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	<title>Science education &#8211; SingTeach | Education Research for Teachers | Research within Reach</title>
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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&#038;utm_medium=rss&#038;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 [&#8230;]]]></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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></strong></em></p>
<div id="attachment_23451" style="width: 560px" class="wp-caption alignnone"><img aria-describedby="caption-attachment-23451" 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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;: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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;: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, &amp; 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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;: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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;: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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;: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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;: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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;: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&#8217; 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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;: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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;: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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;: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&#8217; 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&#8217; 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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></p>
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<p><span style="font-size: 11.0pt; font-family: 'Georgia',serif; color: #333333;">&#8220;<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>.&#8221;<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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></h1>
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<p><span class="NormalTextRun SCXW3489123 BCX0">&#8220;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&#8217; roles shift from knowledge dispensers to facilitators of inquiry.&#8221;</span></p>
<p>&#8211; <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="{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;: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>&#8211;<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="{&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:278}"> </span></strong></em></p>
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<p><b><span lang="EN-SG">References</span></b></p>
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<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="{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:240}"> </span></p>
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<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., &amp; 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="{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335551550&quot;:6,&quot;335551620&quot;:6,&quot;335559740&quot;:240}"> </span></p>
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<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., &amp; 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>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&#038;utm_medium=rss&#038;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[Science education]]></category>
		<category><![CDATA[Authentic learning]]></category>
		<category><![CDATA[Climate change]]></category>
		<category><![CDATA[Sustainability education]]></category>
		<category><![CDATA[Geography]]></category>
		<category><![CDATA[Environmental education]]></category>
		<category><![CDATA[Research in Action]]></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 [&#8230;]]]></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 &amp; 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>
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<p>&#8220;One of the key insights from students was that when they are exposed to nature, they feel compelled to protect nature’s biodiversity.&#8221;</p>
<p><em>&#8211; </em><strong><i>Aik Ling, </i></strong><em>on the importance of having students connect with the outdoors</em></p>
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<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 &amp; 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>Ten Things We Learnt from RPIC 2022</title>
		<link>https://singteach.nie.edu.sg/2022/07/26/st81-ten-things-we-learnt-from-rpic-2022/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=st81-ten-things-we-learnt-from-rpic-2022</link>
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		<dc:creator><![CDATA[Aishah]]></dc:creator>
		<pubDate>Tue, 26 Jul 2022 04:00:08 +0000</pubDate>
				<category><![CDATA[Virtual Staff Lounge]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 81 jun 2022]]></category>
		<category><![CDATA[Teacher education]]></category>
		<category><![CDATA[Redesigning Pedagogy Conference]]></category>
		<category><![CDATA[Science education]]></category>
		<category><![CDATA[Teaching practices]]></category>
		<category><![CDATA[Education research]]></category>
		<category><![CDATA[Technology]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=20426</guid>

					<description><![CDATA[Contributed by Suhaimi Bin Zainal Shah from the Ministry of Education and Tan Jing Long from Temasek Junior [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><b><i><span lang="EN-GB">Contributed by Suhaimi Bin Zainal Shah from the Ministry of Education and Tan Jing Long from <a href="https://www.temasekjc.moe.edu.sg/" target="_blank" rel="noopener">Temasek Junior College</a>,  for <a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener">SingTeach Virtual Staff Lounge</a></span></i></b></p>
<p><span lang="EN-GB">The <a href="https://nie.edu.sg/redesigning-pedagogy-international-conference/rpic-2022" target="_blank" rel="noopener"><i>Redesigning Pedagogy International Conference (RPIC) 2022</i></a> was held from 30 May to 2 June 2022. Amidst the voluminous presentations, two participants share their experiences and afterthoughts on 10 speeches and presentations. The opinions expressed are strictly the writers’ own and are not representative of their affiliated organizations.</span></p>
<h1><span lang="EN-GB">The Seven Shifts in Teaching and Learning</span><span lang="EN-GB"></span></h1>
<ol>
<li><span lang="EN-GB">The RPIC is a biennial NIE conference at the forefront of education and teacher research. At its opening ceremony, Mr Chan Chun Sing, Minister for Education, Singapore, spoke of </span><a href="https://www.moe.gov.sg/news/speeches/20220530-speech-by-minister-chan-chun-sing-at-the-opening-ceremony-of-the-ninth-redesigning-pedagogy-international-conference-at-the-nanyang-auditorium-nanyang-technological-university" target="_blank" rel="noopener"><span lang="EN-GB">seven transitions</span></a> <span lang="EN-GB">(Figure 1). Some are already in the making, but the formal recognition of the following two transitions is a pleasant surprise:</span></li>
</ol>
<ul>
<li style="list-style-type: none;">
<ul>
<li style="list-style-type: none;">
<ul>
<li><span lang="EN-GB"> </span><span lang="EN-GB">From the transmission of knowledge to sense-making</span></li>
<li><span lang="EN-GB"> </span><span lang="EN-GB">From understanding solutions of yesterday to framing challenges to find new solutions for tomorrow</span></li>
</ul>
</li>
</ul>
</li>
</ul>
<p style="padding-left: 40px;"><span lang="EN-GB">To us, it is a hitherto unambiguous call for teachers to abandon “teaching to the test” in favour of “teaching for life.&#8221; </span></p>
<div id="attachment_20427" style="width: 1295px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-20427" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure1-e1658812232149.png" alt="" class="wp-image-20427 size-full" width="1285" height="634" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure1-e1658812232149.png 1285w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure1-e1658812232149-300x148.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure1-e1658812232149-1024x505.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure1-e1658812232149-768x379.png 768w" sizes="(max-width: 1285px) 100vw, 1285px" /><p id="caption-attachment-20427" class="wp-caption-text">Figure 1. Minister for Education, Mr Chan Chun Sing, giving his speech at the conference.</p></div>
<h1><span lang="EN-GB">Keynote Talks</span><span lang="EN-GB"></span></h1>
<ol start="2">
<li><span lang="EN-GB"><a href="https://education.wisc.edu/about/leadership/meet-dean-hess/" target="_blank" rel="noopener">Professor Diana Hess</a>, Dean of the School of Education at the University of Wisconsin-Madison, kickstarted the conference with her <a href="https://www.youtube.com/watch?v=7PZa_BWfrFE&amp;ab_channel=NIESINGAPORE" target="_blank" rel="noopener">keynote speech</a> titled “Schooling to Build Robust Societies”. Her references to teaching actions such as <i>Think-Pair-Share</i> and <i>Initiate-Response-Feedback </i>immediately resonated with many teachers in the audience. While teachers typically regard classroom talk as a healthy sign of active learning, Hess invites teachers to rethink its intent. Particularly, Hess distinguishes between teaching <i>with</i> discussion, and teaching <i>for</i> discussion, the former being content-focused while the latter being process-focused. We are thinking that we ought to spend time teaching students how to discuss constructively, before getting them to engage in discussion.</span></li>
</ol>
<p>&nbsp;</p>
<ol start="3">
<li><span lang="EN-GB"> The third keynote speaker, <a href="https://dr.ntu.edu.sg/cris/rp/rp01470" target="_blank" rel="noopener">Dr Dennis Kwek</a>, Centre Director of the Centre for Research, Pedagogy and Practice at NIE, started the second day with his <a href="https://www.youtube.com/watch?v=b7X0-Qro12g&amp;ab_channel=NIESINGAPORE" target="_blank" rel="noopener">speech</a> &#8220;Cultivating Robust Education Research for the 21st Century: The Interesting Case of Singapore&#8221;. He highlighted the four lessons for Singapore (Figure 2), so that we may turn the recent crisis into opportunities for our education system to be more robust, inclusive, dynamic and sustainable. We are looking forward to seeing how education research will help make that possible</span><span lang="EN-GB"> but it is also important to keep in mind that the responsive actions taken to strengthen the system will not overly strain one of our biggest resources in Singapore education </span><span lang="EN-GB">–</span><span lang="EN-GB"> our diverse teacher population.</span></li>
</ol>
<div id="attachment_20428" style="width: 973px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-20428" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure2.png" alt="" class="wp-image-20428 size-full" width="963" height="544" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure2.png 963w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure2-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure2-768x434.png 768w" sizes="(max-width: 963px) 100vw, 963px" /><p id="caption-attachment-20428" class="wp-caption-text">Figure 2. The four lessons for Singapore education.</p></div>
<h1><span lang="EN-GB">Educational Technology </span></h1>
<ol start="4">
<li><span lang="EN-GB"> Ms Helen Hong and Ms Crystal Tay from the </span><span lang="EN-GB">Educational Technology</span><span lang="EN-GB"> Division of the Ministry of Education (MOE), Singapore shared their research on primary school-aged children’s access to digital devices. Their findings indicate that more screen time is associated with a poorer quality of life, although moderate internet use may help children build rapport with peers and may not necessarily displace physical activities. The team also recommends low to moderate screen time (1 to 4 hours a day) for children and that they should be empowered to take charge of their own usage. Thus, with secondary school students getting a personalized learning device each, strategies should be aimed at effectively helping students self-manage. </span></li>
</ol>
<p><span lang="EN-GB"> </span></p>
<ol start="5">
<li><span lang="EN-GB"> As MOE teachers, we were drawn by Ms Eunice Chew’s presentation &#8220;Exploring Teachers Use of the Student Learning Space (SLS) for Differentiated Instructions&#8221;. We were keen to learn how SLS </span><span lang="EN-GB">– </span><span lang="EN-GB">the de-facto learning management system in MOE schools </span><span lang="EN-GB">– </span><span lang="EN-GB">has been used for differentiated instruction (DI), a key application of technology according to the MOE e-pedagogical scaffold. She shared how skilful teachers have used SLS for DI:</span></li>
</ol>
<ul>
<li style="list-style-type: none;">
<ul>
<li style="list-style-type: none;">
<ul>
<li><span lang="EN-GB"> </span><span lang="EN-GB">tapping on the hints function in the question components,</span></li>
<li><span lang="EN-GB"> </span><span lang="EN-GB">providing optional prepopulated texts in the Interactive Thinking Tool (ITT),</span></li>
<li><span lang="EN-GB"> </span><span lang="EN-GB">allowing for submissions of different media forms (audio, video, and infographics) through the free response questions, and</span></li>
<li><span lang="EN-GB"> </span><span lang="EN-GB">including different sources of content as well as simulations for students to explore on their own.</span></li>
</ul>
</li>
</ul>
</li>
</ul>
<p>&nbsp;</p>
