A Piagetian-Based Programme for Learning “Elements and Symbols”

Piaget's learning theory on cognitive development has had considerable impact on science education (Piaget, 1964; Inhelder and Piaget, 1958; Craig, 1972). The theory classifies cognitive learning into four successive stages: (a) sensory-motor, (b) pre-operational, (c) operational, and (d) formal. Various programmes and instructional strategies have been developed based on the theory (Batt, 1980; Karplus, 1977; Renner and Stafford, 1979; Ryan, et al., 1980; Herron, 1978; Good et al; 1978). An application of this theory for teaching and learning scientific concepts is the Piagetian learning cycle (Karplus, 1977) which is of growing interest among science educators. This article intends to introduce briefly the learning cycle in general and suggest a learning cycle for teaching a topic in chemistry: “Elements and Symbols”.     

Movement Pattern and Parameter Learning in Children

Reduced feedback during practice has been shown to be detrimental to movement accuracy in children but not in young adults. We hypothesized that the reduced accuracy is attributable to reduced movement parameter learning, but not pattern learning, in children. A rapid arm movement task that required the acquisition of a motor pattern scaled to specific spatial and temporal parameters was used to investigate the effects of feedback (FB) frequency (100% vs. 62% faded) on motor learning differences between 19 school-age children and 19 young adults. Adults and children practiced the task for 200 trials under the 100% or faded FB condition on Day 1 and returned on Day 2 for a no-FB retention test. On the retention test, children who practiced with reduced feedback performed with greater temporal parameter errors, but not pattern error, than children who received frequent feedback. Motor skill learning in children is influenced by feedback frequency during practice that affects parameter learning but not pattern learning.     

Amount of invested mental effort (AIME) in online searching

This research investigates how people’s perceptions of information retrieval (IR) systems, their perceptions of search tasks, and their perceptions of self-efficacy influence the amount of invested mental effort (AIME) they put into using two different IR systems: a Web search engine and a library system. It also explores the impact of mental effort on an end user’s search experience. To assess AIME in online searching, two experiments were conducted using these methods: Experiment 1 relied on self-reports and Experiment 2 employed the dual-task technique. In both experiments, data were collected through search transaction logs, a pre-search background questionnaire, a post-search questionnaire and an interview. Important findings are these: (1) subjects invested greater mental effort searching a library system than searching the Web; (2) subjects put little effort into Web searching because of their high sense of self-efficacy in their searching ability and their perception of the easiness of the Web; (3) subjects did not recognize that putting mental effort into searching was something needed to improve the search results; and (4) data collected from multiple sources proved to be effective for assessing mental effort in online searching.     

Understanding Academic Information Seeking Habits through Analysis of Web Server Log Files: The Case of the Teachers College Library Website

Transaction logs of user activity on an academic library website were analyzed to determine general usage patterns on the website. This paper reports on insights gained from the analysis, and identifies and discusses issues relating to content access, interface design and general functionality of the website.     

Status of Environmental Education in Geography Programmes at the Tertiary Level in some ASEAN Countries

Geography programmes in the universities in the ASEAN countries have been involved in environmental education through the study of the earth as the home of man in general and of the physical environment in particular. However, there is a perceptible trend that the discipline at this level is on the decline, partly due to external factors and partly to its own making. The traditional strength of geography as an environmental science does no longer guarantee its future role unless there is a change to its approach in environmental education. This paper examines the present status of the discipline at the tertiary level in this region in the light of the above and calls for a new approach to the study of the environment.     

Secondary School Students' Difficulties in Learning the ‘Mole Concept’ — A Preliminary Study in Singapore

This study uses the relevant test results from the Second International Science Study and the Local G.C.E. ‘O’ level Chemistry papers to show some difficulties faced by Singapore students in understanding the mole concept. It also advocates that in teaching and learning the mole concept, teachers should make use of every opportunity to train students to “think in mole or number of particles” rather than to follow rigidly certain patterns to solve problems. “Think in mole” is the key to many problems, and hence the fundamental skill in solving all the problems in the mole concept.     

The Environment for Values Learning

This study examines the impact of the environment on pupils' learning of values. The sample selected for the study was 14 secondary schools, 3 Mission and 11 government schools. In all, 3102 Secondary 1 and 2 pupils were involved in the study. The study adopted an 80% cut-off point as a decision rule for interpreting the data. Among the dimensions considered were teacher helpfulness, affiliation, peer relationship and cooperativeness, class learning environment, values of respect, trust and attitude towards school rules. The study found that sharing and caring, mutual respect between teachers and pupils and courtesy were not strongly represented. It also found a bias towards friendship over obligation to public morality. On the positive side, there was strong achievement orientation and a belief among pupils that teachers were helpful and interested in pupils.     

Adaptation of the Questionnaire on Teacher Interaction for Elementary Grades

The secondary school version of the Questionnaire on Teacher Interaction (QTI) was adapted for the elementary school level and administered to 1 512 Singaporean students in 39 mathematics classes. The QTI is based on a two-dimensional model of influence (dominance-submission) and proximity (cooperation-opposition). Data supported each scale's internal consistency reliability, ability to predict student achievement, and ability to differentiate between the perceptions of students in different classrooms.