Concurrent Session
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ID: PTS001
Poster
Reclaim Stolen Focus by Reimagining Pedagogical Approaches in the Teaching of Chemical Bonding and Organic Reaction Mechanisms
Ng Yee Ling - RAFFLES INSTITUTIONLee Lih Sin - RAFFLES INSTITUTIONLee Mei Yin - RAFFLES INSTITUTION
ABSTRACT
The transition from traditional classroom learning to online learning during COVID-19 has accelerated the adoption of technology in education. While video lectures (VLs) have been used to minimize disruptions to learning, their effectiveness is generally limited due to a lack of variety, engagement, and ability to elucidate teacher-student thinking. The challenges encountered in the teaching and learning of Chemical Bonding (CB) and Organic Reaction Mechanisms (ORM) have been extensively reported. Many misconceptions arise from limitations of traditional pedagogy that present a limited and sometimes inaccurate picture of the concepts. Students’ lack of motivation to learn stems from their inability to relate concepts to real life. In ORM, students find it difficult to visualize changes at microscopic levels. These struggles often impede their academic progress. With personal learning devices becoming almost ubiquitous among students in Singapore, we posit that it is timely to leverage on the affordances of technology to alleviate the challenges faced by students in these topics. In CB, to make concepts relatable and explicit, we developed blue screen interactive videos and animations which incorporated teacher-led discussions that leveraged on daily life experiences. In ORM, teachers facilitated succinct animations and pop-up quizzes of the arrow pushing processes and the changes in stereochemistry in casual conversation settings. In CB, 52.9% of students (N = 696) enjoyed watching the interactive videos. Many were, however, deterred by the inconvenience imposed by the software. 45.4% responded that the reviewed lecture format was engaging and 37.9% concurred that this format made the concepts more relatable. After learning from this experience, we focused on reducing the issues that arose from the software. In ORM (electrophilic addition), 91.2% students (N = 296) enjoyed the interactive videos, 92.2% found the teacher-led animations and interactive quizzes useful in facilitating their understanding. These results highlight the potential of interactive videos to improve the teaching and learning of challenging concepts in science education. Teachers, with their grasp of content knowledge and pedagogical content knowledge, play a key role in curating the content. It also emphasises the importance of collaboration between teachers and EdTech specialists for accurate and accessible content creation.
ID: PTS002
Poster
Synergies in Cybersecurity Education: A Multi-Faceted Curriculum Approach Responding to Industry Dynamics
Sun Lei - NGEE ANN POLYTECHNIC (NP)
ABSTRACT
This research investigates innovative methodologies in curriculum development to address the dynamic landscape of cybersecurity education. The primary focus involves aligning academic cybersecurity programs with industry imperatives, recognizing the rapidly evolving nature of the cybersecurity field. The study advocates for a meticulous curriculum review to ensure that learning outcomes and content harmonize with contemporary industry practices. The overarching objective is to facilitate a seamless transition for students from academic environments to the professional sphere by integrating pertinent industry certifications into the curriculum. A second innovative initiative centers on the integration of auto-graded practical labs. Utilizing cloud-based learning environments, such as the AWS Academy LMS, the research explores the viability of offering students hands-on experiences across diverse cybersecurity domains. This methodology seeks to augment practical skills and proficiency, effectively preparing students for the real-world challenges they are likely to encounter in their future roles within the cybersecurity domain. The third critical component underscores the significance of asynchronous learning through the integration of the LinkedIn Learning platform. The paper proposes the inclusion of LinkedIn Learning courses in the cybersecurity curriculum, providing students with the opportunity to engage in self-paced, modular learning experiences. This approach not only accommodates diverse learning preferences but also furnishes students with tangible certificates of completion, thereby fostering motivation and recognition. The synergy derived from the incorporation of these three components presents a holistic approach to cybersecurity education that is attuned to industry exigencies. This comprehensive strategy enhances practical skills through auto-graded labs and promotes flexible, asynchronous learning using LinkedIn's platform. The paper concludes by underscoring the potential of these strategies to not only bridge the gap between industry and academia in cybersecurity education but also to serve as a model for curriculum development in other disciplines within the realm of technology.
ID: PTS003
Poster
Socioeconomic Status (SES) and Young Children’s Academic Development
Maureen Lim - NATIONAL INSTITUTE OF EDUCATION (NIE)Jose David Munez Mendez - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
This study aims to understand how different facets of SES, namely parents' educational attainment and access to financial resources, jointly contribute to the development of math and reading skills in Singaporean kindergarteners. Math and reading skills were assessed through standardized tests at various time points from Kindergarten 1 to Primary 1. Latent growth curve models were used for data analysis. Results suggest that children from less advantaged SES backgrounds already experience multifaceted developmental disadvantages. The effects of maternal educational attainment are more pronounced than those related to the family's access to financial resources. Children with less educated mothers exhibited poorer math and reading skills upon entering kindergarten. Additionally, these children demonstrated a slower acquisition of reading skills over the kindergarten years. Findings are discussed in terms of how the investigated SES facets differentially contribute to child development. It is suggested that mothers with higher educational attainment are more likely to provide greater verbal input, which to a larger extent contributes to the development of reading skills. However, it is also possible that demographic variables such as increased access to tertiary education for women and the difficulty in disentangling maternal education and age in the Singaporean context (i.e., younger mothers tend to be more educated than those in previous generations) may explain the aforementioned effects. The study underscores the impact of environmental factors on children's academic development well before kindergarten entry. This highlights the importance for parents, practitioners, and policymakers to understand the mechanisms that contribute to SES-related disparities in early childhood.
ID: PTS004
Poster
Outcomes of a Pilot Project Addressing Alternative and Augmentative Communication (AAC) Implementation at Rainbow Centre
Young Dawn Patricia Chuan Yu - Rainbow Centre (Margaret Drive School)Najmunnisa Shaik Alawoodeen - Rainbow Centre (Margaret Drive School)Lynette Gomez - Rainbow Centre (Margaret Drive School)Tan Seok Hui - Rainbow Centre (Yishun Park School)
ABSTRACT
Augmentative and alternative communication (AAC) refers to when an individual uses something other than speech to communicate (Speech Pathology Australia, 2023). A large majority of students in Rainbow Centre’s three special education schools require AAC systems to communicate. A 2021 survey of 51 teaching staff showed that teachers had difficulties i) using Aided Language Stimulation (ALS) to facilitate AAC use, ii) knowing which AAC symbols to use for group teaching, and iii) using unfamiliar AAC systems. A pilot project, Hear My Voice, was conducted to implement AAC assessment and intervention with 6- to 7-year-olds (N = 27) at one of the Rainbow Centre schools. The project included i) the use of an AAC system with a standardised layout and symbol set, ii) provision of a trial AAC kit for in-class dynamic AAC assessment, and iii) lessons targeting AAC use which were delivered by teachers in collaboration with speech-and-language therapists. Teacher-reported outcome measures were collected via questionnaires at the start and end of the year; feedback was also gathered at various points in the year. There were positive outcomes from this pilot project in the following areas: i) a more efficient AAC assessment and prescription process, ii) improvements in most students’ language and communication skills (e.g., expressive vocabulary with/without AAC, number of communication functions and communication partners, utterance complexity), iii) increased frequency of ALS by teaching staff, and iv) increased teachers’ confidence in using AAC. Some of the challenges included the need for flexibility and a non-standardised approach to AAC for students with more complex access needs. These results suggested that the use of a standardised AAC language system and trial kit, and close in-class collaboration between teachers and speech-and-language therapists were helpful in supporting better AAC implementation in class.
ID: PTS005
Poster
ASSESSING THE SPECIAL SCIENCE PROGRAM OF ARGAO NATIONAL HIGH SCHOOL: A TEACHER’S PERSPECTIVE NEEDS ASSESSMENT SURVEY
Stephen Bryan Asenjo - Philippine Science High School-Central Visayas Campus
ABSTRACT
Improving Science education in the Philippines is the goal in the establishment of science high schools and special science programs in the country. There are two agencies implementing these in the secondary level-Department of Education and Department of Science and Technology, both different in terms of degree of implementation. With most DOST-science high schools more established in terms of STEM curriculum implementation, it is imperative that it collaborates with the DepEd-attached special curriculum implementing schools to aid in the implementation of its special science programs. Hence, this study determined the needs of Argao National High School in the implementation of its Special Science Program. This study employed mixed research design, utilizing explanatory sequential design. It involves collection first of quantitative data and then followed with collection of qualitative data. There are two research instruments used: Needs Assessment Survey Questionnaire (Quantitative data) and the Focus Group Discussion Questions (Qualitative data). The Needs Assessment Survey Questionnaire was adapted from a study by Dinoy et. al 2020 and TALIS. Teacher-respondents were to determine if the degree of need for the items stated in the questionnaire is: (4) high degree, (3) moderate degree, (2) low degree or (1) no need at all. Furthermore, the questions used for the Focus Group Discussion was based on the results of the quantitative data to elicit further responses from the teacher-respondents. A total of seven (7) teacher-respondents from Argao National High School, teaching in the special science program participated in the study. All respondents were females wherein most of them were 26 years old and above. After the analysis of data, it was found out that there were five areas identified to look into: Special Science Program, Student Development Services, Learning Facilities and Resources, Professional Development and Curriculum. It is concluded that each category varies in terms of extent of need such that a need to address: Learning Facilities and Resources, Professional Development and Student Development Services may be focused due to numerous high to moderate degree level of needs indicated by the teacher-respondents.
ID: PTS011
Poster
Fostering Self-Regulated Learning: The Impact of Assessment Wrappers in Junior College Year 2 Chemistry
Koh Ching Hwee Sharon - ST. ANDREW'S JUNIOR COLLEGE
ABSTRACT
This poster presentation delves into the successful implementation of assessment wrappers as a pedagogical tool to cultivate motivation and metacognition among Junior College Year 2 Chemistry students. The overarching goal is to promote self-regulated learning and enhance overall academic performance. The assessment wrapper framework integrates a reflective process that empowers students to evaluate their effective efforts, identify areas for conceptual improvement, and strategically plan their next steps for academic enhancement. The pivotal role of teacher feedback following each assessment wrapper submission serves to further encourage self-regulated learning. To assess the impact of this intervention, a combination of students' perception surveys and thorough analysis of their work has been conducted. The findings reveal evidence of improvements in students' self-regulation, specifically in the activation of cognition, heightened motivation, and the development of robust metacognitive skills. Moreover, the positive influence of teacher feedback is underscored as a catalyst for the continued success of assessment wrappers. This feedback not only amplifies motivation but also facilitates deeper levels of metacognition, ultimately contributing to a more enriched learning experience. To refine this approach, intentional coaching with the incorporation of exemplars is proposed. This targeted guidance aims to further empower learners to engage in reflective practices, thereby maximizing the effectiveness of assessment wrappers. In conclusion, this presentation demonstrates the benefits of incorporating assessment wrappers as a means to foster self-regulated learning in the dynamic context of Junior College Year 2 Chemistry. The findings underscore the importance of reflective processes and teacher feedback in cultivating a learning environment that nurtures motivation and metacognition to help students be better self-regulated learners. Keywords: Assessment as Learning, Self-assessment, Motivation, Metacognition, Self-regulated Learning
ID: PTS012
Poster
Let’s Build E-Learning Using AI! Investigating Students’ Perceptions in Using Artificial Intelligence to Develop E-Learning
Sarinporn Chaivisit - Kasetsart University
ABSTRACT
This qualitative research aims to investigate students' perceptions of using generative artificial intelligence (AI) tools to assist them in developing e-learning. The participants are graduate students in educational technology at a research university located in Thailand's central region. Most of them are teachers, who learn to design and develop e-learning for teaching and learning. Since education has been impacted by the emerging technology of AI, teachers and students should be ready to embrace changes. The theoretical framework that shapes this study is constructionism, which states that students learn most effectively when they actively construct or do things. In this study, generative AI tools were used to empower students to construct knowledge by allowing them to create things, such as e-learning and content. Generative AI is a subset of artificial intelligence that can produce novel content i.e. text, images, music, videos, and real-time feedback. Students can use its easy creation tools and others such as automated graders or chatbots to develop their e-learning. The ultimate goal of this study is to gain an understanding of implementing artificial intelligence in teacher education, and how it affects students’ learning to create e-learning and related materials. This qualitative research will gather students’ perceptions by interviewing students after using generative AI as a tool to develop e-learning. The data will be analyzed by using thematic analysis to analyze the common themes of students’ perceptions of using generative AI. The research questions are: (1) How do students perceive the use of generative AI tools to assist them in developing e-learning? (2) How do generative AI tools assist them in learning to develop e-learning? and (3) What challenges do students face in using generative AI tools to develop e-learning? The expected findings will demonstrate students’ perceptions of using generative AI tools in developing e-learning. The findings will also include the benefits and challenges of using generative AI to build e-learning and related instructional materials. The findings will contribute knowledge to the educational field and best practices for educators or instructional designers in developing e-learning using AI. In addition, educational leaders will perceive creative solutions for embracing AI to transform education.
ID: PTS015
Poster
Supporting Teachers in Fostering Healthy Civic Discourse in Classrooms: A Research-Based Mobile Application Development
Kampanart Chaiyarat - Chulalongkorn University
ABSTRACT
Civic discourse is essential for a democratic classroom environment since it requires students to use rhetoric to argue rationally on issues instead of turning back on their peers. This two-phase research aims to develop a mobile application that supports teachers in fostering healthy civic discourse in classrooms. Phase One covered an observation and audio recording of classroom discussions in eight classrooms, with 235 students in total. Afterwards, the audio recordings were transcribed and coded using the ‘process coding’ approach. Phase Two was mobile application development, which used the data from the former phase. The app was prototyped using XCode and then tested and evaluated for effectiveness by ten teachers using a 7-point semantic differential scale questionnaire, which resulted in a moderately high score. The final result of the application has four main features for teachers, as follows:. 1) Learning about civic discourse: This provides a description of civic discourse and explains the guidelines for setting up a classroom atmosphere that encourages civic discourse. 2) Mastering in civic discourse analytical skill Teachers learn strategies to foster healthy civic discourse through 20 simulation questions. Each question narrates dialogue between teacher-students and students-students. Teachers select one of the three options that they think or will do in that situation. Those three options will then lead to the three different explanations with no absolute correct answer. 3) Understanding students’ characteristics This allows teachers to experience a set of questions asking about the behaviors of individual students in four main aspects: (1) being open-minded; (2) being able to access reliable information; (3) having rational and critical thinking skills; and (4) participating in decision-making for the public, according to the Habermasean framework. When completing all questions, teachers can assess the level of each trait in that student as well as receive feedback to improve each aspect through civic discourse. 4) Exploring ideas for teaching citizenship education This section collects and synthesizes learning resources that teachers can apply to their citizenship education classrooms to build up the desired characteristics of young citizens.
ID: PTS016
Poster
Fostering Reflective Practice in Teacher Education: The Impact of an Online Lesson Study Program
Takayoshi Sasaya - Kagawa UniversityReiko Isshiki - Kagawa University
ABSTRACT
This research developed a next-generation online lesson study program for university courses, focusing on analyzing students' reflective characteristics. Reflective lesson studies are vital for teachers' professional development, and there has been a global shift towards using information tools to deepen teacher reflection. Our program, designed with Microsoft Teams and Microsoft Stream, targets both school teachers and university education students. It includes lectures on teaching methods, creating instructional videos (individually or collaboratively), engaging in group discussions about these videos, and writing reflective reports. Our analysis, based on Darling-Hammond's (1999; 2006) teacher reflection model, encompasses student understanding assessment, teaching efficacy, classroom environment, educational philosophy, and continuous teacher growth. The study analyzed students' reflective reports from the program's final phase, integrated into a one-semester educational methodology course involving 107 sophomore and junior prospective teachers. Using text-mining, we classified sets of adjectives and nouns in modifier-modified relationships in the reports according to Darling-Hammond's reflection model. This approach revealed specific types of reflections prevalent in the online format, highlighting a bias in students' reflective reports. The findings highlighted: (1) Reflections on children's understanding and child-centered teaching methods, (2) Observations of teacher-influenced classroom environments, (3) Absence of reflections on children's interactions and educational philosophies, and (4) Enhanced student motivation for future lesson studies. These biases, linked to video recordings of teachers' (i.e., students') actions from children's perspectives, demonstrate the program's unique advantages in online learning environments. Our program, aligned with nurturing future-ready educators, plays a vital role in modern education. It enhanced student reflection and significantly contributed to undergraduate teacher education by offering practical lesson study experiences and child-centric teaching insights. This program effectively integrates technological tools with educational strategies, emphasizing interactive and reflective learning environments. Additionally, it outlines key future research and development directions. Priorities include enhancing online features for greater location and time flexibility and promoting children's interaction in video projects, which is crucial for advancing teacher training in university faculties. This innovative approach supports ongoing lesson studies for in-service teachers and drives educational transformation, equipping educators with competencies for a progressive educational environment and guiding continuous innovation and improvement in teaching methodologies.
ID: PTS018
Poster
Building Metacognitive Practice through Blended Learning
Khoo Lilin - ST. ANDREW'S JUNIOR COLLEGE
ABSTRACT
Trialled in a JC Lit classroom, this study incorporated classroom practices to support 46 JC1 students to build their metacognitive skills in a blended learning environment. This enabled students to apply their metacognitive learner strategies to meet learning goals. Background of study: In the JC1 Lit classroom, many students had limited prior exposure to poetry and were afraid of engaging with unseen poetry. Many students also did not know how to check and regulate their thought processes. These students tended to attribute their occasional success in interpreting poems to chance, rather than skills, and were unable to transfer their learning to the next poem. Consequently, students’ sense of self-efficacy and affective engagement took a sharp dip. This corresponds with observations made by Zimmerman and Martinez-Pons (1988) that many students do not proactively or strategically self-regulate their learning and that it is important to teach metacognitive learner strategies explicitly and consistently in classroom practice (Zimmerman and Martinez-Pons, 1988). Aims: We wanted to find out if explicitly teaching students metacognitive skills and giving them time and space in the blended learning environment to practise these skills would enable them to gain a greater sense of confidence in analysing unseen poetry. Methodology: Drawing on Zimmerman and Campillo’s work (2003), an analysis of students’ learning challenges was carried out. We designed a self-assessment tool using the results from this analysis. Students rated their proficiency and confidence levels in achieving different learning goals. The same survey tool was used at the end of a term which included several intervention strategies in the online and face-to-face classroom to help students build greater metacognitive capability. Findings: Using the self-assessment tool, it was found that students’ confidence increased across all items at the end of the term. Items pertaining to self-regulation, e.g., ability to stay calm under pressure, show the greatest improvement. Students’ metacognitive practice led them to be more self-directed in their learning. It was also observed that students found poetry more enjoyable. Students were able to transfer their learning across online and face-to face learning environments – this was triangulated with data from assessment.
ID: PTS019
Poster
Do teachers use valid sources of information to assess student performance?
Chunjie Zhu - Shanghai Normal UniversityJiangjie Ou - Shanghai Normal UniversityDetlef Urhahne - Passau University
ABSTRACT
Aims This project aims to learn more about the strategies of teachers to assess student performance. Hattie's (2012) compilation of meta-analyses has shown that a variety of factors influence students' academic performance. But which factors do teachers select to assess student performance appropriately? It aims to examine the utilization of information sources when teachers make judgments about student performance and the validity of these sources. Methodology 21 classes from three Chinese elementary schools took part in the study. The 21 teachers (2 male) were on average 39.05 years old (SD = 7.50) and taught mathematics for an average of 4.64 hours per week (SD = 1.33). The 417 students had a mean age of 12.05 years (SD = .96). Within two school hours, they completed a fractions test for 6th graders (Hirzel & Reischmann, 1973) to measure student performance, a language-free intelligence test (Oswald, 2016), a concentration test (Brickenkamp et al, 2010), a test of mathematical strategy knowledge for 5th and 6th graders (Lingel et al., 2014) as well as scales on mathematical self-concept (Ziegler et al., 2005), motivation to participate in class (Wang et al., 2016), interest in mathematics (Rauer & Schuck, 2021) and the quality of homework (Power et al., 2015). At the same time, the teachers assessed student performance in the fractions test by stating the number of problems solved per student. Findings It was found that the students' intelligence (p < .001), strategy knowledge (p < .001), and mathematical self-concept (p < .001) were valid predictors of fraction performance. Teachers' judgment of student performance was significantly predicted by fractional arithmetic performance (p < .001). It was also shown that self-concept (p < .001), strategy knowledge (p < .01), student intelligence (p < .001), and the quality of homework (p < .05) also influenced the teacher's assessment. A comparison of the results on the validity and use of student characteristics reveals extensive similarities. Overall, the study suggests that teachers know how to make good use of valid indications of student performance in mathematics and that these shape their judgment of cognitive performance at school.
ID: PTS021
Poster
Teachers' motivation impacts the SES-achievement gap in young children's mathematical development
David Munez - NATIONAL INSTITUTE OF EDUCATION (NIE)Maureen Lim - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
There is robust evidence of the positive impact of early childhood education (ECE) on young children’s mathematical development and future life outcomes (Duncan et al., 2007; Ritchie & Bates, 2013). There is also evidence that children from disadvantaged socioeconomic environments (SES) exhibit poorer mathematical skills than their more advantaged peers (Duncan & Magnuson, 2011; Reardon & Portilla, 2016). This has translated into policy recommendations that underscore high-quality mathematical stimulation to tackle the SES-achievement gap early in development. In this regard, many educational policies highlight the role of preschool teachers as an integral part of high-quality ECE programs. Indeed, teachers' personal characteristics, such as intrinsic motivation, are important determinants for ECE process quality reflected in classroom interactions (Pianta, La Paro, Payne, Cox, & Bradley, 2002). This study investigates whether teachers’ intrinsic motivation towards their job in ECE helps to reduce SES-related differences in the development of math skills. Longitudinal data (n=1009; Mage= 57.3 months; SD= 3.9) on mathematical achievement (using TEMA-3) were collected at the beginning and end of K1. The teacher’s intrinsic motivation (n= 125; Mexperience= 7.5 years; SD= 6.1) was assessed with four subscales of the Intrinsic Motivation Inventory (IMI). The family SES was measured with a composite variable that included parental educational attainment, household income, as well as housing type. Results from a multilevel model revealed a significant main effect of SES on the child’s mathematical development (r= .07). Children from more advantaged SES backgrounds showed steeper growth over the first year in kindergarten. That effect was qualified by a significant cross-level interaction with the teacher’s intrinsic motivation (r= -.65). The negative coefficient indicates that the SES-achievement gap increased as the intrinsic motivation of teachers decreased. Examining the interaction at 1SD above and below the mean intrinsic motivation revealed no effect of SES on mathematical growth (over the first year in kindergarten) for children in classrooms with more intrinsically motivated teachers. In contrast, the existing lag in mathematical skills observed in children from more disadvantaged backgrounds at the start of K1 increased in classrooms where teachers had less intrinsic motivation.
ID: PTS022
Poster
Innovations in Bridging Pharmacological Knowledge Gaps: A Case Study in Podiatric Medicine Education
Daryl Susigan - Monash UniversityMalia Ho - Monash UniversityCylie Williams - Monash University
ABSTRACT
The Doctor of Podiatric Medicine degree was offered in 2023 by Monash University as an extended Masters qualification. To enter this course, individuals must have a prior health-related Bachelors qualification with successful completion of undergraduate subjects in Anatomy, Physiology, and Pharmacology. With its first run in 2023, 15 students failed to meet the Pharmacology requirement, resulting in a projected financial loss exceeding $600,000 AUD. To address this issue, the Podiatry academic team developed an innovative solution in the form of an online short course titled "Introduction to Pharmacology for Health Professional Prescribers." This course development was funded ($9000 AUD) by the School of Primary and Allied Healthcare. The course was strategically designed to bridge the Pharmacology knowledge gap for students entering post-graduate healthcare programs, with special emphasis placed on foundational pharmacology knowledge essential for safe and effective prescribing practices. Key features of the short course include its online, self-directed format, enabling completion in less than 12 weeks. Leveraging Smartboard enhanced lectures and interactive pharmacokinetic and pharmacodynamic multimedia aimed to increase student engagement and enhance the learning experience. Open-book online assessments were designed to ensure academic rigour, with minimal on-going staff involvement. The asynchronous nature meant that students could start any time in the year, combined with the relatively low cost of the short course enables it to be more affordable and accessible to potential students, serving as a unique entry point into higher education. Looking forward, the course exhibits scalability, with potential expansion to meet the specific needs of allied health professionals seeking the endorsement of their registration for scheduled medicines. The course was launched on December 18, 2023, and initial responses indicate a positive uptake. Ongoing research will evaluate its effectiveness in comparison to traditional in-person courses, exploring the potential of short courses as alternative and efficient entry pathways into higher degree programs. If successful, this innovative model could reshape educational paradigms, facilitating broader access for aspiring healthcare professionals. *Presented in English*
ID: PTS023
Poster
Development of the SEN Self-Disclosure Scale (SENDS) for University students with SEN
Hillary Lim Ler Lee - NATIONAL INSTITUTE OF EDUCATION (NIE)Nah Yong Hwee - NATIONAL INSTITUTE OF EDUCATION (NIE)Goh Kok Yew Shaun - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Background: In recent years, more students with Special Educational Needs (SEN) have been enrolled in universities. These students may have a dilemma of whether to disclose their diagnosis to their peers. Current literature focuses on understanding these students’ experiences in university when disclosing to their peers in a qualitative manner. However, there has been limited research done on the quality of disclosure to peers, especially by university students with SEN in a local Asian context such as Singapore. Method: A new scale, the SEN Self-Disclosure Scale (SENDS), was created to measure the quality of Singapore university students with SEN’s disclosure quality. The SENDS consists of six vignettes and an 8-item questionnaire that will be asked alongside each of the vignettes. The six vignettes were created by individuals who had experiences working with university students with SEN. The 8-item questionnaire was constructed using the subfactors of self-disclosure in Wheeless (1978), based on the researchers’ understanding on the topics that a local student with SEN will have to disclose about. The sample consisted of 30 students (22 male, 7 female, 1 other; mean age = 24.17, SD = 2.74) diagnosed with different types of SEN (i.e., Specific Learning Disorder, Attention Deficit Hyperactivity Disorder, and Autism Spectrum Disorder) studying in National Technological University, Singapore. The participants were asked to evaluate the SENDS’s content validity and readability. Result: The participants provided qualitative feedback regarding the vignettes and changes were made accordingly in the SENDS. Discussion: Future studies would need to be conducted to evaluate the psychometric properties (i.e., reliability and validity) of the SENDS.
