The issues related to adopting concept map assessment to complement traditional assessment in a s... more The issues related to adopting concept map assessment to complement traditional assessment in a secondary 3 physics classroom in Singapore were examined. The 65 participants in the study were all high ability students. Training in concept mapping techniques was integrated into classroom lessons. Students sat for a traditional test before the concept map test on the same lesson units. The construct-a-map task was given with a concept list. The test maps were scored using a scoring method based mainly on the quality of propositions. The results suggest that concept map assessment may be used to complement traditional assessment in This conference proceedings may be used for private study or research purpose only.-2-the physics classroom. The measured achievement and analysis of the concept maps suggested that concept map assessment is a valid measure of student learning. Correlations of map scores with traditional test scores suggest that concept maps and traditional tests do not measure exactly the same aspect of knowledge and may have benefits of directing students to learn more meaningfully. The researcher posits that the construct-a-map task presented the high ability learners with the appropriate complexity and challenge. The training procedure, though effective, may not have been adequate to give all the students sufficient comfort in concept mapping.
This paper will address the thinking of pre-service teachers on the physics concept of electrical... more This paper will address the thinking of pre-service teachers on the physics concept of electrical power and their ability. and hence power, to think through a task on electrical power. In the thinking task assigned to them, they were asked to observe the brightness of two similar pairs of bulbs (25W and 40W) that were connected differently. Each connection was either in series or in parallel. In each case they were asked to observe whether the 25W bulb or the 40W bulb was brighter. They were then asked to determine which pair was connected in series and which in parallel. From their explanations and drawings, it was possible to determine their thinking on power, their ability to draw on everyday experience and knowledge and also their ability to draw on physics knowledge. As an essential component of science teacher education, they were also encouraged to think of appropriate pedagogical opportunities for enhancing teaching-learning. ..
The main purpose of this study was to investigate the effectiveness of classroom demonstrations b... more The main purpose of this study was to investigate the effectiveness of classroom demonstrations based on conceptual change instruction on Junior College year 2 students’ understanding of electromagnetism and electromagnetic induction. Based on conceptual change theory, a pedagogical approach called “PORE” was proposed for instruction using demonstrations. PORE comprises four stages: predict, observe, resolve and extent. Results showed that presenting classroom demonstration using “PORE” is more effective than traditional teaching methods. The cognitive conflict level test (CCLT) developed by Lee et al. (2003) was used to determine the cognitive conflict experienced by students for each demonstration. Data from the CCLT can provide a useful dimension for evaluating the effectiveness of a demonstration for instruction. Qualitative analysis of students’ written conceptual reasoning in this study contributed to the understanding of common conceptual difficulties faced by Junior College ...
Journal of The Korean Association For Science Education, 2012
There has been disagreement on the importance of definitions in science education. Yager (1983) b... more There has been disagreement on the importance of definitions in science education. Yager (1983) believes that one crisis in science education was due to the considerable emphasis upon the learning of definitions. Hobson (2004) disagrees with physics textbooks that do not provide general definition on energy. Some textbooks explain that "there is no completely satisfactory definition of energy" or they can only "struggle to define it." In general, imprecise definitions in textbooks (Bauman, 1992) and inaccuracies in definition provided by teachers (Galili & Lehavi, 2006) may cause alternative conceptions. Besides, there are at least four challenges in defining physical concepts: precision, circularity, context and completeness in knowledge. These definitional problems that have been discussed in The Feynman Lectures, may impede the learning of physical concepts. A meta-study approach is employed to examine about five hundreds journal papers that may discuss definitions in physics, problems in defining physical concepts and how they may result in alternative conceptions. These journal papers are mainly selected from journals such as
Nanotechnology, precise medical devices, quantum computers etc. no longer require classical physi... more Nanotechnology, precise medical devices, quantum computers etc. no longer require classical physics as a physical framework. It rather needs quantum physics. As the implementation of quantum physics is quickly reaching out to every field of science, getting acquainted with quantum physics as early as at high school level is an important task to accomplish. That is why studies on teaching quantum physics in a more efficient and innovative way are on the rise. This paper addresses a part of this issue within the Singapore context. In this note, the views of Junior College physics teachers on quantum physics are sought. Teaching materials, resources as well as difficulties encountered at schools are investigated. Teachers' views on IT resources and experiments instru£ted in quantum physics are assessed. Since the current GCE A Level curriculum implemented in Junior Colleges in Singapore will be replaced with an enlarged version in 2006, teachers' preparedness and thoughts on possible curriculum changes are also evaluated. Finally, novel and more resourceful teaching strategies are proposed as far as teaching quantum physics is concerned.
This paper describes how Jenga blocks can be used to demonstrate the physics of an overhanging t... more This paper describes how Jenga blocks can be used to demonstrate the physics of an overhanging tower that appears to defy gravity. We also propose ideas for how this demonstration can be adapted for the A-level physics curriculum.
