Year: 2009
Type: article
Abstract: The demand for citizens who are able to live and work effectively within an increasingly knowledge-based environment is putting pressure on formal education to equip students with the necessary 21st century skills. In particular, the acquisition of knowledge on its own is no longer seen to be sufficient. It is equally, if not more important, to help students unpack their learning and make the learning and thinking processes visible. This forms the basic motivation for the development and introduction of the new science curriculum for primary and lower secondary education in Singapore. This paper examines the rationale for the science curricula, particularly in relation to how science learning is seen to be supporting the overall development of the nation. The focus on an inquiry approach to the learning of science will be elaborated, which represents an attempt to evolve a system that has been traditionally strong in the acquisition of content knowledge into one which equip students with the process skills to independently learn on a life-long basis. The paper will also look at the necessary support structure that can bring this about, including the professional development of teachers.
Authors: Horn-Mun CHEAH, Chew-Leng POON, Thiam-Seng KOH
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4302575962