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<title>STEM education – SingTeach | Education Research for Teachers | Research within Reach</title>
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<title>Incorporating Computational Thinking in Math Classrooms in Singapore: Ideas from the CTE-STEM Conference 2021</title>
<link>https://singteach.nie.edu.sg/2021/09/01/incorporating-computational-thinking-in-math-classrooms-in-singapore-ideas-from-the-cte-stem-conference-2021/?utm_source=rss&utm_medium=rss&utm_campaign=incorporating-computational-thinking-in-math-classrooms-in-singapore-ideas-from-the-cte-stem-conference-2021</link>
<comments>https://singteach.nie.edu.sg/2021/09/01/incorporating-computational-thinking-in-math-classrooms-in-singapore-ideas-from-the-cte-stem-conference-2021/#respond</comments>
<dc:creator><![CDATA[Aishah]]></dc:creator>
<pubDate>Wed, 01 Sep 2021 01:59:16 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[Programming]]></category>
<category><![CDATA[Mathematics]]></category>
<category><![CDATA[STEM education]]></category>
<category><![CDATA[Computational thinking]]></category>
<category><![CDATA[Coding]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=17225</guid>
<description><![CDATA[Contributed by Tan Jing Long and Monica Chan for SingTeach Virtual Staff Lounge Computational thinking (CT) is poised […]]]></description>
<content:encoded><![CDATA[<p><strong><i><span lang="EN">Contributed by </span></i><i><span lang="EN">Tan Jing Long and <a href="https://nie.edu.sg/profile/Monica_Chan_Miaoxia">Monica Chan </a></span></i><span lang="EN"> </span><i><span lang="EN">for <a href="https://singteach.nie.edu.sg/virtual-staff-lounge/"> SingTeach Virtual Staff Lounge</a></span></i><span lang="EN"></span></strong></p>
<p><strong><i><span lang="EN">Computational thinking (CT)</span></i><span lang="EN"> <i>is poised to become de rigueur in schools. As it is, you may have heard of block-based programming such as</i></span><i><span lang="EN"> </span></i><a href="https://scratch.mit.edu/"><span lang="EN">Scratch</span></a><i><span lang="EN"> or </span></i><a href="https://microbit.org/"><span lang="EN">Micro:bit</span></a><span lang="EN"> <i>being used in the <a href="https://www.straitstimes.com/politics/parliament-all-primary-schools-to-have-applied-hands-on-learning-programmes-by-2023">Applied Learning Programme (ALP)</a></i> <i>of some schools, featuring CT in its curricula.</i></span></strong></p>
<p><span lang="EN">What then is CT? CT is associated with the metacognitive aspect of computing, is closely related to mathematical thinking, and is more than just coding. Since CT encompasses a broad scope, a consensus is yet to be forged on the definition of CT.</span></p>
<h1><span lang="EN">Introduction to CT</span></h1>
<p><span lang="EN">CT can be considered the “connective tissue” between computer science and many traditional disciplines (Martin, 2018). For example, CT’s combination with classic STEM fields has produced new interdisciplinary fields such as computational geometry and bioinformatics (Lee et al., 2020). CT is a pedagogical and problem-solving method, where solutions can be expressed as algorithms (small computational steps) to be carried out by a computer (Aho 2012; Grover and Pea, 2013). Over the past decade across the world, CT has integrated into primary and secondary education, and has been promoted as an essential competence for every K-12 student (Grover and Pea, 2018). </span></p>
<h1><span lang="EN">Framework for CT </span><span lang="EN"></span></h1>
<p><span lang="EN">At the CTE-STEM conference, Peel and colleagues presented this CT taxonomy (2021), which we found particularly helpful in framing our ideas around CT implementation in Singapore:</span></p>
<div id="attachment_17228" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-17228" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-1-1024x742.png" alt="" class="wp-image-17228" width="600" height="435" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-1-1024x742.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-1-300x217.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-1-768x556.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-1-1536x1113.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-1.png 1590w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-17228" class="wp-caption-text"><em><span style="font-size: 10pt;">Figure 1. CT Taxonomy by Peel and colleagues (2021).</span></em></p></div>
<p><span lang="EN">Computational models and simulations help students visualize a phenomenon, understand a system’s dynamics, and test predictions and hypotheses. Designing and constructing models help students form deeper understanding of phenomena (Wilensky & Reisman, 2006). <a href="https://ccl.northwestern.edu/netlogo/"><i>NetLogo</i></a> and <a href="https://phet.colorado.edu/"><i>PhET</i> </a> are software built to perform accessible mathematical and scientific simulations. </span></p>
<p><span lang="EN">Visualization is a metacognitive skill where students use graphs, tables, diagrams, static models and more to analyze and interpret data (Gilbert, 2005). Students may use a visualization to think about a phenomenon in different ways, especially when the visualization provides a new way of looking at the phenomenon.</span></p>
<p><span lang="EN">Data practices include data collection, cleaning, transformation, and analysis, where students could use pre-programmed algorithms or write their own code to manipulate their data. Overlapping with data practices, programming is the act of writing code, which involves designing, debugging and testing. Students would also learn programming conventions such as using comments for code annotation.</span></p>
<p><span lang="EN">Finally, for problem-solving, this requires students to understand various approaches to address a problem computationally, and to choose a suitable computational tool to solve the problem. Students may need to decompose problems into smaller pieces and manipulate the raw data to run an algorithm that solves the problem.</span></p>
<h1><span lang="EN">CT in Singapore</span></h1>
<p><span lang="EN">Beyond the Computing subject, the Ministry of Education, Singapore has recognized that CT ought to be inculcated in the compulsory curriculum, notably in math lessons. In Singapore, the Curriculum Planning and Development Division (CPDD) defines CT as follows: </span></p>
<p style="padding-left: 40px; text-align: left;"><span lang="EN">Computational thinking can be described as the thought process involved in formulating problems and developing approaches to solving them in a manner that can be implemented with a computer (Wing, J. M., 2006). In general, CT refers to the ability to use four skills, namely – abstraction, decomposition, generalization and algorithmic thinking – in solving problems.</span></p>
<p><span lang="EN">In a keynote speech at the CTE-STEM conference, <a href="https://nie.edu.sg/profile/ho-weng-kin">A/Prof Ho Weng Kin</a></span><span lang="EN"> exemplified how CT can be integrated seamlessly into the math curriculum, and shared a compelling success lesson from Singapore. A mathematician by training, A/Prof Ho (2021) chose the foremost but otherwise typically mundane topic: numerals. As the formal concept of rationality can be rather abstract and only accessible to more mathematically mature students, A/Prof Ho made the instructional decision to allow the students to build an intuition for irrational numbers by <i>inductive discovery</i>, using <i>Microsoft Excel</i> to iteratively “grow” their own irrational number. His success is perhaps accentuated by the irony in the students’ remarks: “If only every math lesson can be this fun.”</span></p>
<div id="attachment_17229" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-17229" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-2-1024x557.png" alt="" class="wp-image-17229" width="600" height="326" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-2-1024x557.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-2-300x163.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-2-768x418.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-2-1536x836.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-2-2048x1114.png 2048w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-17229" class="wp-caption-text"><em><span style="font-size: 10pt;">Figure 2. Screenshot of A/Prof Ho’s keynote address: Lesson Design for CT in Math.</span></em></p></div>
<h1><span lang="EN">Teachers’ Forum</span><span lang="EN"></span></h1>
<p><span lang="EN">Apart from the keynote, Day 3 of the conference was the highlight for teachers looking to bring home practicable ideas. The Teachers’ Forum saw educators from all around the region: India, Hong Kong, Indonesia, Thailand, Taiwan, China – each bringing to the table CT as it is in their respective sociocultural contexts. Mulyanto and colleagues (2021) assessed the impact of the internationally renowned Bebras Challenge and the Gerakan PANDAI, a homegrown movement to provide CT professional development to 22,000 elementary and junior high school teachers. It is striking how <i>unplugged activities</i> </span><span lang="EN">–</span><span lang="EN"> that do not require a computer (including calculators) (Chang & Guo, 2021) </span><span lang="EN">–</span><span lang="EN"> were creatively used in rural schools, where individual access to computers is a luxury. Palaparthi (2021) illustrated the implementation of CT in welfare schools in Andhra Pradesh, India, where students played algorithmic games to guess a birthdate, subconsciously invoking binary search. </span></p>
<p><span lang="EN">Lee, Tang and Pang (2021) from the School of Science and Technology in Singapore engaged in a <i>lesson study</i> on integrating CT in math lessons. In this lesson, they taught 51 Secondary Two students of mixed to high ability the basic concepts of quadratic functions, with seven hours of <i>Python</i> programming training. </span></p>
<div id="attachment_17231" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-17231" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-3-1024x532.png" alt="" class="wp-image-17231" width="600" height="312" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-3-1024x532.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-3-300x156.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-3-768x399.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-3-1536x798.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-3-2048x1064.png 2048w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-17231" class="wp-caption-text"><em><span style="font-size: 10pt;">Figure 3. Screenshot of the SST sharing at the conference: Anchor CT Task.</span></em></p></div>