<div id="attachment_20429" style="width: 810px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-20429" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure3.png" alt="" class="wp-image-20429" width="800" height="696" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure3.png 1128w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure3-300x261.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure3-1024x891.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure3-768x668.png 768w" sizes="(max-width: 800px) 100vw, 800px" /><p id="caption-attachment-20429" class="wp-caption-text">Figure 3. Factors influencing teachers’ use of SLS to enact Differentiated Instruction.</p></div>
<h1><span lang="EN-GB">STEM Education</span></h1>
<ol start="6">
<li><span lang="EN-GB"> The virtual booth for the Multi-centric Education, Research and Industry STEM education research centre at NIE (<a href="https://nie.edu.sg/meristem" target="_blank" rel="noopener">meriSTEM@NIE</a>) was particularly interesting to us as trained Science and Math educators. Associate Professor Tan Aik Ling from NIE explained that integrated STEM is a curricular endeavour that purposefully incorporates the disciplines of STEM to achieve the conceptual, epistemic and social aspects of STEM learning goals (Figure 4). We are excited to learn about professional development opportunities that can upskill educators in bringing the interdisciplinarity of STEM into the classroom with real world applications.</span></li>
</ol>
<div id="attachment_20430" style="width: 1898px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-20430" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure4.png" alt="" class="wp-image-20430 size-full" width="1888" height="1062" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure4.png 1888w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure4-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure4-1024x576.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure4-768x432.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure4-1536x864.png 1536w" sizes="(max-width: 1888px) 100vw, 1888px" /><p id="caption-attachment-20430" class="wp-caption-text">Figure 4. The inter-relationships between Science, Technology, Engineering and Mathematics, and an authentic problem.</p></div>
<p style="padding-left: 40px;"><span lang="EN-GB">7. Assoc Prof Tan Aik Ling, together with Mr Lee Hong Liang from meriSTEM@NIE, spoke on creativity, an elusive and fuzzy trait which we teachers seek to cultivate in our students. They generalized three characteristics of creativity: multi-faceted, domain-specific and dynamic, i.e., they change with time and context. To evaluate creativity, they proposed a modification of the Scientific Creativity Test which measures creativity in three dimensions </span><span lang="EN-GB">– </span><span lang="EN-GB">originality (statistical rarity), fluency (number of responses) and flexibility (number of conceptual categories that uses could be binned). Perhaps they have blazed the trail for assessing creativity in schools.</span></p>
<h1><span lang="EN-GB">Masterclasses and Workshops</span><span lang="EN-GB"></span></h1>
<p style="padding-left: 40px;"><span lang="EN-GB">8. Mdm Lee Min Huey, Mdm Tan Xing Yu and Mrs Tio-Fung Eng Chu from <a href="https://riversidesec.moe.edu.sg/" target="_blank" rel="noopener">Riverside Secondary School</a> reexamined how rubrics, the means by which teachers evaluate alternative assessments, may be rewritten for a lower secondary science integrative activity to foster student self-assessment and directedness (Figure 5). On occasion, rubrics are made available to students, without much consideration of their intelligibility. Their approach is two-fold. First, they substituted teachers’ vocabulary, e.g., “scientifically sound”, for simple and clear descriptors. Second, they included an exemplar for each standard with explanatory comments. The simplicity and immediate applicability of these interventions impressed all who were present.</span></p>
<div id="attachment_20431" style="width: 2058px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-20431" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure5.png" alt="" class="wp-image-20431 size-full" width="2048" height="1533" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure5.png 2048w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure5-300x225.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure5-1024x767.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure5-768x575.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure5-1536x1150.png 1536w" sizes="(max-width: 2048px) 100vw, 2048px" /><p id="caption-attachment-20431" class="wp-caption-text">Figure 5. Revised rubrics for student self-assessment in authentic assessment.</p></div>
<p style="padding-left: 40px;"><span lang="EN-GB">9. Dr Tan Teck Kiang from the <a href="https://nus.edu.sg/alset/" target="_blank" rel="noopener">Institute for Applied Learning Science and Education Technology (ALSET)</a>, National University of Singapore, delivered a workshop on the Cognitive Diagnostic Model (CDM). Although almost unheard of in schools, CDM has roots in psychometry and is an educational assessment designed to measure specific knowledge structures underlying students’ performance. CDM is a probabilistic model which can identify the deficient fine-grained skills required for mastery of a task, e.g., subtraction of two fractions. In the workshop, Dr Tan demonstrated how we may run CDM on a sample dataset using a R package (Figure 6). We are inspired by the great potential for rich and adaptive assessment for learning.</span></p>
<div id="attachment_20432" style="width: 1441px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-20432" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure6.png" alt="" class="wp-image-20432 size-full" width="1431" height="807" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure6.png 1431w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure6-300x169.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure6-1024x577.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_MOETJC_Figure6-768x433.png 768w" sizes="(max-width: 1431px) 100vw, 1431px" /><p id="caption-attachment-20432" class="wp-caption-text">Figure 6. Student diagnostic report of subskill mastery in fraction/subtraction.</p></div>
<p style="padding-left: 40px;"><span lang="EN-GB">10. The <a href="https://www.cares.cam.ac.uk/research/clic/" target="_blank" rel="noopener">Centre for Lifelong Learning and Individualised Cognition (CLIC)</a> team conducted an interactive session about the role of working memory, inhibitory control, and cognitive flexibility in students’ learning and their pedagogical implications. Instead of teaching to increase Intelligent Quotient, they proposed that teachers may train students’ executive functions and step back so that children or students can manage and eventually make meaning and learn on their own or with others. We were relieved to hear that brain breaks during transitions are encouraged as it helps signal to the student to prepare the mind for a new activity or simply rest their mind before they need to refocus again. </span></p>
<p><span lang="EN-GB">Despite being able to engage with only a fraction of all the presentations, there were many takeaways we found useful. While operational issues may take up our attention in school, we hope to be able to preserve headspace to be exposed to cutting-edge research and bring them into our classrooms.</span></p>
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		<title>Flipping the Paradigm of Science Learning with Flipped Team-Based Learning</title>
		<link>https://singteach.nie.edu.sg/2022/07/26/st81-flipping-the-paradigm-of-science-learning-with-flipped-team-based-learning/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=st81-flipping-the-paradigm-of-science-learning-with-flipped-team-based-learning</link>
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		<dc:creator><![CDATA[Aishah]]></dc:creator>
		<pubDate>Tue, 26 Jul 2022 04:05:42 +0000</pubDate>
				<category><![CDATA[Virtual Staff Lounge]]></category>
		<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 81 jun 2022]]></category>
		<category><![CDATA[Science education]]></category>
		<category><![CDATA[Pedagogy]]></category>
		<category><![CDATA[Flipped classroom]]></category>
		<category><![CDATA[Redesigning Pedagogy International Conference]]></category>
		<category><![CDATA[Technology]]></category>
		<category><![CDATA[Inquiry-based learning]]></category>
		<category><![CDATA[Redesigning Pedagogy Conference]]></category>
		<category><![CDATA[Team-based learning]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=20417</guid>

					<description><![CDATA[Contributed by Tan Si Hua, Rachael Fang Swee Sian, Chloe Oh Wan Ling, Mohammad Nazdri Md Nasir and [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><i><span lang="EN">Contributed by </span></i></strong><b><i><span lang="EN-SG">Tan Si Hua, Rachael Fang Swee Sian, Chloe Oh Wan Ling, Mohammad Nazdri Md Nasir and Tan Hui Chin from <a href="https://westgrovepri.moe.edu.sg/" target="_blank" rel="noopener">West Grove Primary School</a>, for <a href="https://singteach.nie.edu.sg/virtual-staff-lounge/" target="_blank" rel="noopener">SingTeach Virtual Staff Lounge</a></span></i></b></p>
<p><img loading="lazy" width="743" height="363" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_FeaturedImage.png" alt="" class="aligncenter size-full wp-image-20418" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_FeaturedImage.png 743w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_FeaturedImage-300x147.png 300w" sizes="(max-width: 743px) 100vw, 743px" /></p>
<div id="attachment_20422" style="width: 755px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-20422" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_TeamPhoto.png" alt="" class="wp-image-20422 size-full" width="745" height="318" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_TeamPhoto.png 745w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_TeamPhoto-300x128.png 300w" sizes="(max-width: 745px) 100vw, 745px" /><p id="caption-attachment-20422" class="wp-caption-text">The team comprises (from upper left in clockwise direction) Mohammad Nazdri Md Nasir, Chloe Oh Wan Ling, Tan Hui Chin, Rachael Fang Swee Sian and Tan Si Hua.</p></div>
<h1><span lang="EN-SG">Driving Meaningful Use of Technology for Deeper Scientific Inquiry </span></h1>
<p><span lang="EN-SG">To prepare our young for the VUCA world, science educators around the world are exploring deep learning pedagogical approaches and technological affordances to promote 21st century competencies (21st CC) and deepen scientific inquiry (Freeman, Becker, Cummins, Davis &amp; Hall Giesinger, 2017; </span><span><span lang="EN-SG">Pohl, 2001</span></span><span lang="EN-SG">). </span></p>
<p><span lang="EN-SG">Flipped team-based learning (flipped-TBL) is a technology-enabled pedagogical approach that provides opportunities for students to engage in deeper scientific inquiry and develop 21st CC, specifically self-directed learning (SDL) and collaborative learning (CoL) in science classrooms. </span></p>
<p><span lang="EN-SG">Flipped-TBL combines the merits of the “flipped classroom”<sup><a href="#_ftn1" name="_ftnref1" title=""><span>[1]</span></a> </sup></span><span lang="EN-SG">(Truss, 2011) </span><span lang="EN-SG">and the team-based learning<a href="#_ftn2" name="_ftnref2" title=""><span><sup>[2]</sup></span></a> model (Michaelsen, 2009). The flipped classroom creates more space in the curriculum for deeper scientific inquiry and provides students with the autonomy to direct their learning. The team-based learning model, originally developed within the context of higher education, promotes CoL and accountability in learning. </span></p>
<h1><span lang="EN-SG">Flipped Team-Based Learning </span></h1>
<p><span lang="EN-SG">Flipped-TBL comprises five key stages (Figure 1). In essence, students will access online content and come to class prepared to engage in deeper and more meaningful discussions. Students will go through a specific sequence of individual and group learning activities to apply their learning through higher-order problem-solving.</span></p>
<div id="attachment_20419" style="width: 1649px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-20419" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_Figure1-e1658810837696.png" alt="" class="wp-image-20419 size-full" width="1639" height="1050" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_Figure1-e1658810837696.png 1639w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_Figure1-e1658810837696-300x192.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_Figure1-e1658810837696-1024x656.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_Figure1-e1658810837696-768x492.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_Figure1-e1658810837696-1536x984.png 1536w" sizes="(max-width: 1639px) 100vw, 1639px" /><p id="caption-attachment-20419" class="wp-caption-text">Figure 1. Flipped team-based learning framework.</p></div>
<div>
<h3><i><span lang="EN-SG">Stage 1: Knowledge Acquisition through Flipped Classroom</span></i><span lang="EN-SG"> </span></h3>
</div>
<div>
<p><span><span lang="EN-SG">The first stage of flipped-TBL provides students with preparatory materials, such as online videos and articles, to review before the science</span></span><span lang="EN-SG"> </span><span><span lang="EN-SG">topic is raised in class. These materials highlight foundational and key concepts that students are required to acquire for the topic. Technology affordances are tapped upon to promote students’ SDL by scaffolding their concept acquisition and monitoring their learning. For example, a quiz tool like <i>Edpuzzle</i> allows teachers to embed questions and prompts in videos to direct students’ thinking and assess their conceptual understanding. Students are taught strategies like pausing the online videos at different points to review the content and take notes to manage their learning pace. </span></span></p>
<p><span><span lang="EN-SG">At this stage, teachers will use data generated from students’ online learning to monitor their progress and further calibrate the pace of subsequent learning experiences. To further support students in managing their pace of learning, teachers will also intentionally teach students strategies like pausing the online videos at different points to review the content. </span></span></p>