ID: PTS024
Poster
Gestures reveal different mechanisms of set generation for counters and non-counters
Regine Poon - NATIONAL INSTITUTE OF EDUCATION (NIE)May Myo Hein - NATIONAL INSTITUTE OF EDUCATION (NIE)Amelia Yeo - NATIONAL INSTITUTE OF EDUCATION (NIE)Pierina Cheung - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Children’s knowledge of number words is typically assessed with the Give-N Task (Wynn, 1990, 1992). On this task, children are asked to give different quantities of objects and researchers classify children based on the highest number they give correctly. This task reveals an interesting pattern in which children learn the first few number words sequentially and one at a time, up to about “four” before becoming counters who can use counting to generate sets of objects. Past studies have analyzed children’s accuracy on the task, but few have investigated how children produce sets of objects (e.g., grabbing objects or counting out objects) and its relationship with their knowledge of counting. In this study, we coded children’s gestures on the task and asked whether gestures may reflect the mechanisms by which sets are generated. Participants included 286 2- to 5-year-old children. Children completed the Give-N Task with a puppet and some toy bananas. On each trial, children were asked to give the puppet different quantities of bananas, starting with “one”. Children were coded as non-counters and counters based on accuracy on the task. Importantly, we coded whether they simply grabbed a set, placed the bananas one by one without overt counting, verbally counted, or used any combination of gestures. We analyzed gestures as a function of set size (small vs. large). We found that counters were more likely than non-counters to count on the task. Counters were more likely to count on large than small sets. Counters were also more likely than non-counters to demonstrate a planning step approach. Contrary to common assumption, counters did not always count on large sets. Other strategies included placing objects one by one without overt counting, or a combination of grabbing and placing objects one at a time (e.g., grabbing two and placing the rest one by one to make four). These results show that counters and non-counters differed in their use of counting, and also raise questions about the need to examine other unexplored strategies. In particular, the use of both grabbing and individuating objects suggest that children might be decomposing number.
ID: PTS025
Poster
Towards a theory of how Singaporean Social Studies teachers understand and rationalise the teaching of critical thinking
Shaowen Ng - University of Bristol
ABSTRACT
While citizenship education has been regarded as a goal of public schooling in most societies, the Singapore government has treated it with utmost importance; as a matter critical for her long-term survival as a nation-city-state. To that end, Singapore has experimented with various citizenship education programmes since self-governance in 1959. Launched in 2001, Social Studies has been a “major vehicle for citizenship education” (Sim, 2008, p. 253), and also a compulsory-and-examinable school subject. However, tensions arise when Social Studies teachers negotiate the national identity building and critical thinking aims of the subject. Moreover, despite signs of increasing democratisation, Singapore seems to have “backslid into more authoritarianism” (Abdullah, 2020, p. 1128) in the recent decade. This study examines how Social Studies teachers understand and rationalise the teaching of critical thinking in Singapore. This inquiry is composed of two sections. First, I will examine the historical and socio-political context of Singapore shaping the government’s approach to critical thinking in citizenship education. Second, I will examine how teachers understand and perceive their navigation of the teaching of critical thinking in Social Studies. Adopting a grounded theory methodology of data collection and analysis, I will draw from an initial analysis of academic literature on Singapore, critical thinking, citizenship and citizenship education, and Social Studies. This will be followed by the empirical focus of this study; which will include (i) analysis of relevant historical, policy, curricular, and other archival (primary) documents pertaining critical thinking in citizenship education curricula from 1959 to 2022; followed by (ii) semi-structured individual interviews conducted with current Social Studies teachers in public secondary schools in Singapore. This overall aim of this study to generate substantive theory that will suggest directions towards approaches of teaching critical thinking in the context of Social Studies in Singapore and provide relevance towards education for citizenship in other settings.
ID: PTS026
Poster
Neurophysiological Synchrony in Collaboration
S.H. Jessica Tan - NATIONAL INSTITUTE OF EDUCATION (NIE)Wei-Peng Teo - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Even though collaborative learning allows students to develop cognitive, social and emotional skills, the mechanisms underlying collaboration in collaborative learning is still not well-understood. Recent technological advances in in neuroimaging techniques such as functional near-infrared spectroscopy (fNIRS) have pushed for a move toward more interactive paradigms that measure inter-brain synchrony (IBS) in real-time social and collaborative settings. While preliminary studies have established a positive correlation between IBS and collaborative performance, it is not clear whether IBS facilitates collaborative performance or whether IBS is a by-product of two brains encoding the same stimuli. Moreover, even though synchrony at the physiological level has also been found to predict collaborative performance, physiological and neurophysiological synchrony have always been studied separately. This study aims to (1) determine the causality of IBS on collaborative performance, and (2) understand the relationship between physiological synchrony, IBS, and collaborative performance. Functional near-infrared spectroscopy (fNIRS) data and physiological data are measured simultaneously from participant dyads via hyperscanning as they play Quadra, a modified version of Tetris, individually and collaboratively in three sessions. The collaborative version of Quadra requires one participant to control the orientation of the tetrominoes and the other to control the location of the tetrominoes. In two of the three sessions, prior to playing Quadra, participants are administered non-invasive transcranial magnetic stimulation (TMS) at the right temporoparietal junction (rTPJ) to influence IBS. Continuous theta-burst stimulation (cTBS) is used to inhibit IBS in one session while intermittent TBS (iTBS) is used to induce IBS in the other session. Data collection is ongoing and results will be discussed in terms of the following hypotheses. First, we hypothesise that IBS causally facilitates collaboration, thus we expect collaborative performance to improve when IBS is induced and to deteriorate when IBS is inhibited. Next, we hypothesise that physiological synchrony in skin conductance levels and heart rate will be positively associated with collaborative performance. Given that collaboration has been found to improve learning and foster positive social interdependence across age groups and cultures, findings from this study have important implications for learning interventions.
ID: PTS028
Poster
Station-Rotation Model as an answer to blended learning in AfL and AaL
Pearlyn Lim - FUCHUN SECONDARY SCHOOLChen Xin Da - FUCHUN SECONDARY SCHOOL
ABSTRACT
Lessons revolving around post-assessment corrections easily lapse into lectures followed by silent individual work. This poster will illustrate how teachers incorporate Artificial Intelligence (AI) tools, Differentiated Instruction (DI) and hands-on activities within the structure of Station-Rotation Model (SRM) so that correcting one’s mistakes is both productive and fun. Assessment is ‘an interconnected part of teaching and learning’ (Berry, 2008, p. 5) of which corrections play an integral role in supporting learning (Alleman & Brophy, 1998; Berry, 2008). For students to fail forward, they need to know where they went wrong, why they went wrong and revisit the topics and skills (Bohney et al., 2018). Because students have demonstrated their inadequacy through their mistakes, teachers may feel compelled to adopt the receptive-transmission model (Askew, 2000) to feed students with the necessary knowledge to control the quality of learning. A multi-station classroom structure breaks up classroom formation suited for such frontal teaching, naturally prompting practitioners to adopt a more constructivist approach for giving feedback. Moving from station to station also creates opportunities for students to learn and interact with different classmates, creating new social learning spaces (Kokko & Hirsto, 2021; Tucker, 2023). Additionally, SRM allows for customization of learning processes (Tucker, 2023) or DI (Allan, 2000; Tomlinson, 2017) depending on the activities in each station. This is also part of the intent behind AfL (Askew, 2000; Berry, 2008; Padmanabha, 2021) since students rarely make the same mistakes for the same reasons in any assessment. Incorporating AI tools enables students to assess their own learning using AI as a preliminary source of feedback. The poster will include students’ artefacts in two contrasting subject areas - language and mathematics, data from pre and post-lesson students’ perception surveys, as well as links to sample lesson plans for teaching secondary level English Language, Literature in English, Additional Mathematics and Elementary Mathematics.
ID: PTS029
Poster
9-year journey revamping school-based assessment
Pearlyn Lim - FUCHUN SECONDARY SCHOOLChen Xin Da - FUCHUN SECONDARY SCHOOLRajinee Devi Kanagalingam - FUCHUN SECONDARY SCHOOLErfasiah Abdul Rahim - FUCHUN SECONDARY SCHOOL
ABSTRACT
This poster encapsulates Fuchun Secondary School's transformative nine-year expedition aimed at refining assessment practices to foster a more impactful learning environment. Motivated by an increasing recognition among educators regarding the pivotal role of assessment in the learning process, the school adopted a whole-school approach to overhaul assessment practices. The journey unfolded across four distinct phases: Shifting Mindsets and Expectations (2015 – 2016); Strengthening Assessment Culture (2017 – 2018); Creating a Support System (2019 – 2021); and Deepening Assessment to Support Self-Directed Learning (2022 – 2024). Throughout the years, a dedicated core team collaborated with educators to experiment with Assessment for Learning (AfL) strategies. Our initiatives include: (i) Recognizing the pivotal role of teachers in shaping student learning experiences through assessment, we expanded beyond conventional professional development courses. We leveraged microlearning as a potent strategy for ongoing professional growth (Buchem & Hamelmann, 2010). This approach involved creating and disseminating customized microlearning packages designed by and for teachers. (ii) Implementing task-based assignments to actively engage students in the learning process. (iii) Equipping students with the tools for peer assessment, capitalizing on the effectiveness of bite-sized learning (Giurgiu, 2017; Mohammed et al., 2018; Semingson et al., 2015; Shatte & Teague, 2020). Reflecting insights from the literature, which underscores the need for students to acclimate to AfL and Assessment as Learning (AaL) (DeLuca et al., 2018), our journey from a traditional, passive-transmissive mode of assessment (Berry, 2008) to a reciprocal model (Fletcher, 2016; Hager & Butler, 1996) where students assume full ownership of their learning (AaL) (Padmanabha, 2021) has borne fruit through our students’ work, and their very positive attitude towards school and learning. Our experiences are positioned to assist educators undertaking school-wide initiatives to implement and sustain changes in teaching and learning. The presentation will also feature multi-modal student artifacts and insights from student perception surveys.
ID: PTS031
Poster
Exploring Mental Health Complexities in the Workplace Through Deck Toys
Nurhidayah Binte Mohamed Ali - NIELathamagesh D/O Shatiannatham - NIEMuhammad Herwanto Bin Johari - NIEZhuang Shipei Cecilia - NIE
ABSTRACT
Character and Citizenship Education (CCE) is an integral education component in primary and secondary schools in Singapore. However, there is a need for students to be further engaged cognitively in CCE lessons. Therefore, our project sought to bridge the gap in learning through adapting a Secondary 3 CCE lesson that has been prepared by the CCE branch on the topic of Navigating Challenges at work through the use of Deck Toys. Deck Toys is an online classroom platform that allows teachers to teach and engage students interactively. The activities we designed using Deck Toys are grounded by three main cognitive theories; information processing theory , Piaget and Vygotsky’s cognitive theory of development. Activities curated on the Deck Toys using Pac-Man as the interface of the game served to give students an authentic experience of navigating complexities at work. Activities that were crafted were meant to enable students to dabble with new information , recall , assess , create, discuss and evaluate their choices through the use of tools Deck Toys afforded. Both the instructions and tasks are created giving paramount importance to cognitive theories of development. Through designing an adaptation of the CCE lesson , we acknowledge and address learners: i) cognitive development stage ii) capitalise the strength the learner at that stage possesses. Through this acknowledgement of the cognitive ability of students at that stage, we hope that it would help in shaping the learner's learning experience through the design of appropriate tasks that leverages on the learner's cognitive abilities. Using Deck Toys will enable teachers to better scaffold students’ learning , serving by way of mediating agents to help bridge the gaps in knowledge for students at certain pitstops of the game. Leveraging the use of ICT promotes self-directed learning ; which helps serve to enhance the cognitive thinking ability & motivation level of students. Through teacher-student interactions and discussion at the final pitstop in the Deck Toy, students culminate their learning of this topic by evaluating their choices and garnering the opportunity to listen to other possible perspectives during the discussion. Deck toys link: Deck.toys/zmn-yyjy-jbh
ID: PTS032
Poster
Development of social studies education program for higher education: case study Srinakharinwirot University, Thailand.
Anchalee Srikolchan - Srinakharinwirot University, Faculty of Social Sciences
ABSTRACT
This research aims to design a social studies program for undergraduate students to be teachers in school who can promote citizenship for learners at the basic education level by applying the concept of outcome-based education to program design, emphasizing an articulated idea of what students are expected to know and be able to do- what skills and knowledge they need when they leave the program. It attempts to measure educational effectiveness based on results rather than inputs. The student learning outcomes constitute the criteria by which the program is developed or redesigned, instructional materials are selected, teaching methods are adopted, and evaluation is conducted. Data were collected through interviews and focus groups. The target groups were administrators and teachers in school, alumni, current students, and lecturers. The research found that determining learning outcomes aims to develop students to be teachers in school who could promote citizenship for Primary and secondary education students. Content in the program must be knowledge related to citizenship, sociological theories, economics, law, politics, government, history, and area-based analysis. Learning activities must emphasize learning by creating real experiences, such as field trip activities, practising in different area-based contexts, and analyzing and synthesizing to create knowledge. For the last year in the program, students must be able to design learning activities for various courses; the goal was for students in school to be aware of the changing world and comprehensive about the nature of human and world society. The lecturers in the program must provide information and activities to support the students in becoming thinkers. Stimulate students to learn through thinking processes in various dimensions more than lecture teaching. The faculty had to provide the environment and facilities for the program, such as a teaching lab and workspace for students. The program designs various measurements and evaluations according to skills as learning outcomes and communicates to students to prepare themselves to achieve the program's learning outcomes.
ID: PTS033
Poster
The Development of Teacher Quality in Higher Education in Thailand through the Professional Standards Framework
Siriporn Dabphet - Srinakharinwirot University
ABSTRACT
One of the primary goals of higher education in Thailand is to become a world-class university. This essay examines the approach and scholarly advancement in Thai higher education as defined by the "Professional Standards Framework," a system of quality assessment. This study's methodology is documentary research. Administrators and instructors at the university have also been interviewed. The result was found that, ranking systems have been found to play a significant role in the development of teacher quality in Thai universities. This is because a university's ability to obtain government funding, research funding, international collaboration, and student enrollment is directly impacted by its standing in the world's top 100-500 universities or its superior ranking among other Thai universities. A number of tactics have been used to improve the rating. One tactic that has been used for a number of years in numerous colleges is the improvement of teacher and academic quality by having more lecturers receive the "Professional Standards Framework." The United Kingdom Professional Standards Framework (UKPSF) has authorized this framework. The requirement will meet professors' rising expectations for their professional and knowledge acumen.The standard will meet the growing demands on lecturers' expertise and level of involvement in the profession. It also supports the development, implementation, and accreditation processes of the policies, programs, processes, and systems. While some colleges modified the framework to fit their unique needs, others encouraged or mandated that their instructors qualify for the UKPSF. According to the universities, a lecturer is qualified as a professional lecturer if they have obtained certification from either UKPSF or their PSF. In line with each university's announcement, they will receive additional perks. For example, a university offers incentives and benefits to applicants for academic positions. Some academic institutions use key performance indicators (KPIs) in their performance reviews with the goal of motivating their instructors to receive professional standards framework endorsements. Due to its large number of professionally certified teachers, the university will rank higher. The university gains from this tactic by raising its ranking score. Teachers benefit as well. On the other hand, instructors felt under pressure due to mandatory measures.
ID: PTS034
Poster
Efficacy of Open Educational Resources (OER) on Climate-Change Education and Eco-friendly Practices -A Practical framework
Rubina Khatun - Pondicherry UniversityVijay Kumar . R. - Pondicherry University
ABSTRACT
Integration of ICT in the Classroom has become the order of the day, without which classroom transactions can never be active, efficient, or meaningful. The present paper highlights the role of OER in evaluating climate change and eco-friendly practices. There is an urgent need for efficient teaching tools and materials to raise awareness and encourage sustainable practices in light of the growing concerns around climate change from around the world. Open Educational Resources, or publicly available learning materials, have become a promising way to spread awareness of environmental issues, climate change, and adopting eco-friendly practices. The study was framed on the theory of planned behaviour (TPB) advocated by Arjen,1985 used popularly for changing behaviour intervention. A substantial body of empirical research has shown that TPB is helpful for the development of effective behavior modification interventions in addition to behavior prediction and explanation. According to this theory, interventions are effective when they enable individuals to obtain the skills and information needed to carry out their goals and when they lead to modifications in the beliefs that underpin those goals. Using Open Educational Resources as an intervention, the current study aims to explain how people's intentions to adopt eco-friendly activities and the process of behavioral change concerning climate change. The study highlights the potential of Open Educational Resources in tackling climate change issues, which provides significant insights into the domains of sustainability, environmental studies, and education. The findings are aimed at informing educators, decision-makers, and interested parties about the value of utilizing open educational resources (OER) to promote climate literacy and foster an environmentally conscious culture in a range of educational settings. Keywords – Open Educational Resources, Climate-Change Education, Eco-friendly practices, adolescent learners
ID: PTS036
Poster
Exploring Disciplinary-Specific Feedback Practices for Historical Inquiry
Lee Min - NATIONAL INSTITUTE OF EDUCATION (NIE)Chong Weng Keong Andy - HOUGANG SECONDARY SCHOOLChin Khai Fung - YUSOF ISHAK SECONDARY SCHOOL
ABSTRACT
This study describes the disciplinary-specific feedback practices in two Singapore secondary history classes. Our goal is to uncover how history teachers design and implement feedback practices to facilitate historical inquiry. Interviews with history teachers reveal that their feedback design focused on facilitating student engagement with historical sources and empowering them to construct their own interpretations of historical events. The teachers also refrained from imposing their interpretations of the historical events during feedback, allowing students to navigate their inquiry journey. Results showed: (1) The implemented disciplinary-specific feedback practices include the creation of multiple avenues for feedback dialogues and the provision of resources as reference points for internal feedback; (2) These practices effectively facilitated meaningful feedback dialogues between students and teachers; and (3) Despite the availability of multiple feedback avenues, a subset of students exhibited reluctance to engage in feedback dialogues. This study highlights the potential of disciplinary-specific feedback in empowering students to take ownership of the historical inquiry journey and develop qualities inherent to proficient history learners. The findings contribute to the ongoing discourse on effective history pedagogy, offering insights for practitioners seeking to enhance feedback strategies in historical inquiry.
ID: PPR005
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+03
Location: LHN-B2-03
Strand: Assessment
Paper
A Multi-dimension Correlational Study Between Self-directed Learning and Team Effectiveness in Project-based Learning
Low Bee Lee - SINGAPORE POLYTECHNIC (SP)Desmond Ng - SINGAPORE POLYTECHNIC (SP)Heng Jun Jie - SINGAPORE POLYTECHNIC (SP)Low Kang Min - SINGAPORE POLYTECHNIC (SP)
ABSTRACT
In Singapore Polytechnic (SP), students from the Diploma in Perfumery and Cosmetic Science (DPCS) work on industry projects to acquire essential knowledge and skills that are required to prepare for their professional roles through Industry Now Curriculum (INC) pathway. With a focus on nurturing self-directed learning (SDL) and teamwork skills in students aligning to SP’s graduate attributes, this pedagogical approach serves as a good platform to infuse team-based activities for the facilitation of autonomous learning. Students are empowered to solve complex real-world problems by capitalising on concerted team efforts and self-directed learning (SDL) skillsets inculcated in the learning process. Therefore, this study was designed to identify the potential team factors that could influence self-directed learning readiness (SDLR) in students. Upon analysis of the quantitative and qualitative data collected from surveys and students’ reflections, significant findings on the plausible effect of team effectiveness (TE) on self-directed learning readiness (SDLR) was found to concur well with the notion that SDLR can be developed through deliberate practice and experiences co-created by the team members. There is an upward trend observed in SDLR increment as project teams deepened their project-based learning (PBL) engagement over time showing a statistically significant outcome (p < 0.001) based on Friedman test. Further analysis using Spearman correlations (p > 0.8) and qualitative teamwork evaluations have provided greater insights into the construct of TE and SDLR measurements. It was concluded that the identified team factors such as Team Motivation, Team Structure, Team Dynamics and Team Excellence had indicated positive monotonic relationships with SDLR enhancement in this study. The synergy derived from TE in the creation of a collaborative, inclusive and supportive learning environment, together with the sustained interest of learning independence in problem solving and upskilling in PBL would redefine the way we perceive self-directed learning. Furthermore, the ability to take ownership of learning under team influence would transform the concept of an individual playing the central role in the agency of learning to stimulate personal growth.
ID: PPR006
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+19
Location: LHN-L1-07
Strand: Teacher Quality, Teacher Learning and Development
Paper
Formative Assessment in the Context of Confucian Educational Culture
Rong Fu - University of CalgaryKim Koh - University of Calgary
ABSTRACT
While an array of formative assessment methodologies have been scrutinized within Anglophone contexts, there exists a noticeable dearth of analogous inquiry in Confucian-heritage societies such as China. Profoundly ingrained by Confucianism, the Confucian heritage countries catalyze a societal mania of summative assessment, i.e., high-stakes tests. Consequently, local teachers and students display an acute predilection for summative assessment, fostering an environment that manifests the most contentious and reticent disposition towards reforms in formative assessment. We investigated the history of the Imperial Examinations and the contemporary rigorous and competitive examination systems in Mainland China, Japan and South Korea. The quest for academic excellence and the pursuit of prestigious universities continue to drive students in these regions to navigate the stringent, high-stakes examination systems. Accordingly, formative assessment lacks natural soil in these Confucian heritage countries. Further, we delved into the tenets of Confucianism and discovered that the official assessment systems and Confucianism influenced and reinforced each other, intertwining into three influential factors: filial piety, utilitarianism and conformity that greatly impacted Confucian societies until today, ultimately leading to the profound and far-reaching effects on the contemporary challenges associated with formative assessment.
ID: PPR008
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR507
Location: NIE5-01-TR507
Strand: Teacher Quality, Teacher Learning and Development
Paper
Exploring Self-Directed Professional Development in Differentiated Instruction through an Online Platform
Yip, Valerie W. Y. - The University of Hong KongHe, Peichang - The University of Hong KongLam, Wai Hung - The University of Hong KongLo, Yuen Yi - The University of Hong Kong
ABSTRACT
With UNESCO advocacy for “education for all”, differentiated instruction (DI) teacher professional development (PD) becomes the top agenda in world education. In the post-pandemic period when uncertainty increases and learner diversity intensifies, it becomes crucial to equip teachers with knowledge, tools, resources and expert guidance to facilitate sustainable self-directed PD. This study aims to explore the teacher-researcher co-construction of an Online Lesson Planning Platform for Differentiated Instruction (hereafter DI Planner) as an infrastructure to support teacher self-directed PD in a school-university collaboration project in Hong Kong. DI is a philosophical approach to teaching and learning that caters for students’ diverse learning needs, but DI implementation has been reported to be difficult. Teachers need research-informed pedagogies and strategies to support their DI practice while researchers need evidence-based classroom data to validate the theories and conceptual frameworks for DI. In this school-university collaboration project, the teachers and researchers collaborated to co-construct an online DI Planner which served as a platform to bridge the researcher-practitioner divide by providing practitioners with an ongoing enriching inventory of DI strategies, a shared resource bank of lesson plans and teaching materials in cycles of expert-guided lesson planning, implementation and reflection. This study examined to what extent the DI Planner facilitated teachers’ planning and implementation of DI as well as their self-directed PD for DI. A mixed methods approach was adopted to trace the construction and application of the DI planner in a school where it was tried out in four subjects. Both qualitative and quantitative data were collected including observations of teacher training and try-out of the DI Planner, questionnaires and interviews with teachers on their reflections about the effects of the DI Planner as well as artefacts of lesson plans and student works. Results showed that the DI Planner facilitated teachers’ design and implementation of DI lessons, but needed improvements in functionality and resources to better support teachers’ self-directed PD. The findings shed light on how to sustain teacher PD by leveraging on education technological advancement. The study also exemplifies how researcher-practitioner collaboration informs DI practice and policymaking for educational change.
ID: PPR009
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+03
Location: LHN-B2-03
Strand: Assessment
Paper
EMPOWERING EDUCATORS: UNVEILING A DASHBOARD TO FOSTER SDL IN TEACHING
Soo-Ng Geok Ling - SINGAPORE POLYTECHNIC (SP)
ABSTRACT
Self-directed learning (SDL) is increasingly vital in today's ever-changing educational landscape, especially with the sudden outbreak of COVID-19, which led to an unexpected shift to synchronous learning. The pandemic immediately posed challenges in achieving effective learning in this synchronous format, highlighting the need for students to possess strong self-directed learning skills. In the aftermath of COVID-19, the new norm involves adapting to asynchronous education, blended with face-to-face tutorial classes to reinforce students' asynchronous learning experiences. To empower educators in fostering SDL skills among students, this paper introduces an innovative SDL dashboard designed explicitly for educators who believe in developing self-directed learners. The dashboard visualizes data derived from an SDL diagnostic evaluation comprising 27 statements. These statements encompass both learning (cognitive) and behavioral changes indicative of SDL readiness driven by self-regulatory skills. Strategic data collection points are set at the beginning of each academic year. Additionally, the integration of SDL skill development into the curriculum using a holistic approach. The approach emphasizes a seamless blending of personal skills, such as self-regulatory learning, with knowledge, into the curriculum. This paper not only presents the 27 SDL evaluation statements, capturing various aspects of SDL readiness but also delves into the dashboard's functionality. Powered by a customized analytics algorithm to transform raw data into meaningful visualizations and actionable insights for educators. Moreover, it incorporates intervention measures, class and individual SDL profiles, offering educators the following benefits: 1. Informing Interventions: Empowering educators with students' SDL readiness levels before implementing targeted interventions to foster their growth as self-directed learners. 2. Adaptable Teaching: Enabling educators to tailor their teaching approaches and adapt classroom learning activities correspondingly. Feedback was collected through a survey questionnaire on the integrated SDL teaching approach. Triangulation was employed with multiple data sources such as learning reflections, individual SDL evaluation results and test results. In summary, this paper shows an SDL dashboard offering actionable insights through a comprehensive SDL diagnostic evaluation. It also emphasizes the need to purposefully integrate SDL teaching strategies into the curriculum to foster SDL.
