New Vision and Challenges in Inquiry-Based Curriculum Change in Singapore

A new primary science syllabus with strong inquiry focus has been implemented in Singapore since 2008. In this study, we attempted to understand how teachers experience the emphasis of inquiry-based curriculum under the current educational conditions that is routined and highly teacher fronted. We invited 50 pre-service and 41 in-service teachers to participate in survey questionnaires and narratives, reflective writings, and group discussions related to science inquiry which formed our data corpus. Data analysis in the form of thematic coding was carried out using NVivo8, with over 80% inter-rater coding agreement level. Three key aspects of teachers’ perceptions of science inquiry were revealed: (1) teachers’ responsibilities as facilitators, (2) privileging content knowledge rather than process skills, and (3) pressure of assessment systems in current educational contexts. These understandings bring out conflicts of inquiry teaching between teacher- and student-centredness, content and process, and curriculum and assessment. Based on these teachers’ perceptions and dilemmas of inquiry science teaching, the visions and challenges of inquiry science curriculum change against assessment requirements are discussed.     

Filipino and American student perceptions of teacher effectiveness

Filipino and American undergraduate students rated college instructor characteristics according to their perceived importance for effective teaching. Items were selected to reflect relevant value orientations in Filipino and American cultures. Factor analysis of the ratings revealed six underlying dimensions. MANOVA results showed that the group ratings on the six corresponding subscales were significantly different. Discriminant function analysis revealed that Filipino students rated items pertaining to authoritarianism and personal appearance of the instructor as significantly more important for effective teaching than did American students. This suggests that cross-cultural differences in perceptions of effective teaching may be predictable from a knowledge of both similar and conflicting value orientations in the specific cultures. Implications for the academic adjustment of students from different cultures were discussed.     

Fluvial processes in geomorphology and environmental management: The 2006 Benjamin Franklin Medal in Earth and Environmental Science awarded to Luna B. Leopold and M. Gordon Wolman

Starting in the 1950s Luna B. Leopold and M. Gordon Wolman transformed the field of geomorphology with quantitative and process-orientated studies designed to understand landscape adjustments to temporal and spatial changes in sediment supply and streamflow. By integrating fundamental science with keen observations they developed the first comprehensive and mechanistic understanding of rivers and floodplains. Their research has not only provided a quantitative framework for understanding landscape evolution, it is a cornerstone of modern water resource management and environmental impact analysis. Specific research areas included quantifying: (1) the “hydraulic geometry” of rivers; (2) the morphology and processes of rivers; (3) channel networks and the longitudinal profiles of rivers; (4) processes controlling floodplain formation; (5) the magnitude and frequency of geomorphic processes; and (6) the cycle of sedimentation in response to urban development. Much of this research was published in seven co-authored articles and in a widely used 1964 book that they co-authored with John Miller, Fluvial Processes in Geomorphology. While their contributions are synergistically linked and stem from their co-authored papers, their individual contributions are distinct and extend over 50 years. For these accomplishments, Luna Leopold and M. Gordon Wolman were awarded the 2006 Benjamin Franklin Medal in Earth and Environmental Science.