</div>
<div>
<div id="ftn2">
<h3><i><span lang="EN-SG">Stages 2 to 4: Readiness Assurance Process </span></i></h3>
<p><span><span lang="EN-SG">The following three stages of flipped-TBL serve to hold students accountable for acquiring key scientific concepts from the pre-class preparatory materials so that they can contribute productively to in-class group discussions. Besides completing a short test of multiple-choice questions individually to determine what students understand from the preparatory materials, students also have to complete the same questions with their group members. Through negotiating with their team members, students explore possible answers, deepening their understanding of the topic.</span></span></p>
<p><span><span lang="EN-SG">During these stages, teachers take on the role of facilitators. Using questions, teachers scaffold students’ thinking. At the same time, teachers take note of the learning misconceptions that surfaced during the group discussions. At the end of the discussions, teachers will sum up students’ learning by addressing students’ learning gaps and providing opportunities for students to share their understanding.</span></span></p>
</div>
</div>
<div id="attachment_20420" style="width: 2026px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-20420" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_Figure2.jpg" alt="" class="wp-image-20420 size-full" width="2016" height="1134" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_Figure2.jpg 2016w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_Figure2-300x169.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_Figure2-1024x576.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_Figure2-768x432.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_Figure2-1536x864.jpg 1536w" sizes="(max-width: 2016px) 100vw, 2016px" /><p id="caption-attachment-20420" class="wp-caption-text">Figure 2. Students working collaboratively to finalise their answers on the Immediate Feedback Assessment Technique (IF-AT) “Scratch and Win” cards.</p></div>
<h3><i><span lang="EN-SG">Stage 5: Application Task for Higher-Order Thinking </span></i></h3>
<p><span><span lang="EN-SG">During the last stage of flipped-TBL, students will work collaboratively on a higher-order problem-solving task to apply the scientific concepts they have learnt.</span></span></p>
<p><span><span lang="EN-SG">For example, in the learning of energy in the primary school science syllabus , students take ownership of their learning by researching how Singapore and countries around the world obtain energy. In groups, students are tasked to establish criteria and evaluate appropriate methods for Singapore to harness and conserve energy, considering Singapore’s environmental, economic and physical factors and consequences such as sustainability, feasibility and costs. </span></span></p>
<p><span><span lang="EN-SG">Beyond learning about different forms of energy and how they can be converted from one form to another, students also learn about the importance of energy and energy conservation. Students have the opportunities to examine their values and develop critical scientific process skills such as decision-making when they explore alternative energy and trade-offs. </span></span></p>
<div id="attachment_20421" style="width: 928px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-20421" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_Figure3.jpg" alt="" class="wp-image-20421 size-full" width="918" height="515" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_Figure3.jpg 918w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_Figure3-300x168.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2022/07/ST81_Contribution_WestGrovePrimary_Figure3-768x431.jpg 768w" sizes="(max-width: 918px) 100vw, 918px" /><p id="caption-attachment-20421" class="wp-caption-text">Figure 3. Students working collaboratively to learn how Singapore and countries around the world obtain energy.</p></div>
<h1><span lang="EN-SG">Flipping the Paradigm of Learning </span></h1>
<p><span lang="EN-SG">This technology-enabled pedagogy has led to the school witnessing a shift in students’ roles – from passive recipients of information to one of active learners leveraging technology to take charge of their learning. Our findings suggest that students have demonstrated a good extent of SDL and CoL. </span><span><span lang="EN-SG">Flipped-TBL</span></span><span lang="EN-SG">, which promotes inquiry and problem-solving, lends itself particularly well to science teaching and learning. </span><span lang="EN-SG">With more space and flexibility in the curriculum, students can explore deeper concepts and draw connections between classroom learning and the real-world context, fostering the joy of learning. In flipped-TBL, the role of teachers has also evolved from a deliverer of content to a designer of the overall instructional process.</span><span lang="EN-SG"></span></p>
<p><span lang="EN-SG"> </p>
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<p><span lang="EN-SG">Flipped team-based Learning is a low-barrier ICT-enabled pedagogy that can be easily adopted by any teacher. It provides a systemic structure for me to follow up and build on students’ online learning. With my students accessing foundational science concepts at their own place outside the curriculum, class time is freed up for them to engage in deeper scientific inquiry and apply concepts learnt to solve problems at a higher level.</span></p>
<p style="padding-left: 40px;"><span lang="EN-GB">&#8211; <b><span lang="EN-SG">Racheal Fang, Teacher, West Grove Primary School</span></b></span></p>
<p><span lang="EN-SG"> </div>
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<p><span lang="EN-SG">The most significant change I observed was students’ greater efficacy in engaging in self-directed and collaborative learning. With flipped team-based learning, students take greater ownership of their online learning. My students reviewed their online materials and came prepared to contribute and participate in our Science lesson. It’s a joy to see their eyes sparkle with excitement when they negotiate ideas with their peers and level one another up in the process. </span></p>
<p style="padding-left: 40px;"><span lang="EN-SG">&#8211;</span><b><span lang="EN-SG"> Chloe Oh Wan Ling, Teacher, West Grove Primary School </span></b></p>
<p><span lang="EN-SG"></div>
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<p></span></p>
<p><b><span lang="EN-SG">References</span></b></p>
<p><span lang="EN-SG">Freeman, A., Adams Becker, S., Cummins, M., Davis, A., and Hall Giesinger, C. (2017). <cite>NMC Horizon Report: 2017 Library Edition</cite>. Austin, Texas: The New Media Consortium.<span></span></span></p>
<p><span><span lang="EN-SG">Michaelsen, L. K., &amp; Sweet, M. (2008). The essential elements of team-based learning. <i>New Directions for Teaching and Learning, 2008</i>(116), 7-27.</span></span></p>
<p><span><span lang="EN-SG">Pohl, M. (2001). <i>Learning to think, thinking to learn: Models and strategies to develop a classroom culture of thinking</i>. Cheltenham, Australia: Hawker Brownlow Education Pty Ltd.</span></span><span lang="EN-SG"></span></p>
<p><span lang="EN-SG">Truss, D. (2011). <i>3 keys to a flipped classroom</i>. [web log message] Message posted to </span><span lang="EN-SG"><a href="http://www.connectedprincipals.com/archives/3367">http://www.connectedprincipals.com/archives/3367</a></span><span lang="EN-SG"> </span></p>
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<div id="ftn1">
<p><span style="font-size: 12px;"><a href="#_ftnref1" name="_ftn1" title=""><span lang="EN-SG"><sup>[1]</sup></span></a><span lang="EN-SG">A flipped classroom is one where teachers “flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating” (Truss, 2011).</span></span></p>
</div>
<div id="ftn2">
<p><span style="font-size: 12px;"><sup><a href="#_ftnref2" name="_ftn2" title=""><span lang="EN-SG">[2]</span></a></sup><span lang="EN-SG">Team-based learning is a special form of collaborative learning using a specific sequence of individual work, group work and immediate feedback to create a motivational framework in which students increasingly hold each other accountable for coming to class prepared and contributing to discussion (Michaelsen, L., &amp; Sweet, M, 2009).</span></span></p>
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		<title>Teaching with Technology in the Classroom</title>
		<link>https://singteach.nie.edu.sg/2021/10/01/issue78-teaching-with-technology-in-the-classroom/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue78-teaching-with-technology-in-the-classroom</link>
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		<dc:creator><![CDATA[Azleena]]></dc:creator>
		<pubDate>Fri, 01 Oct 2021 01:22:45 +0000</pubDate>
				<category><![CDATA[issue 78 sep 2021]]></category>
		<category><![CDATA[21st century competencies]]></category>
		<category><![CDATA[Blended learning]]></category>
		<category><![CDATA[ICT Integration]]></category>
		<category><![CDATA[Science education]]></category>
		<category><![CDATA[In Their Own Words]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=18298</guid>

					<description><![CDATA[The role of teachers is crucial in the effective implementation of blended learning. The shift away from more [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><em>The role of teachers is crucial in the effective implementation of blended learning. The shift away from more traditional means of instructions means that teachers have to wear many new hats – from designing offline and online lessons to guiding students on how to be independent learners. Two educators share their experiences and insights on this approach to learning.</em></strong></p>
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<div class="message-box-title">Dr Vanessa Vinodhen (Level Head, Lower Secondary Science, Junyuan Secondary School)</div>
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<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_InTheirOwnWords_VanessaVinodhen-208x300.jpeg" alt="" class="wp-image-18309 size-medium alignright" width="208" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_InTheirOwnWords_VanessaVinodhen-208x300.jpeg 208w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_InTheirOwnWords_VanessaVinodhen-711x1024.jpeg 711w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_InTheirOwnWords_VanessaVinodhen-768x1105.jpeg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_InTheirOwnWords_VanessaVinodhen.jpeg 792w" sizes="(max-width: 208px) 100vw, 208px" /></p>
<p><strong>Did you start adopting blended learning approaches due to the pandemic or was this something that you had already started on?</strong></p>
<p>Blended learning was something that we started on during the pandemic. However, for lower secondary science in my school, we were already doing some essence of flipped classroom in which the students did embark on certain aspects of their learning using technology at home. Leading up to blended learning, e-pedagogy was something everyone was trying to pick up.</p>
<p>Therefore, when blended learning did start, most teachers had an inkling of what to do and what to expect. This made the whole transition a lot smoother.</p>
<p><strong>What is the main challenge you faced integrating blended learning in your classroom and how did you overcome it?</strong></p>
<p>When integrating blended learning into the science classroom, the most challenging aspect was continuing with science practical work to reinforce learning. Science practical work can be an extension of science learning and an essential aspect of the active learning process. It is an effective way to enhance students’ motivation and extend their knowledge in understanding theories and ideas about the natural world.</p>
<p>However, due to the pandemic and social distancing measures, the science laboratory was not available for teaching and learning purposes for some time. In addition, blended learning took place remotely which contributed to the logistical constraints in conducting science practical work.</p>
<p>Therefore, what we did was to conduct home-based science practicals. We had to ensure that despite the limitations, the practical was effective and learning was meaningful. An effective practical is one that is designed to link the objectives of what students are intended to learn and what they are intended to do. Specific, clear and structured instructions are necessary as there is little room for clarification. We adopted the active learning approach. We revisited learning outcomes through the Student Learning Space or <em>Google Classroom</em>. We activated learning by guiding students to craft a hypothesis to test the relationship of science concepts (for example, the relationship between effect of area on pressure). We then encouraged them to think and discuss with their peers through <em>Google Meet</em>.</p>
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<div class="message-box-title">Lui Yan Ling Esther (Senior Teacher, Biology, Bukit Merah Secondary School)</div>
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<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_InTheirOwnWords_EstherLui-236x300.jpg" alt="" class="wp-image-18310 size-medium alignright" width="236" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_InTheirOwnWords_EstherLui-236x300.jpg 236w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_InTheirOwnWords_EstherLui-805x1024.jpg 805w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_InTheirOwnWords_EstherLui-768x976.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_InTheirOwnWords_EstherLui-1208x1536.jpg 1208w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_InTheirOwnWords_EstherLui-1611x2048.jpg 1611w, https://singteach.nie.edu.sg/wp-content/uploads/2021/10/ST78_InTheirOwnWords_EstherLui.jpg 1633w" sizes="(max-width: 236px) 100vw, 236px" /></p>
<p><strong>How has the blended learning approach added value to your teaching practices?</strong></p>
