Primary science syllabus. We would then be compelled to confront the possibility that the output of our education system may be knowledge deficient and inadequately equipped and this certainly warrants attention and action on the part of educators. The topic may involve fixing an existing problem, such as student absenteeism, or learning about a subject that seems promising, such as blending learning models. Although the intervention in this study was conducted over a period of only 3 weeks, the findings that emerged from the pre- and post-questionnaire on student self-efficacy showed some consistency with existing literature. Connecting school and community with science learning: Real-world problems and school-community partnerships as contextual scaffolds. Fortus, D., Dershimer, R. C., Krajcik, J., Marx, R. W., & Mamlok-Naaman, R. (2004). This is a challenge because of the tremendous pace of change in Singapore’s education system over the past three decades; even young teachers who wish to adopt this approach are faced with the prospect of having to create learning experiences in the classroom very different to the ones they themselves experienced as learners. While interesting, this is certainly not unexpected - a previous study by Cuevas, Lee, Hart, and Deaktor (2005) showed that inquiry instruction does indeed yield greater increases in achievement for low-achieving, low-SES at risk students. We would need to carefully examine the effectiveness of existing teaching and learning practices. The achievement test was administered at the end of the entire teaching unit for all classes. Students remained within three intact classes to minimise disruption to the students as well as the broader school curriculum. Each of these sources is explained briefly below. Yet, the lower ability control group (N3 students) showed no significant difference in achievement scores compared to the experimental group. (1997). Hence, there is a need to be cautious when extrapolating such findings to the broader field of physics or even science in general. However, the difference in pre- and post-test scores for N1 and N3 students were not statistically significant. The reasons for action research being such a powerful and appealing tool for teachers are twofold. To make this task easier, you should pick a topic that will be interesting for you to research. Perform or else: The performative enhancement of teacher professionalism. Mastery Experiences (ME). Design-based science and student learning. In terms of affective student outcomes, a comparison between the two groups showed that the post-intervention MRI on the overall self-efficacy scale for N2 students (M = 3.45, SD = 0.51) was significantly higher than the pre-intervention MRI (M = 3.29, SD = 0.48, t(27) = −3.58, p < .01. Journal of Mathematics, Science and Technology Education, 2(2), 96–114. Physics is the branch of science concerned with the nature and properties of matter and energy. The teacher's soul and the terrors of performativity. Where relevant, students were exposed to real-life scenarios where they were required to recognize the concepts learnt and apply their knowledge of thermal physics. Sawtelle, V., Brewe, E., & Kramer, L. H. (2012). Singapore Ministry of Education, Singapore, Singapore, Woodgrove Secondary School, 3 Woodlands Ave 6, Singapore, 738990, Singapore, You can also search for this author in Further research is required to investigate how students of different ability respond to AIBL in the learning of thermal physics concepts. J F Wheater* Conformal symmetries and their extensions are a powerful tool in the study of field theories. Hence, for effective teaching and learning to take place, Yeo and Zadnik (2001) argue that traditional instruction is counter-productive; teachers must first encourage students to make their thinking ‘explicit through discussions and social interactions’ by employing interactive and engaging teaching methods. In addition, the lessons required them to present their products to the class at the end of the lesson and ‘defend’ their designs against peer/teacher critique. Whether it is on biology, physics, science, literature, history, or psychology, this approach works at all levels of education. This particular study was borne out of a collective belief among a team of physics teachers that traditional forms of instruction were not effective in achieving teaching and learning outcomes in thermal physics. Observing someone else’s successes and failures on a task can influence the belief in one’s own abilities to perform a similar task. Learners who have high self-efficacy for science learning are more likely to develop conceptual models that are consistent with the larger scientific community. Ketelhut, D. J. Cheung, D. (2015). The close-up view involves an instant-by-instant charting of the behaviour A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). Cobern, W. W., Schuster, D., Adams, B., Applegate, B., Skjold, B., Undreiu, A., et al. It’s true. Hence, the VL scores showed no significant increase by the end of the unit of instruction. Three intact classes of Secondary-3 students were selected: a high-performing control group and a low-performing control group using Traditional Physics Instruction (TPI) and an experimental group using Authentic Inquiry-Based Instruction (AIBI). In addition, it aims to investigate the relationship between students’ conceptual understanding and their performance on a standardized achievement test. The development of achievement task values: A theoretical analysis. Capps, D. K., & Crawford, B. (2013). This was mitigated somewhat by comparing normalised learning gains after administering the TCE post-test to all three groups, rather than simply comparing their absolute gain in scores. Springer Nature. For the purpose of this study, students from 3 N2 were selected to be in the treatment group while students from 3 N1 and 3 N3 were selected to be in the control group. (2001). Lee, W. O. It is only natural then, that they form rather naïve conceptions to explain their observations and experiences well before they encounter it in the formal curriculum in school (Luera, Otto & Zitzewitz, 2005). California Privacy Statement, Contemporary Educational Psychology, 35(1), 75–87. Engaging students: And examination of the effects of teaching strategies on self-efficacy and course climate in a nonmajors physics course. Such a correlation was absent in classes where TPI was employed, suggesting that in these classes, the scores on both tests, which were conducted at the end of the unit of instruction, were somewhat independent of each other. Yeo, S., & Zadnik, M. (2001). Students in the experimental group demonstrated significant gains in conceptual understanding and student self-efficacy, although students in the high-performing control group continued to outscore students in the experimental group. Since this study focused on thermal physics, the subjects selected were limited to students who were learning scientific concepts related to thermal physics at this point in time. There is a need to introduce authenticity in science instruction, in the sense that students must be engaged in work that parallels the work of the professional scientific community. For a system that has experienced such tremendous change over the past three decades, it is odd that our assessment landscape continues to remain largely dormant. Lesson plans for both classes were crafted around the same instructional objectives, which were explicitly recorded in the lesson plan documents. At the level of the individual teacher, performance is appraised using the Enhanced Performance Management System (EPMS), which was introduced in 2001. New York, NY: W.H. The first, the Thermal Concept Evaluation (Yeo and Zadnik 2001), is a diagnostic instrument developed based on international research and it was administered to measure changes in students’ conceptual understanding of thermal physics. Action research – as defined in this paper – refers to a formal, structured process in which teachers work collaboratively towards solving problems using research methodologies (Glanz, 2014; McNiff, 2013). Computers & Education, 59(2), 551–568. Hmelo, C. E., Holton, D. L., & Kolodner, J. L. (2000). Further analysis of the data revealed that three of the four sources of self-efficacy contributed to this increase; ME, SP and PS. This becomes especially important when the decision making that follows the analysis of such assessment data often have significant long term effects on the learners in terms of courses made available to them and their subsequent job prospects upon exiting the system. Internal consistency reliability alpha coefficients range from 0.68 (SP) to 0.88 (PS) with the coefficient for the overall scale at 0.94 (Sawtelle, Brewe & Kramer, 2012).