<p><span lang="EN">In their work and written feedback, there was clear evidence that the students practised <i>decomposition</i>, and on occasion drew links between the different properties (pattern recognition) and relate the coefficients of the equation to the graph property directly (abstraction). Although not all groups were successful in providing complete code, the students demonstrated an understanding of the need of an <i>algorithm</i> and could relate aspects of algorithm design to mathematical techniques such as <i>completing-the-square</i>.</span><span lang="EN"></span></p>
<p><span lang="EN">Math teachers will delight in <a href="https://vizblocks.comp.nus.edu.sg/"><i>Vizblocks</i></a>, a data visualization literacy tool that an enterprising NUS undergraduate Travis Ching (2021) created, interoperable with Scratch. </span></p>
<p align="center">
<div id="attachment_17232" style="width: 610px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-17232" loading="lazy" src="https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-4-1024x515.png" alt="" class="wp-image-17232" width="600" height="302" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-4-1024x515.png 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-4-300x151.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-4-768x386.png 768w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-4-1536x772.png 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2021/09/Figure-4-2048x1030.png 2048w" sizes="(max-width: 600px) 100vw, 600px" /><p id="caption-attachment-17232" class="wp-caption-text"><em><span style="font-size: 10pt;">Figure 4. The user-interface of the Vizblocks platform.</span></em><span style="font-size: 16px;"> </span></p></div>
<p><span lang="EN">Vizblocks currently has eight visualizations, featuring many of the graphical representations concurrent in the math syllabus. As students are actively engaged in the construction process, they naturally become more conscious of key details of such graphs. For the teacher concerned about pedagogical support, Vizblocks also comes complete with teaching materials such as instructional slides and accompanying worksheets. </span></p>
<h1><span lang="EN">Conclusion</span></h1>
<p><span lang="EN">Taking a step back, you may be wondering (like we had), “Isn’t CT what we have been trying to do in problem-solving all along?” Indeed, there are strong parallels between CT and mathematical thinking, but with the distinguishing feature of computability, making for an authentic learning context. </span></p>
<p><span lang="EN">If you are a math educator, we hope you are walking away a tad more inspired, and ever slightly more convinced on the importance of CT.</span></p>
<p><strong><span lang="EN">References</span></strong></p>
<p><span lang="EN">Aho, A. V. (2012). Computation and computational thinking. <i>The computer journal, 55</i>(7), </span><span lang="EN">832-835. </span></p>
<p><span lang="EN">Chang, J. & Guo, S. (2021). SWOT Analysis and Strategy of Unplugged Activities to Localize STEM Courses in Rural Schools. <i>Proceedings of the 5th APSCE International Computational Thinking and STEM in Education Teachers Forum (CTE-STEM).</i> Singapore: National Institute of Education.</span></p>
<p><span lang="EN">Ching, T. J. Y., & Wadhwa, B. (2021). VizBlocks: A Data Visualization Literacy Education Tool. <i>Proceedings of the 5th APSCE International Computational Thinking and STEM in Education Teachers Forum (CTE-STEM). </i> Singapore: National Institute of Education.</span></p>
<p><span lang="EN">Gilbert, J. K. (2005). Visualization: A metacognitive skill in science and science education. In </span><i><span lang="EN">Visualization in science education</span></i><span lang="EN"> (pp. 9-27). Springer, Dordrecht.</span></p>
<p><span lang="EN">Grover, S., & Pea, R. (2013). Computational thinking in K–12: A review of the state of the field. </span><i><span lang="EN">Educational researcher, 42</span></i><span lang="EN">(1), 38-43.</span></p>
<p><span lang="EN">Grover, S., & Pea, R. (2018). Computational thinking: A competency whose time has come. </span><i><span lang="EN">Computer science education: Perspectives on teaching and learning in school</span></i><span lang="EN">, 19.</span></p>
<p><span lang="EN">Ho, W. K. (2021). <i>Computational Thinking Through the Lens of a Mathematics Educator</i>. Keynote presented at the 5th APSCE International Computational Thinking and STEM in Education Teachers Forum (CTE-STEM), Singapore.</span></p>
<p><span lang="EN">Lee, I., Grover, S., Martin, F., Pillai, S., & Malyn-Smith, J. (2020). Computational thinking from a </span><span lang="EN">disciplinary perspective: Integrating computational thinking in K-12 science, technology, engineering, and mathematics education.<i> Journal of Science Education and Technology</i>, 29(1), 1-8.</span></p>
<p><span lang="EN">Lee, T. Y. S., Tang, W. Q. J. & Pang, H. T. R. (2021). Computational Thinking in the Mathematics Classroom. <i>Proceedings of the 5th APSCE International Computational Thinking and STEM in Education Teachers Forum (CTE-STEM). </i> Singapore: National Institute of Education.</span></p>
<p><span lang="EN">Martin, F. (2018). Rethinking computational thinking. <i>CSTA-The Advocate.</i></span></p>
<p><span lang="EN">Mulyanto, A., Wisnubhadra, I. & Liem, I. (2021). Bebras Challenge and PANDAI Movement: </span><span lang="EN">Introducing Computational Thinking To K-12 Teachers in Indonesia. <i>Proceedings of the 5th APSCE International Computational Thinking and STEM in Education Teachers Forum (CTE-STEM).</i> Singapore: National Institute of Education.</span></p>
<p><span lang="EN">Palaparthi, P (2021). Computational Thinking Implementation in Schools – An Experience with </span><span lang="EN">Rural Welfare Schools in India. <i>Proceedings of the 5th APSCE International Computational Thinking and STEM in Education Teachers Forum (CTE-STEM). </i> Singapore: National Institute of Education.</span></p>
<p><span lang="EN">Peel, A., Dabholkar, S., Wu, S., Horn, M.S., Wilensky, U. (2021). An Evolving Definition of </span><span lang="EN">Computational Thinking in Science and Mathematics Classrooms. <i>Proceedings of the 5th APSCE International Computational Thinking and STEM in Education (CTE-STEM)</i>.</span></p>
<p><span lang="EN">Wilensky, U., & Reisman, K. (2006). Thinking like a wolf, a sheep, or a firefly: Learning biology </span><span lang="EN">through constructing and testing computational theories—an embodied modeling approach. <i>Cognition and instruction, 24</i>(2), 171-209.</span></p>
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<title>ST73 Guest Editor’s Note</title>
<link>https://singteach.nie.edu.sg/2020/07/06/issue73-editorialnote/?utm_source=rss&utm_medium=rss&utm_campaign=issue73-editorialnote</link>
<dc:creator><![CDATA[singteach]]></dc:creator>
<pubDate>Mon, 06 Jul 2020 07:53:00 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 73 jun 2020]]></category>
<category><![CDATA[Guest editor's note]]></category>
<category><![CDATA[STEM education]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=14272</guid>
<description><![CDATA[Is STEM the Future of Education? Being educators, we are constantly surrounded by young people whose potentials are […]]]></description>
<content:encoded><![CDATA[<div id="attachment_14318" style="width: 287px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-14318" loading="lazy" class="wp-image-14318 size-medium" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_Editorial_3-1-277x300.jpg" alt="" width="277" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_Editorial_3-1-277x300.jpg 277w, https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_Editorial_3-1-946x1024.jpg 946w, https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_Editorial_3-1-768x832.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_Editorial_3-1-1419x1536.jpg 1419w, https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_Editorial_3-1-1892x2048.jpg 1892w" sizes="(max-width: 277px) 100vw, 277px" /><p id="caption-attachment-14318" class="wp-caption-text">Guest Editor Dr Michael Tan from the Office of Education Research at NIE</p></div>
<h1>Is STEM the Future of Education?</h1>
<p><span data-contrast="none">Being educators, we are constantly surrounded by young people whose potentials are unforeseeable. As a result, we embrace change, are highly adaptable and always celebrate the new despite the challeng</span><span data-contrast="none">es that come with them. </span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="none">However, we should also remind ourselves to take a step back every once in a while to look at and understand whether these changes are actually improvements. As we welcome the new, we should also remember not to get overly distracted by “more, faster, cheaper”, and ignore truth, beauty and wisdom. </span><span data-contrast="none">And so it is with Science, Technology, Engineering, Mathematics (STEM) education – with the proliferation of shiny new technologies, with new artefacts, new furniture, new paint – it may be useful for us is to take a brief respite from the busyness and think about what we are doing. </span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="none">Yes, STEM is </span><i><span data-contrast="none">a</span></i><span data-contrast="none"> future for education. But we must not forget the lessons we have learnt from the past. Incorporating ICT tools in education went from forgettable attempts in the earlier days till today’s better examples. </span><span data-contrast="none">Today, few of us can consider not using some form of ICT tool in our teaching. </span><span data-contrast="none">The recent interesting times of extended Home-Based Learning has made streaming stars of all of us. Crucially, we should remember that “schools” and “ICT tools” no longer feel like a strange juxtaposition like it did in the past. </span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="none">If we think about things we take for granted today, can we imagine how school might be different in the future if we continue on our current tentative steps forward? Would schools </span><i><span data-contrast="none">improve</span></i><span data-contrast="none"> if we remove disciplinary silos (in </span><span data-contrast="none">favour</span><span data-contrast="none"> of inter- and trans-</span><span data-contrast="none">disciplinarity</span><span data-contrast="none">), recitation style assessments (in </span><span data-contrast="none">favour</span><span data-contrast="none"> of performance-based assessments) and industrial logic (in </span><span data-contrast="none">favour</span><span data-contrast="none"> of </span><i><span data-contrast="none">wisdom</span></i><span data-contrast="none"> guiding educational decisions)? </span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="none">If we are to be truly future-</span><span data-contrast="none">centred</span><span data-contrast="none">, we really should widen our imagination to consider paths not currently taken. Yes, not everyone will be ready. Yes, few of us are even sure we know what we are doing. Yes, there is much work to be done, but that is precisely why we signed up for this job, isn’t it?</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><a href="https://www.nie.edu.sg/profile/tan-lip-thye-michael" target="_blank" rel="noopener noreferrer"><i><span data-contrast="none">Dr Michael Tan</span></i></a><br />