ID: PPR010
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR711
Location: NIE7-01-TR711
Strand: Language and Literacy Education
Paper
Efficacy of teaching practices in online English comprehension lessons for learners with Specific Learning Differences (SpLD) : A qualitative analysis
Siti Halimah Binte Mohamed Yahaya - Dyslexia Association of SingaporeJoanne Tan Shi Huey - Dyslexia Association of SingaporeTuty Elfira Binte Abdul Razak - Dyslexia Association of SingaporeAndy Wang Dingxiong - Dyslexia Association of Singapore
ABSTRACT
The Prep 2 PSLE (Preparation for English Paper 2 PSLE) Programme was designed and implemented in 2013 with the primary goal of supporting primary school students with dyslexia and other specific learning differences (SpLD) in their school and national examinations. Previous studies have demonstrated that the programme is effective in addressing the examination needs of this group of learners through an explicit and systematic teaching methodology. In 2020, the program embraced online teaching and virtual lessons by incorporating video lessons and online educational apps into its curriculum delivery. This study seeks to evaluate the effectiveness of teaching practices through an examination of the utilization of online teaching tools to foster student learning, application, and engagement in virtual classrooms. This qualitative investigation involved the observation of one-hour-long recorded online classroom sessions of two separate virtual classes, each led by different educational therapists. The researchers analyzed how these therapists employed online learning tools, resources, and questioning strategies to elicit responses from the participating 5 students, aged between 10 and 12. The research data indicates that online tools are effective in enhancing cognitive engagement and critical thinking among learners. It also demonstrates the varied approaches educational therapists employ when integrating these tools into their instructional methods. The findings of this study offer valuable insights to educational therapists, highlighting opportunities to enhance their teaching methods through a strategic fusion of teaching tools and questioning techniques.
ID: PPR012
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR506
Location: NIE5-01-TR506
Strand: Teacher Quality, Teacher Learning and Development
Paper
Perspectives and Possibilities: Australian Teacher Educators’ understanding and enactment of Critical Pedagogy
Merian Fernando - Monash University, Melbourne, AUSTRALIAFida Sanjakdar - Monash University, Melbourne, AUSTRALIARaqib Chowdhury - Monash University, Melbourne, AUSTRALIA
ABSTRACT
Aim: A push for critical education among beginning teachers has triggered calls for policy renewal across Initial Teacher Education (ITE) courses Australia-wide. Forces of neoliberalism on higher education have shifted the aims, objectives, content and delivery methods of ITE into more individualised, economically rooted and competitive ends. More than other proponents of critical education, teacher educators are mostly accused for novice teachers’ lack of preparedness for critical teaching in schools. Yet, there remains a paucity of empirical research that seeks the viewpoints of teacher educators on their understanding of critical studies in higher education. How teacher educators associate with critical tenets in their pedagogies is researched to understand the ways critical pedagogy (CP) is performed in their teaching practices. In this paper, teacher educators’ voices, perceptions and enactments of CP highlight the complexities, opportunities, challenges and risks associated when confronting and challenging dominant neoliberal norms. Methodology: Using a qualitative case study, this study engaged with six teacher educators from an Australian public university, representing six different teaching disciplines. An instrumental, single-bounded case study approach was employed to explore the phenomenon of teacher educators’ perceptions of CP in their engagement with pre-service teachers. Case data was collected from two rounds of semi-structured interviews and observations of their classroom teaching. Findings: Emerging findings from this study demonstrate a considerable consensus among teacher educators about the importance of critical education, in their ITE and with pre-service teachers. In their understandings, CP was often viewed as a catalyst for student-centric education, integral in transforming educational theories into critical action and an invitation to explore uneasy or uncomfortable topics. As CP’s understanding was largely varied by individual teacher educators, primarily by their teaching disciplines, this paper presents that CP is inherently affective and sharpens their praxis with a focus on transformative learning, although it remains unapologetically complex, mixed with both radical gains and tensions.
ID: PPR013
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+03
Location: LHN-B2-03
Strand: Assessment
Paper
Perceptions and practices of formative assessment among the Malay language primary school teachers in Singapore
Mohamed Pitchay Gani Bin Mohamed Abdul Aziz - ST. ANDREW'S JUNIOR COLLEGE
ABSTRACT
This research stems from the increasing emphasis on teachers to engage in formative assessment with the gradual reduction of summative assessment in Singapore’s educational landscape. This develops the need to examine the extent teachers are accommodating to the changes against the strong performative culture in schools. The research aims to understand teachers’ beliefs and practices of formative assessment by investigating how teachers perceived and practice formative assessment in the classroom. This evaluative case study research uses the mixed method approach using semi-structured interviews and questionnaire surveys. The sample comprises of 32 experienced Malay language teachers from 9 primary schools in various locations. 27 for the online questionnaire survey and 5 for the interview. The main issues surface from this research are found to be synonymous with the literature on formative assessment where formative assessment is believed to be essential in developing teachers’ understanding of students learning to inform their practice and to provide students with the opportunity to engage in peer learning as well as to self-regulate. The study finds that teachers believe assessment helps students to understand their learning and motivate them to learn. Teachers also feel that assessment creates a sense of accountability to provide students with a quality assessment that recognizes their needs and ability as well as ensures their wellbeing. This study also finds that teachers actively engage in formative assessment practices that focus on shaping students understanding through checking for understanding, sharing success criteria, and engaging in various forms of feedback. This study concludes that there is a link between teachers’ beliefs and practices that accommodates the need for a formative assessment culture in schools where teachers are guided by their beliefs on the importance of formative assessment adapt and adjust the strategies to mitigate the constraints they faced, to effectively design the most appropriate assessment practices to meet students learning needs. This shows that teachers are proactively and creatively accommodating to the move towards enhancing formative assessment in the classroom despite the inherent challenges posed by need for performance-based assessment.
ID: PPR015
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+17
Location: LHN-L1-05
Strand: Multiliteracies
Paper
Develop Futures Literacy: Future-readiness as understood by Futures Studies
Gary Goh - Independent educator. Adjunct lecturer at the Singapore Centre for Chinese Language. I also teach courses about foresight at Bachelor and Master level in seminaries, locally and abroad.
ABSTRACT
"The term “future-readiness” is closely related to the rise of futures studies since the 1960s, and the associated concept of futures literacy. “Future-readiness” risks losing its depth if advocates overlook the groundbreaking knowledge that initially propelled its popularity. This paper argues that four fundamental questions about future-readiness, as understood in futures studies, contributes to a futures literacy curriculum that will genuinely prepare learners for their futures. The four sub-questions are: 1. What is the future? This inquiry challenges the assumption of a singular, predetermined future (the “prediction/ destiny” view), and encourages learners to explore multiple alternative futures (the “possible futures” view). Consequently, learners develop a heightened sense of responsibility and agency regarding their own futures. 2. How does the future come to pass' Understanding the continuity and discontinuity of time helps learners guard against predictions overly focused on specific trends. It enables them to think in terms of various possible scenarios to address the uncertainty and complexity inherent in the future. 3. What constitutes future-readiness' Paradigm shifts in our understanding of the future and its unfolding reshape our approach to preparing for it. Correct perception and prudent planning become paramount. This involves developing an individual or organizational capability known as strategic foresight. 4. How can one achieve future-readiness' My research identifies that strategic foresight capability comprises three core competencies and methodological approaches: scanning, simulating, and strategizing for the future. The research methodology involves a comprehensive literature review of futures studies and other academic fields that investigates the future. This paper recommends that education researchers, policymakers, and teachers seriously consider implementing futures literacy at a national level. The significance of this paper lies in providing the theoretical foundation for this crucial endeavor."
ID: PPR021
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR210
Location: NIE2-01-TR210
Strand: Humanities and Social Studies Education
Paper
What do jurisdictions and teachers know and believe about powerful pedagogies for teaching powerful subject knowledge? The case of knowledge and beliefs for teaching school geography through inquiry
Shu Jun Lee - University of Melbourne
ABSTRACT
Internationally there is a clear turn towards inquiry as a core approach to learning and teaching school geography in curriculum directives. Scholars have also described inquiry as geography’s signature pedagogy and a powerful pedagogy/pedagogical practice for developing powerful geographical knowledge. Despite such global interest however, there is limited understanding of how this powerful pedagogy is represented in the intended curriculum, and what teachers know and believe about teaching school geography through inquiry. This study addresses the research gap in two stages. The first is a cross-national comparison of how inquiry learning is expressed and justified in six jurisdictions across four continents (Australia, China, England, Hong Kong, Singapore, USA) through content analysis of national curriculum documents for secondary school geography. We found that most of the jurisdictions, notably Australia (Australian Curriculum version 8.4), England and the USA, have placed inquiry prominently in their curriculum. This represents a response to global trends in educational research that inquiry helps students understand the nature of knowledge construction in the discipline and also achieve broader educational goals. The second part of the study examined teacher knowledge, beliefs and practice of geography inquiry amongst secondary teachers in Victoria, one of the most populous states in Australia, through a survey and case studies in a mixed-methods research. The study concludes firstly, that pedagogy needs to be examined in tandem with knowledge in curriculum analyses and as we consider the future of geographical education, because enabling students to access knowledge and developing their capacities to inquire are intricately linked. Secondly, knowledge for teaching geography through inquiry is a dynamic collection of rich and situated knowledge constructed in and with practice, and teachers’ beliefs are deeply intertwined. These conclusions augment Lee Shulman’s pedagogical content knowledge concepts by incorporating Michael Young’s concepts of powerful knowledge and related ideas on curriculum-making, signalling a way forward on knowledge for teaching powerful subject knowledge through inquiry.
ID: PPR022
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR506
Location: NIE5-01-TR506
Strand: Teacher Quality, Teacher Learning and Development
Paper
Navigating complex 21st century curriculum planning: Teachers’ use of self-regulated learning skills
Deanne Johnston - Queensland University of TechnologyHitendra Pillay - Queensland University of TechnologyDenise Beutel - Queensland University of Technology
ABSTRACT
Curriculum developers make assumptions about teacher capabilities to effectively deliver the learning experiences anticipated in contemporary national curriculum. The Australian Curriculum (AC) is no exception. The AC is aligned to 21st century skills through its three-dimensional structure of learning areas, general capabilities (GCs) and cross-curriculum priorities (CCPs). However, since its implementation from 2011, teachers have found curriculum planning for the AC challenging, particularly in the absence of guidelines or supporting resources to illustrate how the three dimensions work together. Furthermore, most ITE programs and PDs in Australia do not address the skills, resulting in a gap in the curriculum design and support. Hence, teachers must use their own professional expertise to design learning activities that embed 21st century skills. This study explores whether, by using self-regulated learning (SRL) beliefs, knowledge and skills, teachers can draw upon their expertise to independently determine how to integrate 21st century skills into their classroom activities. The study adopted a qualitative, explorative case study approach consisting of an online qualitative survey of Years 7 and 8 teachers in Queensland, followed by semi-structured interviews. This paper presents preliminary findings which indicate that teachers value SRL and believe they use SRL skills to plan their teaching and learning activities. However, further discussions about how SRL strategies could be optimised to enhance teachers' integration of 21st century skills is needed.
ID: PPR023
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+09
Location: LHN-B2-09
Strand: Educational Neuroscience / Science of Learning
Paper
Envisionment-Building and the Science of Learning: Employing Online Knowledge Organisers in the English/Literature Classroom
Ow Yeong Wai Kit - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Research from the science of learning suggests that memory plays a crucial role when engaging in complex cognitive tasks, and that content knowledge is a prerequisite for effective learning. Knowledge acquisition in English/Literature can be supported through knowledge organisers, which are documents comprising key information that students need to have basic knowledge of a topic or text. Such knowledge organisers present a concrete instantiation of ‘envisionments’, which Judith Langer describes as ‘text-worlds in the mind’, that students can build in the English/Literature classroom. Langer’s model of envisionment-building regards students as “lifelong envisionment builders” by encouraging active questioning, and facilitating classes as safe spaces to test out ideas, while promoting multiple perspectives for interpretation. Based on Langer’s theoretical model of envisionment-building, and informed by cognitive load theory, this paper outlines a project by a Networked Learning Community (NLC) about the use of literature knowledge organisers at five secondary schools in Singapore. The methodology involved the adoption of a qualitative approach, with teachers reflecting actively on the process of knowledge creation. From 2022-2023, teachers in this NLC explored how best to tackle challenges in knowledge acquisition in the English/Literature classroom, and how knowledge organisers on online platforms could function as a useful tool for planning, teaching, and assessment. In addition, English/Literature teachers enacted teaching strategies that incorporated such organisers to promote collaborative learning, while encouraging student mastery and ownership of content knowledge. This project found that while essay-writing may appear daunting, online tools like knowledge organisers can aid secondary-level students to draw connections, practise spacing and interleaving, and engage in retrieval practice which directly supports writing. Such knowledge organisers can also be hosted online via Google Sheets, which maximises accessibility while encouraging students’ co-construction of knowledge. These findings are applicable for all schools worldwide that leverage ePedagogy during English/Literature lessons. Relevant knowledge organiser templates will also be shared during the presentation. Through the application of research-based techniques, students can cultivate critical skills and dispositions that enable them to become more confident English/Literature learners.
ID: PPR024
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR310
Location: NIE3-01-TR310
Strand: Language and Literacy Education
Paper
Teaching multimodal literacy in the English language classroom: Teachers’ perceptions and reported practices
Jiajia Eve Liu - City University of MacauYueting Xu - South China Normal University
ABSTRACT
With the rapid development of digital technologies in recent decades, the importance of multimodal literacy has been increasingly recognized by scholars and educators around the globe. In China, multimodal literacy has been incorporated into the latest national English language curriculum guide for primary and secondary education. However, as an emerging competency for teachers, multimodal literacy has not yet been addressed in many language teacher education programs. Teachers presumably teach multimodal literacy on the job, which makes it a pressing task to understand how teachers understand and teach multimodal literacy in the first place. To address this gap, this study investigates teachers’ perceptions and reported practices of teaching multimodal literacy in the English language classroom. Drawing upon data from a questionnaire survey with 242 secondary school English teachers in one of the most developed provinces in China and 6 follow-up interviews with the teachers, the findings reveal that (1) the teachers to varying degrees included multimodal viewing and representing in several types of teaching and learning activities in their classes, though they did not provide systematic and specific guidance on the relevant knowledge and skills; and (2) although the teachers have generally recognized the importance and advantages of teaching multimodal literacy, they are facing challenges regarding what to teach and how to teach. By discussing the findings with studies conducted in other contexts such as Singapore and Australia, this study contributes to advancing our understanding of teachers’ knowledge base in order to teach multimodal literacy, as well as the interplay between teacher knowledge and different contextual factors in enacting teaching multimodal literacy. It also points to an urgent need to incorporate components of multimodal literacy as essential part of teacher education and professional development in order to enhance teachers’ theoretical understanding and hands-on practice of teaching multimodal literacy.
ID: PPR025
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+01
Location: LHN-B2-01
Strand: Artificial Intelligence in Education
Paper
: Assessing linguistic features & quality in AI-generated genres
Ng Ai Leng - SINGAPORE UNIVERSITY OF SOCIAL SCIENCES (SUSS)Justina Ong - SINGAPORE UNIVERSITY OF SOCIAL SCIENCES (SUSS)
ABSTRACT
The use of Artificial Intelligence (AI) Language models, such as ChatGPT and Google Bard, in the educational context has become a topic of inquiry due to their ability to handle a variety of question types and produce output with a wide range of text types. The output produced by AI language models has been noted to be almost indistinguishable from human writing and is often considered coherent, convincing and of high quality, akin to good writers. However, there is a substantial gap in our understanding of how AI language models perform in terms of various genres. This study examined the effects of text genre prompts on the writing quality and linguistic features (i.e., lexical sophistication, syntactic complexity, and cohesion) of AI written output. Data was collected from both ChatGPT and Bard, which were tasked to answer a total of 120 argumentative and expository prompts on topics ranging from Arts and Humanities, Social Sciences, and Science. The responses generated from both AI language models were analyzed for their writing quality, lexical sophistication, syntactic complexity, and cohesion. Results showed no significant main effects for text genre prompts on all dependent variables. Findings suggest that AI language models do not significantly vary their use of linguistic features based on different text genre prompts. Additionally, the type of genre prompt did not affect the quality of writing for either language model. Results are discussed in the context of developing AI literacy in education, as well as the implications for using AI in language teaching and learning.
ID: PPR027
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR304
Location: NIE3-01-TR304
Strand: Informal Learning
Paper
Education for a multicultural society development: A case of undergraduates’ camp in Thailand’s deep south
Thuanthong Krutchon - Thaksin University
ABSTRACT
The purpose of this study is to: 1) create the knowledge collections of multicultural society that are situated in a common space for undergraduates; 2) utilise the knowledge collections of multicultural society to facilitate camp activities for undergraduates; and 3) assess the effectiveness of using the knowledge collections of multicultural society in driving camp activities for undergraduates. Mixed-methods research is included in this study. The population is composed of 107 undergraduates from six higher education institutes in Thailand’s deep south. Documents and questionnaires are the tools for data collection and analysis, with descriptions and statistics. According to the study’s findings, the knowledge collections of multicultural society were able to be organised into four collections, such as history, race and ethnicity, principles of religion and politics, peace, and human beings. Three days of camp activities for undergraduates were established to implement the knowledge collections of a multicultural society. An achievement of the effectiveness of using the knowledge collections of multicultural society in driving camp activities for undergraduates was good. Keywords: Education for a multicultural society; undergraduates; Thailand’s Deep South
ID: PPR028
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR505
Location: NIE5-01-TR505
Strand: Special Needs Education
Paper
Parents’ Authoritarian and Permissive Parenting Styles May Influence Autistic Children’s Adoption of Maladaptive Emotional Regulation Strategies
Lam Ho Wai - the Chinese University of Hong KongMa Hao Cheng - University of Chicago. Department of PsychologyZhang Xin - the Chinese University of Hong Kong. Department of Educational Psychology Li Xiao Han - the Chinese University of Hong Kong. Department of Educational Psychology So Wing Chee - the Chinese University of Hong Kong. Department of Educational Psychology
ABSTRACT
Children on the autism spectrum show weaker emotional regulation abilities than typically developing children. Although parents exert positive influence over the emotional regulation abilities of typically developing children, such relationship is understudied in autistic children. In the present study, we aimed to examine the relationship between parenting styles and emotional regulation abilities. We hypothesized authoritative parenting style would predict more conducive and fewer maladaptive coping strategies while authoritarian and permissive parenting styles would predict fewer conducive but more maladaptive coping strategies in autistic children. Forty-one autistic children aged between 39 and 115 months and their parents were recruited in Hong Kong for this study. The children were instructed to perform two tasks designed to elicit frustration. Their behaviors were videotaped, coded, and categorized into constructive, venting, avoidance, and disruptive strategies when regulating their emotions. We also considered their chronological age, autism characteristics, and verbal abilities, and their parents’ level of authoritative, authoritarian, and permissive parenting styles. Our study showed that authoritarian and permissive parenting styles were associated with maladaptive emotional regulation strategies such as avoidance and disruptive strategies. In contrast, there was no correlation between authoritative parenting styles and the use of different types of emotional regulation strategies. Venting strategies were shown to be negatively correlated with verbal abilities but not autism characteristics. Parents’ behaviors associated with authoritarian and permissive parenting styles may influence autistic children’s emotional regulation abilities. Therefore, we suggest parents adopt a lower level of authoritarian and permissive parenting styles in daily-life interactions.
ID: PPR029
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+08
Location: LHN-B2-08
Strand: Early Childhood Education
Paper
Parents’ Modelling of Play Skills in Spontaneous Interactions May Promote Autistic Children’s Play Behaviours
Lam Ho Wai - the Chinese University of Hong KongLaw Wing Wun - the Chinese University of Hong KongSo Wing Chee - the Chinese University of Hong Kong
ABSTRACT
Background: Autistic children always encounter difficulties in engaging in various play acts. Their parents can play a critical role in their play development. Among the different strategies adopted by parents, modelling, which involves parents demonstrating play acts to their children, can help the latter to develop play skills through observation and imitation. However, very little is known about whether modelling during parent-child spontaneous interactions might influence the production of play acts in autistic children, in comparison to other strategies, such as suggestion, command, and imitation. The present study addressed this issue, and we hypothesized that parents’ modelling of play acts was positively associated with autistic children’s production of play acts. Method: Thirty-seven autistic children aged between 73 and 114 months (M = 92.1) from a special school in Hong Kong and their parents were recruited for this study. The parents were instructed to play freely with their children for 20 minutes. The sessions were videotaped and coded. The children’s play acts were categorized into sensory, relational, functional, and symbolic play, while the parents’ play strategies were categorized into modelling, command, suggestion, and imitation. Results: After controlling for chronological age, autism severity and intelligence, the multiple linear regression showed that the parents’ modelling strategy was significantly and positively associated with the number of their children’s play acts (B = .217, p = .046). Conclusion: The modelling of play acts by the parents is associated with their autistic children’s play acts. It is advisable for parents to demonstrate play activities in daily-life interactions.
ID: PPR030
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+01
Location: LHN-B2-01
Strand: Artificial Intelligence in Education
Paper
A Lecturer's Reflection on Students Use of Generative AI Technologies for a Sustainable Innovation Project
Mark Nivan Singh - SINGAPORE POLYTECHNIC (SP)
ABSTRACT
This paper details an action research project to enhance student learning in a Sustainable Innovation Project module, integrating Artificial Intelligence (AI), specifically leveraging ChatGPT. The primary objective was to improve the efficiency and quality of empathy interview question generation and insights extraction. Traditionally, students grappled with formulating effective interview questions, requiring significant guidance from the lecturer. Empathic inquiries, emphasizing "What, How, When, and Where," demand contextual application with heightened sensory acuity, including listening and observational skills which unfortunately are not taught to students. Experimenting with ChatGPT, the AI capabilities were harnessed to construct profiles of interviewees and anticipated interview outcomes. Results demonstrated ChatGPT's swift generation of pertinent interview questions tailored to specific contexts, optimizing time for both students and the lecturer. This streamlined process allowed more instructional time for analyzing, evaluating, and enhancing the quality and utility of questions for the interviewing phase. Additionally, AI was applied to distill insights from the extensive interview data. Students often struggle to derive meaningful conclusions from diverse data sources. By inputting key data points and providing prompts, ChatGPT offered various framing scenarios, aiding in understanding users' perspectives and guiding potential problem-solving directions. Evaluation surveys on the student learning experience indicated that the AI innovation positively impacted project work, with most students valuing critical discussions spurred by AI-generated insights. Teacher observations affirmed more profound and critical conversations among the majority of students, providing them with more opportunities to practice critical thinking. The AI-driven discourse allowed students to refine and confirm their thinking, fostering a deeper engagement with the material. However, challenges arose, particularly in constructing effective prompts. Future enhancements will include an induction for students on crafting well-structured questions and probing techniques to extract optimal responses from AI, thereby reducing cognitive bias when thinking of interview questions. In summary, this action research underscores positive learning opportunities through the integration of AI, particularly ChatGPT, in streamlining empathy interviews and insights generation. The technology facilitated deeper critical conversations among students, yielding insightful perspectives for future problem framing and solving.
ID: PPR032
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+10
Location: LHN-B2-10
Strand: Language and Literacy Education
Paper
Teachers’ Instructional Design and Practices of Using Flipped Classroom in Chinese Language Teaching
Kit Ling Lau - The Chinese University of Hong Kong
ABSTRACT
Flipped classroom (FC) has become a popular alternative learning mode to traditional teacher-centered instruction. However, studies on using FC in Chinese language teaching have been scarce. This study aimed to investigate the instructional design and practices of Hong Kong teachers who implemented FC in their Chinese language classes during the COVID-19 pandemic. The study involved 3469 students and 210 teachers from 6 primary schools and 10 secondary schools who participated voluntarily. A student and a teacher version of the FC questionnaire were designed based on the instructional principles of FC to measure teachers' self-reported and students' perceived instructional design and practices of the FC activities in their Chinese language classes. The study’s findings revealed that Hong Kong Chinese language teachers did not frequently incorporate FC into their classes. While quizzes and student sharing were the most frequently used types of out-of-class eLearning activities, teacher-centered lecturing and questioning remained the major types of in-class activities. Both teachers and students reported a high degree of alignment between FC instructional design and practices in their Chinese language classes and the instructional principles of FC. Comparisons between primary and secondary schools indicated that primary school teachers used FC more frequently, designed more diversified learning activities, and showed higher degrees of alignment with FC instructional principles. The study highlights the potential of using FC for Chinese language learning and provides recommendations for improving FC practices in this context.
