Student Perceptions of Chemistry Laboratory Learning Environments, Student–Teacher Interactions and Attitudes in Secondary School Gifted Education Classes in Singapore

This study investigated the chemistry laboratory classroom environment, teacher–student interactions and student attitudes towards chemistry among 497 gifted and non-gifted secondary-school students in Singapore. The data were collected using the 35-item Chemistry Laboratory Environment Inventory (CLEI), the 48-item Questionnaire on Teacher Interaction (QTI) and the 30-item Questionnaire on Chemistry-Related Attitudes (QOCRA). Results supported the validity and reliability of the CLEI and QTI for this sample. Stream (gifted versus non-gifted) and gender differences were found in actual and preferred chemistry laboratory classroom environments and teacher–student interactions. Some statistically significant associations of modest magnitude were found between students' attitudes towards chemistry and both the laboratory classroom environment and the interpersonal behaviour of chemistry teachers. Suggestions for improving chemistry laboratory classroom environments and the teacher–student interactions for gifted students are provided.     

Implicit theories of creativity: a comparison of student‐teachers in Hong Kong and Singapore

This study attempts to uncover the beliefs regarding various aspects of creativity among trainee‐teachers in Hong Kong and Singapore. Trainee‐teachers from Hong Kong (N = 188) and Singapore (N = 127) completed a questionnaire on beliefs about creativity. The 30‐item questionnaire covering 15 aspects of beliefs regarding creativity was presented to the respondents as a set of six‐point Likert scales. Through factor analysis, creativity was found to have five dimensions: (1) physiology, (2) generality, (3) culture, (4) individuality and (5) youth. Hong Kong respondents were found to hold more rigid views of creativity than their Singaporean counterparts. In particular, Hong Kong respondents believed more strongly that creativity is dependent on birth order, effort, health, logical thinking and youth and that there is a critical period beyond which creativity may not develop.     

Evaluating students’ perceptions and attitudes toward computer-mediated project-based learning environment: A case study

This research investigated 68 secondary school students’ perceptions of their computer-mediated project-based learning environment and their attitudes towards Project Work (PW) using two instruments—Project Work Classroom Learning Environment Questionnaire (PWCLEQ) and Project Work Related Attitudes Instrument (PWRAI). In this project-based learning environment, students experienced a face-to-face classroom setting and e-learning by using a synchronous computer-mediated communication (CMC) tool called ‘iCollaborate’ for online communication and project collaboration with peers from other countries. The PWCLEQ and PWRAI instruments were used to evaluate the computer-mediated project-based learning environment using students’ perceptions of the learning environment and to further investigate how their perceptions might affect their attitudes towards PW lessons. Students perceived the computer-mediated project-based learning environment favourably but they preferred to experience more Material Environment and more Open-Endedness and Social Presence. Simple correlation analysis revealed that all environment dimensions were significantly and positively related to the students’ attitudes towards PW, while multiple regression analysis indicated that two scales, Instructor Support and Social Presence, were the strongest predictors of attitudes towards PW lessons.     

Trends in Higher Education Course Choice of Secondary School Leavers in Malaysia

The study was aimed at examining trends in the higher education course choice of secondary school leavers in Malaysia and investigating the relationships of their course choice to their gender and socio‐economic background. The study uses a stratified‐random sample of secondary school students who are in their final year of secondary schooling. Data was collected through a questionnaire via the postal services. The results indicated that the higher education course choice of large proportions (78.8%) of secondary school leavers in Malaysia tended to be limited to only five degree courses. The findings reveal that except for engineering, the other four courses are non‐scientific in nature. In addition, school leavers of both genders expressed tended less towards the mathematical, computer, medical and natural sciences. These school leavers’ higher education course choice are significantly associated with their gender and socio‐economic background. Interpretations and implications of the results are also discussed.     

Scaling up of Continual Professional Development for Mathematics Problem Solving in Singapore Schools

The more ambitious an educational innovation, the greater the challenge in scaling up. In this paper, we focus on the scaling up of an ambitious pedagogical practice—mathematics problem solving as a regular feature in the classroom. We adopt a long-term approach to continual professional development (CPD) that began with intensive work with one school before we broadened the programme to four other schools which span the spectrum of schools in Singapore. To evaluate this overall design, we examine the current state of each school’s capacity in sustaining mathematics problem-solving instruction. In particular, we study and report findings on these areas: the readiness of teachers, the instructional materials and supporting structures. Based on the findings, we reflect on our CPD strategies and our theory of action which guided the CPD programme.

     

Secondary school students’ perceptions of teacher–student interaction and students’ attitudes towards project work

Project work (PW) provides one of the pathways for students’ self-inquiry learning and collaboration in Singapore schools. In this context, PW teachers function as facilitators. This study investigated quantitatively how a group of 270 secondary-school students (aged 14 years) perceived their seven PW teacher-facilitators’ face-to-face interactions with students based on the Questionnaire on Teacher Interaction (QTI), and whether their perceptions of teacher–student interaction during PW classrooms were related with their attitudes towards PW learning as a whole. Seven out of eight QTI scales were associated with Enjoyment of Project Work Lessons and two QTI scales were associated with Attitude to Inquiry in Project Work. The findings are discussed in terms of how teachers who function as facilitators can translate their interpersonal behaviours into effective teaching strategies for communicating with students and facilitating students’ learning in PW classrooms.     

Preschool teachers’ perceptions of school learning environment and job satisfaction

We report a survey of 100 preschool teachers from 15 preschools in Singapore using a modified instrument called the Pre-School Level Environment Questionnaire. The aims were to explore differences in actual and preferred perceptions of preschool teachers’ school-level environment and to investigate the relationship among preschool teachers’ profile, preschool learning environments and job satisfaction. Quantitative data using paired samples t tests indicated that there were significant differences in teachers’ actual and preferred perceptions of their preschool learning environments except for the scale of Work Pressure. Logistic regression revealed a positive influence of Resource Adequacy on preschool teachers’ job satisfaction.     

Gross motor teaching in preschool education: where,what and how do Singapore educators teach? (Enseñanza de la motricidad gruesa en educación infantil: ¿dónde,qué y cómo enseñan las maestras en Singapur?)

ABSTRACT

Fostering the development of gross motor (GM) skills is important in itself and beneficial for the holistic development of children. While early childhood curriculum frameworks for GM teaching have been recently articulated, there is limited research on actual pedagogical practices. This study explored GM teaching practices in Singapore Kindergarten 1 classrooms (4–5 years), focusing on where (indoors vs outdoors), what (types of GM skills) and how (teaching strategies and opportunities for practice) preschool educators teach. The study is part of a longitudinal project in which 108 Kindergarten 1 classrooms were observed and videotaped during a full ‘typical day’ (3–4 hours). GM teaching was observed to occur predominantly indoors. Non-locomotor skills were the most frequently taught to children, followed by locomotor and manipulative skills. Many educators were observed using explicit teaching strategies before and during GM activities, with low involvement after activities had been completed. While GM teaching was predominantly teacher-led, opportunities for unguided practice and play were more frequent outdoors. We conclude that Singapore preschool educators need support to better enact the guidelines of the GM curriculum framework. The study enriches the thin classroom-based international literature on GM education.