Inquiry into the Singapore science classroom : research and practices
- Aik-Ling Tan, Chew-Leng Poon, Shirley S.L. Lim, editors.
- Singapore : Springer, 
- Copyright notice
- Physical description
- xvi, 318 pages : ill. ; 25 cm.
- Springer education innovation book series.
Education Library (Cubberley)
Q183.4 .S55 I57 2014
- Unknown Q183.4 .S55 I57 2014
- Includes bibliographical references and index.
- 1 Five decades of science education in Singapore Chew-Leng POON 2 Design and Implementation of the National Primary Science Curriculum: A Partnership Approach in Singapore Tan Ying CHIN and Chew-Leng POON 3 Transforming science education by expanding teacher and student collaboration Kenneth TOBIN 4 Teachers' ideas and concerns with assessment practices in inquiry science Poh Hiang TAN and Aik-Ling TAN 5 The development and implementation of a guided-inquiry curriculum for secondary school physics Darren WONG and Chor Yam LAU 6 From transmission to inquiry: Influence of curriculum demands on in-service teachers' perception of science as inquiry Aik-Ling TAN, Frederick TALAUE and Mijung KIM 7 Teaching inquiry: Global influences and local responses Benny H W YUNG 8 Transiting into inquiry science practice: Tales from a primary school Chew-Leng POON and Shirley S. L. LIM 9 Science education in a straightjacket: The interplay of people, policies and place in an East-Asian developmental state Yew-Jin LEE 10 Implementing inquiry science with knowledge creation approaches Seng Chee TAN and Jennifer YEO 11 Using inquiry to facilitate meaningful learning in inorganic chemistry qualitative analysis Kim Chwee Daniel TAN 12 Bridging research, policy and practice of inquiry in Singaporean classrooms Barbara A. CRAWFORD 13 Knowledge building as a boundary object in formal/informal learning Jennifer YEO 14 Science Centre Singapore as an alternate classroom Anne DAIRIANATHAN and Tit Meng LIM 15 Public education about science in Singapore: The role of science journalism via newspapers R. SUBRAMANIAM 16 Learning science through inquiry in informal contexts John K. GILBERT.
- (source: Nielsen Book Data)
- Publisher's Summary
- 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, organized 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.
(source: Nielsen Book Data)
- Publication date
- Copyright date
- Education innovation series, 2211-4874
- 9789814585781 (eBook)
- 9814585785 (ebook)