ID: PPR033
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR706
Location: NIE7-01-TR706
Strand: Mathematics Education
Paper
Influence of Multimedia-Based Instruction (MMBI) on Mathematics Anxiety (MA) and Mathematics Problem-Solving Ability (MPA): A Pragmatic Approach
Purnima Mondal - School of Education, Pondicherry University, IndiaVijaykumar. R - School of Education, Pondicherry University, India
ABSTRACT
The teaching-learning process is highly altered by cutting-edge technology that supports learners' direct and indirect experiences and serves as a driving force to achieve educational goals. Multimedia-Based Instruction (MMBI) evolved as a robust measure and tool, resulting in more visually stimulating materials synchronized in the form of text, audio, video, graphics, and animation. MMBI materials essentially support the students to understand the abstract nature of mathematics and substantially increase their interest and curiosity. The way that multimedia affects a learner's sensory memory and operates in working memory to transfer information into long-term memory as an experience (Mayer-2001). Through its language, mathematics computes every element of learning to establish a stable equilibrium, including rationale and explanation. However, a learner's dislike of mathematics and avoidance produces a painful mental condition that results in a significant problem called Mathematics Anxiety. Research findings are always looking for ways to help students become less anxious about maths and become more adept of solving mathematical problems to solve this conundrum. Freud’s (1896) psychoanalytic theory reveals that anxiety is an unconscious mind when the subconscious mind experiences in various way that affects the conscious mind’s action-oriented process. Polya (1945) emphasizes that students must comprehend the problem as a whole and develop, devise, carry out, and reflect on the plan of action to be proficient in learning mathematics. This conceptual paper aims to explore, how Multimedia-based instruction (MMBI) supplements and serves as the best tool and technique for the learners' actions in mathematics learning to reduce their mathematics anxiety by improving their sensory perception of problem-solving ability. This paper also highlights how the learner comprehends mathematical knowledge to develop and perform various mathematical problem-solving abilities invariably influenced by multimedia instruction. Keywords: Multimedia-Based Instruction (MMBI), Mathematics Anxiety (MA), Mathematics Problem-solving ability (MPA).
ID: PPR034
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+26
Location: LHN-L1-14
Strand: Others
Paper
Assessing Item Characteristics via IRT: A Mixed Parameter Specification
Teck Kiang Tan - NATIONAL UNIVERSITY OF SINGAPORE (NUS)Melvin Chan Chee Yeen - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
The One-parameter-logistic (1PL), Two-parameter-logistic (2PL), and Three-parameter-logistic (3PL) IRT models are the three common IRT models used for an assessment. Since the Four-parameter-logistic (4PL) model has been rekindled to give its practical meanings, it has also become popular. As such all 4 IRT models are capable of incorporating into an assessment. Currently, most applications of IRT utilize the 1PL, 2PL, 3PL, and 4PL singly to understand and evaluate an assessment, referred to as the specific-parameter approach. The study suggests a mixture of parameter specifications with a combination of 1PL, 2PL, 3PL, and 4PL to examine whether this approach provides a better fit for setting up an English assessment. This mixed-parameter approach is compared to the specific-parameter approach on their model fit, item fit, and person fit. A graphical procedure with a prior parameter setting is proposed for identifying the appropriate IRT model for the items. This is a straightforward graphical approach with easy visualization, by examining the item characteristics curves to identify the appropriate IRT model for the individual items. The results from a secondary analysis of upper primary student achievement data show that this new approach provides better item fit and comparable model and person fit. The global model fit statistics indicate this mixing approach gives a better fit in comparison to the four specific parameter models, justifying using the mixed-parameter modeling approach. As this approach allows for the incorporation of 1PL, 2PL, 3PL, and 4PL into a single model, it solves partially the issues of retaining items that are misfitted. It not only allows keeping the misfit items without removing them by changing the item characteristics with the specification of the appropriate model, but it also allows for the incorporation of guessing and inattention parameters into the same model that makes the assessment closer to practice and real happening in a test reflecting appropriate item characteristics. It also introduces for purpose of examining the social desirability using the guessing parameter and building the inattention parameter in CAT to capture early careless mistakes made by high-ability examinees. The paper recommends the mixed-parameter approach for future research.
ID: PPR035
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+07
Location: LHN-B2-07
Strand: Curriculum Development
Paper
Guidelines for Development of Teacher Education Curriculum in English Major for Thai Higher Education in Postmodern Era
Nichata Thanachitditsaya - Udon Thani Rajabhat University, Thailand
ABSTRACT
This article aims to present guidelines for the development of the education curriculum in English major of Thai higher education institutions in Postmodern era. Conducting a study through the analysis and synthesis of relevant documents and research related to the promotion and development of curricula for the teaching profession. This study focused on the curriculum development process based on Thai Qualifications Framework for Higher Education, TQF 2022 and the Curriculum Standards of Higher Education 2022. The findings suggest that the evolution of curricula from the traditional to the postmodern era necessitates comprehensive development, encompassing various dimensions, including the following aspects: 1) Smart in content and skillful of English Teacher 2) Smart in integrative instruction of English Teacher 3) Smart in Empathy and Ethic of English Teacher and 4) Smart in adaptive and resilient of English Teacher. In this regard, curriculum developers must comprehend the changes in the digital age and be aware of the individual differences that impact to learning of learners, emphasizing the importance of hands-on practical experience following the movement framework of knowledge, skills, attitudes, and values of the OECD Learning Framework 2030.
ID: PPR037
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR304
Location: NIE3-01-TR304
Strand: Informal Learning
Paper
“Live Your Life” the Board Game to Enhance Quality of Life: An Informal Learning for Undergraduate Students of the Faculty of Education of Kasetsart University
Manatee Jitanan - Kasetsart universityUsanee Lalitpasan - Kasetsart university
ABSTRACT
Aims: The research purposes were 1) to develop the board game “Live Your Life” to enhance quality of life for undergraduate students of the faculty of education of Kasetsart university, 2) to compare the quality of life of the students, before and after playing the board game, and 3) to study undergraduate students' satisfaction after playing the game. Methodology: The research started from surveying students' needs assessment about the board game for enhancing the quality of life. The samples were 336 undergraduate students of the faculty of education of Kasetsart University who were obtained by convenience sampling method in 2022. Then, researchers developed the board game based on these students' needs and World Health Organization’s quality of life domains including physical, psychological, level of independence, social, environment, and spirituality/religion/personal beliefs. The one-group pretest-posttest design was used for studying changes in quality of life from playing the boardgame. Students' satisfaction was evaluated by using questionnaires after playing the game. The samples were undergraduate students from the faculty of education of Kasetsart university acquired voluntarily by accepting 30 volunteers in 2023. Findings: The board game was developed from students’ needs including mental quality of life, independence, social, and World Health Organization’s quality of life domains. The required boardgame features were focusing strategy, developing skills, and colorful which used in the game. The results of comparing the students’ quality of life before and after playing the game showed that students had a statistically higher average quality of life scores than before playing at 0.05 significantly (T=3.14, DF=32, P=0.004). Students (80.56%) said that board games can enhance students' quality of life. While some students were not sure about enhancing quality of life because the game was designed to use strategies in simulation game. It was probably different to do in real life. The results of students' satisfaction found that students had a high level of satisfaction with the board game. The top 3 highest levels of satisfaction were overall satisfaction (M=4.33, SD=0.68), overall content benefits (M=4.33, SD=0.68), and board game durability (M=4.11, SD=0.85).
ID: PPR038
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+17
Location: LHN-L1-05
Strand: Multiliteracies
Paper
Exploring a pedagogical framework for developing multimodal literacy through researcher-teacher collaboration
Jiajia Eve Liu - City University of Macau, Macau, ChinaSebastien Chan - Pui Ching Middle School, Macau, China
ABSTRACT
Research has pointed out the importance of teaching multimodal literacy in language and literacy education and various challenges facing teachers in different educational contexts. Yet, there is still insufficient research addressing how to support teachers to develop their competence in teaching multimodal literacy in context-responsive ways. This paper explores the development and enactment of a pedagogical framework for developing multimodal literacy through research-teacher collaboration in a design-based research study. Drawing on an integration of multiple theoretical conceptualizations, namely the Multimodalities-Entextualization Cycle (MEC) (Liu & Lin, 2021), metalanguages for print-based and digital multimodal texts (Lim & Tan-Chia, 2023) and Bloom's taxonomy (Bloom, 1956), the pedagogical framework aims to provide a systematic way to inform teachers regarding what to teach and how to teach multimodal literacy in their own context. Conducted at a secondary school in Macau, the study collects data from multiple sources, including researcher-teacher co-conceptualization and co-design meetings, post-lesson sharing sessions, classroom observations and co-designed materials. The findings will illustrate the dynamic interaction and negotiation between the researcher and the teacher, as well as how they work together to create a synergy of theoretical and practical perspectives in the process of developing and exploring the pedagogical framework in order to incorporate multimodal literacy into the curriculum to suit the students’ needs through their collaborative journey. The findings will provide important implications for developing teachers’ capacity for teaching multimodal literacy in contextually responsive ways and contribute to the on-going development of multimodal pedagogies globally. References Bloom, B. S. (1956). Taxonomy of educational objectives, Handbook: The cognitive domain. David McKay. Lim, F. V., & Tan-Chia, L. (2023). Designing learning for multimodal literacy: Teaching viewing and representing. Taylor & Francis. Liu, J. E., & Lin, A. M. (2021). (Re)conceptualizing “Language” in CLIL: Multimodality, translanguaging and trans-semiotizing in CLIL. AILA Review, 34(2), 240-261.
ID: PPR039
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+06
Location: LHN-B2-06
Strand: Cognition, Motivation and Learning
Paper
Tapping on Universal Design for Learning to engage primary students in English learning
Lai Kuan Hoe, Leslie - INNOVA PRIMARY SCHOOLAng Soh Kim - WOODGROVE PRIMARY SCHOOLCeline Celestine Goh Li-Yen - FERN GREEN PRIMARY SCHOOL
ABSTRACT
The advocation of having different profiles of learners in a heterogeneous (mixed-ability) classroom presents the challenge of engaging the diverse needs of low progress (LP) and middle progress (MP) learners simultaneously in a heterogeneous Primary classroom. The LP learners are found to have low retention and regression, easily distracted, teacher dependent but they rarely seek help (Wang, Teng & Tan, 2014) and they could often be unmotivated in their learning. Research has shown that the use of Universal Design for Learning principles (UDL) (Rose & Gravel, 2010) can motivate students’ learning (Mayes, 2020; Stasiunaitiene & Navaitiene, 2020) and this could be a feasible pedagogical approach for teachers. To address the issue, a team of three like-minded teachers from three primary schools explored the use of UDL principles to design meaningful activities to engage their learners in English. This presentation focuses on how UDL principles are leveraged to motivate and engage the learners’ critical reading and writing skills. This presentation will 1) provide a brief overview of UDL; 2) highlight how UDL principles could be used to enhance the lessons; 3) share teachers’ observations and samples of students’ work; and 4) discuss the findings and challenges during the implementation.
ID: PPR040
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR308
Location: NIE3-01-TR308
Strand: Early Childhood Education
Paper
Priorities of Differentiated Instruction Practices perceived by Early Childhood Professionals in Singapore
Jennifer Tan Huey Li - NATIONAL INSTITUTE OF EDUCATION (NIE)Chong Wan Har - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
The study aimed to explore how early childhood professionals perceive differentiated instruction (DI) practices within the preschool classrooms. The Q-methodology was employed to systematically gather and analysed the lived experiences of a group of early childhood professionals. This aimed to uncover tacit priorities they hold as core to implementing DI practices within the Singapore preschool classrooms. Thirty-three early childhood professionals were recruited. They engaged in reflection and completed an online ranking exercise, assessing and ordering 44 statements based on their individual viewpoints using a Q-sort grid ranging from -6 to 6. Additionally, participants explained the rationale for ranking the statements in the extreme columns. The Q-sorts were subjected to Principal Component Analysis (PCA) and varimax rotation within the Q Method software (Q Method Software, 2021). This process revealed four profile groups among the Q-sorts, representing unique priorities that early childhood professionals attribute to the implementation of DI: responsive instructions, respectful and flexible classroom environment, understanding readiness of students to plan meaningful learning, and establishing relationships with students. Consensus statements across the groups focused on providing interest-based task for effective differentiated learning. Furthermore, participants shared their challenges in implementing DI, citing concerns with standardised lesson plans and manpower constraints. They also called for the need for additional training to enhance teachers’ understanding and skills in implementing differentiated instructions.
ID: PPR043
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR712
Location: NIE7-01-TR712
Strand: Language and Literacy Education
Paper
Using Peer Feedback to Improve Students' Oracy and Writing Skills
Margaret Teo Kar Sze - PEI HWA PRESBYTERIAN PRIMARY SCHOOLJessica Tan Xiu En - PEI HWA PRESBYTERIAN PRIMARY SCHOOL
ABSTRACT
Assessment and feedback are vital in helping students to master oracy and writing skills in English language learning. Peer assessment is highly beneficial in helping learners achieve their learning goals. It not only provides an opportunity for students to learn from the successes and mistakes of others but is also a way to achieve deep learning, as students evaluate whether a peer achieved the assignment goals (Lynch, McNamara, & Seery, 2012) Peer Critiquing also promotes the student collaboration and higher-level thinking vital for student learning. (Stobaugh, 2019) Through this presentation, we want to share how the usage of peer assessment and feedback in our English Language classrooms have helped our students improve in their oracy and writing. We adopt the principles of the feedback loop process (Hattie and Clarke, 2019). First, we show students where they need to go (Feedup) by exposing them to the success criteria for their oracy and writing tasks. Using various writing or oral samples, we then demonstrate to the students how to assess the samples using the success criteria and give them opportunities to assess different work samples before they do so for their peers. (Feedback) Lastly, we also demonstrate to the students how to give feedback that helps to improve the recipient’s learning. (Feedfoward) To set up a positive feedback culture and to scaffold the students’ ability to give peer feedback, we use tools such as TAG and SIEVE. Upon receiving the feedback, students will then use the ARMS strategy to work on and improve their responses. Using peer assessment and feedback has benefited our students’ learning greatly. 31.8% of the students in the class that embarked on peer assessment and feedback regularly for oracy exercises improved in their reading aloud and 61% of the students improved in elaborating on their answers for the stimulus-based conversation component. For writing, students shared that the feedback process facilitated their thinking when their peers highlighted the strengths and areas for improvement in their stories. 72.5% of the students were able to improve on the content of their compositions by developing their characters and storylines.
ID: PPR044
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+13
Location: LHN-L1-01
Strand: Mathematics Education
Paper
Developing Metacognition in Lower Primary Students Through Mathematics Journal Writing
Lim Hwee Eng - KHENG CHENG SCHOOLLoh Mei Yoke - Ministry of Education (Curriculum & Planning Division)Goh Ming Sze - KHENG CHENG SCHOOL
ABSTRACT
Metacognition is one of the five interrelated components of the Primary Mathematics Framework. It is defined as “the awareness of, and the ability to control one’s thinking processes, in particular the selection and use of problem-solving strategies. It includes monitoring and regulation of one’s own thinking and learning. It also includes the awareness of one’s affective responses towards a problem”(MOE 2021, p. 18). In the classroom setting, there are two distinct categories of metacognitive practices: online and offline (Lee 2015). Online metacognitive practices involve students consciously overseeing and adapting cognitive strategies, such as problem-solving or information processing, as needed during the problem-solving process. Offline metacognitive processes, on the other hand, occur when students review and revise their thinking to align with the correct concept after an initial discrepancy between their thought and the teacher’s presentation. There are four clusters of metacognitive instructional strategies: mathematics log writing, effective questioning techniques, identification of structural properties of problems, pair and group problem solving (Lee, Ng and Yeo, 2019). This action research examines the impact of implementing mathematics journal writing and effective questioning techniques in a Primary 2 classroom. The intervention spanned eight months and covered six topics. Pre- and post-surveys were administered to assess students' attitudes towards mathematical problem-solving. Interviews with students were conducted to gain insights into their metacognitive processes while documenting their journals. The results indicate that these metacognitive instructional strategies positively influenced students' proficiency in both offline and online metacognitive processes. Students demonstrated enhanced abilities in knowledge construction, decision-making, seeking improvements in their solutions, and exploring alternative approaches. Students also exhibited increased confidence in their mathematical learning. The discussion encompasses instructional implications drawn from these findings.
ID: PPR045
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR505
Location: NIE5-01-TR505
Strand: Teacher Quality, Teacher Learning and Development
Paper
Building an Evidence-base to Grow Future-focused Teachers Career-long in Singapore: Initial Quantitative Findings
Jarrod Tam Chun Peng - NATIONAL INSTITUTE OF EDUCATION (NIE)Nadiah Brown - NATIONAL INSTITUTE OF EDUCATION (NIE)Low Ee Ling - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
In a world facing many uncertainties, the need for teachers to rise to the demands of the future is urgent. This current brittle, anxious, non-linear and incomprehensible (BANI) world results from a multiplicity of challenges ranging from wars to natural crises, pandemics, societal mistrust, and more. To nurture learners to grow in such an environment, future-focused teachers need to have a strong professional identity, sense of competence and enduring commitment to the profession. Focusing on how professional identity, competence and commitment can be further developed, our research project in Singapore seeks to characterise the impact of cumulative and episodic experiences on local teachers’ career-long development and motivation. This paper presents the initial findings of the project’s ongoing quantitative survey responses from in-service teachers (N = 4173), including teachers from the primary (n = 2141), secondary (n = 1722) and junior college (n = 310) levels across six career stages defined according to years of professional service. Of the total, 32% were from the leadership track and 68% from the teaching track. Respondents were asked to rate their responses on a six-point scale on the 12 constructs of risk-taking, resilience, learning culture, leadership support, supervisor support, autonomy support, workload, affective teacher self-concept, cognitive teacher self-concept, classroom teaching, classroom management and retention intention. Significantly higher ratings were received by those in the later career stages, who had longer lengths of service in the current school and being in the leadership track while the level of teaching and gender did not seem to have any significant impact. The significantly stronger sense of identity, competence and commitment of teachers in the later career stages demonstrates the need to grow teachers in all three aspects in order to motivate them to stay in the profession career-long. Systemically, there is a need to customise teachers’ professional development needs according to their career stages. This will not just help ensure that teachers will stay committed in the profession but also empower them with the competencies to be future-focused and to allow their students to thrive and flourish in the face of an uncertain and complex future ahead.
ID: PPR046
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR208
Location: NIE2-01-TR208
Strand: Artificial Intelligence in Education
Paper
Prompt Engineering and International Teacher Education: A Digital Literacy Practical Treatise Using Google Bard
Raona Williams - Ministry of Education, United Arab Emirates
ABSTRACT
This study paper reveals a case study exploring issues and innovations around leadership and coaching of academic and vocational educational professionals responsible for the development of robust and reliable high-quality educational resources used in mastery tests such as that required for teacher and clinical certification. Artificial Intelligence (AI) techniques are becoming more globally popular in educational assessment methods and psychometric testing design to evaluate vocational education competencies. Building on previous research studies around the fields of teacher education assessment and using natural language processing (NLP) - a branch of AI, this study concentrates on the development of national tests prepared in dual languages of English and Arabic, administered in the United Arab Emirates (UAE) to education professionals to assure alignment of high-quality teaching practices across the nation. Using natural language processing techniques (NLP) for automatic item generation (AIG), this paper will look at applications of the artificial intelligence large language model (LLM) ‘Google Bard’, giving a practical treatise of its effectiveness in creating dual language test materials for specialized subject assessments which adhere to internationally benchmarked testing domains. From an evaluation of qualitative test item bank material development and quantitative statistical data parameters generated from Rasch-analysis following test item administrations, the reader will gain further insight on benefits and challenges involved in developing human-produced test items against AI machine-based materials. Supported by the author’s specialist research expertise, this paper is of importance because it provides an insightful pedagogical perspective towards incorporating innovation and collaborative situated learning within virtual professional learning communities (PLC) to produce valuable data-driven educational resources. Additionally, it highlights the UAE’s forward-thinking approach using modern technologies to improve the future of international teacher education.
ID: PPR048
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR304
Location: NIE3-01-TR304
Strand: Early Childhood Education
Paper
Collaborative partnerships for effectively translating research into practice to improve early childhood educational quality: Learnings from a Case Study
Sandie Wong - Centre for Research in Early Childhood Education, Macquarie University, AustraliaKate Liley - Goodstart Early Learning, Australia
ABSTRACT
Access to evidence-based high quality early childhood education and care (ECEC) can have life-long positive implications for children, as well as benefits for their families and community, and nation. ‘Quality’ ECEC is best determined through robust evidence and research: It is only when these research findings are put into practice by educators, that ECEC will reach the quality threshold that is required to reap its potential benefits. Yet it is recognised that there are persistent problems with the enactment of evidence-based practice in early childhood education (Bassok & Engel, 2019). We argue that traditional rational-linear ways of conceptualising knowledge flow as streaming hierarchically from research into practice are problematic (Bassok et al., 2021). First, early childhood education quality a contested terrain, and there remains limited evidence for what are the best structural (e.g. ratios) and process (e.g. pedagogical) conditions, as well as the optimal ‘dosage’ thresholds for early childhood education. Second, the traditional rational-linear view approach to evidence-into-practice assumes that the knowledge produced by researchers is useful to practitioners. But there are gaps between what knowledge is required by practitioners and the research that is undertaken by researchers. Third, the traditional rational-linear approach to knowledge transfer assumes that the knowledge generated in early childhood research is understandable, accessible and translatable into practice. But this is often not the case. In this paper, we aim to provide a counter-narrative to traditional views of knowledge exchange. We present findings from a case study of how one large Australian ECEC organization and independent researcher worked in partnership to identify research questions, design research approaches, and generate and disseminate evidence to inform and improve ECEC practices (Roberts-Hull & Jensen, 2022). We demonstrate that when working in collaboration, providers, practitioners and researchers can co-design effective approaches and tools, and co-produce practice-relevant, translatable, useable and useful evidence, that can address long-time gaps in knowledge about which early childhood practices, characteristics and programmatic features contribute to high-quality ECEC; and make visible ECEC’s social impact. We provide a critical analysis of our reflections on the benefits, challenges and learnings of these activities.
ID: PPR049
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR508
Location: NIE5-01-TR508
Strand: Visual and Performing Arts
Paper
Between Singapore Music Classroom repertoire and Out-of-Music Classroom repertoire; some reflections.
Seet Swee Li - OPERA ESTATE PRIMARY SCHOOL
ABSTRACT
This paper stems from my recent Master’s dissertation research study where repertoire in the classroom was compared with students’ self-directed musical curations and repertoire outside of the classroom. Through focused group interviews, findings from this study revealed how students’ out-of-classroom repertoire connected with their emotional needs as well as relief of tension and stress. Secondly, findings revealed functions of filial, familial and circle of friends in their choice of repertoire as well as interest that these research participants had for a particular musical genre which they could identify with and which propelled them to look deeper into this self-initiated mode of musical learning through musical experiences outside of the classroom. Uncovering what influenced repertoire reveals links to future trajectories of musical experiences which includes making music learning in music education accessible, contemporary and relevant to them. This study advocates continued interaction between in-classroom music teaching and learning and out-of-classroom informal and non-formal modes of learning. These findings provide a basis for which music teachers can be enabled and better engage with their students after forging a deeper understanding of their musical trajectories and musical cultures, making classroom music teaching more relevant in their students’ musical lives. Music teachers can tap on rich and varied out-of-classroom music repertoire and adopt an empathetic approach to embracing the different cultural ascriptions that the students belong to. This approach will provide students an opportunity to learn more about this diverse musical repertoire from their peers with the teacher anchoring the pedagogical benefits and providing guidance along the way. Eventually, this interaction will bring about greater student ownership, which has the potential of developing into a love for learning and deeper exploration of the context of their own musical repertoire in the future. Together with the consideration for students’ musical aspirations for the future, perhaps this presents a future research possibility that can complement the students’ musical learning in school which can bring them towards a notion of lifelong learning in their musical pursuit.
ID: PPR051
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR717
Location: NIE7-01-TR717
Strand: ICT in Education
Paper
Using Online Platform to Engage Students in Learning Mathematics
Lim Hwee Eng - KHENG CHENG SCHOOLLoh Mei Yoke, - Ministry of Education (Curriculum & Planning Division)Wong Wan Sian - KHENG CHENG SCHOOLAlisa Chua Nyap Lih - KHENG CHENG SCHOOL
ABSTRACT
Utilising ICT in education fosters the cultivation of critical and scientific thinking skills among both students and teachers (Das, 2019). It encourages learners to engage in educational activities from any location and at any time. ICT enhances the teaching of mathematics and improves students’ understanding of fundamental concepts. Students demonstrated a deeper understanding of mathematical concepts and a more successful application of their knowledge when conventional teaching techniques were supplemented with the use of ICT (Usiskin and Willmore, 2001). ICT fosters increased collaboration among students, promoting communication and the exchange of knowledge. The objective of the current study is to explore the role of the application of ICT tools in the learning and application of Mathematical concepts in students’ daily life. This action research study involved students from a Primary 2 class, spanned over nine weeks and four topics. The tasks chosen in this study engaged students in in mathematical practices outside of the classroom, offering feedback for improvement. In this context, ICT plays a crucial role in fostering metacognition through documentation and reflection on the learning process. Students were able to enhance their responses by refining their thinking, prompted by the teacher during daily lessons. Given that the activities encompass multiple solutions, technology serves to facilitate differentiation by permitting diverse options for the final product. Additionally, the use of technology supports assessment for learning, enabling teachers to monitor and analyze student learning data for timely and specific feedback. Pre- and post-surveys were administered to assess students' attitudes towards mathematical problem-solving and the use of ICT in learning mathematics. The findings suggest that students exhibit greater confidence in problem-solving and hold a positive perspective on incorporating ICT for learning purposes. Additionally, students demonstrated the ability to establish connections and apply mathematical concepts in their everyday experiences.