<p>As I dive deep into the intricacies of blended learning, I am inspired to translate the theoretical knowledge learnt into practical applications in my teaching. As a designer of lessons, I feel empowered by the concepts of blended learning to harness the affordances of both face-to-face and online learning modes to create a unique and personalized learning experience for my students.</p>
<p>One of the critical advantages of blended learning is that it provides opportunities for the students to learn at their own pace, anywhere and anytime. When they do not understand specific segments of the videos, they will be able to re-watch and review them to reinforce their understanding of the concepts taught. I carefully curate resources, such as recorded lecture videos and simulations uploaded on the information and communications technology (ICT) platform, to maximize the value of learning while minimizing the amount of screen time.</p>
<p>Another affordance of blended learning is that it provides significant opportunities to engage students in meaningful and higher-order thinking tasks with the teacher’s guidance. Class time is spent consolidating students’ learning using their online responses and clarifying misconceptions. As a teacher, I play the role of the facilitator to guide students in the assimilation of information. Through these constant interactions with peers and teachers, students can clarify their doubts and learn better from one another.</p>
<p><strong>What are some tips for creating an engaging blended learning experience?</strong></p>
<p>The first element of designing an engaging blended learning experience is to frame the mindset of students. Rules and classroom routines should be set for students to understand and adhere to, depending on class and online activities requirements. It is also crucial to demonstrate how to use the various features of the ICT platform so that students are aware of how to complete the task.</p>
<p>Throughout the blended learning lessons, I provide many opportunities for students to engage in peer discussion, to interact with, discuss and learn from one another. Using the collaborative practical activities, students can derive their learnings based on their experimental results instead of relying on the teacher for content knowledge.</p>
<p>Students can demonstrate their learning through their responses on an online platform and various online quizzes. I provide targeted feedback and opportunities for students to discuss and further improve their answers. In designing the lesson, it is also vital to ensure constructive alignment of learning objectives, learning activities and assessment tasks.</p>
<p>The journey of developing blended learning lessons might be fraught with challenges and obstacles along the way. Nevertheless, it is important to be reflective and persevere in our efforts to create a unique learning experience for all learners.</p>
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</div>
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		<title>Using Augmented Reality Technology in Teaching Science</title>
		<link>https://singteach.nie.edu.sg/2024/04/30/augmented-reality-in-science/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=augmented-reality-in-science</link>
					<comments>https://singteach.nie.edu.sg/2024/04/30/augmented-reality-in-science/#respond</comments>
		
		<dc:creator><![CDATA[Katherine]]></dc:creator>
		<pubDate>Tue, 30 Apr 2024 03:37:14 +0000</pubDate>
				<category><![CDATA[Knowledge Resource Bank]]></category>
		<category><![CDATA[21st century]]></category>
		<category><![CDATA[Applied learning]]></category>
		<category><![CDATA[Science education]]></category>
		<category><![CDATA[Student learning]]></category>
		<category><![CDATA[Science]]></category>
		<category><![CDATA[21st century competencies]]></category>
		<category><![CDATA[Pedagogy]]></category>
		<category><![CDATA[Technology]]></category>
		<category><![CDATA[Teacher practices]]></category>
		<category><![CDATA[Student engagement]]></category>
		<category><![CDATA[Primary school]]></category>
		<category><![CDATA[School-based curriculum development]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=23154</guid>

					<description><![CDATA[Ever wondered about how you can make science learning more interesting and engaging for your students? Find out [&#8230;]]]></description>
										<content:encoded><![CDATA[<p style="display: none;">Ever wondered about how you can make science learning more interesting and engaging for your students? Find out more about the AR in Science Learning project.</p>
<p>&nbsp;</p>
<div id="A1" style="background-color: #143666; color: #ffffff; padding: 20px; margin-bottom: 25px;"><img loading="lazy" width="27" height="31" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/M-Prose-icon.png" alt="" class="alignnone size-full wp-image-15335" /><strong><span style="font-size: 20px;"> <span class="OYPEnA text-decoration-none text-strikethrough-none">How findings from Augmented Reality in Science can help your students</span></span></strong></p>
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<p><strong>Key Insights</strong></p>
<ul>
<li><span class="OYPEnA text-decoration-none text-strikethrough-none">Students developed significant improvement in:</span>
<ul>
<li><span class="OYPEnA text-decoration-none text-strikethrough-none">Self-directed learning</span></li>
<li><span class="OYPEnA text-decoration-none text-strikethrough-none">Creative thinking</span></li>
</ul>
</li>
<li><span class="OYPEnA text-decoration-none text-strikethrough-none">Pairing the augmented (AR) system with the Questioning, Investigating, Making, Synthesising (QIMS) model notably enhanced students’ critical thinking and knowledge creation.</span></li>
<li><span class="OYPEnA text-decoration-none text-strikethrough-none">In the 2022 iteration, students’ </span><strong><span class="OYPEnA text-decoration-none text-strikethrough-none">academic performance</span></strong><span class="OYPEnA text-decoration-none text-strikethrough-none"> in Science </span><strong><span class="OYPEnA text-decoration-none text-strikethrough-none">significantly improved</span></strong><span class="OYPEnA text-decoration-none text-strikethrough-none"> after using AR and QIMS.</span></li>
<li><strong><span class="OYPEnA text-decoration-none text-strikethrough-none">Low progress students</span></strong><span class="OYPEnA text-decoration-none text-strikethrough-none"> had the </span><strong><span class="OYPEnA text-decoration-none text-strikethrough-none">greatest benefit</span></strong><span class="OYPEnA text-decoration-none text-strikethrough-none"> in their academic outcomes.</span></li>
</ul>
</div>
</div>
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<h1 id="A2"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon2.png" alt="" class="alignnone size-full wp-image-15335" /> Introduction to Augmented Reality in Science</h1>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/2-1-e1711351940514.png" alt="" class="aligncenter wp-image-23155 size-full" width="1795" height="1474" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/2-1-e1711351940514.png 1795w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/2-1-e1711351940514-300x246.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/2-1-e1711351940514-1024x841.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/2-1-e1711351940514-768x631.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/2-1-e1711351940514-1536x1261.png 1536w" sizes="(max-width: 1795px) 100vw, 1795px" /></p>
<p>&nbsp;</p>
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<h1 id="A3"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="" class="alignnone size-full wp-image-15335" /> Research Methodology</h1>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-1-e1711352007843.png" alt="" class="aligncenter wp-image-23156 size-full" width="1795" height="3543" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-1-e1711352007843.png 1795w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-1-e1711352007843-152x300.png 152w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-1-e1711352007843-519x1024.png 519w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-1-e1711352007843-768x1516.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-1-e1711352007843-778x1536.png 778w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/3-1-e1711352007843-1038x2048.png 1038w" sizes="(max-width: 1795px) 100vw, 1795px" /></p>
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</div>
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<h1 id="A4"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon3.png" alt="" class="alignnone size-full wp-image-15335" /> Research Findings</h1>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-1-e1711352071983.png" alt="" class="aligncenter wp-image-23157 size-full" width="1795" height="2997" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-1-e1711352071983.png 1795w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-1-e1711352071983-180x300.png 180w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-1-e1711352071983-613x1024.png 613w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-1-e1711352071983-768x1282.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-1-e1711352071983-920x1536.png 920w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/4-1-e1711352071983-1227x2048.png 1227w" sizes="(max-width: 1795px) 100vw, 1795px" /></p>
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<h1 id="A5"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon6.png" alt="" class="alignnone size-full wp-image-15335" /> What Does This Mean for Teaching and Learning?</h1>
<p><img loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-1-e1711352111722.png" alt="" class="aligncenter wp-image-23158 size-full" width="1795" height="2835" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-1-e1711352111722.png 1795w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-1-e1711352111722-190x300.png 190w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-1-e1711352111722-648x1024.png 648w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-1-e1711352111722-768x1213.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-1-e1711352111722-973x1536.png 973w, https://singteach.nie.edu.sg/wp-content/uploads/2024/03/5-1-e1711352111722-1297x2048.png 1297w" sizes="(max-width: 1795px) 100vw, 1795px" /></p>
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<h1 id="A6"><strong id="Research_projects"><span style="font-size: 14pt;"><strong id="how_did"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" /> <span style="font-size: 28px;">Related Links</span></strong></span></strong></h1>
<ul>
<li><a href="https://singteach.nie.edu.sg/2013/10/30/issue45-research02/" target="_blank" rel="noopener">SingTeach Issue 45, Nov/Dec 2013, A Literature Review of Game-Based Learning</a><a href="https://singteach.nie.edu.sg/2013/10/30/issue45-research02/"></a></li>
</ul>
<hr />
<h1 id="A7"><strong id="Research_projects"><span style="font-size: 14pt;"><strong id="how_did"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" /> </strong></span></strong><span style="font-size: 28px;">Further Readings</span></h1>
<p>For educators interested in the research methodology behind AR in Science Learning, you may refer to:</p>
<ul>
<li><a href="https://www.tandfonline.com/doi/full/10.1080/10494820.2023.2214182" target="_blank" rel="noopener">Investigating primary school students’ epistemic beliefs in augmented reality-based inquiry learning</a></li>
<li><a href="https://link.springer.com/article/10.1007/s11423-023-10235-y" target="_blank" rel="noopener">Integrating augmented reality into inquiry‑based learning approach in primary science classrooms</a></li>
</ul>
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<h1><strong id="Research_projects"><span style="font-size: 14pt;"><strong id="how_did"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" /> <span style="font-size: 28px;">Research Project</span></strong></span></strong></h1>
<ul>
<li><span lang="EN-SG">Leveraging on augmented reality technologies for Establishment of Science Trial: An exploratory study</span></li>
</ul>
<hr />
<h1 id="A8"><img src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon10.png" alt="Question-Icon" /> <span style="font-size: 28px;"><strong id="Research_team"><strong id="Research_projects"><strong id="how_did">Research Team</strong></strong></strong></span></h1>
<p>To learn more about this research, please contact Dr Wen Yun at <a href="mailto:yun.wen@nie.edu.sg">yun.wen@nie.edu.sg</a>.</p>
<p>
<b>Principal Investigator</b><i></i></p>
<ul>
<li><a href="https://dr.ntu.edu.sg/cris/rp/rp01625" target="_blank" rel="noopener">Asst. Prof Wen Yun</a>, Learning Sciences and Assessment (LSA), NIE, NTU.</li>
</ul>
<p>&nbsp;</p>
<p><b>Research Assistant</b><b></b></p>
<ul>
<li>Ms He Sujin, LSA, NIE, NTU.</li>
</ul>
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<h1><span style="font-size: 28px;"><strong><strong id="Research_projects"><strong id="how_did"><a href="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png"><img loading="lazy" width="24" height="24" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/04/m-prose-icon9.png" alt="" class="size-full wp-image-15372 alignnone" /></a> Acknowledgements</strong></strong></strong></span></h1>
<p>AR in Science Learning was funded by the Education Research Funding Programme, National Institute of Education, Nanyang Technological University, Singapore (project no. OER 26/19 WLK). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the Singapore MOE and NIE.</p>
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<p>This knowledge resource was extracted and reconstructed from the published materials from the research team by Ms Shee Yi Xuan, Katherine with input from Dr Wen Yun and presented on 30 April 2024.</p>
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		<title>A Learning Community of Students and Teachers in a Knowledge Building Classroom</title>
		<link>https://singteach.nie.edu.sg/2020/10/17/issue74-a-learning-community-of-students-and-teachers-in-a-knowledge-building-classroom/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue74-a-learning-community-of-students-and-teachers-in-a-knowledge-building-classroom</link>
		