<i><span data-contrast="none">Research Scientist</span></i><br />
<a href="https://www.nie.edu.sg/research/research-offices/office-of-education-research" target="_blank" rel="noopener noreferrer"><i><span data-contrast="none">Office of Education Research</span></i><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></a></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&utm_medium=rss&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[21st century competencies]]></category>
<category><![CDATA[The Big Idea]]></category>
<category><![CDATA[Science education]]></category>
<category><![CDATA[Maker education]]></category>
<category><![CDATA[Makerspaces]]></category>
<category><![CDATA[STEM 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 […]]]></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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p align="LEFT">
<div class="shortcode-block-quote-center" style="color:#999999">
<p align="LEFT">“<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">.”</span></p>
<p align="LEFT"><em>– <strong>Michael </strong>explains how the different interpretations of STEM can offer educators more autonomy and professionalism in STEM instruction<br />
</em></p>
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<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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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="{"201341983":0,"335559739":160,"335559740":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>Igniting Joy and Creativity in Classrooms</title>
<link>https://singteach.nie.edu.sg/2020/07/06/issue73-classroom/?utm_source=rss&utm_medium=rss&utm_campaign=issue73-classroom</link>
<dc:creator><![CDATA[singteach]]></dc:creator>
<pubDate>Mon, 06 Jul 2020 07:49:29 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 73 jun 2020]]></category>
<category><![CDATA[Motivation]]></category>
<category><![CDATA[Classroom engagement]]></category>
<category><![CDATA[Maker education]]></category>
<category><![CDATA[Makerspaces]]></category>
<category><![CDATA[STEM education]]></category>
<category><![CDATA[Classroom Perspectives]]></category>
<category><![CDATA[Creativity]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=14230</guid>
<description><![CDATA[Do you remember that sense of accomplishment you felt as a child when you built your very first […]]]></description>
<content:encoded><![CDATA[<p><strong><i>Do you remember that sense of accomplishment you felt as a child when you built your very first </i>LEGO<i> model? The sheer joy and satisfaction from the activity just makes you want to share your masterpiece with the world. Imagine if those same feelings can be replicated in classrooms today. What would it take to change the way teachers teach for that to happen and how would it change the way students learn if it happens? A team of teachers from <a href="https://www.shps.moe.edu.sg/" target="_blank" rel="noopener noreferrer">St Hilda’s Primary School</a> shares how they do it in the </i><i>Hildan’s</i><i> classrooms</i> <i>through constructivist learning activities.</i> </strong></p>
<h1>Intrinsic Motivation to Learn</h1>
<p><span data-contrast="auto">Being in a time-constrained environment, the focus in most classrooms today tends to be placed on academic learning. But for one team of teachers from <a href="https://www.shps.moe.edu.sg/" target="_blank" rel="noopener noreferrer">St Hilda’s Primary School</a>, sparking that joy of learning and nurturing creativity in their students constantly remains their priority. </span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">Consisting of </span><span data-contrast="auto">a team of teachers from</span><span data-contrast="auto"> different disciplines co-led</span><span data-contrast="auto"> by </span><a href="https://www.shps.moe.edu.sg/our-programmes/departments/science" target="_blank" rel="noopener noreferrer"><span data-contrast="auto">M</span><span data-contrast="auto">rs</span><span data-contrast="auto"> Elaine Wong (Head of Science Department)</span></a><span data-contrast="auto"> and </span><a href="https://www.shps.moe.edu.sg/our-programmes/departments/gifted-education" target="_blank" rel="noopener noreferrer"><span data-contrast="auto">Mr</span><span data-contrast="auto"> Andy Ng </span><span data-contrast="auto">(Head of Gifted Education </span><span data-contrast="auto">Programme</span><span data-contrast="auto">)</span></a><span data-contrast="auto">, the team strongly believes that it is crucial to imbue in their students an intrinsic desire to learn. They hope to do so through student-centric pedagogy that fosters positive values and mindsets in students.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">“In a world where knowledge and skills are made obsolete rapidly, the only way to have future-ready students is to imbue in them a strong desire to learn,” Elaine shares. “So when then-Minister for Education Ng Chee Meng spoke about joy of learning in 2017, it struck a chord in us.” Elaine believes that when a child sees joy in learning, he or she will be intrinsically motivated to constantly seek new knowledge.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">So how can teachers inculcate a love for learning in students? For Elaine and her team, the answer lies in the concept of makerspace. </span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<div id="attachment_14235" style="width: 530px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-14235" loading="lazy" class="wp-image-14235" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_ClassroomPerspectives_StHilda.jpg" alt="" width="520" height="291" /><p id="caption-attachment-14235" class="wp-caption-text">The team behind the <em>Hildan Playscape</em>: Jasjit, Gina Ow, Jasmine David, Elaine Wong, Jeline Tan, Daniel Ng, Dan Tan, Andy Ng.</p></div>
<h1>Making Way for a Landscape of Play</h1>
<p><span data-contrast="auto">“‘Making’ is a form of play, which is a means to foster a joy of learning and entrepreneurial dare in children,” </span><span data-contrast="auto">Andy </span><span data-contrast="auto">explains the idea of makerspace. “But if ‘play’ only resides in a physical space, its impact on learning is limited.” </span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">As such, the team envisions more than just a space but a </span><i><span data-contrast="auto">spirit</span></i><span data-contrast="auto"> of play that starts from the physical space and spreads to other spaces: the classroom, staff room, and then into the hearts, heads and hands of students and teachers, forming a landscape of play at St Hilda’s.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">“Makerspace is about creating an environment for students to engage in constructivist learning activities,”</span><span data-contrast="auto"> Andy</span><span data-contrast="auto"> adds. It is a space where students use available resources to create tangible artefacts and, in the process, nurture intangible qualities such as creativity, resilience and the joy of learning,” </span><span data-contrast="auto">Andy </span><span data-contrast="auto">adds.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">With a strong leadership support, the team creates the </span><a href="https://www.shps.moe.edu.sg/key-programmes/hildan-playscape" target="_blank" rel="noopener noreferrer"><i><span data-contrast="auto">Hildan</span></i> <i><span data-contrast="auto">Playscape</span></i></a><span data-contrast="auto"> with confidence that the spirit of playing and making within it can and will spread further beyond that physical space itself.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<h1>The Hildan Playscape</h1>
<div class="shortcode-block-quote-right" style="color:#999999">
<p>“<span data-contrast="auto">Development of growth mindset, and a tolerance for risk and failure are valuable characteristics that we see students developing slowly. The students also seem more inquisitive and more motivated of their own learning</span>.”</p>
<p><em><strong><span class="st">–</span> Elaine</strong>, on the positive impact constructivist activities have on students</em></p>
</div>
<p><span data-contrast="auto">Today, a room filled with students building <em>LEGO</em> models, creating straw sculptures and tinkering on iPads is a common sight at St Hilda’s. </span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">Elaine notices that when students are fully immersed in their constructivist activities, they are less averse to failure and start to have an appetite for risk. “Development of growth mindset, and a tolerance for risk and failure are valuable characteristics that we see students developing slowly,” she shares. “The students also seem more inquisitive and more motivated in their own learning.”</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">The </span><i><span data-contrast="auto">Hildan</span></i> <i><span data-contrast="auto">Playscape</span></i><span data-contrast="auto"> is not just a fringe activity for students to participate in during their free time. It is a whole-school movement that challenges the conventional ways of teaching to inspire learning. With this aspiration, the team takes small, intentional steps to integrate </span><i><span data-contrast="auto">Playscape</span></i><i><span data-contrast="auto"> Activities</span></i><span data-contrast="auto"> into the classrooms and the school’s curriculum. </span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<h1>A Whole-School Approach</h1>
