span></i></b></p>
<p><span lang="EN-SG">GTZ ditches textbooks for vibrant cards and tactile gameplay. This multi-sensory experience caters to diverse learning styles, especially visual and kinaesthetic learners. The clear icons and descriptions guide players through complex concepts, making them more accessible and memorable.</span></p>
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<p><b><i><span lang="EN-SG">Self-directed learning</span></i></b></p>
<p><span lang="EN-SG">Unlike learning through passive instruction, physical games like GTZ throw players into simulated real-world scenarios. This can help to spark negotiation, trial-and-error learning, and critical thinking, all of which can help to foster self-directed learning and ownership of the learning process.</span></p>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"><span lang="EN-SG">“Being able to learn about these considerations through the game made it more digestible and engaging for the students as compared to if they had learnt it through direct delivery of content.”</span><o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">– <strong>Anonymous Secondary School Teacher</strong></span></em></p>
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<p><b><i><span lang="EN-SG">Self-Awareness</span></i></b></p>
<p><span lang="EN-SG">Game-based learning not only provides an enjoyable and attention-grabbing experience but also nurtures environmentally conscious actions. GTZ weaves in the environmental consequences of choices, prompting players to reflect on their actions and their impact.</span></p>
<p><span lang="EN-SG">For example, a card suggesting “car-free Sundays” prompts players to consider the collective carbon footprint of individual lifestyle choices and motivate climate action.</span></p>
<div id="attachment_22767" style="width: 614px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-22767" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/cardsss-e1704769933414.jpg" alt="" class="wp-image-22767 " width="604" height="383" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/cardsss-e1704769933414.jpg 912w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/cardsss-e1704769933414-300x190.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/cardsss-e1704769933414-768x487.jpg 768w" sizes="(max-width: 604px) 100vw, 604px" /><p id="caption-attachment-22767" class="wp-caption-text">Figure 3. Some of the cards available in the game</p></div>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"><span lang="EN-SG">“It allows the students to exercise some form of decision-making where they are then able to weigh out and reason what is important to them, how to best balance the different aspects of sustainability.”</span><o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">– <strong>Anonymous Secondary School Teacher</strong></span></em></p>
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<p><b><i>Greater Comprehension</i></b></p>
<p>Simulation games like GTZ, which are inspired by real-world environmental issues, offer authentic learning experiences. These games simplify complex sustainability problems for better communication of ideas.</p>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;"><span lang="EN-SG">“Upon introduction to the different cards throughout the game, the students also got to ask questions about what they mean and the reason behind the impact they hold.”</span><o:p></o:p></span></p>
<p><em><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">– <strong>Anonymous Secondary School Teacher</strong></span></em></p>
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<p><span lang="EN-SG">Some of these concepts in GTZ include </span>cards that feature the ASEAN power grid, retrofitting buildings, coal gasification plans, and many more.</p>
<div id="attachment_22771" style="width: 709px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-22771" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/usethis-1-e1704769981513.jpg" alt="" class="wp-image-22771 " width="699" height="339" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/usethis-1-e1704769981513.jpg 1191w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/usethis-1-e1704769981513-300x146.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/usethis-1-e1704769981513-1024x497.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/usethis-1-e1704769981513-768x373.jpg 768w" sizes="(max-width: 699px) 100vw, 699px" /><p id="caption-attachment-22771" class="wp-caption-text">Figure 4. A card on retrofit buildings, accompanied by a detailed explanation</p></div>
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<p paraid="148301073" paraeid="{01cc46c0-094a-419e-8859-6a07358dee78}{134}"><b><span data-contrast="auto" xml:lang="EN-GB" lang="EN-GB"><span>How to Purchase the GTZ Card Game</span></span></b></p>