		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Sat, 17 Oct 2020 13:11:43 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 74 sep 2020]]></category>
		<category><![CDATA[Classroom Perspectives]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Knowledge building]]></category>
		<category><![CDATA[Science education]]></category>
		<category><![CDATA[Early childhood]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=14564</guid>

					<description><![CDATA[A distinctive feature of a knowledge building classroom is an environment where both teachers and students actively participate [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><i>A distinctive feature of a k</i><i>nowledge </i><i>b</i><i>uilding</i> <i>classroom</i> <i>is </i><i>a</i><i>n </i><i>environment </i><i>where</i> <i>both </i><i>teachers</i><i> and</i><i> students</i> <i>actively participate in creating and building on knowledge. </i><i>T</i><i>eachers </i><i>take on</i><i> the role of </i><i>a </i><i>facilitator who </i><i>advances the inquiry process by </i><i>supporting team collaboration</i><i> while</i> <i>students </i><i>take ownership of their own learning.</i> <i>Two</i> <i>teachers,</i><i> Ms</i> <i>Lalitha</i> <i>Jothinathan</i> <i>and </i><i>Ms </i><i>Sulochanah</i> <i>Kanapathy</i><i>, share with us their experiences in </i><i>practi</i><i>s</i><i>ing</i><i> Knowledge Building in their classrooms.</i> </strong></p>
<p><img loading="lazy" class="aligncenter wp-image-16042 size-medium" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74_ClassroominAction_Lalitha_Sulo-min-2-300x247.png" alt="" width="300" height="247" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74_ClassroominAction_Lalitha_Sulo-min-2-300x247.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74_ClassroominAction_Lalitha_Sulo-min-2-1024x843.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74_ClassroominAction_Lalitha_Sulo-min-2-768x632.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74_ClassroominAction_Lalitha_Sulo-min-2-1536x1264.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74_ClassroominAction_Lalitha_Sulo-min-2.png 1829w" sizes="(max-width: 300px) 100vw, 300px" /></p>
<p><span data-contrast="none">Reflecting </span><span data-contrast="none">on her </span><span data-contrast="none">knowledge b</span><span data-contrast="none">uilding (KB) journey</span><span data-contrast="none"> since 2013</span><span data-contrast="none">, </span><span data-contrast="none">Lalitha</span><span data-contrast="none"> Jothinathan</span><span data-contrast="none">, a Science teacher from <a href="https://www.broadricksec.moe.edu.sg/" target="_blank" rel="noopener noreferrer">Broadrick Secondary School</a>, </span><span data-contrast="none">shares how</span> <span data-contrast="none">she got her start on </span><span data-contrast="none">KB</span><span data-contrast="none">. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">“</span><span data-contrast="none">I wanted to explore more ways on how I can progress towards student-</span><span data-contrast="none">centred</span><span data-contrast="none"> learning and at the same time, expand my teaching and learning pedagogical toolkit.</span> <span data-contrast="none">An </span><span data-contrast="none">important change that </span><span data-contrast="none">I have </span><span data-contrast="none">observed</span><span data-contrast="none"> over the years</span> <span data-contrast="none">is that students no longer passively receive content from teachers</span><span data-contrast="none">. I</span><span data-contrast="none">nstead</span><span data-contrast="none">,</span> <i><span data-contrast="none">both</span></i><span data-contrast="none"> teachers and students generate and explore ideas together as a learning community.</span><span data-contrast="none">”</span><span data-contrast="none"> </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">P</span><span data-contrast="none">reschool teacher</span> <span data-contrast="none">Sulochanah</span> <span data-contrast="none">Kanapathy</span><span data-contrast="none"> began her journey with KB two years ago when </span><span data-contrast="none"><a href="http://www.sarada.edu.sg/" target="_blank" rel="noopener noreferrer">Ramakrishna Mission Sarada Kindergarten</a> started working with </span><span data-contrast="none">NIE researcher </span><span data-contrast="none">Dr Teo Chew Lee on a </span><span data-contrast="none">KB </span><span data-contrast="none">pilot project.</span><span data-contrast="none"> She</span> <span data-contrast="none">describes how she had to adapt herself to </span><span data-contrast="none">a new teaching approach that </span><span data-contrast="none">moves students toward a higher level of agency.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">“In early childhood education, </span><span data-contrast="none">preschool</span><span data-contrast="none"> teachers</span><span data-contrast="none"> usually use the ‘K-W-L’ strategy, which stands for ‘</span><span data-contrast="none">What I Know’, ‘What I Want to Know’ and ‘What I Learned’, as a way to guide and organize their learning.</span><span data-contrast="none"> The outcome is clear and defined. However, with KB, </span><span data-contrast="none">I had to</span> <span data-contrast="none">adopt</span><span data-contrast="none"> a</span><span data-contrast="none"> change </span><span data-contrast="none">in</span><span data-contrast="none"> mindset as </span><span data-contrast="none">the way the </span><span data-contrast="none">lesson</span><span data-contrast="none"> advances depend</span><span data-contrast="none">s</span> <span data-contrast="none">very much on the ideas and questions that </span><span data-contrast="none">each child generates</span><span data-contrast="none">,” she </span><span data-contrast="none">shares</span><span data-contrast="none">.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<h1>Making Subjects Come Alive in the Knowledge Building Classroom</h1>
<div class="shortcode-block-quote-right" style="color:#999999">
<p>“<span data-contrast="none">Using real-world issues to anchor deeper understanding of a topic</span> <span data-contrast="none">helps in surfacing to these </span><span data-contrast="none">young people how the knowledge, skills and values, ethics and attitudes that they are learning in school and beyond can impact life and society.</span>”</p>
<p><em><strong><span class="st">–</span> Lalitha</strong>, on the benefits of linking real-world issues to what students are learning<br />
</em></p>
</div>
<p><span data-contrast="none">One of the key principles of KB involves engaging</span><span data-contrast="none"> students in discussing </span><span data-contrast="none">authentic</span><span data-contrast="none"> problems</span><span data-contrast="none">, a practice implemented in </span><span data-contrast="none">Lalitha’s</span><span data-contrast="none"> and </span><span data-contrast="none">Sulo’s</span><span data-contrast="none"> classrooms</span><span data-contrast="none">. </span><span data-contrast="none">For example, w</span><span data-contrast="none">hen </span><span data-contrast="none">learning</span><span data-contrast="none"> about</span> <span data-contrast="none">the topic of cells, Lalitha </span><span data-contrast="none">guides</span><span data-contrast="none"> her students </span><span data-contrast="none">to </span><span data-contrast="none">explore ideas on molecular genetics</span><span data-contrast="none"> as well</span><span data-contrast="none">. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">She observes that a</span><span data-contrast="none">s they continuously </span><span data-contrast="none">work on improving and expanding their ideas, the topic can diverge into values and ethics of genetically modified organisms. </span><span data-contrast="none">The </span><span data-contrast="none">synthetization</span><span data-contrast="none"> of ideas has also led to de-silo learning where </span><span data-contrast="none">they</span><span data-contrast="none"> could see links between different topics. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">“Using real-world issues to anchor deeper understanding of a topic</span> <span data-contrast="none">helps in surfacing to these </span><span data-contrast="none">young people how the knowledge, skills and values, ethics and attitudes that they are learning in school and beyond can impact life and society</span><span data-contrast="none">,” Lalitha </span><span data-contrast="none">shares</span><span data-contrast="none">.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">Learning and u</span><span data-contrast="none">nderstanding </span><span data-contrast="none">real-world</span><span data-contrast="none"> issues can start as </span><span data-contrast="none">early </span><span data-contrast="none">as the </span><span data-contrast="none">preschool</span><span data-contrast="none"> years</span><span data-contrast="none"> too</span><span data-contrast="none">. </span><span data-contrast="none">For two hours each week, </span><span data-contrast="none">Sulo</span><span data-contrast="none"> conducts project-based lessons that allow her students to discuss and share their ideas on solving problems</span><span data-contrast="none"> such as food and plastic waste. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">To encourage them to </span><span data-contrast="none">think of</span> <span data-contrast="none">creative and </span><span data-contrast="none">diverse </span><span data-contrast="none">ideas</span><span data-contrast="none"> on </span><span data-contrast="none">their own during class discussions</span><span data-contrast="none">, she </span><span data-contrast="none">conceptualized</span><span data-contrast="none"> a simple reward system</span><span data-contrast="none">.</span><span data-contrast="none"> “</span><span data-contrast="none">E</span><span data-contrast="none">ach time one of them contribute</span><span data-contrast="none">s</span><span data-contrast="none"> a different idea related to the topic</span><span data-contrast="none">, </span><span data-contrast="none">I will</span><span data-contrast="none"> draw connecting lines</span><span data-contrast="none">, together with his or her name,</span> <span data-contrast="none">on the board</span><span data-contrast="none">.</span><span data-contrast="none"> Being </span><span data-contrast="none">self-centric </span><span data-contrast="none">6</span><span data-contrast="none">&#8211;</span><span data-contrast="none">year</span><span data-contrast="none">&#8211;</span><span data-contrast="none">old</span><span data-contrast="none">s</span><span data-contrast="none">, they are </span><span data-contrast="none">eager to see their names and lines on the board and will </span><span data-contrast="none">put in effort to </span><span data-contrast="none">improve on </span><span data-contrast="none">their ideas.</span><span data-contrast="none">” </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">She also notes that bringing them on excursion</span><span data-contrast="none">s</span><span data-contrast="none"> such as to food banks, where they </span><span data-contrast="none">can learn</span><span data-contrast="none"> about the shelf life of foods, and hawker </span><span data-contrast="none">centres</span><span data-contrast="none">, where they </span><span data-contrast="none">can do</span><span data-contrast="none"> hands-on research on food wastage, are a good way to surface </span><span data-contrast="none">earlier discussions</span><span data-contrast="none">. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<h1>Assessing What the Students Have Learnt</h1>
<p><span data-contrast="none"><em>Knowledge Forum</em> (</span><span data-contrast="none">KF)</span> <span data-contrast="none">is an online platform that </span><span data-contrast="none">is specifically designed to support KB inquiry</span><span data-contrast="none">.</span> <span data-contrast="none">“</span><span data-contrast="none">Aside from classroom activities, the students</span> <span data-contrast="none">also </span><span data-contrast="none">learn </span><span data-contrast="none">through </span><span data-contrast="none">using</span><span data-contrast="none"> KF</span><span data-contrast="none">.</span> <span data-contrast="none">As the </span><span data-contrast="none">diverse</span><span data-contrast="none"> ideas</span><span data-contrast="none"> multiply and expand, </span><span data-contrast="none">we are able to visualize the process of a </span><span data-contrast="none">single note expand</span><span data-contrast="none">ing</span><span data-contrast="none"> into</span><span data-contrast="none"> a </span><span data-contrast="none">web</span><span data-contrast="none"> of ideas</span><span data-contrast="none"> through this online platform</span><span data-contrast="none">,</span><span data-contrast="none">”</span><span data-contrast="none"> Lalitha explains.</span><span data-contrast="none"> </span><span data-ccp-props="{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">She shares </span><span data-contrast="none">that </span><span data-contrast="none">students </span><span data-contrast="none">use</span> <span data-contrast="none">scaffolds </span><span data-contrast="none">provided</span><span data-contrast="none"> in the KF </span><span data-contrast="none">such as “I need to understand</span><span data-contrast="none">…”</span><span data-contrast="none">, </span><span data-contrast="none">“</span><span data-contrast="none">My theory/idea is</span><span data-contrast="none">…”</span><span data-contrast="none">, </span><span data-contrast="none">and “</span><span data-contrast="none">New information</span><span data-contrast="none">/</span><span data-contrast="none">source</span><span data-contrast="none">…</span><span data-contrast="none">” </span><span data-contrast="none">as a way to</span><span data-contrast="none"> reflect </span><span data-contrast="none">on </span><span data-contrast="none">their thinking process</span><span data-contrast="none">. </span><span data-contrast="none">Based on their responses shared on KF as well as KF’s analytical tools, Lalitha is able to track the progress of each student and the class.</span><span data-ccp-props="{&quot;134233117&quot;:true,&quot;134233118&quot;:true,&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">Sulo’s</span> <span data-contrast="none">k</span><span data-contrast="none">indergarten</span><span data-contrast="none">, meanwhile, has put in place a “project journal” for each child as they progress in the KB class. The journal showcases each child’s work including the group discussions they have been involved in</span><span data-contrast="none">. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">“</span><span data-contrast="none">We also </span><span data-contrast="none">evaluate their dispositions and level of cooperative play </span><span data-contrast="none">during KB as part of their </span><span data-contrast="none">holistic </span><span data-contrast="none">yearly assessment</span><span data-contrast="none">.</span><span data-contrast="none"> In many ways</span><span data-contrast="none">,</span><span data-contrast="none"> KB </span><span data-contrast="none">has been</span><span data-contrast="none"> integrated into the curriculum</span><span data-contrast="none">,” she </span><span data-contrast="none">says</span><span data-contrast="none">.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p align="LEFT">