ID: PPR052
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR505
Location: NIE5-01-TR505
Strand: Teacher Quality, Teacher Learning and Development
Paper
Long-term outcomes of a mentor training program for teachers
Denise Beutel - Queensland University of TechnologyDonna Tangen - Queensland University of TechnologyChrystal Whiteford - Queensland Unversity of TechnologyLeanne Crosswell - QUEENSLAND UNVERSITY OF TECHNOLOGY
ABSTRACT
Mentoring has long been identified as a key strategy in facilitating the development of beginning teachers as they transition into the teaching profession.. Mentoring has been shown to have a positive impact on teacher retention, job satisfaction, well-being, and teacher competency. Mentors also assist the socialisation of beginning teachers into their local school context and more broadly into the teaching profession. However, while formal mentor training is recognised as increasing the effectiveness of mentors, teachers are often assigned to mentoring roles with little or no specific training. Unskilled or poorly trained mentors together with poor school leadership can compromise mentoring outcomes for mentees. Mentor training should include the development of skills such as developing effective communication skills for working with adult learners, navigating difficult conversations with mentees, provision of emotional support, scaffolding critical reflection on teaching and learning, and providing mentees with appropriate levels of challenge to facilitate growth as autonomous professionals. While there is a growing body of literature that explores mentor training programs and how they contribute to the development of teachers as mentors, there is scant literature on whether teachers who participate in these programs continue to utilise the skills introduced in mentor training programs or how they use these skills post-program. This paper reports on the long-term outcomes of a two day mentor training program that was designed to prepare experienced teachers to become mentor beginning teachers. Data were collected via a 44-item online survey that contained 42 closed and 2 open-ended questions. The 346 survey participants were asked to identify the skills and resources that were introduced as part of the mentor training program and to reveal if, what and how the skills and resources are currently being used. The findings revealed that many skills introduced in the program were still being used several years after the program ceased. An unanticipated finding revealed links between the reasons for participating in the mentor training program and ongoing skill usage. These findings together with their implications will be discussed in this presentation.
ID: PPR054
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR304
Location: NIE3-01-TR304
Strand: Early Childhood Education
Paper
Exploring Teachers’ Self-Efficacy and Sources of Efficacy in Differentiated Instruction (DI) Practices in Singapore Preschools
Jennifer Tan Huey Li - NATIONAL INSTITUTE OF EDUCATION (NIE)Chong Wan Har - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
The relationship of teachers’ self-efficacy, a key facilitator of change in teachers’ behaviours, was examined in the context of differentiated instruction (DI) practices in Singapore preschool classrooms. A total of 253 preschool teachers completed a survey comprising two newly developed scales: Teachers’ Self-efficacy in DI (TSE-DI) and DI Practice. These scales aimed to examine the relationships of TSE, their background factors and DI practices. Both exploratory and confirmatory factor analyses validated the scales, yielding satisfactory model fit indices. Subsequently, nine survey participants were recruited for in-depth interviews to examine the sources of efficacy in implementing DI practices among teachers exhibiting higher TSE compared to those with lower TSE. The results indicated that exposure to educating children with disabilities emerged as a significant predictor of TSE-DI, whereas years of experience and prior related DI training were non-significant. Furthermore, teachers reporting higher TSE in DI predicted significantly greater use of DI practices in their classrooms. The in-depth interviews revealed that teachers in high and low-efficacy groups reported acquiring knowledge from online resources and attending courses, contributing to their cognitive mastery. However, teachers with high TSE had more diverse and extensive enactive experiences, drawing from teaching children with developmental needs and offering peer support. Both groups reported limited vicarious experiences, primarily involving observations of colleagues, while social persuasion sources were prevalent, with feedback and support from peers and supervisors playing a role. Notably, both groups of teachers faced stress and fatigue due to the high teacher-child ratio and time constraints. However, teachers in the low efficacy group reported additional psychological and affect states. Despite challenges, teachers with high TSE displayed adaptability and a growth mindset towards DI, while teachers with lower TSE focused the need to have more flexibility, collaboration and individualised approaches. These findings offered insights for policymakers, training institutes, and school leaders to devise strategies for teacher development to enhance TSE in DI practices within preschool classrooms.
ID: PPR055
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+02
Location: LHN-B2-02
Strand: Artificial Intelligence in Education
Paper
Leveraging the PAIR Framework in Generative AI Integration: Insights and Implications for the Future of Education
Hansen Lee Teck Hui - NGEE ANN POLYTECHNIC (NP)
ABSTRACT
The rapid evolution of Generative AI (GenAI) tools necessitates a structured approach to their integration in education, ensuring they augment pedagogical methods. This study employed the PAIR (Problem, AI Tools, Interaction, Reflection) framework to systematically integrate GenAI tools in business education and examined the impact on learning. Methods. Participants. 51 Year 2 Diploma in Business Studies students taking the Business Models and Strategies module completed a survey on their perception of and experience with GenAI use in this module. Procedures. GenAI tools are integrated into the module through: 1. Problem: Students were tasked to use GenAI to evaluate the business model, strategic options and decision-making processes of a business. 2. AI Tools: S¬tudents explored and evaluated various GenAI tools to select suitable tool(s) to address the problem. 3. Interaction: Students used the selected GenAI tool(s) to brainstorm ideas, generate business model components, and gain market insights. This interaction helped foster a deeper understanding of GenAI capabilities while emphasizing the importance of human oversight in strategic decision-making. 4. Reflection: Students reflected on the impact of and their experience with the use of GenAI tools. Results and Discussion. The survey results showed that ChatGPT (78.4%) and Bard (21.6%) were the more frequently used GenAI tools. The majority thought their selected GenAI tools provided relevant and helpful information (92.1%) and helped them learn the content (94.1%). Notably, students became more aware of the limitations of the selected GenAI tools (92.2%), learnt to critically review the GenAI outputs (92.2%) and developed critical thinking skills (80.4%). Students also expressed concerns about plagiarism (86.2%), over-reliance (68.6%) and privacy and security risks (62.8%). These findings suggested that while GenAI tools could enhance learning and aid research for information, they must be integrated thoughtfully, with an emphasis on critical thinking and ethical usage. The PAIR framework provides a structured approach to ensure that GenAI tools serve as effective aids in the educational process and strengthen pedagogical practices. This study contributes to the ongoing discourse on the future of education, highlighting the potential of GenAI in reshaping learning while acknowledging the challenges that accompany its integration in education.
ID: PPR056
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+20
Location: LHN-L1-08
Strand: Teacher Quality, Teacher Learning and Development
Paper
The Language of Policies on Teacher Empowerment: Unveiling Needs and Shifts in Strengthening Professionalism
Makito Yurita - National Institute for School Teachers and Staff Development, Japan
ABSTRACT
There is a broad consensus that teacher quality affects significantly on student learning and wellbeing in classrooms (OECD, 2005). Efforts to bolster teacher quality have been central in education policy for the past two decades in particular, and teachers are positioned as pivotal change agents capable of transforming classroom practices and school operations (Fullan 1993, 2001). Despite such policy initiatives, concerns about the deprofessionalization of teachers have surfaced globally (Buchanan, 2020; Milner, 2013), indicating a disconcerting shift in the profession’s allure. This raises questions about the efficacy of past policies aimed at enhancing teacher quality. This study adopts a two-fold approach to examine what is missing, in focus, from the discourse around the policies on strengthening and ensuring teacher quality. First, the rhetoric of empowerment embedded in teacher policies is examined, and then to identify four distinct quadrants of teacher empowerment, delineated by methodological approaches and positioning of teacher(s). Subsequently, the study scrutinizes textual data collected from approximately 1,200 teachers to discern evolving patterns in their needs for professional learning and development. The observed shift in teachers’ perceived learning and requisites is then examined in connection to the identified quadrants. There are two key findings. First, teacher empowerment rhetoric is predominantly top-down and extrinsically defined. Then, teachers’ professional needs move from pragmatic issues in the practice to abstract ideas for the practice as they advance their career stages. These findings suggest that policymakers and education researchers need to strike a balance between managerial strategies for teacher preparation and fostering autonomy-driven approaches to professional learning/development. This equilibrium is essential both for teacher quality and revitalizing the profession as a whole. The study stresses the necessity for a nuanced approach and a medium favorable to bringing bottom-up information, to policy formulation, specifically, one that acknowledges the evolving landscape of teacher professionalism and responds to the dynamic needs of teachers in various career stages and in diverse contexts of practice.
ID: PPR057
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR508
Location: NIE5-01-TR508
Strand: Others
Paper
ELECTIVE ALLOCATION FRAMEWORK - SUCCESS FACTORS IN THE IMPLEMENTATION OF CHOICE
Pee Suat Hoon - SINGAPORE POLYTECHNIC (SP)Lee Yew Loong - SINGAPORE POLYTECHNIC (SP)Ellen Heng - SINGAPORE POLYTECHNIC (SP)Peh Peck Geok - SINGAPORE POLYTECHNIC (SP)Yap Wee Hau - SINGAPORE POLYTECHNIC (SP)Elizabeth Khoo - SINGAPORE POLYTECHNIC (SP)
ABSTRACT
[Aims] The provision of electives offers students the opportunity to choose studies of interest and engage more deeply in their academic pursuits. Similarly, offering electives provide educational institutions a platform for innovation, experimentation and implementation of high impact educational practices. While the benefits of offering electives are clear, managing elective programs can be challenging as to meet students’ demand is a major challenge. Researchers have attempted numerous solutions using different algorithms to match supply to demand; they include the Gale-Shapley mechanism, the Pareto-dominant market mechanism, preference ranking, bidding mechanisms, random serial dictatorship and others. However, no optimised mechanism has yet to be identified for elective allocation as every algorithm has its short coming. This paper proposes an alternative path to address the elective allocation problem. Rather than developing more advanced matching algorithms, we utilise the feedforward control algorithm practised in process industries to meet students’ elective demands. Feedforward control makes timely actions by foreseeing future demands. This paper presents details and implementation approach of the elective allocation framework. [Methodology] For this feedforward elective allocation scheme to work effectively, three criteria have to be satisfied. Firstly, the system needs to sense the elective demand clearly and secondly, the signal needs to be made available ahead of time. Thirdly, there has to be a way to agilely manipulate the supply of elective classes to meet students’ demand. This translates to the design implementation of an elective allocation system where almost all students register their elective choices, one semester ahead of time. This clear signal, ahead of time provides space to launch and close classes, when necessary. This means that the elective allocation system requires resources to be just-in-time allocated and lecturers' strong interest to teach “unplanned classes”. The conduct of these activities require close co-ordination among schools, committees and related departments. [Findings] Since inception of the elective programme in AY 2019 Semester 2, the percentage of participating students allocated to one of their top 3 choices of electives exceeded over 92% (ranging from 92.1% to 97.5%). This high happiness index signals the successful implementation of our Feedfoward Elective Allocation Algorithm.
ID: PPR058
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR711
Location: NIE7-01-TR711
Strand: Mathematics Education
Paper
Collaborative Mathematical Problem Solving Among Advanced Grade Five Students During Synchronous Online Distance Learning
Mary Allaine E. Paran - Ateneo De Manila University / De La Salle Santiago ZobelRomina Ann S. Yap - Ateneo De Manila University
ABSTRACT
Mathematical problem solving in the classroom is allowing students to grapple with challenging mathematical tasks. It is considered essential in developing students’ analytical skills and in helping prepare students for real life challenges. Having students collaborate with each other when problem solving has been found to add value to the process. Working in teams or groups can provide students with a positive environment where they are not afraid to explore, make mistakes or take risks, and where they can become more engaged learners and also become a teacher as they help their peers learn. Most studies on the learning of mathematical problem solving have been carried out in the context of onsite classrooms. However, Synchronous Online Distance Learning (SODL) modes of teaching have become widely used during and even after the height of the COVID-19 pandemic. It is not yet clear how collaborative work in mathematics is best designed in such settings for effective learning. In this study, we investigated how grade school (or primary) students carried out collaboration for mathematical problem solving in a SODL setting. In particular, we used the Engestrom’s (1987) Activity Triangle as a lens to identify the different interactions and challenges that took place in a collaborative problem solving activity among Grade 5 (or Primary 5) students participating in an advanced mathematics training class conducted over a videoconferencing tool (Google Meet) while using a digital whiteboard (Jamboard). A qualitative multiple-case study research design was utilized where three groups of students with three to four members each were observed. Data were collected via recording of the training including the break-out sessions, saving the chats, and saving the students’ outputs on Jamboard. Findings showed that most students were able to maximize the tools (Google Meet and Jamboard) as they worked on the problem assigned to their group. Students were also able to assign their roles for the activity. Among the challenges observed were lack of some students’ engagement coupled with technology issues. Problem difficulty also appeared to be a factor in engagement.
ID: PPR059
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+02
Location: LHN-B2-02
Strand: Artificial Intelligence in Education
Paper
Analysis of College Students' Programming Learning Behavior Based on ChatGPT
Zhou Yuanting - Hangzhou Normal UniversityDu Yimi - Hangzhou Normal UniversitySun Dan - Hangzhou Normal University
ABSTRACT
Generative artificial intelligence can provide efficient and personalized intelligent services and technical support for education. As a typical generative artificial intelligence language model, ChatGPT has been widely concerned by the industry in programming. However, few scholars have explored how learners use ChatGPT to learn programming from the level of empirical research. Through fine-grained analysis of learners' programming behaviors and knowledge inquiry coding methods, this study analyzed the programming process of 36 learners. The results show that: (1) learners view ChatGPT as a useful programming learning resource and rely on it to guide the learning process; (2) Learners tend to copy code or debug errors to ChatGPT and copy feedback, which may weaken their deep understanding of the code. (3) The high-performing group mainly used ChatGPT in the early stage of programming, and the low-performing group used ChatGPT more frequently in the whole programming process. (4) Learners mainly focused on the exploration of shallow and middle-level knowledge when using ChatGPT. The high-performing group obtained ChatGPT's feedback by asking questions independently, and the medium and low-performing groups relied on querying ChatGPT's feedback content to obtain problem solutions. In summary, this study puts forward relevant suggestions on how to use ChatGPT to assist college students in programming learning and to provide a reference for improving the efficiency of programming learning.
ID: PPR060
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR508
Location: NIE5-01-TR508
Strand: Teacher Quality, Teacher Learning and Development
Paper
Authentic Learning Generating Pedagogy of Exemplar Grade 7 Mathematics Teachers in the Philippines
Christine Nicole Victorio - Ateneo de Manila UniversityRomina Ann S. Yap - Ateneo de Manila University
ABSTRACT
Authentic learning is a pedagogical practice that uses real-life scenarios and students’ relatable situations. When pedagogies that are aligned with authentic learning are implemented in the mathematics classroom, it can generate a learning environment that encourages critical thinking and higher-order thinking skills which are both important for mathematical learning. This study aimed to determine the authentic learning generating pedagogy (ALGP) of exemplar Grade 7 (Secondary 1) mathematics teachers in the Philippines for the purpose of identifying the enablers and challenges to implementing ALGP in different settings. Three exemplar grade 7 mathematics teachers from different school settings – a science high school, a regular public high school, and a private high school – were selected to participate in the study based on the recommendation of their supervisors and a set criteria for exemplary practice. A qualitative research design was implemented where classroom observations, semi-structured interviews, and document analysis were carried out to gather data. Teacher narratives were produced which were then coded and thematically analyzed to exhibit how ALGP was implemented by the teachers. Among the elements of ALGP that Herrington (2014) identified, two were found to be commonly employed by all the teachers – the use of the authentic contexts and opportunities for student collaboration. Authentic contexts were observed either during the lesson introduction or during the application part of the lesson. Meanwhile, group activities provided venues for students to collaborate. The teacher from the science high school was found to employ other ALGP elements, namely, coaching and scaffolding, use of rich learning activities, reflection on learning, articulation of process, and having students take on multiple roles. This teacher’s considerable alignment to ALGP can be attributed to his prior knowledge on authentic learning and the sufficient support and resources he receives from his school. These were found to be strong enablers for ALGP. Elements of ALGP that were not found present in any of the teachers’ practice were the use of authentic assessments and mathematical modelling. Some of the identified challenges to implementing ALGP included time constraints and the students’ learning gaps.
ID: PPR062
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR717
Location: NIE7-01-TR717
Strand: ICT in Education
Paper
Using On-demand GenAI Formative Assessment to Enhance Retrieval Practice in Institute of Technical Education
Sia Geok Soon - INSTITUTE OF TECHNICAL EDUCATION (ITE)
ABSTRACT
To create greater value to student learning in the Institute of Technical Education (ITE) Singapore, a team of researchers at ITE recognises that there are many teaching approaches available for lecturers to explore and use. The team examined retrieval practice as one of the teaching approaches that has been utilised to engage students enrolled at the School of Electronics, College Central. Retrieval practice is based on the principles of testing effect, which involves recollection of prior knowledge, thus improving the chances of knowledge shifting to long term memory, and enhancing the ability to apply knowledge in different scenarios. The team found that retrieval practice helps students retain knowledge long-term. Students who use retrieval practice tend to remember things better than those who don't.
ID: PPR064
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR505
Location: NIE5-01-TR505
Strand: Language and Literacy Education
Paper
Development of Instructional Model to enhance English Communicative Skills for Pre-Service Teachers
Nichata Thanachitditsaya - Faculty of Education,Khonkaen University, ThailandPrin Tanunchaibutra - Faculty of Education,Khonkaen University, ThailandPanadda Yuankrathok - Faculty of Education,Khonkaen University, Thailand
ABSTRACT
The objectives of this research were 1) to assess and prioritize the needs to develop English Communicative Skills for Pre-Service Teachers 2) to develop Instructional Model to enhance English Communicative Skill for Pre-Service Teachers and 3) to compare the learning achievement in the Language and Communication for Teachers course through CPPPC Instructional Model. The sample comprised 52 students who were the first-year students majoring in English Program, Faculty of Education, Udon Thani Rajabhat University during the first semester of the academic year 2023. Research instruments consisted of the measurement and assessment of English Communicative Development for teacher questionnaire which 5- rating scale in dual-response format. The data were analyzed by descriptive statistics methods including frequency, percentage, means, standard deviation, and its priority in terms of needs was also set by using Modified Priority Needs Index (PNI Modified). A test was analyzed by descriptive statistics methods including frequency, percentage, means, standard deviation and t-test for Dependent Samples and Semi-structured interview. The research findings were1) the highest of students’ needs of developing the measurement and assessment of Self-Communication Abilities in the English Language was the Speaking Skill (PNI Modified = 0.54), English language development for Communication Purposes, Professional Communication through Spoken Presentation Skill was the highest of students’ needs (PNI Modified = 0.56) and Instructional Activity, the Context of the Appropriateness of English Language Teaching Methods was the highest of students’ needs (PNI Modified = 0.22). 2) CPPPC Instructional Model was able to enhance English Communicative Skills for Pre-Service Teachers. 3) The students’ learning achievement after learning through Content and Language Integrated Learning with questioning techniques was higher than before the pre-test score with the .01 level of significance. Keywords: Instructional Model, English Communicative Skills, CPPPC, Need Assessment
ID: PPR066
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+02
Location: LHN-B2-02
Strand: Artificial Intelligence in Education
Paper
ChatGPT launch and its influence on information literacy assessment
Annie W. Y. Ng - The Hong Kong University of Science and Technology
ABSTRACT
The generative artificial intelligence chatbot, ChatGPT, can quickly generate answers based on the context of a given prompt. Higher education practitioners have raised significant concerns about the potential decline in students' information literacy skills due to excessive reliance on the chatbot for seeking and obtaining information. Information literacy refers to the abilities of students to locate, evaluate, and effectively use information as needed. At a university in Hong Kong, an instrument called Information Literacy Test (ILT, Madison Assessment) has been adopted to measure students' competencies in information literacy in an annual assessment of graduate attributes for several academic years. The aim of this research study was to examine the relative influence on the information literacy assessment with the launch of generative AI tools. The methodology involved a comprehensive review of the ILT items, and the test items were examined with reference to the circumstance of using ChatGPT for information search. The ILT instrument is designed based on four of the Association of College & Research Libraries (ACRL) Information Literacy Competency Standards, before the appearance and popularity of ChatGPT and other generative artificial intelligence (AI) tools. The findings suggest that some of the test items are library-based, which are about students' ability to access and use information from search results in an index database, and knowing how to locate physical sources (i.e., books, microform, periodicals, circulations). The test items may not cover the appropriate topic areas and skills within the framework of generative AI. With the advent of ChatGPT and other generative AI tools, it has become crucial for students to acquire not only the conventional information literacy skill set but also knowledge of responsible and ethical use of generative AI tools. This includes, but is not limited to, the abilities of assessing the quality of AI-generated responses and answers, and developing good referencing skills for citing and acknowledging AI-generated content. There may be a need to revamp the information literacy assessment mechanism for measuring students' capabilities of information literacy in the new era with generative AI tools for education and research. Presentation language: English
ID: PPR067
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR209
Location: NIE2-01-TR209
Strand: Assessment
Paper
Exploring ‘Assessment as Learning’ as a dynamic and integral component of the learning process towards students’ self-regulation
Kam Yong Chuan - ST. ANDREW'S JUNIOR COLLEGETeoh Hee San - SINGAPORE CENTRE FOR CHINESE LANGUAGEHo Kar Hui - SINGAPORE CENTRE FOR CHINESE LANGUAGE
ABSTRACT
This research emerges from the increased emphasis on students’ involvement in regulating their learning through self-assessment. This leads to the notion of Assessment as Learning (AaL), which situates students’ learning as the primary focus. This is done through leveraging students' ability to self-assess, self-monitor, and ultimately self-regulate in alignment with their set of learning goals in the effort to bridge their learning gaps. Hence, this study aims to explore the concept of assessment as a dynamic and integral component of the learning process where students can engage in self-assessment. The study uses action research to collect qualitative data from a sample size of 56 students enrolled in the H1 Chinese Language course in a Junior College. Data was collected through the outcome of various instruments, namely self-assessment, peer-assessment and teacher-assessment, as well as students’ reflections and learning logs. The qualitative data are further enriched through the reflective insights from the researchers’ first-hand accounts of the journey towards fostering self-directed learners through AaL. The practical processes involved in implementing AaL approaches are a focal point of this study, detailing specific strategies and tools employed in classroom settings. Additionally, the role of technology in facilitating real-time feedback and personalized assessments is explored as a key enabler. The study finds that students are motivated to engage in learning beyond the classroom. The findings also showed improved performance in terms of assignment outcomes. Finally, the findings reflect students’ autonomy through the engagement of the various self-assessment tools. Overall, the students displayed a clear ownership in their learning. In summary, this research contributes to the discourse on innovative educational practices by presenting a blend of practical processes and reflective insights.
ID: PPR068
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR717
Location: NIE7-01-TR717
Strand: Mother Tongue / Bilingual Education
Paper
Inquiry-based Learning in the Teaching of Chinese Language Reading Comprehension: Transforming Passive Learning
Chau Sook Kuan - AST/MOELim Chun Ling - CEDAR PRIMARY SCHOOLGoh Poh Huat - AST/MOE/Yishun Secondary SchoolTeoh Hee San - AST/MOE
ABSTRACT
This study aims to explore the effective implementation of Inquiry-Based Learning (IBL) in Chinese language (CL) classrooms across primary, secondary, and post-secondary levels in Singapore, with a specific focus on enhancing reading comprehension skills of the students. Typically rooted in science and math education, the framework and question-answer methodology of IBL are poised to make significant contributions to language learning. A conventional, teacher-centric method of CL reading instruction typically places students in passive roles within the learning process. In contrast, this study embraces a classroom-based research approach where teachers play a pivotal role in guiding students through an inquiry cycle, fostering active engagement in the learning process. Utilizing mixed methods (Creswell, 2009; Creswell & Plano Clark, 2007), this study employs lesson observations as a methodological tool to capture qualitative data on students' learning experiences. Additionally, a questionnaire is administered to gather student feedback on the effectiveness and preference for the IBL approach, providing valuable insights into the impact of the instructional method from the learners' perspective. The implementation of IBL is dynamic and adaptable, with the inquiry cycle serving as a guiding framework. Teachers encourage students to delve deeply into texts, promoting not only a profound understanding but also the identification and independent resolution of learning challenges. The approach proves instrumental in developing critical thinking, problem-solving skills, and fostering collaborative learning environments (Arauz,2014; Chang, Chang, & Shih, 2016; Lee, 2014). This study showcases the transformative potential of IBL in CL classrooms, shedding light on its positive impact on reading comprehension and active learning. By providing a structured inquiry-based approach, teachers empower students to navigate texts with depth and nuance, while concurrently honing their linguistic proficiency. The findings contribute to the ongoing discourse on innovative pedagogical practices, offering a pathway to enrich language education in diverse and multicultural settings like Singapore.
ID: PPR069
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+06
Location: LHN-B2-06
Strand: Cognition, Motivation and Learning
Paper
Using a novel 3D-printed foot model in simulation-based learning of clinical practical skills-a qualitative study.
Malia Ho - Monash University, School of Primary and Allied Healthcare, AustraliaJulie Nguyen - Charles Sturt University, AustraliaAdriaan Erasmus - Liverpool Hospital, Australia
ABSTRACT
Aim: Acquiring skills such as sharps debridement is a high-risk but fundamental part of clinical practical skills training. Simulation-based learning is a way to provide authentic learning, whilst providing students a safe, relatively risk-free learning environment. Commercially available anatomy models are purpose-made to simulate real body parts for students to practice on. However, these commercial models are expensive and lack the flexibility to be customised to various scenarios. A 3D-printed model was purpose designed for podiatry students to learn sharp debridement skills on the foot. The aim of this study was to evaluate the student learning experience using a low-cost purpose designed 3D-printed foot model compared to a commercial foot model in novice learners. Methodology: Students enrolled in a health-related course with no prior training to sharps debridement skills were recruited. Debridement skills were demonstrated to them, following which they were allowed to practice the skill on our novel 3D-printed foot model, and a commercial foot model for 30 minutes each. Participants provided qualitative feedback on their learning experience via an online anonymous questionnaire. Findings: Ten students participated in this study. Students felt that using the 3D-printed foot model provided a superior learning experience to the commercial foot model. This was due to the design of the 3D printed foot model, which provided a more authentic range of motion and positioning of the foot. For both foot models, they were able to master sharps debridement techniques in a safe way. They felt motivated to learn and confident to perform this task on a real person given more practice time. Conclusion: Our novel 3D printed foot model provided a more authentic learning experience to students acquiring a new clinical skill. The results showed that students were motivated to learn using simulation based learning, but need more time to practice and gain confidence. Given the low-cost of producing the 3D printed foot model compared to the commercial foot model, it is envisioned that models can be customised, 3D-printed cost effectively, and provided to students to practice at their own self-directed pace. This has the potential to be extended to different disciplines where simulated training is highly utilised.