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<p paraid="924741988" paraeid="{01cc46c0-094a-419e-8859-6a07358dee78}{140}">The GTZ card deck is available at a nifty price of $12 To purchase the GTZ card game, teachers can <a href="https://docs.google.com/forms/d/e/1FAIpQLSdQ0oOEZOW9PQcEQPfPCjHkkFozEaAXNgVjv_huU-JyuJURUA/viewform">click here</a> or scan the QR code below.<img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/SSL-QR-CODE.png" alt="" class="aligncenter wp-image-22764" width="122" height="122" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/01/SSL-QR-CODE.png 376w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/SSL-QR-CODE-300x300.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/01/SSL-QR-CODE-150x150.png 150w" sizes="(max-width: 122px) 100vw, 122px" /></p>
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<p><b><span lang="EN-SG">Available Resources for the GTZ Card Game</span></b></p>
<p><a href="https://sll.hsse.nie.edu.sg/wp-content/uploads/2022/08/Copy-of-Getting-to-Zero-How-to-Play.pptx.pdf">Getting to Zero: How to play</a><span> </span><br />
<a href="https://sll.hsse.nie.edu.sg/wp-content/uploads/2022/08/Copy-of-Getting-to-Zero-The-Explainer_with-logo.pptx.pdf">Getting to Zero: The explainer<br />
</a><a href="https://sll.hsse.nie.edu.sg/wp-content/uploads/2022/08/Lesson-Plan-GTZ_18Jan2023.docx">Getting to Zero: Lesson Plan<br />
</a><a href="https://sll.hsse.nie.edu.sg/wp-content/uploads/2022/08/GETTING-TO-ZERO-Facilitation-Prompts.pdf">Getting to Zero: Facilitation prompts<br />
</a><a href="https://sll.hsse.nie.edu.sg/wp-content/uploads/2022/08/Resources-for-Stakeholders_Lesson-Plan_GTZ_18-Jan-2023.docx">Classroom Debate Ideas on Sustainability<br />
</a><a href="https://hsseonline.nie.edu.sg/the-pedagogical-affordances-of-game-based-learning-getting-to-zero-and-pro-environmental-action/">Research Article on Gamification by Ong (2022)</p>
<p></a><b><span lang="EN-SG">Upcoming Card Game by the SLL – Habitat</span></b></p>
<p>While GTZ captivates players with its energy-focused challenges, Dr. Tricia Seow is in the process of developing another card game called “<strong>HaBEEtat.”</strong> Research for HaBEEtat is currently underway, and we will update this page with more details once it is complete. Stay tuned!</p>
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<title>Weathering Educational Changes</title>
<link>https://singteach.nie.edu.sg/2021/01/11/issue75-weathering-educational-changes/?utm_source=rss&utm_medium=rss&utm_campaign=issue75-weathering-educational-changes</link>
<dc:creator><![CDATA[singteach]]></dc:creator>
<pubDate>Mon, 11 Jan 2021 08:15:55 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[Issues]]></category>
<category><![CDATA[Contributions]]></category>
<category><![CDATA[issue 75 dec 2020]]></category>
<category><![CDATA[Character and Citizenship Education]]></category>
<category><![CDATA[Values in education]]></category>
<category><![CDATA[Future of Teaching and Learning]]></category>
<category><![CDATA[COVID-19]]></category>
<category><![CDATA[Climate change]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=14841</guid>
<description><![CDATA[Contributed by Dr Johannis Auri Bin Abdul Aziz and Professor David Hung, from the National Institute of Education, Singapore, […]]]></description>
<content:encoded><![CDATA[<p>Contributed by <a href="https://www.nie.edu.sg/profile/johannis-auri-bin-abdul-aziz" target="_blank" rel="noopener noreferrer"><span class="TextRun SCXW14359709 BCX0" xml:lang="EN-SG" data-contrast="auto" lang="EN-SG"><span class="NormalTextRun SCXW14359709 BCX0">Dr</span></span><span class="TextRun SCXW14359709 BCX0" xml:lang="EN-SG" data-contrast="auto" lang="EN-SG"><span class="NormalTextRun SCXW14359709 BCX0"> Johannis Auri Bin Abdul Aziz </span></span></a><span class="TextRun SCXW14359709 BCX0" xml:lang="EN-SG" data-contrast="auto" lang="EN-SG"><span class="NormalTextRun SCXW14359709 BCX0">and <a href="https://www.nie.edu.sg/profile/hung-wei-loong-david" target="_blank" rel="noopener noreferrer">Professor David Hung</a></span></span><span class="TextRun SCXW14359709 BCX0" xml:lang="EN-SG" data-contrast="auto" lang="EN-SG"><span class="NormalTextRun SCXW14359709 BCX0">,</span></span><span class="TextRun SCXW14359709 BCX0" xml:lang="EN-SG" data-contrast="auto" lang="EN-SG"><span class="NormalTextRun SCXW14359709 BCX0"> from the <a href="https://www.nie.edu.sg/" target="_blank" rel="noopener noreferrer">National Institute of Education, Singapore</a></span></span>, for <a href="https://singteach.nie.edu.sg/category/issues/issue-75-dec-2020/" target="_blank" rel="noopener noreferrer"><i>SingTeach </i>Issue 75</a>.</p>