<div class="shortcode-block-quote-center" style="color:#999999">
<p align="LEFT">&#8220;<span data-contrast="none">We also evaluate their dispositions and level of cooperative play during KB as part of their holistic yearly assessment. In many ways, KB has been integrated into the curriculum.&#8221;</span></p>
<p align="LEFT"><em>&#8211; <strong>Sulo</strong>, on the integration of KB into the curriculum<br />
</em></p>
</div>
<h1>Hope for Knowledge Building to be Recognized as a Pedagogical Tool</h1>
<p><span data-contrast="none">Integrating KB into her </span><span data-contrast="none">Biology</span><span data-contrast="none"> lessons has given </span><span data-contrast="none">Lalitha </span><span data-contrast="none">a better understanding of how her students think and learn.</span><span data-contrast="none"> She is able to explicitly discuss with them on their learning and motivate them to develop an interest in Biology.</span> <span data-contrast="none">From their feedback, Lalitha says that her students </span><span data-contrast="none">are able to understand </span><span data-contrast="none">Biology</span><span data-contrast="none"> as more than just a school subject</span><span data-contrast="none">.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">“</span><span data-contrast="none">It is important to </span><span data-contrast="none">emphasize</span><span data-contrast="none"> to our students that learning is a life-long process. </span><span data-contrast="none">I hope that more teachers </span><span data-contrast="none">have the opportunity to </span><span data-contrast="none">use tenets of KB as one of their pedagogical tools that they can use to shift towards an idea-</span><span data-contrast="none">centred</span><span data-contrast="none"> collaborative learning</span><span data-contrast="none">,</span><span data-contrast="none">”</span><span data-contrast="none"> she adds.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">Similarly, </span><span data-contrast="none">Sulo</span><span data-contrast="none"> hopes that </span><span data-contrast="none">KB can be recognized as a pedagogical tool that </span><span data-contrast="none">preschool</span><span data-contrast="none"> teachers can tap on in the classroom.</span> <span data-contrast="none">Beyond that</span><span data-contrast="none">, she also hopes </span><span data-contrast="none">for</span><span data-contrast="none"> a continuity of KB in primary school classrooms.</span><span data-contrast="none"> </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">“</span><span data-contrast="none">The </span><span data-contrast="none">preschool</span><span data-contrast="none"> environment</span> <span data-contrast="none">gives </span><span data-contrast="none">the children time and space to express themselves and that should continue </span><span data-contrast="none">i</span><span data-contrast="none">n primary schools as well.</span><span data-contrast="none"> We should set our children up to become life-long learners and help them grow as good citizens,</span><span data-contrast="none">”</span><span data-contrast="none"> she says.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"><br />
</span></p>
<p><img loading="lazy" class="aligncenter wp-image-14748 size-medium" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/10/ST74_ClassroominAction_preschoolers-1-300x200.jpg" alt="" width="300" height="200" /></p>
<div class="message-box-wrapper yellow">
<div class="message-box-title">Knowledge Building Lessons during the Circuit Breaker Period</div>
<div class="message-box-content">
<p><span data-contrast="none">During the period of home-based learning, </span><span data-contrast="none">L</span><span data-contrast="none">alitha’s Secondary 3 Pure biology class was assigned a topic they were familiar with</span><span data-contrast="none"> – “Photosynthesis”. Lalitha knew that she</span> <span data-contrast="none">did not just want it to be a regurgitation of facts and concepts. </span><span data-contrast="none">As such, t</span><span data-contrast="none">he </span><span data-contrast="none">Knowled</span><span data-contrast="none">g</span><span data-contrast="none">e</span> <span data-contrast="none">Building (</span><span data-contrast="none">KB</span><span data-contrast="none">)</span><span data-contrast="none"> lessons</span> <span data-contrast="none">centred</span><span data-contrast="none"> around </span><span data-contrast="none">a challenge </span><span data-contrast="none">on creating a fa</span><span data-contrast="none">r</span><span data-contrast="none">ming system that </span><span data-contrast="none">would be able to </span><span data-contrast="none">cover</span><span data-contrast="none"> the </span><span data-contrast="none">plants’ nutritional needs, enable optimal growth of plants and save space.</span><span data-contrast="none"> </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">“The Knowledge Forum, an online platform we used for the discussion, was replete with ideas, suggestions and facts from the students. The core ideas on the topic of photosynthesis were also weaved in by the students as we went on the learning journey together</span><span data-contrast="none">,” she explains.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">T</span><span data-contrast="none">he lessons were </span><span data-contrast="none">later </span><span data-contrast="none">supplemented with an e-conference</span><span data-contrast="none"> in which</span><span data-contrast="none"><a href="https://www.nie.edu.sg/profile/he-jie" target="_blank" rel="noopener noreferrer"> Dr He Jie</a> from NIE’s Natural Sciences and Science Education</span><span data-contrast="none"> answered questions on urban farming. </span><span data-contrast="none">It</span><span data-contrast="none"> was also attended by Broadrick Secondary School’s Principal, </span><span data-contrast="none">Mrs</span><span data-contrast="none"> Tan Lay Hong and NIE’s <a href="https://www.nie.edu.sg/profile/Teo_Chew_Lee" target="_blank" rel="noopener noreferrer">Dr Teo Chew Lee</a>.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">Lalitha says: “I was pleasantly surprised to see the students being able to articulate that they were more interested in knowing more about the challenge of urban farming in Singapore. One notable learning opportunity is when students could see the adults like their Principal </span><span data-contrast="none">asking questions around vertical farming, comprehending new ideas and learning together with them.”</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">The pandemic </span><span data-contrast="none">also </span><span data-contrast="none">did not stop </span><span data-contrast="none">Sulo</span><span data-contrast="none"> from continuing her KB projects. </span><span data-contrast="none">Even though the </span><span data-contrast="none">preschool</span><span data-contrast="none">ers</span><span data-contrast="none"> were not able to go on field trips</span><span data-contrast="none">, they were still able to experience content-rich KB lessons</span><span data-contrast="none">. </span><span data-contrast="none">Sulo</span><span data-contrast="none"> recalls using </span><span data-contrast="none">authoritative sources such as books and videos</span><span data-contrast="none"> to teach them about recycling</span><span data-contrast="none">.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">“During the Circuit Breaker perio</span><span data-contrast="none">d, we discussed a newspaper article </span><span data-contrast="none">that talked about</span><span data-contrast="none"> a </span><span data-contrast="none">new food app invented by a </span><span data-contrast="none">food bank to </span><span data-contrast="none">help </span><span data-contrast="none">donate food within its shelf life.</span> <span data-contrast="none">The children </span><span data-contrast="none">also </span><span data-contrast="none">brought in recycling books they borrowed from the library and watched videos on food and plastic waste, and </span><span data-contrast="none">even learnt about </span><span data-contrast="none">landfills,” she </span><span data-contrast="none">adds</span><span data-contrast="none">.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
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		<title>STEM Education: What about It?</title>
		<link>https://singteach.nie.edu.sg/2020/07/06/issue73-big-idea/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue73-big-idea</link>
		
		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Mon, 06 Jul 2020 07:50:25 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 73 jun 2020]]></category>
		<category><![CDATA[Maker education]]></category>
		<category><![CDATA[Makerspaces]]></category>
		<category><![CDATA[STEM education]]></category>
		<category><![CDATA[21st century competencies]]></category>
		<category><![CDATA[The Big Idea]]></category>
		<category><![CDATA[Science education]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=14224</guid>

					<description><![CDATA[Education is about taking risks; we prepare our students of today in hopes that they will be equipped [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><i>Education </i><i>is about taking risks</i><i>;</i><i> we </i><i>prepare our </i><i>students of today </i><i>in hopes that they will</i><i> be</i> <i>equipped</i><i> for a world that has not existed</i><i> and</i><i> whose form we canno</i><i>t foresee. Certainly, some limited aspects of the near future can be predicted, but reach too far into the future, and </i><i>uncertainties begin clouding our sight</i><i>. </i><i>But that does not mean we should stop</i><i> conside</i><i>r</i><i>ing what we are doing today</i> <i>and wonder</i><i>ing</i><i> if things can be improved</i><i> in schools</i><i>. One possible avenue for change that has swept up educational systems worldwide is the prospects for creative, interdisciplinary education in the form of STEM education. </i><i>NIE guest editor</i><i>, <a href="https://www.nie.edu.sg/profile/tan-lip-thye-michael" target="_blank" rel="noopener noreferrer">Dr Michael Tan</a>, </i><i>curates</i><i> this issue</i><i> of </i>SingTeach<i> to introduce the unique challenge of STEM education </i><i>in</i><i> Singapore.</i></strong><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">At</span><span data-contrast="none"> the economic level, STEM education is proposed as a solution to the problem of “how do we prepare students for the novel industries of the 21st century?</span><span data-contrast="none">”.</span><span data-contrast="none"> We recognize that even today, knowledge boundaries are porous. There are likely few, if any, scientists who do not use computational resources in their work. Technologies have always contributed to scientific progress, and vice versa. Yet, in schools, we continue teaching in disciplinary silos that do not accurately represent the practices. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">There is also an increasing</span><span data-contrast="none"> challenge of educating for creativity: </span><i><span data-contrast="none">W</span></i><i><span data-contrast="none">hat might an open-minded </span></i><i><span data-contrast="none">embrace</span></i><i><span data-contrast="none"> of unforeseeable futures look like? What kinds of school and classroom cultures will best nurture creativity? </span></i><span data-contrast="none">As education is </span><i><span data-contrast="none">not</span></i><span data-contrast="none"> about putting </span><span data-contrast="none">information into students’ brains, how might we attend to aspects of learning that are not amenable to rational analysis? For instance: how might we orchestrate emotions and sociocultural resources to convince and motivate students to </span><i><span data-contrast="none">be</span></i><span data-contrast="none"> creative? </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><img loading="lazy" class="aligncenter wp-image-14278 size-medium" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_GuestEditor_resized-1-300x225.jpg" alt="" width="300" height="225" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_GuestEditor_resized-1-300x225.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_GuestEditor_resized-1-1024x768.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_GuestEditor_resized-1-768x576.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_GuestEditor_resized-1-1536x1152.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_GuestEditor_resized-1.jpg 2016w" sizes="(max-width: 300px) 100vw, 300px" /></p>
<h1>What is STEM Education? Why is it Important?</h1>