One important purpose of a definition is to explain the meaning of a word. Any problems associate... more One important purpose of a definition is to explain the meaning of a word. Any problems associated with a definition may impede students' learning. However, research studies on the definitional problems from the perspective of physics education are limited. Physics educators may not be aware of the nature and extent of definitional problems. As an example, The Feynman Lectures of Physics suggest that there are at least four problems of definition: precision, circularity, context and completeness in knowledge. Feynman had the tendency of mentioning the words ‘define’ and ‘definition’ and discussing the problems of definition: they can be insightful, or challenge the conventional, preconceived notions of many physical concepts. One benefit of this study is that a framework can be developed to improve statements of definitions. This framework may guide educators or students to analyze the knowledge that is embedded in a definition. In the future, the learning of definition need not be content-oriented, but problem-based instead, with the help of definitional problems. Therefore, the use of these problems of definition in lessons can be an interesting area for future physics education research. Furthermore, we should be cognizant of inadequacies or inaccuracies in definition that may result in alternative conceptions.
Science education researchers have shown considerable interest in student interpretations of scie... more Science education researchers have shown considerable interest in student interpretations of science phenomena. Results of their research make it evident that many students hold shared views of science quite different from those generally accepted by the scientific ...
This paper will review the use of computer simulations in science classrooms and then introduce i... more This paper will review the use of computer simulations in science classrooms and then introduce internet-based simulations. The paper will discuss one way of using IT simulations that conforms to a constructivist approach in science education. Elements of interactivity, ...
This paper was presented at the International Science Education Conference (ISEC 2006), held in S... more This paper was presented at the International Science Education Conference (ISEC 2006), held in Singapore from 22 - 24 Nov 2006
Studies have shown that inadequate definitions of scientific concepts could complicate the learni... more Studies have shown that inadequate definitions of scientific concepts could complicate the learning of science and could prevent students from understanding the definitions of scientific concepts. The article provides a framework for defining scientific concepts in primary, secondary, and university education by proposing teachers draw attention to five common features of a definition: object/system, nature/characteristics, cause/effect, mathematical expression/equation, and condition/ reference frame that can help students to consider four dimensions, including, ‘comprehensiveness,’ ‘precision,’ ‘consistency,’ and ‘circularity’ when learning science concepts. This framework can be used by science teachers to guide students to analyze and redefine scientific concepts in the classroom and may be especially beneficial for students in Asian countries where teachers and students often rely on rote memorization as a strategy for learning scientific concepts. We conclude by describing the...
The issues related to adopting concept map assessment to complement traditional assessment in a s... more The issues related to adopting concept map assessment to complement traditional assessment in a secondary 3 physics classroom in Singapore were examined. The 65 participants in the study were all high ability students. Training in concept mapping techniques was integrated into classroom lessons. Students sat for a traditional test before the concept map test on the same lesson units. The construct-a-map task was given with a concept list. The test maps were scored using a scoring method based mainly on the quality of propositions. The results suggest that concept map assessment may be used to complement traditional assessment in This conference proceedings may be used for private study or research purpose only.-2-the physics classroom. The measured achievement and analysis of the concept maps suggested that concept map assessment is a valid measure of student learning. Correlations of map scores with traditional test scores suggest that concept maps and traditional tests do not measure exactly the same aspect of knowledge and may have benefits of directing students to learn more meaningfully. The researcher posits that the construct-a-map task presented the high ability learners with the appropriate complexity and challenge. The training procedure, though effective, may not have been adequate to give all the students sufficient comfort in concept mapping.
This paper will address the thinking of pre-service teachers on the physics concept of electrical... more This paper will address the thinking of pre-service teachers on the physics concept of electrical power and their ability. and hence power, to think through a task on electrical power. In the thinking task assigned to them, they were asked to observe the brightness of two similar pairs of bulbs (25W and 40W) that were connected differently. Each connection was either in series or in parallel. In each case they were asked to observe whether the 25W bulb or the 40W bulb was brighter. They were then asked to determine which pair was connected in series and which in parallel. From their explanations and drawings, it was possible to determine their thinking on power, their ability to draw on everyday experience and knowledge and also their ability to draw on physics knowledge. As an essential component of science teacher education, they were also encouraged to think of appropriate pedagogical opportunities for enhancing teaching-learning. ..
The main purpose of this study was to investigate the effectiveness of classroom demonstrations b... more The main purpose of this study was to investigate the effectiveness of classroom demonstrations based on conceptual change instruction on Junior College year 2 students’ understanding of electromagnetism and electromagnetic induction. Based on conceptual change theory, a pedagogical approach called “PORE” was proposed for instruction using demonstrations. PORE comprises four stages: predict, observe, resolve and extent. Results showed that presenting classroom demonstration using “PORE” is more effective than traditional teaching methods. The cognitive conflict level test (CCLT) developed by Lee et al. (2003) was used to determine the cognitive conflict experienced by students for each demonstration. Data from the CCLT can provide a useful dimension for evaluating the effectiveness of a demonstration for instruction. Qualitative analysis of students’ written conceptual reasoning in this study contributed to the understanding of common conceptual difficulties faced by Junior College ...