<p><span data-contrast="auto">Through a ground-up approach to ensure that their action plans are effective and sustainable for the school, a multi-discipline team brainstorms on how to include play in their respective subject lessons. The team will then try out these ideas in their respective classrooms and adjust accordingly as they progress.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">After </span><span data-contrast="auto">rigorous</span><span data-contrast="auto"> testing, the ideas are infused into level </span><span data-contrast="auto">programmes</span><span data-contrast="auto">. “The infusion process allows the team to assess if both the </span><span data-contrast="auto">rigour</span><span data-contrast="auto"> of the subject’s learning objective and the intent of learning through play strike a balance. At this stage, the team will start to train and mentor teachers who are not familiar with implementing </span><i><span data-contrast="auto">Playscape</span></i><i><span data-contrast="auto"> Activities</span></i><span data-contrast="auto"> in their lessons.” </span><span data-contrast="auto">Andy </span><span data-contrast="auto">explains</span><span data-contrast="auto">. </span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">Once the infused lessons achieve the subject’s learning objectives, the team integrates these ideas into the school’s scheme of work. This is when teachers from the various departments will work together and integrate the </span><i><span data-contrast="auto">Playscape</span></i><i><span data-contrast="auto"> Activities</span></i><span data-contrast="auto"> into the school’s curriculum for future implementation. </span></p>
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<div class="message-box-title">Playing All Time, Every Time</div>
<div class="message-box-content">
<p><span data-contrast="auto">As part of St Hilda’s Primary School’s whole-school effort to inculcate the spirit of making and playing, </span><i><span data-contrast="auto">Playscape</span></i><i><span data-contrast="auto"> Activities</span></i><span data-contrast="auto"> (constructivist learning activities) are implemented during recess, and in classes and occasional interest group projects. Students are always encouraged to participate in both structured and unstructured play with resources that are readily available in school.</span><span data-ccp-props="{"201341983":0,"335559738":240,"335559740":360}"> </span></p>
<p><span data-contrast="auto">The team of teachers behind it had also set up physical spaces to conduct structured subject-based activities, such as </span><i><span data-contrast="auto">ArtsWork</span></i><i><span data-contrast="auto">!</span></i><span data-contrast="auto">,</span> <i><span data-contrast="auto">Science Alive!</span></i> <span data-contrast="auto">and</span> <i><span data-contrast="auto">Maths</span></i><i><span data-contrast="auto"> Play!.</span></i><span data-contrast="auto"> There are also opportunities for students to engage in unstructured play with materials such as </span><i><span data-contrast="auto">Strawbees</span></i><span data-contrast="auto">, </span><i><span data-contrast="auto">Quirkbots</span></i><span data-contrast="auto"> and </span><i><span data-contrast="auto">LEGO</span></i><span data-contrast="auto">. </span><span data-ccp-props="{"201341983":0,"335559738":240,"335559740":360}"> </span></p>
<p><span data-contrast="auto">Back in the classrooms, </span><i><span data-contrast="auto">Playscape</span></i><i><span data-contrast="auto"> Activities</span></i><span data-contrast="auto"> are also incorporated into subjects like Mathematics, Science, Art, National Education, and Character and Citizenship Education. These learning experiences help to foster a joy of learning in students through fun and engaging hands-on activities.</span><span data-ccp-props="{"201341983":0,"335559738":240,"335559740":360}"> </span></p>
<p><span data-contrast="auto">The team also piloted projects such as the </span><i><span data-contrast="auto">Changemaker</span></i><i><span data-contrast="auto"> Projects</span></i><span data-contrast="auto"> and </span><i><span data-contrast="auto">Hildan</span></i><i><span data-contrast="auto"> Design</span></i> <i><span data-contrast="auto">Challenge</span></i><span data-contrast="auto"> in the school that encourage students who are interested in coding or micro-bits to learn these skills and apply them to solve various problems.</span><span data-ccp-props="{"201341983":0,"335559738":240,"335559740":360}"> </span></p>
</div>
</div>
<h1>Benefits of Playscape</h1>
<p><span data-contrast="auto">In the pursuit of fostering the joy of learning in students through play, the implementation of </span><i><span data-contrast="auto">Playscape</span></i><span data-contrast="auto"> also brings about other benefits. </span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">At the individual level, it provides opportunities for students to pick up new skills and take ownership of their learning. “St Hilda’s Primary’s own version of makerspace is a space and an outlet for our students to fuel engagement, curiosity and creativity and at the same time, experiment, take risks and play with their own ideas,” Elaine shares.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">From the perspective of an educator, the </span><i><span data-contrast="auto">Hildan</span></i> <i><span data-contrast="auto">Playscape</span></i><span data-contrast="auto"> creates a personalized avenue for students to learn in their own preferred way and pace. This flexibility allows teachers to better cater to the needs of multiple intelligences within the classroom. </span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">“Students also develop a maker mindset through the different </span><span data-contrast="auto">Hildan</span><span data-contrast="auto"> School Distinctive modules introduced at various levels,” Elaine adds. “Students engage in coding, use design thinking and maker pedagogy to solve real life problems, underpinned by attributes such as resourcefulness, and a willingness to collaborate and share expertise and experiences.”</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">Through all these, the </span><i><span data-contrast="auto">Playscape</span></i> <span data-contrast="auto">team hopes that students in St Hilda’s Primary will become the agents of their own learning and the change makers of tomorrow.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<div class="message-box-wrapper yellow">
<div class="message-box-title">The Hildan Playscape</div>
<div class="message-box-content">
<p>At the <em>Hildan Playscape</em>, five learning zones were set up to promote the Innovation, Inquisitiveness and Interconnection through an interdisciplinary thematic approach. The five learning spaces are listed below.</p>
<ul>
<li><strong>Tinkerbox</strong>: In <em>Tinkerbox</em>, students are encouraged to explore and tinker with their ideas with <em>LEGO </em>bricks and <em>Strawbees.</em></li>
<li><strong>ACTS Think Tank: </strong>This space has a mini-library with books to help trigger ideas and imaginations and facilitate creative group discussions.</li>
<li><strong>Tech Lab: </strong>Students in this futuristic-looking learning space have access to the latest digital technologies such as iPads, 3D printers, programmable robots, micro-controllers to inspire learning.</li>
<li><strong>Makerspace: </strong>Students receive tools to engage in hands-on activities such as creating an artefact and prototypes in this space.</li>
<li><strong>One Button Studio: </strong>Students can engage in journalism and video-creation in this audio-visual</li>
</ul>
</div>
</div>
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<title>Strengthening STEM Instruction through Student-Centred Approaches</title>
<link>https://singteach.nie.edu.sg/2020/07/06/issue73-research/?utm_source=rss&utm_medium=rss&utm_campaign=issue73-research</link>
<dc:creator><![CDATA[singteach]]></dc:creator>
<pubDate>Mon, 06 Jul 2020 07:48:37 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 73 jun 2020]]></category>
<category><![CDATA[Creative thinking]]></category>
<category><![CDATA[STEM education]]></category>
<category><![CDATA[Student-centred approaches]]></category>
<category><![CDATA[21st century competencies]]></category>
<category><![CDATA[Inquiry-based learning]]></category>
<category><![CDATA[Research in Action]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=14244</guid>
<description><![CDATA[Science, Technology, Engineering and Mathematics (STEM) education, an interdisciplinary approach to learning and teaching, plays a critical role […]]]></description>
<content:encoded><![CDATA[<p><strong><i>Science, Technology, Engineering and Mathematics</i><i> (STEM) </i><i>education</i><i>, </i><i>an interdisciplinary approach to learning and teaching</i><i>, </i><i>plays a critical role in fostering 21</i><i>st</i><i> century skills such as critical thinking, collaboration, communication and creativity. </i><i>H</i><i>ow </i><i>can teachers sharpen their tools and widen their strategies </i><i>in</i><i> teach</i><i>ing</i><i> STEM subjects more efficiently in the classroom? </i>SingTeach<i> talks to</i> <i>a</i><i>n associate professor</i><i> from <a href="https://www.nie.edu.sg/" target="_blank" rel="noopener noreferrer">NIE</a></i><i>, </i><a href="https://www.nie.edu.sg/profile/tan-aik-ling" target="_blank" rel="noopener noreferrer"><i>Tan </i><i>Aik</i> </a><i><a href="https://www.nie.edu.sg/profile/tan-aik-ling" target="_blank" rel="noopener noreferrer">Ling</a>, </i><i>on her latest</i><i> rese</i><i>a</i><i>rch study</i><i> that compares students’ learning experiences when engaging in problem-centric and solution-centric STEM activities.</i></strong><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">According to the U</span><span data-contrast="auto">.</span><span data-contrast="auto">S</span><span data-contrast="auto">.</span><span data-contrast="auto"> Bureau </span><span data-contrast="auto">of</span><span data-contrast="auto"> Labor Statistics, there were 8.6 million </span><span data-contrast="auto">science, technology, engineering and mathematics (STEM)</span><span data-contrast="auto"> jobs in the </span><span data-contrast="auto">country</span><span data-contrast="auto"> in 2015</span><span data-contrast="auto"> (U.S. Bureau of Labor Statistics, 2017)</span><span data-contrast="auto">. </span><span data-contrast="auto">STEM employment is also predicted to rise</span><span data-contrast="auto"> in the United States</span><span data-contrast="auto"> by about 13% between 2012 and 2022 (U.S. Bureau of Labor Statistics, 2014). </span><span data-contrast="auto">In </span><span data-contrast="auto">Singapore</span><span data-contrast="auto">,</span> <span data-contrast="auto">the </span><span data-contrast="auto">demand for STEM graduates </span><span data-contrast="auto">is</span> <span data-contrast="auto">expected </span><span data-contrast="auto">to grow.