ID: PPR070
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR507
Location: NIE5-01-TR507
Strand: Teacher Quality, Teacher Learning and Development
Paper
Exploring the Influence of Context on Professional Learning Communities in Singapore
Benjamin Tan Aik Ti - Ministry of Education (Curriculum Planning and Development Division)
ABSTRACT
The concept of Professional Learning Communities (PLCs) originated in the Anglo-American context more than two decades ago, and researchers have embraced it as a model to raise teacher competencies and classroom practices. PLC was implemented in all Singapore schools in 2010. With globalization, the implementation of PLC has been extensively borrowed and implemented in many countries. However, practices and how the concepts are defined, understood and implemented can vary differently across cultural context, and are mediated by other contextual needs and demands of each school. The purpose of this research is to understand school practitioners’ perspectives on PLC as a professional development model, as well as to explore and discuss the extent to which Singapore’s school context and the broader Asian cultural context characterized by large power distance and collectivism may have shaped the way PLC practices are enacted in the Singapore context. Adopting Hipp and Huffman’s dimensions of PLC and Hofstede’s Cultural Dimensions as conceptual frameworks, this study employs a case study methodology with 2 Singapore schools, involving 32 participants comprising teachers, Key Personnel and School Leaders. The study's findings revealed that in societies characterized by a high power distance, where authority is concentrated and decision-making is centralized, schools benefited from effective structures and norms for PLC collaboration. Furthermore, the paternalistic style of leadership fostered trust and respect among teachers towards their school leaders, contributing to a sense of autonomy and shared leadership. In terms of Collective Learning and Application, teachers perceived PLC as providing valuable learning experiences through collaborative platforms, although the process of implementing inquiry tools such as Lesson Study and Action Research was simplified. The study underscores the significance of the collectivistic culture in Asian societies, facilitating the development of collegial and interdependent relationships that encourage openness and objectivity in PLC discussions. Nevertheless, school leaders could still develop deeper trust among teachers to share personal classroom practices and build a stronger culture of peer observations and critique.
ID: PPR071
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+07
Location: LHN-B2-07
Strand: Curriculum Development
Paper
The Science, Technology, and Engineering Program Enhanced-Placement Implementation Model (STEP E-PIM): Its Bases and Prospects
Arlene T. Arriola - Camarines Sur National High School, Naga City, Region V, Philippines
ABSTRACT
The curricular implementation of STEM education is crucial in the career path and employability of Science, Technology, and Engineering graduates. This paper investigates stakeholders’ beliefs in the curriculum implementation of the Science, Technology, and Engineering Program (STEP) in management, learning delivery, resources and facilities, assessment, teachers’ strengths and competence, and learners’ characteristics; and learners’ behavior along classroom performance, study habits, motivation, and competencies. Pearson’s r and ANOVA tested the relationship and differences between implementation and behavior. Additionally, frequency, percentage, mean, and rank described the data from the researcher-made questionnaires administered to purposively selected respondents. Along implementation, stakeholders have a very strong belief in the school’s development of students’ potential, with a mean of 4.79, and a strong belief in access to resources and facilities, 4.31. On behaviors, students are perceived to have a very high manifestation in recognizing strengths and improving weaknesses, with a mean of 4.60, and only a strong belief that they manifest healthy sleeping habits, 3.58. Two-way ANOVA showed a significant difference between stakeholders’ beliefs on implementation with an F-value of 22.04502, a p-value of 0.00018, an F-value of 6.213, and a p-value of 0.035 on behavior at 0.05 significance level. There is no significant difference between beliefs in implementation elements and aspects of behavior for an F-value of 2.64645, a p-value of 0.11270, an F-value of 4.570, and a p-value of 0.054, respectively. Only teachers’ beliefs on learners' characteristics and motivation showed no significant relationship at an r-value of 0.268, less than 0.273 and 0.354 critical values at 0.05 and 0.01 levels of significance. All other elements are significantly correlated with the aspects. Access to resources, exposure to STEM-related jobs, community-responsive and relevant projects, and stakeholders’ involvement in planning and decision-making will strengthen the program. In addition, curriculum implementation and parents’ positive perceptions impact students’ confidence, self-esteem, and self-efficacy. Thus, they must be involved in students’ learning habits and academic and career choices.
ID: PPR072
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR508
Location: NIE5-01-TR508
Strand: Others
Paper
Exploring a metacognitive intervention for young and mature employees
Betsy Ng - NATIONAL INSTITUTE OF EDUCATION (NIE)Kimberly Hannah Siacor - NATIONAL INSTITUTE OF EDUCATION (NIE)Diwi Abbas - NATIONAL INSTITUTE OF EDUCATION (NIE)Dion Goh - NANYANG TECHNOLOGICAL UNIVERSITY (NTU)
ABSTRACT
Are our young graduates more adaptable and resilience, such that they can venture into a new workplace easily? On the contrary, are our mature employees less adaptable and agile in learning than our young ones' These are issues that are of increasingly concerns and they are related to metacognitive strategies that promote lifelong employability. In today’s world, metacognitive strategies such as planning, self-regulation and monitoring are essential skills for self-development and personal growth. Metacognitive strategies promote learning with agility, adaptability and resilience at work. With flexible working conditions, it is up to the employees to decide the use of time and to execute deliberate thinking. With sufficient metacognitive knowledge and action, employees are better equipped in their time and work management, avoiding any unproductive behaviour. Metacognitive strategies thus equip them with the need to learn and develop their resilience. However, there are limited intervention studies exploring the metacognition of both young and mature employees. The present study aimed to understand these two groups of employees and investigate a metacognitive intervention to examine the differences of their outcomes (e.g., adaptability and resilience). Key findings showed that there is no difference between the two groups of employees, suggesting the importance of metacognitive strategies in supporting their adaptability and resilience. Finally, implications and limitations of the study were included.
ID: PPR073
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+07
Location: LHN-B2-07
Strand: Curriculum Development
Paper
Collaborative Online International Learning (COIL): Enhancing Cultural Intelligence in Higher Education
Hui-Teng Hoo - NANYANG TECHNOLOGICAL UNIVERSITY (NTU)Catherine Wu - NANYANG TECHNOLOGICAL UNIVERSITY (NTU)Chie Misumi - Amsterdam University of Applied SciencesBrenda Choo - NANYANG TECHNOLOGICAL UNIVERSITY (NTU)
ABSTRACT
Notwithstanding geographical or time differences, globalization and advances in technological connectivity have facilitated the proliferation of virtual and multicultural work groups. To prepare students for such novel work modes, institutions of higher education have started to experiment with Collaborative Online International Learning (COIL) to create a learning space for virtual and multicultural interaction across institutions. COIL rollouts surged during the COVID-19 pandemic years when overseas study exchanges came to a halt. Publications on COIL grew correspondingly. It is thus timely to take stock of this innovative pedagogy to examine what has been done and the degree of success. Guided by a five-step framework for scoping reviews, we provided an anatomy of COIL – regions involved, subjects, objectives of COIL, implementation, and evaluation of COIL. In addition, we found under-emphasized areas in the COIL studies which are potential research areas to explore. These include the use of theories to guide the design and the analysis of COIL, the use of validated measures, and the consideration of whether preparation for the COIL experience is necessary as opposed to the assumption that participation in COIL inherently enhances cross-cultural competencies. Further, we illustrate how we designed and implemented COIL to build and enhance cultural intelligence in higher education students. Pedagogical considerations were given to how educational learning theories should be considered in the design of an education intervention such as COIL and why it is important to prepare students for COIL instead of throwing them in at the deep end. Drawing insights from our comprehensive literature review, we share the design and implementation of our COIL curriculum and instructional innovation, followed by the effectiveness derived from students’ reflection, and end the article with lessons learned and recommendations for expanding COIL applications beyond business courses to interdisciplinary courses across the globe
ID: PPR074
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR717
Location: NIE7-01-TR717
Strand: Learning Sciences
Paper
An empirical analysis of question-and-answer interaction between teachers and students in urban and rural synchronous classroom in China
Cuixin Li - Zhejiang University, College of Education (China)Yifan Zhu - Zhejiang University, College of Education (China)Lingna Xu - Zhejiang University, College of Education (China)Xinru Tong - Zhejiang University, College of Education (China)Yan Li - Zhejiang University, College of Education (China)
ABSTRACT
'Language' Mandarin Over the past two decades, China has paid special attention to the issue of learning opportunities for disadvantaged groups such as learners in rural areas. Synchronous classroom is one of the effective measures to narrow the gap between urban and rural education quality. This special type of classroom setup can connect classrooms in different places, so that teachers teaching in local classrooms can also teach students sitting in remote classrooms. And rural students can enjoy the quality teaching resources. The interactive behavior of two teachers and students at both ends in the synchronous classroom directly affects the teaching effectiveness of such type of classroom. To explore the current situation of teacher-student Q&A in synchronous classrooms of urban and rural education communities, this study is based on Bloom's cognitive goal classification theory and analyzed the interactive behavior of teacher-student Q&A in 40 lessons of urban and rural synchronous classrooms, mainly using statistical analysis to describe the basic situation of question-answering interaction between teachers and students. Lag sequence analysis and social network analysis were used to analyze the questioning behavior of teachers in a fine-granularity manner. The main findings of the study include:(1) The frequency of question-and-answer interaction between teachers and students at both ends of urban and rural areas is not balanced. (2) The cognitive level of question-and-answer interaction between teachers and students in urban and rural synchronous classrooms mainly stays at the understanding level. (3) The transformation characteristics of questioning behavior of the two types of urban and rural main teachers in different classrooms are different. Based on the above findings, the study believes that it is necessary to further balance the frequency of teacher-student interaction between urban and rural ends and improve the teaching interaction design. Moreover, by optimizing teachers' questioning behavior and guiding students' knowledge construction, we can improve the synchronous classroom teaching quality of urban and rural education communities and promote the balanced development of urban and rural education communities and primary education. It is hoped that it can provide China's case and experience for other regions in the world with a large gap in education level.
ID: PPR075
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR506
Location: NIE5-01-TR506
Strand: Mother Tongue / Bilingual Education
Paper
Students’ Feedback Literacy and Writing Performance: An Action Research in Primary Chinese Language Classrooms
Chau Sook Kuan - AST/MOELi Meijuan - CPDD/MOEChristine Huang Rui - OASIS PRIMARY SCHOOLSun Xiaoying - Singapore Centre for Chinese LanguageZhang Limei - Singapore Centre for Chinese Language
ABSTRACT
Despite teachers' efforts in offering targeted feedback, the optimal impact on students' writing quality is often not achieved due to their limited feedback literacy. Feedback literacy involves students' comprehension, evaluation of feedback, and active engagement in feedback processes. Research indicates that developing competency in feedback literacy not only boosts academic performance but also enhances students' confidence in learning, by employing appropriate strategies in classroom instruction, teachers can effectively elevate students' feedback literacy (Carless & Boud, 2018; Sutton, 2012; Winstone et al., 2021). This study aims to (i) investigate appropriate affective, behavioural, and cognitive strategies to enhance primary school students' feedback literacy in in the context of Chinese language (CL) composition writing; (ii) explore how these strategies can be effectively integrated into CL composition writing instruction to enhance students’ writing performance; and (iii) gain insights into effective methods for developing students' feedback literacy. The study adopts an action research approach, where teachers employ a series of teaching strategies, derived from a comprehensive literature review, in a CL Primary 4 and Primary 5 classroom. Evaluation of the impact of these strategies on students' feedback literacy and composition writing performance through both quantitative and qualitative data collected during classroom practices. Data collection includes lesson observation, pre- and post- questionnaire, interview responses and document analysis, to gauge the effect on students' feedback literacy. Additionally, students' writing performance is assessed using pre- and post- writing tests. The findings of this study reveal notable improvements in students' feedback literacy within CL composition writing instruction, concurrently leading to enhanced performance in students’ composition writing. The significance of this study lies in the provision of a valuable set of strategies for teachers to engage in classroom instruction, specifically tailored to foster students' feedback literacy in the context of CL composition writing. This study gains additional importance through its reliance on real-world practices of participating teachers in classrooms. By directly observing and implementing the strategies, the study offers essential insights into the tangible impact of these approaches on students' feedback literacy and subsequent advancements in their writing performance.
ID: PPR076
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR209
Location: NIE2-01-TR209
Strand: Assessment
Paper
Student Perceptions of Assessments and Their Impact on Students’ Unit Choice and Stress: A Qualitative Study of Students in an English University
Junyan Yin - University of Bristol
ABSTRACT
A significant gap in educational assessment research in higher education has been the limited consideration of students’ perspectives, especially their perceptions of assessments and how they are impacted. This study examines students’ preferences in assessment and how assessment impacts students’ choice of courses (‘units’) and experience of stress. Specifically, this study is focused on four research questions: What are the preferred assessment types, and why? What is the preferred assessment genre, and why? What are the impacts of assessment on unit choice, and why? How do assessments impact stress' To answer these questions, a small-scale qualitative study informed by interpretivism was carried out, involving semi-structured interviews with eight participants from the School of Education at a university in the UK. Interview data were subject to thematic analysis, which generated insights into each research question. Firstly, students mostly prefer essay assessments due to considerations such as abilities, time limits, content, and ways of collaboration. Secondly, students prefer summative to formative assessments since they consider summative assessments more ‘useful’. In contrast, formative assessment is viewed negatively due to the lack of sufficient feedback, which is what makes formative assessment meaningful in the first place. Thirdly, when choosing units, students consider both the content and the assessment, yet the assessment type is nearly always the decisive factor. Fourthly, regarding assessment-related stress, ability, Inter/intrapersonal stress, and time are found to be some key factors influencing students’ stress levels. These preliminary findings resonate with certain aspects of existing literature while diverging with other elements, adding insights. This suggests a need for further and more critical investigations into assessments and how they impact learners. While these research findings are insightful, the study has limitations, such as the small sample size and the concentration of participants in a single academic discipline and the same academic year. Thus, future research may expand the scope of investigation by considering a wider range of variables. Presenting language: English
ID: PPR077
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR209
Location: NIE2-01-TR209
Strand: Early Childhood Education
Paper
Young children’s numeracy skills: Communication and thought processes in problem solving
Ho Siew Yin - NTUC First CampusMinushree Sharma - NTUC First CampusLye Yu Min - NTUC First Campus
ABSTRACT
The development of numeracy concepts and skills is an important component in the Singapore early childhood education curriculum. It involves “helping children to know and use the concepts and skills in ways that relationships and connections are formed and then apply them meaningfully in their daily experiences (MOE, 2013, p. 4). Teaching strategies for numeracy skills include providing children opportunities to solve problems (MOE, 2013, p. 29). This presentation reports some findings from a 3-year study which aimed to investigate 4,5 and 6-year old children’s cognitive, language, physical development and learning outcomes. Using internationally validated tools, this research involved both quantitative and qualitative data observations of 71 children in 28 childcare centres in Singapore. Three 4-year-old children’s communication and thought processes during problem solving will be presented. The children were individually asked to solve 3 pictorial problems involving the equal sharing concept, one problem at a time and of increasing complexity. These problems were obtained from the Brigance Early Childhood Screen III (3-5 years) instrument (French, 2013). Findings include children displaying various levels of (1) communicating their thought processes during problem solving, (2) understanding part-whole concept and ‘more’ concept, and (3) understanding equal sharing; how children think about equal sharing is influenced not only by knowledge construction from classroom teaching but, perhaps more profoundly, by the social meaning of sharing. The implications of the study include the importance of a quality early childhood curriculum where there is a strong teacher knowledge of children’s ability to use, communicate and apply their numeracy skills in real-world problems. These questions will be discussed: How can teachers help children articulate their thought processes clearly? How can teachers scaffold the gap between the equal sharing concept in mathematics and the social meaning of sharing? In particular, what guiding questions can teachers ask to help children bridge this gap? References: French, B. F. (2013). Brigance: Early Childhood Screen III. North Billerica, MA: Curriculum Associates, LCC. Ministry of Education, Singapore (2013). Nurturing Early Learners: A curriculum for kindergartens in Singapore - Numeracy. https://www.nel.moe.edu.sg/qql/slot/u143/Resources/Downloadable/pdf/nel-guide/nel-edu-guide-numeracy.pdf
ID: PPR078
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR207
Location: NIE2-01-TR207
Strand: Artificial Intelligence in Education
Paper
Generative AI Tools for Producing Educational Videos: Potential and Limitations
Asnida Daud - Ministry of EducationSoon Hong Lim - Ministry of EducationKaren Chin Lee Yong - Ministry of Education
ABSTRACT
Recent advancement in generative AI has opened up transformative possibilities in video production. Text-to-video (T2V) generative tools, such as Runway, Synthesia and Visla could generate video sequences with written prompts in minutes, thereby significantly reducing the time and cost required to produce a video. To inform educators involved in media design for learning, the study explored the potential and limitations of T2V tools in designing and producing quality educational videos. The study looked into (i) the usability and effectiveness of T2V tools in producing educational videos and (ii) the efficacy of educational videos generated using T2V tools in enhancing students’ learning experience. As part of the study, we collaborated with teachers who are experienced in producing educational videos using T2V tools. Through a series of interviews with teacher creators, we identify the pros and cons of using T2V tools as compared to conventional video production methods. Simultaneously, a set of videos, comprising both T2V generated and conventionally produced videos with similar contents, was curated. User experience surveys and focus group discussions were conducted with students to study their perception towards T2V generated vis-a-vis conventionally produced videos. The study found that while students displayed a preference towards conventionally produced videos, there was no significant difference in terms of the comprehensibility of the video or the ability of the video to pique students’ interest in learning. On the other hand, teacher creators shared that while generating videos using T2V tools offered an advantage in terms of ease, efficiency and cost effectiveness, the content accuracy remains a concern. In this presentation, we would be sharing some guidelines pertaining to the use of T2V tools for educational video production as well as tips for educators interested in leveraging T2V tools to produce videos for teaching and learning.
ID: PPR079
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR505
Location: NIE5-01-TR505
Strand: Teacher Quality, Teacher Learning and Development
Paper
Novice Teachers’ Identity Development through Cross-boundary Learning: Case Study of “Yuzhong Training Program for Novice Teachers”
Peng Xiaoqin - Yuzhong Institute for Teacher Education
ABSTRACT
Abstract: Based on qualitative case study approach, this study explored the process of novice teachers’ identity development through Yuzhong training program for novice teachers in southwest of China. Grounded in the notions of "communities of cross-boundary learning" while using "identity" as an analytic lens, the study examined how novice teachers constructed their identity through cross-boundary learning in Yuzhong training program. This program involved Yuzhong institute for teacher education, teacher training base schools, teaching researchers, novice teachers and their employing schools. Data were mainly collected using semi-structured interviews with regard to five aspects of the teaching profession and learning communities: motivation for teaching, conceptions of teaching-learning, roles of teachers, teachers’ boundary crossing practice and boundary crossing learning. The findings will be helpful for teacher trainers and decision makers to promote novice teachers’ development and facilitate teacher learning. Key Words: cross-boundary learning, novice teachers, teacher identity, identity development, case study
ID: PPR080
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+26
Location: LHN-L1-14
Strand: Others
Paper
Exploring diversity through inter-generational learning
Choy Mian Yee - NIEKit Phey Ling - NATIONAL INSTITUTE OF EDUCATION (NIE)Tan Ai Girl - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
In recent years, there has been an uptake and growing interest in inter-generational activities being implemented in the communities in Singapore. Several studies have reported on the benefits and favourable outcomes of inter-generational practices and programmes for the stakeholders involved, including children, older adults, families, educators and practitioners. Furthermore, studies shared that inter-generational learning is a promising pedagogical strategy in early childhood education. In tandem with the increasing interest in inter-generational activities, Singapore is making progress in inclusive practices for children with diverse needs over the years through the different inclusion models. However, studies that report on the pedagogical approaches of local inter-generational programmes catering to diverse needs of the participants remain sparse. The presentation will share on the inter-generational programmes and practices that were implemented in local and overseas contexts and discusses how inter-generational learning can be explored to cater for diversity as well as variability, thereby facilitating inclusion to take place. Drawn from reported findings on the crucial factors that enable effective implementation of inter-generational programmes, the direction and approaches that may facilitate successful implementation of local inter-generational learning will also be discussed.
ID: PPR081
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR711
Location: NIE7-01-TR711
Strand: Special Needs Education
Paper
Web-Based Coaching in Supporting General Education Teachers Implementing Peer-Mediated Instruction in an Inclusive Setting
Hari Jang - NATIONAL INSTITUTE OF EDUCATION (NIE)Chong Wan Har - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Peer-mediated intervention (PMI) has been identified as an evidence-based practice (EBP) for students with autism spectrum disorder (ASD) in social interaction (Steinbrenner et al., 2020). However, the quality of PMI implementation is influenced by various factors, such as organisational resources and teachers' demographics. Particularly, general education teachers in Singapore often feel incompetent to support students with special needs (Nah et al., 2021) due to a significant increase in their population within mainstream schools. While the importance of training peers to support their friends is recognised, there is a lack of train-the-trainer programs for peer support programmes. Additionally, teachers have expressed an on-the-job need for more support (Yeo et al., 2016), highlighting the insufficiency of training alone in achieving significant outcomes from PMI implementation (Barton et al., 2013). Ongoing coaching is deemed essential to bridge the gap between training and practice, enabling general education teachers to implement PMI with quality. To address the identified challenges and gaps, the current study seeks to examine web-based coaching (WBC) as an alternative approach for providing ongoing support to general education teachers implementing PMI. The study aims to gain a comprehensive understanding of the complex interactions among three key aspects: (1) teachers’ implementation outcomes (2) student outcomes and (3) contextual enablers and hindrances of implementation. A mixed-methods case study was used across two phases, integrating both qualitative and quantitative methods. Utilizing a multiple probe design aligned with the What Works Clearinghouse standard, the study assesses the fidelity of PMI implementation among five lower primary school teachers in Singapore. Additionally, quantitative data on peers' usage of social interaction strategies were collected and qualitative analysis was carried out using the teachers’ interview transcripts. The results demonstrate the effectiveness of WBC in enhancing the adherence and quality of delivery for three teachers. Peers consistently met the criterion from the mid-point to the end, underscoring the positive impact of WBC on student outcomes. Interviews unveiled contextual factors, such as an exam-oriented culture, teacher belief in the benefits of PMI, and their competency in tailoring PMI while maintaining core elements. Implications to practice will be discussed.
ID: PPR082
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR717
Location: NIE7-01-TR717
Strand: ICT in Education
Paper
Knowgets: Redefining Education on Social Media
Soon Hong Lim - Ministry of Education, SingaporeChew Kai Qing - Ministry of Education, SingaporeOng Wan Jun - Ministry of Education, SingaporeLavanya Elangovan - Ministry of Education, Singapore
ABSTRACT
With 5.67 million social media users (Statista, 2023) out of Singapore’s 5.92 million population (SingStat, 2023), a significant portion includes students aged 13-16. Contrary to expectations, our small-scale study revealed that these students predominantly utilize social media for leisure and learning rather than networking with family and friends. To engage students in a manner tailored to their preferences, we launched Knowgets, short for Knowledge Nuggets, in mid-2022. These are short form videos, animation and illustration posts addressing key learning points in secondary school subjects, shared regularly on TikTok and Instagram. Despite growing viewership, ensuring alignment with our target audience posed a challenge. To address this, we established a dedicated YouTube channel in mid-2023, encouraging teachers to incorporate Knowgets into classroom learning and leveraging the “by-teachers-for-teachers” and “by-students-for-students” approaches to widen our reach. To evaluate the effectiveness of our initiative, we conducted user experience surveys, focus group discussions and interviews with students and teachers from various Secondary Schools. Our presentation will delve into the perceptions of educational content on social media, the reception of Knowgets among the target audience, and the distilled design principles for creating effective educational content on social media. Additionally, we will provide insights into strategies for capturing and maintaining audience interest in the vast landscape of social media resources.
ID: PPR083
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR706
Location: NIE7-01-TR706
Strand: Curriculum Development
Paper
The Study of Essential Needs of Enhancing Reasoning Skills in Solving Mathematical Problems Course for Grade 8 Students
Aukkarawut Kanhapong - KHON KAEN UNIVERSITYPrin Tanunchaibutra - KHON KAEN UNIVERSITYPanadda Yuankrathok - KHON KAEN UNIVERSITYChayachon Chuanon - KHON KAEN UNIVERSITY
ABSTRACT
This study aims to1) investigate the essential requirements for developing a course for enhancing reasoning skills in solving mathematical problems with a topic of finding surface area and capacity of geometric figures; 2) examine the results of applying a course of enhancing reasoning skills in solving mathematical problems in terms of finding surface area and capacity of geometric figures of Grade 8 students; and 3) study students' satisfaction towards the course. The study utilized quantitative research, with 70 Grade 8 students of Khon Kaen University Demonstration School Secondary Level (Suksasart) as the target group. The data collection tools included questionnaire and needs interviews, activity worksheets, a learning achievement test, and a satisfaction questionnaire. The data was analyzed by percentage, arithmetic mean, standard deviation, and needs index (〖Priority Needs Index∶PNI〗_Modified) for sorting out the needs. The findings revealed that 1) regarding the investigation of essential needs for the course development of enhancing reasoning skills in solving mathematical problems, the priority need index in terms of Media in learning management was determined to be of the first rank (〖PNI〗_Modified=0.29), followed by learning management (〖PNI〗_Modified=0.27), problem solving skills (〖PNI〗_Modified=0.17), and problem situations (〖PNI〗_Modified=0.11), respectively. According to interview with teachers, it was found that teachers would like to manage the contents from easy level to difficult level, including continuity and having media to organize learning activity. In addition, the situation has a connection between the real world and the mathematical world. 2) Applying the course found that students have demonstrated reasoning skills in solving mathematical problems in activity worksheets and presentations. For the achievement test, the students gained an average score of 86.95 percent, which is higher than the criteria of 80 percent. Finally, 3) the students' satisfaction towards the course was at the highest level, in overall (x ̅=4.65), and the teachers using the CIPPIEST Model, in overall, was at a high level (x ̅=4.47).
