This book offers aninsight 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
constraintsfrom 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 andgaps 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."
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