<p><span data-contrast="none">Science, Technology, Engineering, Mathematics (STEM) has been an acronym from at least the 1980s, as a shorthand used by the US National Science Foundation to refer to the collection of disciplines which were closely related together. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">Not long after, economists </span><span data-contrast="none">realized</span><span data-contrast="none"> that STEM disciplines were large contributors to the success of contemporary firms, and the rhetoric of education for success in STEM disciplines started to t</span><span data-contrast="none">ake off. Today, as there is no “</span><span data-contrast="none">standard STEM</span><span data-contrast="none">”</span><span data-contrast="none">, there is no standard STEM education either. Practitioners do STEM in various ways, with different combinations of skills and practices. Educators have been inspired to expand the scope of the possible too. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">“STEM education can be an opportunity for educators</span> <span data-contrast="none">to rethink processes and goals of schooling</span><span data-contrast="none">,</span><span data-contrast="none">”</span><span data-contrast="none"> says Michael, who is also a Research Scientist at the <a href="https://www.nie.edu.sg/research/research-offices/office-of-education-research" target="_blank" rel="noopener noreferrer">Office of Education Research</a> at <a href="https://www.nie.edu.sg/" target="_blank" rel="noopener noreferrer">NIE</a></span><span data-contrast="none">. </span><span data-contrast="none">Despite the</span><span data-contrast="none"> lack of clear definition</span><span data-contrast="none"> surrounding STEM, the</span><span data-contrast="none"> diversity of interpretations can offer educators the possibility for increased autonomy and professionalism in the way in which curricu</span><span data-contrast="none">lum and pedagogy are conceived.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">“If there is a range of practices which are acceptable as STEM, that means teachers can adapt their lessons to the kinds of interests and motiva</span><span data-contrast="none">tions that their students have,” Michael explains. “</span><span data-contrast="none">STEM can be about building a bri</span><span data-contrast="none">dge to withstand heavy loads.</span><span data-contrast="none"> STEM can also be about building a robot, designing human-friendly interfaces to help seniors negotiate their world, or building an electromechanical apparatus for a scientific investigation</span><span data-contrast="none">.”</span><span data-contrast="none"> </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">As</span><span data-contrast="none"> we </span><span data-contrast="none">better understand </span><span data-contrast="none">the impact</span><span data-contrast="none"> contemporary science and technology </span><span data-contrast="none">can have on humanity and its habitats, it gets </span><span data-contrast="none">increasingly crucial </span><span data-contrast="none">for</span><span data-contrast="none"> schools </span><span data-contrast="none">to </span><span data-contrast="none">relook what they consider “preparing students for the future”.</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">We need new questions </span><span data-contrast="none">and new answers, and while school still needs to reproduce disciplinary expertise, the question has always been: </span><i><span data-contrast="none">H</span></i><i><span data-contrast="none">ow might we transcend what we have?</span></i><span data-contrast="none"> </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p align="LEFT">
<div class="shortcode-block-quote-center" style="color:#999999">
<p align="LEFT">&#8220;<span data-contrast="none">If there is a range of practices which are acceptable as STEM, that means teachers can adapt their lessons to the kinds of interests and motiva</span><span data-contrast="none">tions that their students have</span><span data-contrast="none">.&#8221;</span></p>
<p align="LEFT"><em>&#8211; <strong>Michael </strong>explains how the different interpretations of STEM can offer educators more autonomy and professionalism in STEM instruction<br />
</em></p>
</div>
<h1>STEM Education in Singapore</h1>
<p><span data-contrast="none">Given the numerous possible definitions of STEM, s</span><span data-contrast="none">urely many schools are already “doing STEM”</span><span data-contrast="none">? </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">“Yes,” says Michael</span><span data-contrast="none">,</span><span data-contrast="none"> “</span><span data-contrast="none">but </span><span data-contrast="none">more can and should be done.</span><span data-contrast="none">”</span><span data-contrast="none"> </span><span data-contrast="none">Typically, schools will approach STEM through </span><span data-contrast="none">the</span><span data-contrast="none"> Applied Learning</span><span data-contrast="none"> Programs (ALPs) where different </span><span data-contrast="none">programme</span><span data-contrast="none"> vendors </span><span data-contrast="none">deliver </span><span data-contrast="none">lessons that excite students and s</span><span data-contrast="none">how them what is possible. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">“At the entry level are lectures. Because STEM lessons often involves novel, sometimes toy-like devices and systems, lessons do not feel like typical school science, and it will not take much for instructors to captivate students.” Yet, many of these things can bring students </span><span data-contrast="none">to</span><span data-contrast="none"> much deeper waters than they are usually deployed. “As we have learnt through our history of deploying computers in education, changing things without changing cultures of teaching and learning can be futile.” </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">Michael recommends that schools reconsider what it is that they want their students to achieve. “There will always be changes in schools. The question for the educator is to become clearer which of these changes </span><span data-contrast="none">are actually </span><i><span data-contrast="none">improvements</span></i><span data-contrast="none">.” </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">STEM can be part of a holistic school strategy to nurture students that can have an impact on the world. Here, what is needed is not just the skills that help students understand the world; what is also important are th</span><span data-contrast="none">e attitudes that can help them leave a positive impact in society</span><span data-contrast="none">. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<h1>How to STEM?</h1>
<div class="shortcode-block-quote-right" style="color:#999999">
<p>“<span data-contrast="none">T</span><span data-contrast="none">he methods for deconstruction are useful skills to learn in and of itself. We can be true to the ALP ideal, and introduce STEM as a means to understand how science is applied in contemporary technologies</span>.”</p>
<p><em><strong><span class="st">–</span> Michael</strong>, on how STEM education is more than just telling students what they are supposed to know</em></p>
</div>
<p><span data-contrast="none">Many models exist for STEM instruction, but they often have in common the use of engineering practices to design and make practical solutions to complex</span><span data-contrast="none"> problems. It appears that the “</span><span data-contrast="none">secret sauce</span><span data-contrast="none">”</span><span data-contrast="none"> is in the selection of a good design prompt. Too specific, and the solution becomes too unique. Too general, and the solution would become too difficult to implement. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">For example, if the problem is posed in terms of “find a way to </span><span data-contrast="none">make use of a lever as part of </span><span data-contrast="none">a device to open food containers”, the number of possible solutions are few, and most would be within reach of search engines. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">On the other hand, a prompt such as: “Design a method to improve the lives of the elderly” would be far too open. An intermediate problem that delimits the context, but yet contains a problem that is not easily solved, is ideal. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">For schools who do not think they are ready for design challenges, Michael suggests that teachers can make use of STEM classes as a means to physically and/or metaphorically take apart artefacts and systems. “Arthur C Clarke said that ‘Any sufficiently developed technology is indistinguishable from magic.’ We are surrounded by magic and this can be very disempowering.” </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">The goal is to regain control over the inventions that we have become reliant upon. However, Michael reminds us that we should resist the temptation to simply tell students what they are supposed to know: “</span><span data-contrast="none">T</span><span data-contrast="none">he methods for deconstruction are useful skills to learn in and of itself. We can be true to the ALP ideal, and introduce STEM as a means to understand how science is applied in contemporary technologies.” </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<h1>The Future of Education</h1>
<p><span data-contrast="none">Does STEM represent a future for education? Michael certainly thinks so: “Much has been said about how information is now ubiquitous. That may be correct, but there are mindsets, </span><span data-contrast="none">qualitative human appreciation, and a subjective ‘feel’ for things that cannot be expressed even in videos.” For these kinds of knowledge, nothing beats actually getting one’s hands dirty, at least metaphorically. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">As events of this year have reminded us once again, we are not solely rational machines that can be programmed by exact sequences of instruction. We have different preferences, different desires, different values, and the teacher-as-professional should be able to take these into account to develop instruction that attends to their students as individual autonomous agents. </span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">M</span><span data-contrast="none">ichael tells us of his </span><span data-contrast="none">favourite</span><span data-contrast="none"> quote from Yeats and what it means for him: “If ‘education is not the filling of a pail, but the lighting of a fire’, we can understand that education is an inherently risky process: things may not catch on fire. On the other hand, it could burn far stronger than we can ever imagine. Yes, we would love to be able to create standardi</span><span data-contrast="none">z</span><span data-contrast="none">ed fire starting procedures that always work, but what might</span><span data-contrast="none"> this reduce our students into?”</span><span data-ccp-props="{&quot;201341983&quot;:0,&quot;335559739&quot;:160,&quot;335559740&quot;:360}"> </span></p>
<p><span data-contrast="none">Instead of thinking of STEM as thrust upon teachers as merely more work to be done, STEM can be seen instead as a means to bring us back to the core of what it means to educate. For this, Michael see</span><span data-contrast="none">ms to raise a glass to toast: “L</span><span data-contrast="none">et’s set the place on fire!”</span></p>
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		<title>Engaging Every Student with the Right Platform</title>
		<link>https://singteach.nie.edu.sg/2017/06/27/issue61-classroom02/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue61-classroom02</link>
		
		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Tue, 27 Jun 2017 06:25:25 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 61 jun 2017]]></category>
		<category><![CDATA[Student agency]]></category>
		<category><![CDATA[Classroom engagement]]></category>
		<category><![CDATA[Team-based learning]]></category>
		<category><![CDATA[Science education]]></category>
		<category><![CDATA[Redesigning Pedagogy International Conference]]></category>
		<category><![CDATA[21st century competencies]]></category>
		<category><![CDATA[Collaborative learning]]></category>
		<category><![CDATA[Student engagement]]></category>
		<category><![CDATA[Redesigning Pedagogy Conference]]></category>
		<category><![CDATA[Group work]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg?p=11132</guid>

					<description><![CDATA[With an average of 40 students to one teacher in a class, it can be difficult for teachers [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><em><strong>With an average of 40 students to one teacher in a class, it can be difficult for teachers to engage every student. We speak to two Science educators from <a href="https://pioneerpri.moe.edu.sg/" target="_blank" rel="noopener noreferrer">Pioneer Primary School</a> who sought to address this by incorporating team-based learning (TBL) into their lessons, giving students a platform to verbalize their knowledge and learn through collaboration.</strong> </em></p>
<p>Giving students a voice and avenue where they are able to articulate their knowledge and exchange ideas can empower them to become active participants in the learning process. However, as teacher-directed instruction remains the primary form of instruction in class, it can be difficult to carve out space for every student to speak up.</p>
<p>“The teacher is often the one dictating the lesson, and is not able to maximize interaction among the students. The students are passive listeners,” says Mr Chiam Kim Yeow, Level Head of Science at Pioneer Primary School.</p>
<p>Conventionally teacher-directed activities such as the reviewing of answers after a test limits the chances for students to ask questions and construct their own explanations.</p>
<p>“After covering the syllabus, we need students to be versatile enough to apply their knowledge in context,” says Kim Yeow. To be able to do this, students need to become more than just mere receptors of information.</p>
