http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
Inquiry into the Singapore Science Classroom
XVI, 318 p. 27 illus., 13 illus. in color. online resource.
This book offers an insight into the research and practices of science teaching and learning in the Singapore classroom, with particular attention paid to how they map on to science as inquiry. It provides a spectrum of Singapore’s science educational practices through all levels of its education system, detailing both successes and shortcomings. The book features a collection of research and discourse by science educators in Singapore, organised around four themes that are essential components of approaching science as inquiry: teachers’ ideas and their practices, opportunities and constraints from a systemic level, students’ competencies and readiness to learn through inquiry and the need for greater awareness of the role of informal learning avenues in science education. In addition, the discourse within each theme is enriched by commentary from a leading international academic, which helps to consolidate ideas as well as position the issues within a wider theoretical and international context. Overall, the papers set out important contexts for readers to understand the current state of science education in Singapore. They also highlight strengths and gaps in practices of science as inquiry as well as provide suggestions about how the system can be improved. These research findings are therefore helpful as they provide honest and evidence-based feedback as well as tangible and doable ideas that policy makers, teachers, students and school administrators can adopt, adapt and enhance.
1 Five decades of science education in Singapore -- 2 Design and Implementation of the National Primary Science Curriculum: A Partnership Approach in Singapore -- 3 Transforming science education by expanding teacher and student collaboration.- 4 Teachers’ ideas and concerns with assessment practices in inquiry science.- 5 The development and implementation of a guided-inquiry curriculum for secondary school physics -- 6 From transmission to inquiry: Influence of curriculum demands on in-service teachers’ perception of science as inquiry -- 7 Teaching inquiry: Global influences and local responses.- 8 Transiting into inquiry science practice: Tales from a primary school.- 9 Science education in a straightjacket: The interplay of people, policies, and place in an East-Asian developmental state.- 10 Implementing inquiry science with knowledge creation approaches.- 11 Using inquiry to facilitate meaningful learning in inorganic chemistry qualitative analysis -- 12 Bridging research, policy, and practice of inquiry in Singaporean classrooms.- 13 Knowledge building as a boundary object in formal/informal learning -- 14 Science Centre Singapore as an alternate classroom -- 15 Public education about science in Singapore: The role of science journalism via newspapers -- 16 Learning science through inquiry in informal contexts.
edited by Aik-Ling Tan, Chew-Leng Poon, Shirley S.L. Lim.