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">“</span><span data-contrast="auto">A</span><span data-contrast="auto"> similar trend will </span><span data-contrast="auto">also </span><span data-contrast="auto">likely </span><span data-contrast="auto">be </span><span data-contrast="auto">seen</span><span data-contrast="auto"> in Singapore,” says </span><span data-contrast="auto">Associate Professor Tan </span><span data-contrast="auto">Aik Ling</span><span data-contrast="auto">,</span><span data-contrast="auto"> who is also one of the founding members of <a href="https://www.nie.edu.sg/meristem" target="_blank" rel="noopener noreferrer">meriSTEM</a></span><a href="https://www.nie.edu.sg/meristem" target="_blank" rel="noopener noreferrer"><span data-contrast="auto">@NIE</span></a><span data-contrast="auto">, a</span><span data-contrast="auto"> STEM</span> <span data-contrast="auto">education research centre</span><span data-contrast="auto"> in NIE</span><span data-contrast="auto">. “</span><span data-contrast="auto">It is a given that the jobs of the future will be integrally STEM driven. </span><span data-contrast="auto">Hence, i</span><span data-contrast="auto">t is important</span> <span data-contrast="auto">to not only provide</span><span data-contrast="auto">,</span> <span data-contrast="auto">but</span> <span data-contrast="auto">also improve STEM education.”</span></p>
<h1><img loading="lazy" class="alignright wp-image-14259 size-medium" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_Research_TanAikLing-1-200x300.jpg" alt="" width="200" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_Research_TanAikLing-1-200x300.jpg 200w, https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_Research_TanAikLing-1.jpg 621w" sizes="(max-width: 200px) 100vw, 200px" />Closing the Gap in STEM Education</h1>
<p><span data-contrast="auto">C</span><span data-contrast="auto">urrent</span><span data-contrast="auto"> integrated STEM education</span><span data-contrast="auto">, however</span><span data-contrast="auto">,</span><span data-contrast="auto"> remains fragmented. </span><span data-contrast="auto">Aik Ling points out </span><span data-contrast="auto">that</span><span data-contrast="auto"> there are gaps in the areas of designing and teaching of STEM education programmes</span><span data-contrast="auto">.</span> <span data-contrast="auto">S</span><span data-contrast="auto">he emphasizes the</span> <span data-contrast="auto">need for </span><span data-contrast="auto">an evidence-</span><span data-contrast="auto">informed</span> <span data-contrast="auto">approach </span><span data-contrast="auto">to</span> <span data-contrast="auto">address </span><span data-contrast="auto">th</span><span data-contrast="auto">e</span><span data-contrast="auto"> problem</span><span data-contrast="auto">.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">“</span><span data-contrast="auto">My</span> <span data-contrast="auto">research study </span><span data-contrast="auto">aims</span><span data-contrast="auto"> to close the knowledge gaps in this area. One of </span><span data-contrast="auto">its</span> <span data-contrast="auto">main objectives </span><span data-contrast="auto">is to </span><span data-contrast="auto">collect data on the different experiences that each student faces </span><span data-contrast="auto">as they engage with </span><span data-contrast="auto">integrated </span><span data-contrast="auto">STEM activities in the classroom</span><span data-contrast="auto">. We </span><span data-contrast="auto">focus on</span><span data-contrast="auto"> three key aspects</span><span data-contrast="auto">:</span> <i><span data-contrast="auto">questioning</span></i><span data-contrast="auto">, </span><i><span data-contrast="auto">argumentation</span></i><span data-contrast="auto"> and </span><i><span data-contrast="auto">creative thinking</span></i><span data-contrast="auto">,” she explains.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="none">Involving</span><span data-contrast="none"> lower secondary classes from</span><span data-contrast="none"> three secondary schools</span><span data-contrast="none">, </span><span data-contrast="none">Aik Ling adds</span><span data-contrast="none"> that</span><span data-contrast="none"> t</span><span data-contrast="none">he activities are carried out under specific conditions</span><span data-contrast="none">.</span></p>
<p><span data-contrast="none">“</span><span data-contrast="none">Each school will have o</span><span data-contrast="none">ne class experienc</span><span data-contrast="none">ing</span><span data-contrast="none"> the curriculum starting with a problem (problem-centric)</span><span data-contrast="none"> and another </span><span data-contrast="none">class </span><span data-contrast="none">which </span><span data-contrast="none">will </span><span data-contrast="none">be </span><span data-contrast="none">experien</span><span data-contrast="none">cing</span><span data-contrast="none"> the curriculum starting with a solution (solution-centric)</span><span data-contrast="none">.</span><span data-contrast="none">”</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">The problem-centric </span><span data-contrast="auto">classroom will have students studying and solving a problem, for example, traffic congestion at a junction while the </span><span data-contrast="auto">solution-centric </span><span data-contrast="auto">classroom will begin with a </span><span data-contrast="auto">solution, for example, an intelligent traffic light. Both of these teaching </span><span data-contrast="auto">approaches </span><span data-contrast="auto">go beyond the memorization of content and </span><span data-contrast="auto">place students at the centre of the learning process.</span></p>
<p><span data-contrast="auto">So how does applying these inquiry-based learning </span><span data-contrast="auto">approaches</span><span data-contrast="auto"> help </span><span data-contrast="auto">equip </span><span data-contrast="auto">students </span><span data-contrast="auto">with 21st century competencies?</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<h1>Nurturing STEM Skills</h1>
<p><span data-contrast="none">Aik Ling shares some preliminary observations</span><span data-contrast="none">: </span><span data-contrast="none">“The two different approaches – </span><span data-contrast="none">problem-centric and solution-centric – </span><span data-contrast="none">show that the learning experiences of students</span><span data-contrast="none">,</span> <span data-contrast="none">in terms of their</span> <span data-contrast="none">questioning, argumentation and creative thinking, </span><span data-contrast="none">would be different</span><span data-contrast="none">.”</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">“A problem-centric integrated STEM activity will afford more divergent learning experiences for students as there could be multiple solutions suggested for a specific problem</span><span data-contrast="auto">. The array of possible solutions offered will enable the development of skills such as critical evaluation and negotiation</span><span data-contrast="auto">.</span><span data-contrast="auto">”</span></p>
<p><span data-contrast="auto">In comparison, a solution-centric integrated STEM activity</span><span data-contrast="auto">, in which the students deconstruct the solution,</span> <span data-contrast="auto">provides limited opportunities for students to generate alternative ideas, critique and negotiate ideas. </span><span data-contrast="auto">T</span><span data-contrast="auto">he learning outcomes</span><span data-contrast="auto">, however,</span> <span data-contrast="auto">will be</span><span data-contrast="auto"> more focused and specific, and will likely lead to better conceptual learning.</span></p>
<p><span data-contrast="auto">“</span><span data-contrast="auto">The</span><span data-contrast="auto"> data gathered at this stage on the</span><span data-contrast="auto"> different learning experiences and outcomes of the students </span><span data-contrast="auto">give us an indication of how </span><span data-contrast="auto">teachers </span><span data-contrast="auto">should </span><span data-contrast="auto">prepare </span><span data-contrast="auto">when planning</span><span data-contrast="auto"> STEM activities in the classroom</span><span data-contrast="auto">,” Aik Ling says.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">For example, w</span><span data-contrast="auto">hen</span><span data-contrast="auto"> carrying out a problem-centric integrated STEM activity, teachers will need to be versatile and </span><span data-contrast="auto">prepared</span><span data-contrast="auto"> to handle novel and unexpected solutions. In contrast</span><span data-contrast="auto">, </span><span data-contrast="auto">when facilitating a solution-centric STEM activity, </span><span data-contrast="auto">teachers </span><span data-contrast="auto">will </span><span data-contrast="auto">have the benefit of </span><span data-contrast="auto">be</span><span data-contrast="auto">ing</span><span data-contrast="auto"> able </span><span data-contrast="auto">to </span><span data-contrast="auto">accurately map the learning outcomes</span><span data-contrast="auto">.</span></p>
<p><span data-contrast="auto">E</span><span data-contrast="auto">ducators</span><span data-contrast="auto"> are encourage</span><span data-contrast="auto">d</span><span data-contrast="auto"> to</span><span data-contrast="auto"> keep all of th</span><span data-contrast="auto">e</span><span data-contrast="auto">se factors in mind</span><span data-contrast="auto"> w</span><span data-contrast="auto">hen designing integrated STEM activities</span><span data-contrast="auto">. </span><span data-contrast="auto">“</span><span data-contrast="auto">Using what we have observed in the classroom, we are also generating the key features that define a STEM classroom so as to further facilitate teachers’ planning and reflection</span><span data-contrast="auto">,” </span><span data-contrast="auto">adds</span><span data-contrast="auto"> Aik Ling.</span></p>
<p align="LEFT">
<div class="shortcode-block-quote-center" style="color:#999999">