<p>As we rapidly progress towards the 22nd century, education has been slowly gearing toward the actualization of how learning needs to be more purposeful, albeit with content knowledge acquirement still being necessary and assessments still a main driver for knowing how well children are doing. Perhaps with technology and predictive analytics, we can begin experimenting with assessments in more unobtrusive manners and hence, not have the means become the ends of education.</p>
<p>Moreover, we know that the young are creatively intrepid and hungry in finding out and deciding for themselves what they regard as meaningful at an astonishingly fast pace. They are digital natives who swiftly devour information online; far more intelligent than credited for – although at times they may appear insufficiently critical about the information they consume. The international policy discourse seems to suggest that education should transform to cater for such times and needs.</p>
<h1>Educational Demands – Drawing an Analogy from Climate Change</h1>
<p>In an article published recently in <i>Scientific American</i>, it found that global decisions and defining measures in national climate change policy this year were not from state figures nor internationally acclaimed spokespersons, but youths. The young have become a voice that governments pay attention to, perhaps much to the chagrin of scientists and environmentalists who have been doing some chest thumping on environmental advocacies for more than a decade.</p>
<p>Without a doubt, teenagers like Miss Greta Thunberg – a vocal advocate for climate change – embody the courage, tenacity and veracity of knowledge of many teenagers around the world, including Singapore.</p>
<p>We wonder if, in the context of educational change, youths’ voices can be just as compelling. It seems that parallels can be drawn between the contestation for global climate sustainability and educational change, with young people around the world as vocal representations of change-makers.</p>
<p>Today in a situation closer to home, the COVID-19 pandemic has made home-based learning (HBL) a necessity, which teachers and students have embraced with little fanfare. It seems that technology is here to stay and would be even more needed going forward. The question is whether technology persuades us to embrace education change sooner rather than later?</p>
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<p>“So this interesting turn to HBL demonstrates rather aptly how immensely important the role of technology is, but more importantly the teaching and learning practices that can truly be transformed with the times.”</p>
<p><em>– <strong>Dr Johannis </strong></em>and <em><strong>Prof David Hung </strong>on how the pivot to HBL can transform teaching and learning practices</em></p>
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<h1>The Futures in Education</h1>
<p>Research into the learning sciences over some 12 years at the National Institute of Education (NIE), Singapore so far have substantiated this realization for some time, but the general acknowledgement has been slow. So this interesting turn to HBL demonstrates rather aptly how immensely important the role of technology is, but more importantly the teaching and learning practices that can truly be transformed with the times.</p>
<p>Singapore, in particular, has evolved its education system with great success. We have made progressive educational shifts that are well thought out. Today’s curriculum focuses on life-long learning, Applied Learning and 21st century competencies, including coding for all students and more.</p>
<p>Based on evidence collected through turn-key collaborations with schools and the teaching fraternity in longitudinal and targeted investigations, NIE-NTU researchers have provided prevailing evidence of positive learning outcomes to back up critical analyses for systematic efforts that are beneficial to learners and schools, with recent emphasis on students from disadvantaged backgrounds and low progress students. But of course, more can be done.</p>
<h1>Educational Challenges</h1>
<p>If we want to keep having a meaningful education experience for our young, we must also aim to accept that education has to keep evolving. There is hence simply no one-size-fits-all approach to education, even though the current promises of Artificial Intelligence (AI) and analytics provide us with some hope that more personalised learning is possible.</p>
<p>The best we can give our children now is to foster their curiosity and love for learning, which is evident in their preschool years, and can span into adulthood. This is how we can ensure that we keep addressing the major concerns that parents have for their children, meet tomorrow’s demands in knowledge, skills and character dispositions and cultivate the young minds of today. Youths can be encouraged to be more agentic with a voice on matters concerning society and the global world.</p>