ID: PPR084
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR310
Location: NIE3-01-TR310
Strand: Language and Literacy Education
Paper
Listening to teacher input in EMI classroom: What strategies students need to learn and how
Daniel Fung - The University of Hong Kong
ABSTRACT
Recent years have seen a surge of English Medium Instruction (EMI) programmes across the globe. Students enrolled in EMI programmes learn content subjects (e.g., Science, Geography) through their second language (L2) English, which is usually their less familiar language. Within the EMI classroom, while previous research has found that teacher talk dominates lesson time, little attention has been devoted to investigating how students use listening strategies to uptake teacher input and learn the content effectively. This presentation reports on a study which intends to achieve two aims: (1) to explore what listening strategies students use and what strategies are useful for students when listening to the EMI teacher input, and (2) to examine the effectiveness of listening strategy instruction for students. A needs analysis was first performed on a class of 24 secondary school EMI students, who learnt Science in EMI and were asked to report on their strategy use through post-lesson stimulated recall interviews. Based on the empirical data and a literature review, strategy instruction materials were designed and used on two focal participating EMI students. The students were taught how to use listening strategies, practised using these strategies during lessons, and they were subsequently interviewed to report on their improved strategic behaviour and uptake in comprehending the teacher input. This presentation will end with pedagogical implications, emphasising the need for students to learn how to listen to teacher input in the classroom, and the integral role of the teacher in facilitating students’ strategic learning.
ID: PPR086
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+20
Location: LHN-L1-08
Strand: Teacher Quality, Teacher Learning and Development
Paper
The Dynamics of Teacher Agency: Insights from Six-Year Japanese Field Study
Ikuyo Oda - Waseda University, Japan
ABSTRACT
This study aims to describe how teacher agencies are achieved through actor-situation transactions in educational practices. This study focuses on teacher agency because it is an indispensable element of good and meaningful education in the complexities of situated educational practices (Biesta, 2015). Japan faces various difficulties, such as teacher shortages, attrition, and teacher quality. Various reforms have been made to address these challenges, but teachers are not the object of such reforms but change agency (Fullan, 2003). In order to depict the characteristics of teacher agency, this study conducted six-year fieldwork in a Japanese public elementary school. Added to ethnographic observations, this study employed multiple qualitative research methods, such as conversation analysis and discourse analysis, to understand teacher agency for individual teachers. This study used the role concept as its analytical framework. Furthermore, it focused on the processes of “role-taking” (Blumer, 1991) and “role-making” (Turner, 1956) by teachers to examine how teacher agency arises in daily educational practices. The two findings are as follows. First, teachers acquired and carried out their roles in interactions with others, and they not only acquired a positive teacher identity but also fulfilled their “collegial role.” This functioned to maintain an environment where they could seek help when necessary and continue practicing according to their own philosophy. Second, teachers maintained collaboration with others even when disagreements arose. This study revealed that teachers continued to practice in accordance with their beliefs by role-making to act in conformity with the norms of others. They even utilized the norms of others as a resource to justify their practice or to improve their educational practice. Here, too, teachers were cooperative with others but did not trivialize their practices, allowing them to achieve practices based on their individual experiences, principles, and perspectives. The significance of this study is that it depicts how agencies are achieved not from individual abilities but from relationships with others and the environment. This shows that teachers are subjects who act based on their philosophy and expertise.
ID: PPR087
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR312
Location: NIE3-01-TR312
Strand: ICT in Education
Paper
An analysis of the implementation effect and influencing factors of urban and rural synchronous classroom in China
Xinru Tong - Zhijiang UniversityCuixin Li - Zhijiang UniversityFengyong Shen - Daishan County Education BureauYan Li - Zhijiang University
ABSTRACT
In modern China，the urbanization has resulted in educational disadvantage of students located in rural and remote regions. Therefore, synchronous classroom, as an effective method, has attracted great attention in recent years. This special teaching form utilizes internet technology to synchronously broadcast urban classroom teaching to rural classes, which is an important measure for China to promote high-quality resources sharing and achieve education balance at K12 stage. However, few studies have focused on the internal mechanisms of synchronous classroom implementation and identify key influencing factors. This study utilized a grounded theory approach to analyze data gathered from semi-structured interviews with 70 leaders, principals, participating teachers and students. The finding shows there are five factors that affect the implementation effect of synchronous classroom, including social environment, technical equipment, curriculum teaching, front-line teachers and students, among which curriculum teaching is the most significant factor affecting the effectiveness of synchronous classroom. In order to improve the effectiveness of synchronous classrooms, the research proposes that: Strengthen the construction of guarantee systems and stimulate the motivation of participants；Optimize technological environment to promote diverse teaching interaction；Expand teaching methods and improve teaching quality；Enhance teacher training quality etc. It is hoped this study would provide experiences for other developing countries facing education inequality issues. 【Language】Mandarin
ID: PPR088
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR706
Location: NIE7-01-TR706
Strand: Curriculum Development
Paper
The Development of Extra Language Course on Transliterated of English to Thai to Enhance Reading and Writing Skills for Thai Secondary School
Yong Pongkhet - Department of Curriculum and Instruction Faculty of Education Khon Kaen University ThailandPrin Tanunchaibutra - Department of Curriculum and Instruction Faculty of Education Khon Kaen University ThailandPanadda Yuankrathok - Department of Curriculum and Instruction Faculty of Education Khon Kaen University ThailandChayachon Chuanon - Department of Curriculum and Instruction Faculty of Education Khon Kaen University Thailand
ABSTRACT
This study aims to develop extra Thai language course on transliterated of English to Thai (social media) to enhance reading and writing skills for secondary students (Mathayom 3) using research and development research method. It consists of three phases of research as follow. 1) To explore the needs for develeping the extra Thai language course on transliterated of English to Thai (social media) to enhance reading and writing skills for secondary students (Mathayom 3), a need assessment survey was used to collect the data from 60 secondary students (Mathayom 3) studying at a Thai public secondary school. The descriptive statistics and Priority Need Index Modified (PNI Modified) showed that the highest priority was on the reading aspect of transliterated of English to Thai (〖PNI〗_Modified = 0.61), followed by writing (〖PNI〗_Modified = 0.53), utlzing instructional materials (〖PNI〗_Modified = 0.52), and intructional activitives (〖PNI〗_Modified = 0.49). 2) To investigate the effectiveness of the extra course on transliterated of English to Thai (social media) for Mathayom 3 students, the one-group pretest-posttest research design was used to test the effectiveness of the course with 20 purposively selected Mathayom 3 students. The assessments included reading and writing pre- and post- tests. The results showed that the mean score of post-teast was 76 which is higher than the required threshold of 70 percent. 3) To examine the students' course satisfaction, the satisfaction survey was used to collect the data from 20 students. The findings showed that overall students were very satistfied with the course (X ̅=4.61,S.D.=0.52). It showed that the extra course on transliterated of English to Thai (social media) is suitable for Mathayom 3 students and effective in developing reading and writing skills. Keywords: Extra course, Transliterated of English to Thai, Social media, Reading skills, Writing skills
ID: PPR089
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR207
Location: NIE2-01-TR207
Strand: Cognition, Motivation and Learning
Paper
Construction of learning objective design model for developing children's creativity
Dong Yaoyao - Beijing Normal UniversityLiu Jian - Beijing Normal University
ABSTRACT
With the growing call for "Creativity for all," creativity is no longer synonymous with geniuses like Edison and Einstein but has become an essential core competency for every citizen in the 21st century to tackle future challenges. The challenge is to ensure that the learning objectives for cultivating creativity at the classroom level remain steadfast and aligned with their intended path, presenting a practical dilemma. This study centered on the inherent nature of children's creativity development. Through literature analysis and expert validation, it established initial principles and elements for theoretically designing learning objectives. Subsequently, it formulated a preliminary framework, the "Create Tree" model, for the development of children's creativity. This model, metaphorically represented as a "tree", identified the development of children's creative potential as its fundamental objective. It encompassed four design principles: "Visibility, Possibility, Practicality, and Ecologicalness." The "Visibility" principle, akin to the "trunk," centered on designing around the observable growth of children, incorporating visible ideas, behaviors, and interactions with a focus on vitality and expressiveness. The "Possibility" principle, corresponding to the "branches," emphasized exploring possibilities and included design focal points of imagination and transferability. " Practicality", associated with the "leaves," underscored the use of "creative practice" as a constructive tool, emphasizing action and reflection. "Ecologicalness," representing the model's environmental context, highlighted children's ability to confront challenges in an uncertain real-world context, emphasizing visible interactions between their creative development and the real world, domain knowledge, and other individuals. Finally, utilizing 36 lesson plans from 18 schools for creativity cultivation in Shanghai as case studies, this study applied a case analysis method to iteratively practice the constructed design model. This aimed to enrich exemplary practices and address common pitfalls within each design principle, with the ultimate goal of transforming the cultivation of children's creativity from a "visible landscape" to an "accessible destination."
ID: PPR090
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR706
Location: NIE7-01-TR706
Strand: Mathematics Education
Paper
The Development of Mathematics Course to Enhance Mathematical Reasoning and Problem Solving for Grades K-8 Students
Aukkarawut Kanhapong - KHONKAEN UNIVERSITYPrin Tanunchaibutra - KHONKAEN UNIVERSITYPanadda Yuankrathok - KHONKAEN UNIVERSITYChayachon Chuanon - KHONKAEN UNIVERSITY
ABSTRACT
This study aims to develop a mathematics course to enhance mathematical reasoning and problem solving for grades K 8 students using research and development research method. It consists of three phases of research as follow. To investigate the needs to develop the mathematics course, a survey was used to collect the data from 70 K-8 students together with a semi-structured interview with 10 teachers from a Thai secondary school. The descriptive statistics and Priority Need Index Modified (PNI Modified) showed that the sequencing of mathematical content is of utmost importance. The connection of content should follow a logical order that is suitable for the learners' developmental stage. Additionally, integrating technology into the learning process helps manage learning more effectively, fostering greater mathematical skills in students compared to traditional teaching methods. To develop the course, the course on surface area and volume based on the Course to Enhance Mathematical Reasoning and Mathematical Problem-Solving framework and CIPPIEST Model consists of 4 dimensions, namely Context, Input, Process, and Product. Subsequently, there has been an expansion of the assessment framework for the Product dimension into 4 sub-dimensions to ensure comprehensive coverage and increased utility, which are Impact, Effectiveness, Sustainability and Transition. was designed for K-8 lessons. The course is a one-group pretest-posttest research design was used to test the effectiveness of the course with 70 purposively selected K-8 students. The assessments included worksheets, oral presentation, and achievement tests. The results showed that students achieved an average score of 86.95, which is higher than the established benchmark of 80 percent. To examines the students' course satisfaction, the satisfaction survey was used to collect the data from 70 students. The findings showed that overall students were satisfied with the course, specifically on the course content aspect (x ̅=4.65,SD=0.49) and teacher aspect (x ̅=4.71,SD=0.48). These studies provide some pedagogical implications and empirical evidence of how mathematical reasoning and problem solving can be enhanced for Grades K-8 students in Thai context.
ID: PPR091
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR312
Location: NIE3-01-TR312
Strand: ICT in Education
Paper
The importance of teachers' ICT ethos as a prerequisite for future-ready learners
Horst Biedermann - St.Gallen Teacher Education University - SwitzerlandArvid Nagel - University of Teacher Education NMS Berne - Switzerland
ABSTRACT
The term "App Generation", coined by Gardner and Davis in 2013, describes today's children and adolescents growing up in an era where the importance of Information and Communication Technologies (ICT) is rapidly escalating. They demonstrate advanced technological skills, often surpassing those of their teachers; however, this proficiency doesn't automatically ensure responsible technology use (Feierabend et al., 2022). Instances of unethical ICT utilization, like violating intellectual property or engaging in cyberbullying, are prevalent (e.g. Biedermann, Nagel & Oser, 2018). Raising awareness among students about ethical ICT conduct isn't solely the teachers' responsibility but is also pivotal for computer science and media education professionals. Ethical leadership behavior outlines teachers' ethical responsibility in ICT, emphasizing professional conduct and judgment. In contrast to other fields, ethical responsibility in ICT is less structured and visible. Until now, there was no scientific instrument to measure the ethical responsibility of teachers in dealing with new technologies. Based on Çoklar (2012), a three-dimensional model was developed to measure teachers' ICT responsibility (Biedermann & Nagel, 2021). In this paper two research questions were addressed: (I) Assessing ICT responsibility among Swiss teachers and (II) identifying factors influencing educators' ICT ethos. The sample comprised 659 Swiss secondary school teachers, averaging 43.7 years, with 53 percent being female. Three dimensions of ICT ethos (Behavior towards unethical conduct with ICT; Awakening and strengthening of ethical sensitivities in the conduct with ICT; Cultural embedment of ethical ICT principles) were defined using 14 items. Descriptive analyses revealed strong support for the first dimension, while the others fluctuated between agreement and disagreement. Gender-specific differences were significant, with female teachers showing lower values. Additionally, disparities were noted between computer science and non-computer science teachers, with the former displaying higher values. Multivariate regression analyses highlighted that teachers' self-efficacy and collaboration predicted the three dimensions of ICT ethos. Beyond conceptualization and operationalization, the paper explores strategies to enhance teachers' ethical responsibility in managing ICT and emphasizes the importance of this competence amid the digital transformation.
ID: PPR093
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR210
Location: NIE2-01-TR210
Strand: Humanities and Social Studies Education
Paper
Examining teachers’ conceptions of “Meaningful Social Science”: A qualitative exploratory study of teachers from Bengaluru, India
Indira Subramanian - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
This paper examines social science teachers’ subject conceptions on what is worthwhile in their subject. It draws on research from a broader exploratory inquiry, which dichotomizes teachers as “silent witnesses” in policy discourse in India, who are “overlooked knowers” possessing useful perspectives on their subjects, as they encounter the deployment of proposed teacher standards as regulatory accountability measures. It reports on the views of twenty eight teachers from Bengaluru who participated in three in-depth interviews; they also produced artefacts on what they considered to be meaningful social science (MSS). Inductive coding methods were used to develop concepts, categories, and themes. Based on this, teachers’ subject conceptions of MSS are classified into five fluid “orientations”, namely: (1) Conservative (2) Normative (3) Pragmatic (4) Humanist and (5) Transformative. In addition, findings show that teachers engage in a process of selective (re)activation (Emirbayer & Mische, 1998), of (a) a range of past and present personal/professional influences (b) constraints and (c) enablers, in exhibiting these orientations. A valuable contribution to literature is made, wherein it is shown that teachers’ subject conceptions are not static or stand-alone entities but are dynamic and responsive adaptations to other curricular subjects and their working conditions, displaying qualities of emergence that are not explicitly anticipated. The paper concludes by discussing these findings in the context of the current linear and context-free generic teacher standards to be used for career management. It calls for the recognition that teachers’ subject conceptions are a powerful reminder of their embedded images of self, particularly as educators of a marginalized subject. It further underscores the need for a constructive engagement with their lived experiences to achieve the effective implementation of educational reform.
ID: PPR094
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR312
Location: NIE3-01-TR312
Strand: Educational Policy Research
Paper
The Possibility of Their Funds of Knowledge: Viewing Singapore Academically-Marginalised Students from Positions of Strengths
Mardiana Abu Bakar - NATIONAL INSTITUTE OF EDUCATION (NIE)Teng Siao See - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
High-stakes assessments are at the core of Singapore’s education system, and pen-and- paper literacy dominates achievement. Formal processes of reading and writing literacy prevail within this system, whilst meaning- making practices beyond text are mostly negated. The funds of knowledge/identity (FoK/I) theory makes a plea for learning that draws on students’ knowledge, skills and experiences acquired within and outside school beyond text. Research shows that drawing on students' FOK/I may contribute to more equitable educational outcomes, both academic and well-being-related ones, especially amongst those from ethnic minorities and/or low socioeconomic background who experienced the most discontinuity between school and home. This paper, harnessing the theory of FoK/I, provides narratives of knowledge which lower-performing secondary school students acquired in their families, peer groups, through social media and gaming that speaks of possible strengths that may be applied in learning. Data for this chapter will be drawn from a funded research in two secondary schools and will be drawn from students’ interviews, lesson observations and interactions.
ID: PPR095
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+21
Location: LHN-L1-09
Strand: Teacher Quality, Teacher Learning and Development
Paper
Teachers’ Experiences of Well-being: A Phenomenological Case Study of Teachers in The North-Eastern Remote Areas of Thailand
Wilawan Khattachan - Khon Kaen University, ThailandAriyaporn Kuroda - Khon Kaen University, ThailandChayachon Chuanon - Khon Kaen University, Thailand
ABSTRACT
Teachers’ well-being has been associated with physical health, the overall stability of schools, and the effectiveness of teaching. This small-scale qualitative study aims to investigate teachers’ experiences of well-being in Thai context, particularly when teachers are assigned to work in the remote areas of Thailand away from their hometowns, using the phenomenological case study method. The key informants, three in-service teachers who taught in public schools in the North-Eastern remote areas of Thailand and spent at least two years apart from their families, participated in the in-depth interviews. The interview questions were on personal life, working conditions, relationship with colleagues, exposure to local cultures and communities. Interviews were conducted via Zoom and audio recorded. The thematic analysis of the data revealed three major themes i.e. self- awareness, psychological healing, and quality of life. The first theme involved self-awareness including emotional awareness and self-esteem as the participants reported their experiences of problem acceptance, changing their perspective about the problem encountered, and changing their behaviors and feelings toward the changes in themselves. The second theme was psychological healing methods such as daily exercise and mind exercise for inner peace, deep talk with co-workers and focus on their hobbies. The last theme related to the quality of life, including sociocultural adaptation and security, as they experienced the challenges in adapting to new environments and coping with housing insecurity. This research provides a deeper understanding and useful implications for policy makers in providing psychological supports for teachers and developing teacher support programs. Keywords: Teachers’ Well-being, Phenomenological Case Study, Remote Areas, Psychological Supports
ID: PPR096
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR312
Location: NIE3-01-TR312
Strand: Educational Policy Research
Paper
A Schema Theory Perspective: Emergent Understanding of Assessment and Banding Policies in Singapore
Koh Ee Hway - University of Calgary
ABSTRACT
A Schema Theory Perspective: Emergent Understanding of Assessment and Banding Policies in Singapore Streaming is a long-standing topic of controversy, especially when considered in the context of academic meritocracy that advocates selection by elimination contrary to selection by differentiation. The latter characterizes the banding policies in Singapore, a major progressive feat towards the enactment of meritocratic ideals situated within Singapore’s unique institutional arrangement. Though much was written about ability-based streaming in education, notably the impact on students’ wellbeing, comparatively less is understood about how banding differs from streaming specifically in enabling the role of education to contribute towards a more equitable society beyond a social engineering tool for economic purpose, In Singapore’s context, given recent macrosystemic shifts in education, a closer examination of how banding situates in both private and public realms within existing mechanisms of high-stake examinations that seek and subsequently groom academic talent is critical. This is to further understand how the implementation and interpretation of banding policies can be effectively managed. Given the absence of schism between external and internal realms of social and the individual respectively, this paper adopts the schema theory perspective on the process of how banding policies are described, interpreted, and explained by individuals’ intra-mental concept formation concomitantly situated within cultural processes that consist of both social-individual origins. The aim is to explore the concepts of banding and assessment in Singapore’s society and discusses how its history, present and future evolution as a city-state amidst globalization’s influence on neoliberal ideology and intragroup expectations of a Confucian Heritage Culture (CHC) have differentially influenced the formation of emerging private and public rhetoric vis-à-vis understanding of assessment and banding policies. Arising from this, the paper advances linked propositions to direct the implementation management of banding policies to ensure that the transition to full subject banding is successfully carried out such that the banding policies are implemented with fidelity to intent. Keywords: assessment, Full Subject-based Banding, policy implementation, Schema Theory, Singapore
ID: PPR097
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR506
Location: NIE5-01-TR506
Strand: Teacher Quality, Teacher Learning and Development
Paper
Japanese English language teachers' perceptions of critical thinking and their self-efficacy in incorporating thinking into classroom practice
Yukari Abe - Kyoto UniversityEmmanuel Manalo - Kyoto University
ABSTRACT
The development of critical thinking (CT) through education is considered vital in the 21st Century (UNESCO, 1995; Vincent-Lancrin, et al., 2019). In Japan, the latest revision of the national curriculum requires school education to strive to develop sound critical faculties in students. However, Japanese teachers have been found to be far less self-efficacious about CT cultivation than teachers in other countries (OECD, 2019). Since teacher cognitions including self-efficacy (SE) predict their classroom behaviours and students’ performance (Bandura, 1997; Borg, 2003; Tschannen-Moran & Woolfolk Hoy, 2001), the present study attempts to understand how CT is understood by in-service Japanese high school teachers of English and their SE in incorporating CT in their teaching. The findings can potentially inform professional development of pre- and in-service teachers, and therefore will also contribute to redesigning current pedagogies. To achieve in-depth understanding of teacher cognitions of CT-infused classroom practice, an online survey of teachers (n=82) and individual follow-up interviews (n=16) were conducted. The survey asked the teachers to define what they understand to be CT, and to judge the appropriateness of given definitions of CT (including correct and fake ones). In the individual interviews, teachers were asked to elaborate on their survey answers. The results indicated that while the teachers were generally able to distinguish correct and fake definitions, they seemed unsure if being “curious” or “accurate” is part of CT and misunderstood being “able to refute others” as CT. Also, their SE levels seemed to be influenced by prior debate-coaching and CT-learning experiences. The analysis of the written section based on the Delphi report (Facione, 1990) revealed that the first stages of CT (i.e., interpretation and analysis), “prudence in decision making,” “willingness to be well-informed,” “open-mindedness,” and “flexibility” were more strongly recognised as CT. Interestingly, the latter stage of CT and applying CT to yourself (i.e., explanation and self-regulation), “willingness to reconsider”, and being “honest to your bias” were not regarded as CT. The interview results revealed potential confusion, such as not recognizing “trying to understand others” as CT. These findings underscore the need for more structured and explicit teacher training on CT.
ID: PPR098
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR711
Location: NIE7-01-TR711
Strand: Special Needs Education
Paper
Relationship between early childhood educators’ beliefs and perceptions and their use of inclusive classroom practices
Tan Peng Chian - NATIONAL INSTITUTE OF EDUCATION (NIE)Kenneth Poon - NATIONAL INSTITUTE OF EDUCATION (NIE)Amelia Yeo - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Identifying factors that impact teachers’ utilization of inclusive classroom practices can improve stakeholder support for early childhood educators striving to enhance the engagement and participation of preschoolers with diverse developmental needs. The purpose of this study is to describe the relationship between Singapore preschool teachers’ attitudes, self-efficacy, perceived school support, intentions to implement inclusive education and self-reported use of inclusive classroom practices when including children with developmental needs. A survey was set up using the items from the Attitudes Towards Inclusion Scale (AIS), Teacher Efficacy for Inclusive Practice (TEIP), Perceived School Support for Inclusive Education – Singapore Version (PSSIE-SG), Intention to Teach in Inclusive Classroom Scale (ITICS) and Inclusive Practices Scale (IPS). 382 eligible responses were analysed. Results following structured equation modelling suggest that attitude, self-efficacy and perceived school support have significant direct effects on intentions while self-efficacy is the only belief factor that has a significant direct effect on teachers’ self-reported use of inclusive classroom practices. Through the results of this study, the significance of preschool teachers’ beliefs about inclusive education will be discussed.
ID: PPR100
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+13
Location: LHN-L1-01
Strand: Mathematics Education
Paper
Assessing problem solving in real situations: the effects of mathematics interest and mathematical metacognition
Danni, Lin - Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal UniversityYanyan, Tian - Beijing Fangshan District education quality monitoring centerJian, Liu - Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University
ABSTRACT
Situated Cognition Theory holds that knowledge cannot exist abstractly apart from the active situation and learning should be combined with the contextualized social practice. Problem-solving in real situations can promote the deep organic integration of multiple disciplines and provide opportunities and paths for the development of students' core literacy. Based on Situated Cognition Theory and self-regulated learning model, this study divided problem solving in real situations into three stages, including designing scheme, solving problems, and producing a result, and attempted to develop open tasks for assessing students' problem-solving ability in real situations. Meanwhiles, the present study investigated the factors influencing students' problem-solving ability in real situations and their interactive mechanism. A total of 9,271 four-grade students in a coastal city in southeast China answered a problem-solving test and questionnaires assessing mathematics interest and mathematical metacognition. The results of quantitative analysis showed that mathematics interest and mathematical metacognition are both positive correlated with problem-solving ability in real situations. Moreover, structural equation modelling results revealed that mathematics interest can directly and indirectly influence students’ problem-solving ability in real situations via partial mediation effect of mathematical metacognition. Our findings not only contribute to the development of a framework for measuring problem solving ability in real situations, but also have enlightening significance for teaching practice that fostering interest and teaching metacognitive skills serve to bolster problem- solving ability in real situations.