<p align="LEFT">“<span data-contrast="none">The two different approaches – </span><span data-contrast="none">problem centric and solution centric – </span><span data-contrast="none">show that the learning experiences of students</span><span data-contrast="none">,</span> <span data-contrast="none">in terms of their</span> <span data-contrast="none">questioning, argumentation and creative thinking, </span><span data-contrast="none">would be different</span>.”</p>
<p align="LEFT"><em>– <strong>Aik Ling </strong>shares some preliminary observations</em></p>
<p align="LEFT"></div>
</p>
<h1>The Future of STEM Education</h1>
<p><span data-contrast="auto"> </span><span data-contrast="auto">“When given the room and opportunity,</span><span data-contrast="auto"> we find that the students are extremely divergent</span><span data-contrast="auto"> and enjoy generating creative solutions to the problems presented,” she shares.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">Even though</span><span data-contrast="auto"> teachers find it challenging to </span><span data-contrast="auto">set aside </span><span data-contrast="auto">time within the curriculum </span><span data-contrast="auto">for</span><span data-contrast="auto"> STEM </span><span data-contrast="auto">programmes, they are focusing on the pos</span><span data-contrast="auto">i</span><span data-contrast="auto">tives. </span><span data-contrast="auto">“Teachers are excited about being involved with STEM activities</span><span data-contrast="auto"> as t</span><span data-contrast="auto">hey see value in exposing their students to complex, persistent and extended problem-solving</span><span data-contrast="auto">,</span><span data-contrast="auto">”</span><span data-contrast="auto"> she adds.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">The positive feedback has been encouraging but Aik Ling </span><span data-contrast="auto">admits that more </span><span data-contrast="auto">can be done</span> <span data-contrast="auto">for</span><span data-contrast="auto"> STEM education in Singapore. </span><span data-contrast="auto">In line with meriSTEM@NIE’s future plans, </span><span data-contrast="auto">Aik Ling’s</span><span data-contrast="auto"> project is a stepping stone to nurturing, developing and refining </span><span data-contrast="auto">STEM learning </span><span data-contrast="auto">and</span><span data-contrast="auto"> teaching in Singapore and beyond.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto"> </span><span data-contrast="auto">“</span><span data-contrast="auto">In the short term, </span><span data-contrast="auto">meriSTEM@NIE</span><span data-contrast="auto"> hope</span><span data-contrast="auto">s</span><span data-contrast="auto"> to generate sufficient research evidence to inform </span><span data-contrast="auto">integrated </span><span data-contrast="auto">STEM education in Singapore and in Asia. In the long term, we hope to develop </span><span data-contrast="auto">the organization</span><span data-contrast="auto"> into a ‘go-to’ centre for </span><span data-contrast="auto">integrated </span><span data-contrast="auto">STEM</span><span data-contrast="auto"> education</span><span data-contrast="auto"> international</span><span data-contrast="auto">l</span><span data-contrast="auto">y</span><span data-contrast="auto">,</span><span data-contrast="auto">”</span><span data-contrast="auto"> she says.</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><strong>References</strong></p>
<p><span data-contrast="auto">U.S. Bureau of Labor Statistics. (2014). </span><i><span data-contrast="auto">STEM 101: Intro to tomorrow’s jobs</span></i><span data-contrast="auto">. Retrieved from</span> <span data-contrast="none">https://www.bls.gov/careeroutlook/2014/spring/art01.pdf</span><span data-ccp-props="{"201341983":0,"335559739":160,"335559740":360}"> </span></p>
<p><span data-contrast="auto">U.S. Bureau of Labor Statistics. (2017). </span><i><span data-contrast="auto">STEM Occupations: Past, Present, And Future</span></i><span data-contrast="auto">. Retrieved from </span><span data-contrast="none">https://www.bls.gov/spotlight/2017/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future/pdf/science-technology-engineering-and-mathematics-stem-occupations-past-present-and-future.pdf</span></p>
]]></content:encoded>
</item>
<item>
<title>The Value of Creativity in Interdisciplinary Learning</title>
<link>https://singteach.nie.edu.sg/2020/07/06/issue73-people/?utm_source=rss&utm_medium=rss&utm_campaign=issue73-people</link>
<dc:creator><![CDATA[singteach]]></dc:creator>
<pubDate>Mon, 06 Jul 2020 07:46:18 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 73 jun 2020]]></category>
<category><![CDATA[21st century competencies]]></category>
<category><![CDATA[Experiential learning]]></category>
<category><![CDATA[Holistic education]]></category>
<category><![CDATA[Maker education]]></category>
<category><![CDATA[Makerspaces]]></category>
<category><![CDATA[Creative thinking]]></category>
<category><![CDATA[STEM education]]></category>
<category><![CDATA[People]]></category>
<category><![CDATA[Creativity]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=14283</guid>
<description><![CDATA[How does one do interdisciplinary learning in a manner that nurtures creativity? Associate Professors Yeo Kang Shua and […]]]></description>
<content:encoded><![CDATA[<p><strong><em>How does one do interdisciplinary learning in a manner that nurtures creativity? <a href="https://asd.sutd.edu.sg/people/faculty/yeo-kang-shua" target="_blank" rel="noopener noreferrer">Associate Professors Yeo Kang Shua</a> and <a href="https://asd.sutd.edu.sg/people/faculty/chong-keng-hua" target="_blank" rel="noopener noreferrer">Chong Keng Hua</a>, both from the <a href="https://asd.sutd.edu.sg/" target="_blank" rel="noopener noreferrer">Architecture and Sustainable Design Pillar</a> at <a href="https://www.sutd.edu.sg/" target="_blank" rel="noopener noreferrer">Singapore University of Technology and Design (SUTD)</a>, remind us that architects have long been masters of interdisciplinarity. They draw from diverse resources of knowledge to solve fundamental human problems on the ideal spaces for living, working, and playing. They share with </em>SingTeach<em> how and why the value of creativity is important in their work.</em></strong></p>
<div id="attachment_14381" style="width: 460px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-14381" loading="lazy" class="wp-image-14381" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_People_CheongKengHua-1.jpeg" alt="" width="450" height="253" /><p id="caption-attachment-14381" class="wp-caption-text">Associate Professors Chong Keng Hua (pictured) and Yeo Kang Shua (not pictured) discuss the importance of creativity in education.</p></div>
<h1>Risks in Creativity</h1>
<p>Creativity often involves risk-taking because oftentimes in the process of being creative, outcomes tend to be unpredictable and beyond our expectations. Kang Shua shares that the restoration of the <em>Wak Hai Cheng Bio</em> (Yueh Hai Ching Temple), which was built in the 1820s, was one of his favourite projects to work on.</p>
<p>“One common misconception (that even some of my students have) regarding conservation or preservation is that there is no need for creativity, as the main point of such projects is for the end result to look as if no one has done any treatment to it,” he says.</p>
<p>“In reality, substantial creative thinking and risk-taking are actually required to achieve this.”</p>
<p>Kang Shua elaborates on the considerable risks involved in the restoration project, such as taking down the roof, disassembling the timber structure, repairing it and then replacing it back very carefully.</p>
<p>“There are many unknowns in a restoration project,” says Kang Shua. “In order to mitigate the risks, my team and I studied the building in great detail, sourced for craftsmen overseas and investigated current conservation techniques that are scientific in nature.”</p>
<h1>Learning Spaces to Nurture Creativity</h1>
<p>In Kang Shua’s opinion, a space for students to get creative from tinkering and making things also needs to be able to “tolerate mess”.</p>
<p>“In our contemporary parlance, this would be a makerspace,” he says. “A makerspace is not revolutionary in nature and simply allows students to have their own personal space for their computers, and tabletops to sketch and draw out ideas.”</p>
<p>Keng Hua adds that not only is the physical environment important, but also the sociocultural element of the space.</p>
<p>“As we tend to focus too much on particular skills, we forget that there are mindsets that need to change as well,” he shares. “Students need to learn to be collaborative, adaptive, and resilient – they need to work together with others when the inevitable unforeseeable futures present challenges to their preconceived assumptions.”</p>
<p>For creativity to be nurtured in students, Keng Hua opines that we need to move away from ticking off checklists of a student’s performance and instead, help them to connect the dots to see the connections across disciplinary silos.</p>
<p>Touching on the cultural aspect of the learning environment, Kang Shua says that a space that students can personalize and be at ease in should be provided for. “Students must be given ownership of the spaces,” he shares. “A safe space should be given to them to encourage them to fail, while making sure the system <em>allows</em> them to fail.”</p>
<p>The working world can be unforgiving to failure, and it is in the safe space of schools that learning from failure needs to be nurtured.</p>
<p>“In these spaces, we should also encourage them to experiment, empower them and not bog them down with too many institutional rules,” adds Kang Shua.</p>
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<p align="LEFT">“Students need to learn to be collaborative, adaptive, and resilient – they need to work together with others when the inevitable unforeseeable futures present challenges to their preconceived assumptions.”</p>
<p align="LEFT"><em>– <strong>Keng Hua </strong>on why the sociocultural element of a makerspace is just as important as its physical environment </em></p>
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<h1>Learning for the Future</h1>
<p>More than just learning from words on paper, screens or in soundwaves, students should familiarize themselves with spatial thinking by learning with their hands, bodies and through interaction with things, says Keng Hua.</p>