<div id="attachment_11181" style="width: 410px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-11181" loading="lazy" width="400" height="267" class="wp-image-11181 size-large" alt="" src="https://singteach.nie.edu.sg/wp-content/uploads/2017/06/ST61_Classroom_PioneerPri_1_edited_for-web-400x267.jpg" /><p id="caption-attachment-11181" class="wp-caption-text">Liyun (left) and Kim Yeow hope to create an engaging classroom through the use of team-based learning approach.</p></div>
<h1>Creating a Student-Centric Classroom</h1>
<p>To create more opportunities for student participation in class, Pioneer Primary School has introduced a team-based learning approach to reviewing answers in three of its Primary 6 classes for the past 3 years.</p>
<p>In class, students attempt 30 multiple-choice questions in a standard science paper in collaborative teams of four. They take turns to share their responses, negotiate, and convince their peers of their answers using the <a href="https://www.edutopia.org/blog/science-inquiry-claim-evidence-reasoning-eric-brunsell" target="_blank" rel="noopener noreferrer">Claim-Evidence-Reasoning framework</a>. As a group, students then verify the agreed response using a formulated programme on a laptop provided.</p>
<p>“When students are interacting in a group and sharing answers, they have to argue among themselves and make sure everyone agrees on the final answer,” says Kim Yeow.</p>
<p>In order to persuade others, a student must not only understand the concepts, but also be able to articulate what they know.</p>
<p>“There are some students who might take for granted that they know the answers, but may be unable to verbalize them. As a result, students’ performance in Booklet B of the science paper could be affected as they are required to answer open ended questions,” he says.</p>
<p>With TBL, teachers can ensure that students have the chance to air their views and receive prompt feedback to clear their misconceptions.</p>
<p>“It seems that when students speak amongst themselves using their own vocabulary, they are able to reason it better,” says Ms Wong Liyun, Assistant Year Head of Middle Primary in Pioneer Primary School. “For them to actualize their own explanations in their own words and teach their friends who might not have understood only reinforces everyone’s learning. Hopefully we can scaffold discussions further to help students provide better reasoning in a more scientific way.”</p>
<p>In this student-centric approach, teachers switch from being the sages on stage to facilitators who walk around addressing problems in individual groups while the rest of the class is engaged in discussion.</p>
<h1>Challenges Implementing Team-Based Learning</h1>
<p>As the quality of student discussion during TBL affects its usefulness, one challenge the teachers faced was grouping students for effective learning.</p>
<p>“We have to be very deliberate, and it works best to have students of mixed progress in the group to facilitate the transference of learning’,” says Liyun.</p>
<p>When grouped appropriately, TBL reduces students’ dependency on teachers when reviewing answers. Students are able to actively contribute when they collaborate with others and sharpen their communication skills by modelling teacher talk. Lower progress students also benefit, as they are able to learn from their peers who explain their answers to them.</p>
<p>Group dynamics, or the quality of student interaction, is another area of concern.</p>
<p>“Sometimes, we cannot be sure that students did not just decide on an answer by following the majority. It is also challenging to ensure that students discuss every question in the paper,” shares Liyun. “This is something the school intends to work on in the future.”</p>
<div class="shortcode-block-quote-center" style="color:#999999">
<p>&#8220;We have to be very deliberate (in grouping students together), and it works best to have students of mixed progress in the group to facilitate the transference of learning.&#8221;</p>
<p><em>&#8211; <strong>Wong Liyun</strong>, Pioneer Primary School</em></p>
</div>
<h1>Teamwork and Collaboration Reinforces Learning</h1>
<p>Nevertheless, student responses to TBL have been encouraging thus far. Students gave feedback that they understood their classmates’ explanations and were able to share their views during the session, showing they were meaningfully engaged.</p>
<p>Analysis of their grades also reveals that compared to other classes where a teacher-centric approach was used, students who were involved in TBL learnt as much academic content as their peers. Significantly, these students were also observed to be more vocal, engaged in perspective-taking, and capable of working cooperatively during team discussions.</p>
<p>The teachers at Pioneer Primary School believe that the chance to speak up empowers their students to take greater ownership of their learning.</p>
<p>“The empowerment is there when you give them the authority to speak up. Imagine forty students speaking at the same time, fully engaged in either teaching or learning. Everyone can be an expert so long as they are able to substantiate their claim. That is the essence of science, which is what we were lacking in class,” says Kim Yeow.</p>
<p>Liyun agrees, adding, “We found t­­hrough this project that preparing students for exams and developing 21st Century Competencies need not be a dichotomy. Moving forward, we can incorporate student-centric pedagogy into the classroom to really help students develop these competencies without compromising on their learning.”</p>
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		<title>Co-generating Possibilities in Classrooms</title>
		<link>https://singteach.nie.edu.sg/2016/03/10/issue56-people/?utm_source=rss&#038;utm_medium=rss&#038;utm_campaign=issue56-people</link>
		
		<dc:creator><![CDATA[singteach]]></dc:creator>
		<pubDate>Thu, 10 Mar 2016 09:44:16 +0000</pubDate>
				<category><![CDATA[Issues]]></category>
		<category><![CDATA[issue 56 mar 2016]]></category>
		<category><![CDATA[People]]></category>
		<category><![CDATA[Educational equity]]></category>
		<category><![CDATA[Science education]]></category>
		<guid isPermaLink="false">https://singteach.nie.edu.sg?p=9892</guid>

					<description><![CDATA[As a teacher, is there a way for you to encourage honest conversations with your students about issues [&#8230;]]]></description>
										<content:encoded><![CDATA[<p><strong><em>As a teacher, is there a way for you to encourage honest conversations with your students about issues in the classroom? Some educators have been trying out co-generative dialogues with their students.</em></strong></p>
<p>Co-generative dialogues, or co-gens, are structured conversations that offer a safe social space for participants to come together and discuss their perspectives on what is happening in class. It is especially useful in an inclusive and educationally equitable classroom because every student is given the opportunity to express their thoughts.</p>
<p>“Co-gen is about understanding what individual students’ and teachers’ strengths and weaknesses are, understanding and trying to make sense of what individuals need and can do,” says <a href="https://snu-kr.academia.edu/SMartin" target="_blank" rel="noopener">Associate Professor Sonya N. Martin</a> from the <a href="https://www.snu.ac.kr/index.html" target="_blank" rel="noopener">Seoul National University</a>.</p>
<p>As part of her research, Sonya has been conducting co-gens in different educational settings. She was in Singapore in July 2015 and gave a talk at <a href="https://www.nie.edu.sg" target="_blank" rel="noopener">NIE</a> about conducting co-gens in classrooms. We bring you an excerpt from her talk, in which she explains what co-gens are and also their characteristics.</p>
<h1>Excerpt from the talk on “Co-generating Possibilities for Success in Science Classrooms”</h1>
<p><img loading="lazy" class="alignright size-large wp-image-9914" src="https://singteach.nie.edu.sg/wp-content/uploads/2016/03/ST56_people_sonya_for_web-314x400.jpg" alt="" width="314" height="400" /></p>
<p>“The big goal, and the thing that makes co-gen different than talking to people or doing an evaluation is the idea that it’s a forward-moving conversation. We come together to talk about some experience we shared, but it’s with an expectation that we’re going to co-generate together a plan for improving that.</p>
<p>Then, we move forward and we implement that action and we come back again and reflect on it. This should occur in cycles over time.</p>
<p>There are some rules associated with it. The role of the structure of the dialogue is to move beyond complaints or criticisms to say, well, what can we do about that? What can be done to improve how we interact with each other, with the explicit goal of improving our Science teaching and learning?</p>
<p>One important thing is that we use video often. It’s a really important reference. When our pre-service teachers are in the classroom for the first time, so many things can be happening that they never notice. When we come together to reflect without the video, it’s really difficult for them to have an accurate memory of what happened or to have any real perspective on their own practices. So we find the videos really useful for that. For young children, second-language learners, and students with disabilities, it’s a really powerful tool for them, like memory recall.</p>
<p>We tend to have some rules. Most teachers begin their co-gens by talking about rules with students. It’s something that provides some boundaries and support for the type of dialogue we want to promote.</p>
<p>The first one is no one voice should be privileged. In that, we’re trying to address some of the hierarchies in terms of age, between adult and children, the most popular and least popular kid, and so on.</p>
<p>There are a lot of power differentials that can exist in the normal structures in classrooms and the society. So, the idea is that we want to make space for each other’s voice. We try to make rules to make sure it happens, to make sure each person is given the opportunity.</p>
<p>However, participants may choose not to speak. You are not required to speak in co-gens. In our work with second-language learners and students with disabilities, that’s one thing we look at: the degree to which participation is present. That helps us think about what are the types of tools and resources we need to provide these learners, in the event that they are thinking something and need to express themselves but have trouble doing that.</p>
<p>We try to focus on co-generating an understanding of how people feel, and what’s going on. There might be some expression of critical thoughts, but we move beyond that to co-generate a plan: What can we do to improve this?</p>
<p>We usually invite students to come during lunch, or before or after school. We try to do it around food, because it seems to be a motivator for kids! For people to come together to eat in a relaxed environment—it’s like a social activity. And also, we’re taking up their time, so you’d want to be thoughtful about what you’re asking them to give up.</p>
<p>We do co-gens over time, but they have to be done consistently. One of the things is if too much time had lapsed between the first meeting where you’ve made a plan and you’re implementing it and if you don’t come back to review that, students and teachers, everyone begins to take it less seriously and your dedication will fall off, so we think consistency is really important.</p>
<div class="shortcode-block-quote-right" style="color:#999999">
<p>The thing that makes co-gen different than talking to people or doing an evaluation is the idea that it’s a forward-moving conversation.</p>
<p><em><strong>&#8211; Sonya N. Martin,</strong> <a href="https://www.snu.ac.kr/index.html" target="_blank" rel="noopener">Seoul National University</a></em></p>
</div>
<p>Co-gens can take many forms. They can be one-to-one, such as a pre-service teacher and an in-service teacher; or small groups, like a university faculty member and his tutorial group, or a whole class.</p>
<p>We once had a whole group of high school students participating in co-gens after school, for the professional development for new pre-service teachers. They were talking about things like, if you were my teacher in my school, these are some hints I have for you; things I’d like to tell you about.</p>
<p>We do a lot of auto-ethnography and autobiographical reflection with our teachers. In order to express yourselves in these conversations with other people, it’s important to reflect on your own beliefs about learning, teaching, and how you think people learn Science. In our work with second-language learners and students with disabilities, it’s important for teachers to reflect on the biases and prejudices they hold about what’s possible for these students to learn, because we’re looking for more open dialogue with them.</p>
<p>We often talk to students and teachers about how the co-gen should carry the spirit of authenticity in all of their conversations. This is part of the structure that allows some of the difficult conversations to occur but we still move forward. The idea is that the dialogue should be ontological, that people are sharing their perspectives and that they’re being heard. At the end, we evaluate: How effective was this dialogue? Were people experiencing changing perspectives? Am I hearing what you’re saying?</p>
<p>It should be educative; people should be learning from one another. You don’t have to agree with someone. The goal of co-gen does not have to be that we take differences and make them same, but we appreciate where you’re coming from. So, I can maintain a different perspective, but in order for us to have shifted ontologically, I should be able to appreciate that you hold a different perspective and that it is as valid as mine.</p>
<p>The next and most important aspect of co-gen is that it should be catalytic, that we try something different. If we just come and keep talking and talking, then nothing is changing. The most important thing is that you identify problems; you come up with some plan of action together and you go back to the classroom and you try it. And then you hold each other accountable to that, by coming back and having that dialogue again.”</p>
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