<p>For each new shift in education, the climate of change (with no pun intended) can certainly allow us to keep achieving much more than these concerns for decades to come. But this requires a concerted mindset and a heart of care and purpose by stakeholders, perhaps much like how we can be more environmentally sensitive to recycling and the many new initiatives we make to sustain the climate and environment for our children tomorrow.</p>
<h1>Future of Education – the 5Cs</h1>
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<p><span style="color: #333333; font-family: 'Georgia',serif;">“Ultimately, when learners come together and become passionate on a cause and purpose, they can be a voice advocating towards a larger societal endeavour. It becomes their identity and this morphs into a passion which they may wish to pursue beyond their schooling years.”</span></p>
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<p>The 5Cs of schooling, as we are proposing, lie in the cultivating of process skills and values namely in the dimensions of: 1) Character and Citizenship Education (CCE), 2) Creative Thinking, 3) Critical thinking, 4) Compassion, and 5) Connectedness.</p>
<p>Teachers have to teach content, but in the process of doing that well, every teacher imparts the 5Cs. In other words, every teacher is a CCE teacher, and every teacher role models and teaches critical and creative thinking. Likewise, the teacher exemplifies connectedness and compassion towards all students. The rise of AI, while useful in some areas of students’ learning, cannot engender social-emotional competencies and values such as compassion, which are largely human dispositional traits. Similarly, humans are creative, and machines can only <i>simulate</i> creativity.</p>
<p>Regarding climate change, former Education Minister Ong Ye Kung once remarked in a Facebook post, “What I would recommend against is to have a specific subject in climate change, or worse, make it examinable! It is far more meaningful to embed these lessons into existing school subjects and activities, and inculcate in students good habits, such as reducing the use of air-con or devices, minimising wastage, saving water, to do our part for the environment.” In the same vein, the 5Cs should be integrated into the curriculum and content throughout the schooling years and beyond.</p>
<p>Good learning begins at home, which is further fostered in schools and during after-school curricular programmes. In education, parents should work hand in hand with schools (and other relevant stakeholders in society) to enable children’s learning. HBL is one such example. Parental concern should be a concerted effort in tandem with teachers (and other stakeholders) in the “classroom” (be it in schools or at home).</p>
<p>Instead of steering children into an educational arms race, parents should encourage them to see more purposeful oriented outcomes of education and not just the instrumental. The discourse between parents and children should shift from one of grades and performances to that of learning, by asking their children “What have you learned today?” instead of “What grade did you receive today?”</p>
<p>Learning is not just an individual affair but a social phenomenon with others. Ultimately, when learners come together and become passionate on a cause and purpose, they can be a voice advocating towards a larger societal endeavour. It becomes their identity and this morphs into a passion which they may wish to pursue beyond their schooling years. Cultivating students’ interest and curiosity becomes a foundational cornerstone that would enable them to be self-regulated and self-directed individuals.</p>
<p>Miss Thunberg’s passion for climate sustainability resonated with many and ultimately she did raise awareness, which is something the youth today should advocate for with regard to having a greater voice in education. Starting with the 5Cs, we can enable our youths to be critical, passionate and empathetic. Having a voice in school and taking responsibility for others around them is a great starting point. We can get our students to be not just concerned with the “head” but with the “heart” and “hand”, to care for global issues with local involvement. To be globally aware of change issues, as this COVID-19 pandemic is fore-telling, is to be globally connected to macro societal and civic concerns, yet locally concerned with the surroundings around us.</p>
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