Journal of The Korean Association For Science Education, 2012
There has been disagreement on the importance of definitions in science education. Yager (1983) b... more There has been disagreement on the importance of definitions in science education. Yager (1983) believes that one crisis in science education was due to the considerable emphasis upon the learning of definitions. Hobson (2004) disagrees with physics textbooks that do not provide general definition on energy. Some textbooks explain that "there is no completely satisfactory definition of energy" or they can only "struggle to define it." In general, imprecise definitions in textbooks (Bauman, 1992) and inaccuracies in definition provided by teachers (Galili & Lehavi, 2006) may cause alternative conceptions. Besides, there are at least four challenges in defining physical concepts: precision, circularity, context and completeness in knowledge. These definitional problems that have been discussed in The Feynman Lectures, may impede the learning of physical concepts. A meta-study approach is employed to examine about five hundreds journal papers that may discuss definitions in physics, problems in defining physical concepts and how they may result in alternative conceptions. These journal papers are mainly selected from journals such as
Nanotechnology, precise medical devices, quantum computers etc. no longer require classical physi... more Nanotechnology, precise medical devices, quantum computers etc. no longer require classical physics as a physical framework. It rather needs quantum physics. As the implementation of quantum physics is quickly reaching out to every field of science, getting acquainted with quantum physics as early as at high school level is an important task to accomplish. That is why studies on teaching quantum physics in a more efficient and innovative way are on the rise. This paper addresses a part of this issue within the Singapore context. In this note, the views of Junior College physics teachers on quantum physics are sought. Teaching materials, resources as well as difficulties encountered at schools are investigated. Teachers' views on IT resources and experiments instru£ted in quantum physics are assessed. Since the current GCE A Level curriculum implemented in Junior Colleges in Singapore will be replaced with an enlarged version in 2006, teachers' preparedness and thoughts on possible curriculum changes are also evaluated. Finally, novel and more resourceful teaching strategies are proposed as far as teaching quantum physics is concerned.
This paper describes how Jenga blocks can be used to demonstrate the physics of an overhanging t... more This paper describes how Jenga blocks can be used to demonstrate the physics of an overhanging tower that appears to defy gravity. We also propose ideas for how this demonstration can be adapted for the A-level physics curriculum.
One important purpose of a definition is to explain the meaning of a word. Any problems associate... more One important purpose of a definition is to explain the meaning of a word. Any problems associated with a definition may impede students' learning. However, research studies on the definitional problems from the perspective of physics education are limited. Physics educators may not be aware of the nature and extent of definitional problems. As an example, The Feynman Lectures of Physics suggest that there are at least four problems of definition: precision, circularity, context and completeness in knowledge. Feynman had the tendency of mentioning the words ‘define’ and ‘definition’ and discussing the problems of definition: they can be insightful, or challenge the conventional, preconceived notions of many physical concepts. One benefit of this study is that a framework can be developed to improve statements of definitions. This framework may guide educators or students to analyze the knowledge that is embedded in a definition. In the future, the learning of definition need not be content-oriented, but problem-based instead, with the help of definitional problems. Therefore, the use of these problems of definition in lessons can be an interesting area for future physics education research. Furthermore, we should be cognizant of inadequacies or inaccuracies in definition that may result in alternative conceptions.
Science education researchers have shown considerable interest in student interpretations of scie... more Science education researchers have shown considerable interest in student interpretations of science phenomena. Results of their research make it evident that many students hold shared views of science quite different from those generally accepted by the scientific ...
This paper will review the use of computer simulations in science classrooms and then introduce i... more This paper will review the use of computer simulations in science classrooms and then introduce internet-based simulations. The paper will discuss one way of using IT simulations that conforms to a constructivist approach in science education. Elements of interactivity, ...
This paper was presented at the International Science Education Conference (ISEC 2006), held in S... more This paper was presented at the International Science Education Conference (ISEC 2006), held in Singapore from 22 - 24 Nov 2006
Studies have shown that inadequate definitions of scientific concepts could complicate the learni... more Studies have shown that inadequate definitions of scientific concepts could complicate the learning of science and could prevent students from understanding the definitions of scientific concepts. The article provides a framework for defining scientific concepts in primary, secondary, and university education by proposing teachers draw attention to five common features of a definition: object/system, nature/characteristics, cause/effect, mathematical expression/equation, and condition/ reference frame that can help students to consider four dimensions, including, ‘comprehensiveness,’ ‘precision,’ ‘consistency,’ and ‘circularity’ when learning science concepts. This framework can be used by science teachers to guide students to analyze and redefine scientific concepts in the classroom and may be especially beneficial for students in Asian countries where teachers and students often rely on rote memorization as a strategy for learning scientific concepts. We conclude by describing the...
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