<p>“I think it is important that students become more familiar with spatial thinking and a more holistic orientation to knowledge,” he says. “The goal is to be able to metaphorically extend these forms of thinking to develop relationships between concepts that have more depth, so that connections can be seen.”</p>
<p>“Connections can become visible when we allow them to occupy an expanded space, outside of a typical linear or even flattened manner of presentation,” he adds.</p>
<p>Kang Shua feels that a culture of experimentation is critical, so as to be able to imagine a problem from different perspectives. His work in architecture allows him to experiment with volumes and shapes, and try out different permutations.</p>
<p>“Critique between peers in the forms of sharing and discussion is also important for improving the quality of ideas,” he shares. “We need to move away from binary ‘right and wrong’ answers, and move towards a fuller understanding of ‘better and worse’, and why.”</p>
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<title>Making Way for Makerspace</title>
<link>https://singteach.nie.edu.sg/2020/07/06/issue73-intheirownwords/?utm_source=rss&utm_medium=rss&utm_campaign=issue73-intheirownwords</link>
<dc:creator><![CDATA[singteach]]></dc:creator>
<pubDate>Mon, 06 Jul 2020 07:22:22 +0000</pubDate>
<category><![CDATA[Issues]]></category>
<category><![CDATA[issue 73 jun 2020]]></category>
<category><![CDATA[Maker education]]></category>
<category><![CDATA[Makerspaces]]></category>
<category><![CDATA[Innovation]]></category>
<category><![CDATA[In Their Own Words]]></category>
<category><![CDATA[STEM education]]></category>
<category><![CDATA[Creativity]]></category>
<category><![CDATA[Design and Technology]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=14287</guid>
<description><![CDATA[While it is not a new concept, makerspace has been gaining traction in Singapore schools for the numerous […]]]></description>
<content:encoded><![CDATA[<p><em><strong>While it is not a new concept, makerspace has been gaining traction in Singapore schools for the numerous benefits it brings about to students’ learning. Traditional learning tends to be one-way in that students are told what to learn. The makerspace environment, however, values the spirit of collaboration and involves three main elements: tools, people and mindset. Two teacher-advocates of makerspace share with us more about its benefits.</strong></em></p>
<div id="attachment_14292" style="width: 410px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-14292" loading="lazy" class="wp-image-14292" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_ITOW_JohnnyWee-1-300x225.jpg" alt="" width="400" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_ITOW_JohnnyWee-1-300x225.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_ITOW_JohnnyWee-1.jpg 751w" sizes="(max-width: 400px) 100vw, 400px" /><p id="caption-attachment-14292" class="wp-caption-text">Mr Johnny Wee, Subject Head (Design Education) at <a href="https://pingyisec.moe.edu.sg/" target="_blank" rel="noopener noreferrer">Ping Yi Secondary School</a></p></div>
<h1>Why should teachers consider a makerspace for education?</h1>
<p>Makerspaces provide an outlet for students to experiment and explore creatively, beyond the boundaries of timetables and textbooks. Other than allowing students to pursue their own creative interests and ideas, makerspace also provides opportunities for students to co-construct (as an individual or in a team) their understanding of subjects in different ways that can be enriching to both teachers and students. For example, some students can demonstrate the principles of physics through cardboard drag-cars with different wheel sizes and body shapes of their own design, while others can choose to express the same knowledge through the aerobatic movements of a DIY radio-controlled aircraft. Makerspaces allow students to play different roles: the visionary with his flights of fantasy, the scientist with his intellectual curiosity, and the designer with purpose and passion.</p>
<h1>What are some tips for implementing a makerspace?</h1>
<p>What distinguishes a makerspace from a regular school workshop is the unique culture of experimentation and learning from mistakes. Students should feel encouraged to pursue their own interests and ideas, and teachers should be mindful of building up an atmosphere of intellectual curiosity and sharing. Do not worry about having to “know” everything under the sun as a makerspace teacher, and allow students to explore and learn together. In short, rather than worry about making “failsafe” makerspaces, aim to create an environment that is “safe-to-fail”!</p>
<div id="attachment_14293" style="width: 410px" class="wp-caption aligncenter"><img aria-describedby="caption-attachment-14293" loading="lazy" class="wp-image-14293" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_ITOW_LinLixun-1-300x225.jpg" alt="" width="400" height="300" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_ITOW_LinLixun-1-300x225.jpg 300w, https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_ITOW_LinLixun-1-1024x768.jpg 1024w, https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_ITOW_LinLixun-1-768x576.jpg 768w, https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_ITOW_LinLixun-1-1536x1152.jpg 1536w, https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_ITOW_LinLixun-1-2048x1536.jpg 2048w" sizes="(max-width: 400px) 100vw, 400px" /><p id="caption-attachment-14293" class="wp-caption-text">Mr Lin Lixun runs the school’s innovation program at <a href="https://nyps.moe.edu.sg/" target="_blank" rel="noopener noreferrer">Nanyang Primary School</a></p></div>
<h1>What is the difference between makerspaces and classrooms?</h1>
<p>A makerspace serves to enhance the teaching and learning experience. It provides the resources, tools and physical space that may not be possible and/or available in a conventional classroom. This is particularly so for primary schools which, unlike secondary schools, do not have a Design and Technology workshop. Some of the specialized equipment includes cutting equipment, electronic drills, glue guns, workbenches with clamps, etc. This allows teachers to enrich the Maker experience and provide students with the opportunity for richer and more authentic prototyping (which I do for students’ prototyping solutions for problems identified). The physical configuration of a makerspace may also differ from a conventional classroom, providing spaces that cater to a variety of Maker activities.</p>
<h1>What are some of the challenges in implementing makerspace?</h1>
<p>All in all, makerspaces can support and enhance teaching and learning if utilised in a purposeful manner. This requires thoughtful planning in designing the curriculum for the purposeful use of the makerspaces. During our initial phase of implementation, we created and bought some resources without deliberation on creating the curriculum to utilise the resources. This led to challenges faced such as under-utilised resources. Therefore, makerspaces can support learning meaningfully only if driven by thoughtful curriculum design and planning.</p>
<p><div class="message-box-wrapper yellow"><div class="message-box-title">Every Classroom a Makerspace</div><div class="message-box-content"></p>
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<p>Makerspaces in <a href="https://nyps.moe.edu.sg/" target="_blank" rel="noopener noreferrer">Nanyang Primary School</a> come in two forms. The first is two physical rooms with varying resources and tools to support “High Tech” work – activities of higher complexity that require the specialized tools based in the rooms. Examples of specialized tools are 3D printers, electric drills, workbenches and glue guns.</p>
<p>The second form is mobile carts that can store materials and tools that can be wheeled to any location, transforming any space into a makerspace. The mobile carts support “Low Tech” work – craft work and activities requiring simple tools that can be stored in the mobile carts. This is based on the belief that maker activities should not be confined to a physical space and that varying levels of maker activities can be conducted in any space, supported by the mobile carts. We also have mobile carts that store <em>LEGO We-Do</em> 2.0 sets (10 sets per cart) and LEGO creative sets – enough to support an entire level of classes. This allows students to unleash their creativity using LEGO.</p>
<p>With the mobile carts, students were able to engage in Maker activities like simple craft work to more complex activities like rapid prototyping, in locations such as the classroom. As for the physical rooms, one is a <em>Maker Lab</em> that house the more complex and specialized tools to support “High Tech” activities such as prototyping and other houses the materials to support outreach activities such as Maker activities conducted by student leaders during recess for their peers. The enriched experience provided by the Maker Lab cannot be achievable in a conventional classroom. For example, students had been able to enhance their prototyping for problem-solving by creating authentic prototypes that are workable and thus were better able to explore the challenges of their prototype designs and make critical improvements.</p>
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<title>Developing and Nurturing a Thinking Classroom</title>
<link>https://singteach.nie.edu.sg/2020/07/06/issue73-contribution/?utm_source=rss&utm_medium=rss&utm_campaign=issue73-contribution</link>
<dc:creator><![CDATA[singteach]]></dc:creator>
<pubDate>Mon, 06 Jul 2020 07:20:12 +0000</pubDate>
<category><![CDATA[Virtual Staff Lounge]]></category>
<category><![CDATA[Issues]]></category>
<category><![CDATA[Contributions]]></category>
<category><![CDATA[issue 73 jun 2020]]></category>
<category><![CDATA[STEM education]]></category>
<category><![CDATA[Thinking routines]]></category>
<category><![CDATA[Critical thinking]]></category>
<category><![CDATA[Teacher research]]></category>
<guid isPermaLink="false">https://singteach.nie.edu.sg/?p=14300</guid>
<description><![CDATA[Contributed by Lucille Yap and Azahar Noor, Centre for Pedagogical Research and Learning, Raffles Girls’ School, for SingTeach […]]]></description>
<content:encoded><![CDATA[<p>Contributed by Lucille Yap and Azahar Noor, <a href="https://www.rgs.edu.sg/rgsperl" target="_blank" rel="noopener noreferrer">Centre for Pedagogical Research and Learning, Raffles Girls’ School</a>, for <a href="https://singteach.nie.edu.sg/category/issues/issue-73-jun-2020/" target="_blank" rel="noopener noreferrer"><em>SingTeach</em> Issue 73</a>.</p>
<p><strong><em>Thinking is often perceived as </em><em>an </em><em>essential skill</em><em> that can be trained and taught, where students are given a set of thinking tools or strategies that they can use. Thinking is also often equated with dispositions, motivation and habits. It is of no use if having taught thinking skills, these abilities re</em><em>main inert. As such, it is important to cultivate thinking dispositions in students so that they are motivated to make use of the thinking skills. Ron Ritchhart, in his work with </em><em>v</em><em>isible </em><em>t</em><em>hinking through <a href="http://www.pz.harvard.edu/" target="_blank" rel="noopener noreferrer">Harvard’s Project Zero</a></em><em>, highlights the role of classroom culture in nurturing the development of thinking in students. In this article, Mrs Lucille Yap and Mr Azahar Noor from the <a href="http://www.rgs.edu.sg/rgsperl" target="_blank" rel="noopener noreferrer">Raffles Girls’ School Centre for Pedagogical Research and Learning (PeRL)</a></em><em> share some of their learning points from their research </em><em>project “Cultures of Thinking in the RGS Classrooms”.</em></strong></p>
<h1>Eight Cultural Forces of Thinking</h1>
<p>Thinking skills and dispositions must be developed and immersed within a classroom culture that promotes and values thinking. This enculturation or immersion is accomplished in the classroom through eight cultural forces comprising Language, Time, Environment, Opportunities, Routines, Modelling, Interactions and Expectations (<a href="http://www.pz.harvard.edu/resources/creating-cultures-of-thinking-the-8-forces-we-must-master-to-truly-transform-our-schools" target="_blank" rel="noopener noreferrer">Richhart, 2011</a>). As teachers strive to nurture thinking in their classrooms, they can leverage on any of these eight cultural forces which are present in every classroom learning situation.</p>
<p><img loading="lazy" class="alignnone wp-image-14306 size-medium" src="https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_Contribution_RGS-1-300x230.png" alt="" width="300" height="230" srcset="https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_Contribution_RGS-1-300x230.png 300w, https://singteach.nie.edu.sg/wp-content/uploads/2020/07/ST73_Contribution_RGS-1.png 566w" sizes="(max-width: 300px) 100vw, 300px" /></p>
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<p><em>“We define ‘Cultures of Thinking’ as places where a group’s collective as well as individual thinking is valued, visible, and actively promoted as part of the regular, day-to-day experience of all group members.” </em></p>
<p><em><strong><span class="st">–</span></strong></em> <strong>Quote from <a href="http://www.pz.harvard.edu/projects/cultures-of-thinking" target="_blank" rel="noopener noreferrer">Project Zero</a></strong></p>
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<h1>Research on Cultures of Thinking</h1>
<p>The purpose of this research was to find out how far the culture of thinking is prevalent in Raffles Girls’ School (RGS) classrooms. Data collection method was primarily quantitative. A teachers’ survey was administered to all teaching staff using the <a href="http://www.pz.harvard.edu/sites/default/files/Self%20Assessing%20CoT.pdf" target="_blank" rel="noopener noreferrer">Culture of Thinking Teacher Self-Assessment Tool</a> which consisted of three to five statements for each of the eight cultural forces.</p>
<p>While findings and recommendations of the research relied mainly on data from the teachers’ survey, six lessons were also recorded for the purpose of triangulating the data. These lessons were selected from the following subject disciplines: Math, Chemistry, Physics, Humanities and the Languages (two lessons). The lessons were scored using the same Culture of Thinking Teacher Self-Assessment Tool that was used in the teachers’ survey. Teachers whose lessons were videotaped were also interviewed to gain insights into their classroom practices.</p>
<h1>Key Findings</h1>
<p>The research concluded that a culture of thinking is largely prevalent in the classrooms. Out of the eight cultural forces, Interactions and Modelling registered the highest score of over 98% in terms of positive response from the teachers. This underscores a strong culture of teacher-student relationships and positive interactions being cultivated in the classroom. Teachers also see themselves as role models by displaying open-mindedness, active listening and curiosity in students’ thinking.</p>
<p>The cultural forces of Expectations and Opportunities also registered a high score of 93% in the teachers’ survey. This points to a strong awareness amongst teachers in communicating learning outcomes clearly and explicitly to students, and placing the goal of developing understanding at the centre of classroom activity. Opportunities were also provided for students to engage in purposeful inquiry-based learning activities.</p>
<p>The teachers’ survey also recorded a high positive response (above 85%) for the cultural forces of Thinking Routines, Language and Time. Nonetheless, the research highlighted a few areas that can be improved (see Recommendations below). Lastly, Physical Environment registered the lowest score of 62%. This indicates that teachers have not sufficiently leveraged on the physical environment in the classroom to make thinking processes visible.</p>
<h1>Recommendations</h1>
<p>The research identified the following areas for improvement to further develop the culture of thinking in the classroom.</p>
<p><strong>1. Create Opportunities for Students to Reflect on their Learning</strong></p>
<p>In the teachers’ survey, one aspect of Opportunities that can be improved is: <em>“I provide opportunities for students to metacogitate; students reflect on how their thinking about a topic has changed and developed over time.” </em>Teachers can provide more opportunities for metacognition in the classroom by facilitating students to reflect on their understanding. In designing instructional materials, teachers can plan for periodic opportunities for students to monitor and evaluate their own learning.</p>
<p><strong>2. Encourage Students to Respond to Each Other</strong></p>
<p>The research noted a strong culture of collaborative inquiry and teacher-to-student interactions in the classroom. However, teachers could improve student-to-student interactions by enlarging the “space” for students to value and respond to one another’s ideas during class discussions. The use of Socratic dialogue and Community of Inquiry model of discussion can help students to develop the habit of questioning, extending, elaborating and developing ideas of their peers.</p>
<p><strong>3. Use the Language of Noticing and Naming</strong></p>
<p>Teachers frequently use the language of thinking such as explain, elaborate, evaluate and justify to inform students of the thinking moves that are required during lessons. This can be improved by being more intentional in noticing and naming the thinking moves that students use. For example, a teacher could say things like, “Amy is supporting her ideas with evidence here”, “Emily has presented an analogy” or “Caryn has made a connection between the two concepts”. Such deliberate naming of thinking moves will help students to acquire a language for their thinking and make thinking more visible to them. Teachers can enhance their use of thinking language in the classroom by applying the six components of <a href="http://acultureofthinking.weebly.com/uploads/9/2/2/3/9223251/the_language_of_the_classroom.pdf" target="_blank" rel="noopener noreferrer">language of thinking</a>.</p>
<p><strong>4. Use of Thinking Routines</strong></p>
<p>One of the key recommendations of the research is the use of thinking routines in the classroom. These routines include “See-Think-Wonder”, “Think-Pair-Share” and “I Used to Think … Now I Think”. Teachers can explore more thinking routines from Project Zero’s <a href="http://www.pz.harvard.edu/sites/default/files/Thinking%20Routine%20Matrix_3.pdf" target="_blank" rel="noopener noreferrer">Thinking Routines Matrix</a>. The use and enculturation of thinking routines in the classroom is a powerful cultural force. It will equip students with a repertoire of thinking moves that they can draw on, and make them become better thinkers.</p>
<p><strong>5. Leverage on Physical Environment</strong></p>
<p>The classroom physical environment as a cultural shaper includes the design, aesthetic, setup, displays, artefacts and furnishings. The physical environment of a classroom can influence how learners interact with one other. It can also inhibit or inspire the work of the learners. Flexible, easy-to-move furniture makes the learning space more responsive to instructional and learning needs. The research recommended the school to use lightweight and wheeled tables and chairs to allow the classrooms to be configured in multiple ways to support varied learning activities and facilitate thoughtful interactions.</p>
<p>There is still much that can be done to make thinking visible. Teachers can enrich the classroom environment with documents, products and displays that stimulate idea development and promote thinking processes. Walls could serve to inspire learning, and invite students to interact with and reflect on what is being displayed. Teachers should also involve students in co-creating the physical environment. This will empower them, increase their motivation and develop class spirit.</p>
<h1>Conclusion</h1>
<p>A thinking classroom is one where the group and individual’s thinking are valued, visible and actively promoted (Ritchhart, 2011). By leveraging on the eight cultural forces that are present in the classroom, teachers have tremendous opportunities to create a thinking classroom that cultivates thinking habits and makes thinking processes visible to students.</p>
<p><strong>References</strong></p>
<p>Project Zero. (2009). <em>Visible thinking.</em> Retrieved from http://www.pz.harvard.edu/projects/cultures-of-thinking</p>
<p>Ritchhart, R., Church, M. & Morrison, K. (2011). <em>Making Thinking Visible: How to promote engagement, understanding, and independence for all learners.</em> San Francisco, California: Jossey-Bass.</p>
<p><strong>Acknowledgements</strong></p>
<p>The authors would like to acknowledge their colleagues in the Centre for Pedagogical Research and Learning, in particular, Deputy Principal Mrs Mary George Cheriyan, Mr Lim Er Yang and Mr Thomas Lee for their contributions leading to the completion of this research project.</p>
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