ID: PPR101
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR706
Location: NIE7-01-TR706
Strand: Curriculum Development
Paper
‘A Way with Words’: The New Literary Arts IB School-based Syllabus
Janet Liew - SCHOOL OF THE ARTS, SINGAPORE
ABSTRACT
In the literary arts subject, students write creatively and imaginatively, crafting original literary works to tell their stories, express themselves, share experiences, and explore life and meaning. This paper will focus on the rich synergistic collaboration between the School of the Arts (SOTA) Singapore and the International Baccalaureate Organisation in the design and development of the new IB Diploma Programme Group 6 school-based syllabus, Literary Arts. Through cycles of inquiry, the creative practice-based Literary Arts course supports the development of the IB approaches to learning skills, and fully realises the Arts aims. The exciting journey from initial conceptualisation to full fruition, and the key features of the syllabus, will be presented. Participants will have a chance to look at student portfolios, and gain a deeper understanding of the literary arts curriculum implemented in SOTA, as well as some strategies employed successfully in the classroom.
ID: PPR102
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR209
Location: NIE2-01-TR209
Strand: Character, Citizenship and Moral Education
Paper
Adapting Citizenship Education in a Changing Society: Exploring Teachers’ Perspectives in Hong Kong's Citizenship Education Reform Journey
Zheng Ying - The University of Hong Kong
ABSTRACT
In response to the rapid transformations taking place worldwide, there is an increasing demand for curriculum reform, particularly in the field of citizenship education (CE), to align with societal changes. Prompted by intensified youth demonstrations and criticisms surrounding the CE curriculum in 2019, Hong Kong recognized the pressing need for curriculum reform. As a response, the government renamed the existing CE curriculum, Liberal Studies (LS), to Citizenship and Social Development (CSD), while introducing a series of supporting approaches to enhance implementation. However, the experiences of teachers, who play a crucial role as gatekeepers of curriculum implementation, have remained largely unexplored. This study delves into the post-reform landscape by exploring the perspectives of Hong Kong teachers. Through in-depth interviews with six teachers, both practical and psychological challenges were exposed. Teachers have particularly acknowledged the difficulty in fulfilling the new objectives of further nurturing Hong Kong students’ national identity, raising awareness of national security, and addressing social conflicts in their teaching practices. The findings reveal that government-led seminars and workshops often provide abstract guidance, posing challenges in its practical application. Teachers also expressed dissatisfaction with the inadequacy of resources and support provided to address their needs arising from the reform. Moreover, the reform policy overlooked the psychological well-being of teachers, further complicating the implementation process. The results contribute to the scholarly understanding of curriculum reform and highlight the importance of incorporating teachers' perspectives into policy-making decisions, especially when curriculum policies are announced in the wake of significant social events. It calls for comprehensive support mechanisms to be put in place to address the practical and psychological needs of teachers, ultimately ensuring a more sustainable curriculum reform process. The above abstract will be presented in English.
ID: PPR104
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR711
Location: NIE7-01-TR711
Strand: Science Education
Paper
After-school tutoring moderates the link between science learning interest and science career expectations
Liu Zhi - Beijing Normal University
ABSTRACT
Social cognitive career theory (SCCT) emphasizes the interconnected influence of learning experiences, personal interests, self-efficacy, and outcome expectations on individuals' career choices. Currently, the impact of socioeconomic status, science achievement, and science learning interest on students' expectations for a scientific career has gained increasing attention. However, few studies focused on exploring whether students' participation in after-school tutoring affects the relationship between science learning interest and science career expectations, particularly in the East Asian cultural circle where tutoring is prevalent. Based on SCCT, the present study examined a moderating role of after-school tutoring with socioeconomic status (SES) and science achievement as control variables, using the data collected from 11,007 eight-grade students in China . A self-reported socioeconomic status (SES),questionnaires assessing after-school tutoring, science career expectations, science learning interest, and a science achievement test was answered by students. The results of quantitative analysis showed that after-school tutoring and control variables (SES and science achievement) negatively moderated the association between science learning interest and science career expectations of Chinese eight-grade students. In other words, after-school tutoring reduces the impact of science learning interest on science career expectations. This discovery provides theoretical and practical insights into science career expectations not only in China but also in other countries with similar sociocultural contexts. present in Mandarin
ID: PPR105
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR304
Location: NIE3-01-TR304
Strand: Assessment
Paper
Enhancing Student Agency in the Feedback Process in Narrative Writing
Rasidah Bte Mohd Rasit - FRONTIER PRIMARY SCHOOLNorhayati Binte Ibnor - FRONTIER PRIMARY SCHOOLSri Arianti Bte Ariffin - FRONTIER PRIMARY SCHOOLMohammed Nidzam Bin Zakariah - FRONTIER PRIMARY SCHOOLNoryanti Bte Mohamed Yahya - FRONTIER PRIMARY SCHOOL
ABSTRACT
In language classes, students typically receive feedback after writing compositions; however, teachers observed that errors often persist in subsequent writing tasks, and teacher feedback appears disregarded. Hence, a Professional Learning Team (PLT) comprised of Malay Language teachers delved into strategies aimed at enhancing student agency within the feedback process for Malay Language narrative writing. The goal was to facilitate a more effective uptake of the feedback provided to students. Grounded in the model of feedback by Hattie and Timperley (2007), it extends the understanding of effective feedback practices by centering on the critical role of student agency throughout the feedback continuum. Members of the PLT designed learning experiences to bolster student agency across the phases of feed up, feedback, and feed forward. This included strengthening students' understanding of success criteria, fostering their ability to provide effective feedback to peers, and encouraging a more meaningful uptake of feedback from both peers and teachers. The strategies seek to empower students, thus creating an environment where they actively contribute to and benefit from the feedback process. Utilising a mixed-methods approach, the research involves qualitative and quantitative assessments of student outcomes in narrative writing tasks. Findings indicate that actively involving students in the feedback process, allowing them to participate in goal setting, and fostering a collaborative dialogue significantly enhances the student agency. This approach aligns with the principles of Hattie and Timperley's model, emphasising the importance of creating an environment where students feel empowered to co-construct their learning experiences. The presentation will be conducted in Malay Language.
ID: PPR107
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR208
Location: NIE2-01-TR208
Strand: Curriculum Development
Paper
Developing empathy and caring skills for a rapidly ageing Singapore: A case study of course development for intergenerational caring at NorthLight School
Beatrice Tan - NORTHLIGHT SCHOOLJayvin Yeo - NORTHLIGHT SCHOOLLim Peck Gee - NORTHLIGHT SCHOOLSanjit Kaur - NORTHLIGHT SCHOOL
ABSTRACT
Singapore is rapidly ageing - 1 in 4 Singaporeans will be over 65 by 2030. What skills sets must our students possess so as to become work-ready, active contributors in such a “silver" future Singapore? How can our young students develop empathy and civic mindsets to embark on career pathways where intergenerational caring is a key trait in a Care Economy so elderly residents may age successfully in community? This paper presents a case study of the design and development of the Community Care Support course at NorthLight School, where students in the programme develop knowledge and skills in Community Care through school-based curriculum and weekly learning journeys and job-shadowing sessions at a community hospital, senior care centres and active ageing hubs. The paper articulates the Experiential Learning model adopted in the job-shadowing sessions: following their experience in supporting care professionals to perform attending and care tasks, design and organise activities and engage elderly clients in physical exercises or chats, students reflect on their experience and observation, and translate and associate their real-world learning with concepts learnt in the school-based curriculum. Skills and knowledge learnt on healthcare, attending to various personal care and mobility needs of elderly clients, are applied in their real-world practices. The case study examines students’ (qualitative) reflections on profiles and environments of elderly clients, their mental well-being, levels of active engagement and variety of care needs. Preliminary findings revealed that the Community Care Support curriculum and experiential learning model developed in students: community awareness of amenities and facilities for active ageing, 21st century competencies of civic and cross-cultural competencies, communication and collaboration skills, social-emotional competencies of relationship management, and most of all critical competencies for Community Care professionals, e.g, empathy and intergenerational caring. The findings will inform the design of similar Care or Service Learning programmes, as well as Educational and Career Guidance initiatives, and the development of 21CC and SEL. It will also promote the strategic partnerships between schools and community care agencies in development of empathy amongst young persons, and intergenerational caring mindsets for a kinder, future
ID: PPR109
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR312
Location: NIE3-01-TR312
Strand: ICT in Education
Paper
A Staged Self-Directed Learning Model with AI-Powered Storybook Creating for Cybersecurity Education
Chien-Lung Hsu - Chang Gung UniversityYu-Ting Chang - Chang Gung UniversityTzu-Liang Hsu - Chinese Culture UniversityChieh-Ni Chen - Chang Gung UniversityFu-Sung Lo - Chang-Gung Memorial Hospital
ABSTRACT
Cybersecurity education is essential as it equips individuals and organizations with the knowledge to protect against increasingly sophisticated cyber threats and data breaches. It ensures compliance with regulatory requirements like GDPR, safeguarding sensitive information, and maintaining legal integrity. Cybersecurity education is crucial to keep pace with evolving challenges and innovate effective defense strategies. The Staged Self-Directed Learning Model (SSDL) offers significant benefits in cybersecurity education. SSDL allows learners to adapt their learning pathway to keep pace with the rapidly changing cybersecurity landscape, ensuring relevance and up-to-date knowledge. It fosters a sense of ownership and responsibility in learners, crucial for developing critical thinking and problem-solving skills in cybersecurity. Recently, AI has been developing rapidly, and there are many innovative AI tools that can help students learn independently in an entertaining way. In this study, we design an SSDL model with AI-powered storybook creation for cybersecurity education. Given real cybersecurity cases, all students with different self-learning capabilities will study them and use AI tools to create storybooks. All students learned cybersecurity courses from these cases and try to tell stories to other students by using their AI-powered storybooks. We found that implementing an SSDL model for cybersecurity education using AI-powered storybook creation brings unique benefits: (i) Interactive learning: AI-powered storybooks provide an engaging, narrative-driven learning environment, making complex cybersecurity concepts more accessible and memorable for learners at all stages. (ii) Customized learning paths: The AI can personalize storylines based on the learner’s progress and understanding, ensuring that each stage of the SSDL is optimally challenging and relevant. (iii) Real-time feedback and adaptation: AI enables real-time feedback and adaptation of the learning content, allowing learners to immediately apply and test their understanding of cybersecurity principles in varied scenarios. (iv) Enhanced problem-solving skills by presenting cybersecurity challenges in story form: Learners are encouraged to think critically and develop problem-solving skills in a safe and simulated environment. (v) Increased engagement and motivation: The immersive nature of AI-powered storybooks can significantly boost learner engagement and motivation, which is vital for sustaining interest and perseverance in the demanding field of cybersecurity education.
ID: PPR111
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR507
Location: NIE5-01-TR507
Strand: Teacher Quality, Teacher Learning and Development
Paper
What is Situated Professional Learning? Teachers’ Perspectives.
Shu-Shing Lee - NATIONAL INSTITUTE OF EDUCATION (NIE)Alexius Chia - NATIONAL INSTITUTE OF EDUCATION (NIE)Thana Thaver - NATIONAL INSTITUTE OF EDUCATION (NIE)Lee Yong Tay - NATIONAL INSTITUTE OF EDUCATION (NIE)Qizhong Chang - NATIONAL INSTITUTE OF EDUCATION (NIE)Kalaivani Ramachandran - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Professional learning is key to developing teachers’ competencies. There are reconceptualisations of teacher learning from professional development to situated professional learning (SPL) to acknowledge teachers’ autonomy and motivation to collaborate with colleagues, inquire about practice, and learn from their work. SPL recognises professional learning as part of teachers’ work; situated within their practice and school contexts. SPL has theoretical foundations in situated cognition, cognitive apprenticeship and sociocultural theories of learning. Existing debates on SPL focus on the tensions between teacher autonomy and conformity to policies, school contexts, and individual teachers’ perspectives and needs. Multiple factors, relating to policies, schools, and teachers, illustrate the complexities of SPL. This paper adopts a multiple-case study design to describe teachers’ perspectives of SPL across four schools, 2 primary and 2 secondary schools. A participatory approach was adopted to acknowledge research-practice nexus, and embrace schools and teachers as research partners. The selected schools are typical Singapore schools and the 12 teachers selected were negotiated with schools to consider teachers’ commitment to SPL, and the value of findings. Semi-structured interviews were conducted with teachers and formed the primary data source. Thematic analyses were employed and informed by literature on SPL to describe the dynamic nature of SPL. Findings describe nuances in teachers’ perspectives of SPL to consider their preferences, beliefs, and constraints in schools. Findings show that teachers prefer SPL that is relevant, useful, sustainable to practice, and are value adding to students’ learning needs. Teacher prefer SPL that involves collaborative learning and informal sharing with no deliverables. Teachers prefer SPL experiences that are not too lengthy in duration or occur too frequently. Teachers prefer to attend SPL after school to avoid missing lessons. Alternatively, to have the mental bandwidth to focus on their SPL, they prefer SPL to be during work plan week or during school holidays. Teachers want support in terms of sufficient ring-fenced time, space and more choices for professional learning to cater to their various learning needs. These perspectives of SPL have implications on practice in terms of how schools design and implement their SPL approaches.
ID: PPR112
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+05
Location: LHN-B2-05
Strand: Character, Citizenship and Moral Education
Paper
Exploring Peer Support in Socioemotional Well-being
Betsy Ng - NATIONAL INSTITUTE OF EDUCATION (NIE)Kimberly Hannah Siacor - NATIONAL INSTITUTE OF EDUCATION (NIE)Diwi Abbas - NATIONAL INSTITUTE OF EDUCATION (NIE)Liu Woon Chia - NATIONAL INSTITUTE OF EDUCATION (NIE)Imelda Caleon - NATIONAL INSTITUTE OF EDUCATION (NIE)Azilawati Jamaludin - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Peer support initiatives aimed to increase students’ emotional well-being and reduce psychological distress (e.g., anxiety, stress) in schools. Fostering and creating peer support initiatives in students’ learning environment is of great importance in emotional well-being. Peer support provides the opportunity to learn from one another and enhance individual character growth, prosocial behaviours and socioemotional well-being. The present study explored the role and benefits of a peer support initiative on students in a primary school. The students being assigned as peer support leaders are tasked to look out and help their peers in times of emotional distress. Findings from the analyses indicated that peer support leaders could provide both emotional and academic support to help their peers who are in need. The influence of peer support on students were reported less stress and less anxiety. Findings also revealed that the peer support initiative has contributed to the students’ socioemotional well-being and academic learning. Overall, this study highlights the benefits of the peer support initiative in a primary school, and it is considered as one of the positive psychology approaches to promote youth mental health and well-being in school settings. Nevertheless, the present study's sample size is not substantial to generalise the findings and further research is recommended to explore the long-term benefits of peer support in schools.
ID: PPR113
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR308
Location: NIE3-01-TR308
Strand: Early Childhood Education
Paper
Systematic Review: Technology in STEM for Young Children
Sarinporn Chaivisit - Kasetsart UniversityOraphan Butkatunyoo - Kasetsart UniversitySasithep Pitiporntapin - Kasetsart UniversityManatee Jitanan - Kasetsart University
ABSTRACT
STEM education for young children is crucial for developing essential skills, fostering curiosity, and preparing them for the challenges and opportunities of the future. This systematic review aims to explore the technology used in STEM, which stands for Science, Technology, Engineering, and Mathematics. In addition, the study analyzes how technology can be used to enhance young children's development and learning while maintaining good health. Since COVID-19, there have been many arguments on using technology for young children. Some suggested that technology should be used to support young children's learning, while some argued that young children should avoid technology usage since it affects their health and development. Some young children may overconsume technology such as spending a lot of screen time watching cartoons or playing games. The researchers will explore the possibilities of using technology in STEM education to support young children's learning. Furthermore, the researchers will analyze possible ways for young children to use technology in STEM appropriately with their development and maintain good health. The researchers will review literature from databases including Scopus, Sage, Science Direct, and Wiley from 2013 to 2023 using keywords: (STEM OR STEAM) AND (“early childhood” OR “young children” OR “early year”) AND (technology OR digital OR “educational technology”) OR (health OR “well-being” OR “quality of life”). After that, the researchers will categorize technology uses into the following categories such as purpose use of technology, research approach, theoretical framework, findings, implications, and recommendation. The researchers aim to answer the following research questions: (1) What technologies have been used in STEM to enhance young children’s learning? (2) How can young children appropriately use technology in STEM? The findings will illustrate technologies used in STEM for young children and describe how these technologies enhance their development and learning while maintaining well-being. Moreover, the findings will benefit early childhood teachers by guiding them to offer appropriate uses of technology and STEM activities for young children. Ultimately, this study will provide best practices for educators to redesign pedagogy for cultivating teachers and young learners to be ready for today’s changes and the future.
ID: PPR114
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR506
Location: NIE5-01-TR506
Strand: Teacher Quality, Teacher Learning and Development
Paper
Patterns of Successful Performance Behaviors in an Asynchronous Professional Training for Educators
Belinda Gimbert - The Ohio State University, Columbus Ohio USADean Cristol - The Ohio State University, Columbus, Ohio USA
ABSTRACT
The growing prevalence of online teaching has brought about a significant surge in the use of big data and learning analytics. These tools capture digital traces that reflect participants' engagement, performance, and learning experiences. Researchers are utilizing learning analytics data to extract features and build models of the learning process. Specifically, they focus on measuring participants' engagement by quantifying behavioral indicators such as frequency and time-on-task. In this study, the spotlight is on the Professional Development Institute of a midwestern US state's Department of Education, catering to individuals pursuing a teaching license through the Alternative Resident Educator pathway. The institute offers three online content modules available 24/7, providing essential knowledge and skills for success in the classroom. Each module consists of lessons and assessments to gauge individual mastery of the content. The research question driving this study explores how various performance patterns emerge as educators engage with the required activities and how these patterns impact knowledge and skill mastery in a self-directed e-learning setting. The assumption is that individuals will demonstrate diverse learning strategies and performance patterns influenced by the e-learning content. To delve into these dynamics, the study draws upon the Eccles & Wigfield (2000) model of expectancy-value theory, typically applied in face-to-face learning contexts. Here, the same motivational theoretical principles are applied to comprehend the relationship between motivation and engagement in an online learning environment. Through data visualization techniques, the researchers have identified five distinct patterns within the e-learning context and pinpointed various performance strategies employed by the educators.
ID: PPR115
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR312
Location: NIE3-01-TR312
Strand: ICT in Education
Paper
Learner’s Experience in a Blended Learning Environment: An Exploratory Study in a Secondary School
Tan Yen Chuan - RAFFLES GIRLS' SCHOOL (SECONDARY)Hafizah Jumat - RAFFLES GIRLS' SCHOOL (SECONDARY)
ABSTRACT
This study explores learners' perceptions and experiences in a blended learning environment, aiming to uncover the challenges they face and ways in which the school can provide support. This study employed a single-case mixed-methods research design, utilising a survey with Likert-scale and open-ended questions, as well as focus group discussions. This approach aimed to document students' experiences in both asynchronous and synchronous lessons, both inside and outside the classroom, within a secondary school setting. While there is ample research on blended learning in higher education, there aren't many instruments tailored to the specific needs of secondary school students. The existing literature tends to focus on student engagement without providing comprehensive instruments for secondary schools. To address this gap, key studies by Graham et al. (2006 & 2019), Ginns and Ellis (2007), Bouilheres et al. (2020), Bhagat et al. (2021), and UCF & AASCU (2017) were leveraged, and school management input and expert consultations were sought to adapt the instrument accurately to the secondary school context. To ensure the validity of the survey instrument, a pre-testing phase was conducted with a representative subsample of students. Input from experts further informed its face validity and construct validity and alignment with the intended constructs. Additionally, exploratory and confirmatory factor analyses were performed as part of the validation process. A total of 526 students in Secondary 2 to 4 participated in the survey, with a subset of 18 students from various subject combinations also taking part in the focus group discussions. Findings from this study revealed a strong baseline of blended learning, with students generally managing well and expressing satisfaction with their blended learning experiences. The challenges identified underscore the importance of teachers' purposeful planning and their awareness of students' lived experiences. The insights in this research will be of particular interest to educators looking to gain a deeper understanding of students' perceptions of their blended learning environment. The survey instrument can serve as a valuable tool for educators to gather feedback, inform instructional design while incorporating elements of blended learning, and enhance the overall blended learning experience for secondary school students.
ID: PPR116
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR706
Location: NIE7-01-TR706
Strand: Language and Literacy Education
Paper
Conceptualising Dialogic Ethical Criticism: A Framework for Examining Student Responses to Referent Others and Classroom Interactions of Ethical Meaning-making
Dominic Nah - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Approaching the late 20th century, Literature educators at secondary level began adopting dialogic pedagogies that moved from reader-response and personal growth models towards making other-centred connections to referent others in literary texts – i.e., imagined fictional constructs of the other that reference and point to real others in the world. While educators sought to address socio-cultural concerns of discrimination and injustice across heterogeneous and homogeneous student populations, they have also expressed pedagogical ambivalence in facilitating student resistance, inappropriate responses, and ethically sensitive discussions. Hitherto, classroom research on students’ ethical meaning-making has rarely been connected with theoretical developments of ethical criticism, or conducted in non-western contexts. How can educators better prepare for the range of student responses towards referent others, as well as understand what opens and closes ethical meaning-making in the Literature classroom? To this end, I propose a framework of dialogic ethical criticism that synthesises an other-centred ethical criticism influenced by Emmanuel Levinas’ ethical philosophy, Hans-Georg Gadamer’s notion of I-Thou relations and hermeneutic conversation, along with existing empirical studies of student responses to other-centered Literature pedagogies. From here, I establish two areas in this framework. First, I chart a range of student responses to referent others: from receptive and other-centered stances where students orient their responses from the perspective of the other; receptive yet self-centred stances where students are open to the other but take the self as the primary reference; and resistant and self-centred stances where students either objectify or dismiss the other. Secondly, I chart what aspects of classroom discourse open and close, facilitate and inhibit possibilities of ethical meaning-making about the other in classroom interactions. Developing this framework from both theoretical approaches and empirical data (which also includes both a literature review and my studies of SIngaporean students to other-centered Literature pedagogies), I contend that this theoretical framework has pedagogical implications for how Literature educators can adjust their implicit standards of acceptable discourse and explicit instructional strategies to help facilitate students to engage dialogically in ethically sensitive discussions in the secondary Literature classroom.
ID: PPR117
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+26
Location: LHN-L1-14
Strand: Others
Paper
Developing metacognitive strategies in Singapore employees
Kimberly Hannah Siacor - NATIONAL INSTITUTE OF EDUCATION (NIE)Diwi Abbas - NATIONAL INSTITUTE OF EDUCATION (NIE)Betsy Ng - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
In this preliminary study, the authors set out to present the perceptions and experiences of young and mature Singaporean employees in an 8-week online metacognitive intervention. The findings help to inform workplace and lifelong learning initiatives in the Singaporean context. The purpose of this study is three-fold: first is to identify the ways employees use metacognitive strategies (planning, monitoring, evaluating) in workplaces in Singapore; second is to understand the benefits of participating in the online metacognitive intervention; and third is to identify challenges employees face in applying such strategies at work. The participants were young (21-30 years) and mature (50 years and above) employees in Singapore who consented to participate in an 8-week metacognitive intervention in a form of an online workshop. The participants attended 4 sessions in total in alternate weeks. In the online workshop, the researchers conducted lectures and activities that created opportunities for participants to practise their planning, monitoring, and evaluating skills in the workplace. After completion of the online workshop, participants attended a semi-structured interview to present their perceptions and experiences in attending the workshop as well as its applications in their respective workplaces. The data show that participants were able to apply planning, monitoring, and evaluating skills in the workplace, albeit in varying ways and extent. Moreover, it is revealed that attending the online workshop help them become aware of such strategies in a more structured manner. Finally, it is conveyed that time and work task-related restrictions are the challenges employees face when applying metacognitive strategies in the workplace. The present findings may help adult learning practitioners and organisations alter and improve their practices in assisting employees in workplace learning. The new knowledge may influence the training, re-training, and developing talent among Singaporean employees. The study is aligned with the institutional research focus in driving education and innovation in the rapidly changing economy in Singapore. It will add value to the Singapore education and workforce by equipping employees with metacognitive strategies that are of importance in developing the future economy.
ID: PPR118
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR712
Location: NIE7-01-TR712
Strand: Humanities and Social Studies Education
Paper
Addressing Social Injustice Through Civic Education: The Role of Critical Civic Engagement in Thailand's Educational Context
Kampanart Chaiyarat - Teachers College, Columbia University
ABSTRACT
Contemporary citizenship education aims to promote civic engagement among citizens, either through active participation or by demonstrating interest and concern in current public issues. Recently, social studies teachers in Western education have turned their focus on critical civic engagement (CCE), which is designed to address systems of inequality. CCE involves the active and informed participation of individuals and groups in society to advocate for social, political, and economic change. Employing a critical and reflective approach to societal issues, CCE utilizes various strategies and tactics to influence policies, institutions, and decision-making processes. This approach holds significant potential for tackling the issue of inequality, particularly the severe levels witnessed in Thailand, and the teaching of CCE emerges as a promising solution for inclusion in civic education in Thailand. Therefore, this research explores two main questions: how can critical civic engagement be integrated into the Thai educational context to address social injustice and offer potential solutions, and what factors promote or obstruct the practice of CCE and experiential learning in Thailand? To investigate these questions, a qualitative inquiry approach was employed. Data was gathered from two primary sources: the National Basic Education Core Curriculum 2008 and semi-structured interviews with two Thai social studies teachers. Thematic analysis and discourse analysis were employed to analyze the content of the curriculum and the interviews. The findings indicate that, while the curriculum's ideology supports the incorporation of CCE, there are numerous restrictions and obstacles, including hidden values, a multitude of expected indicators influencing its implementation, and the political climate of the country. In addition, the study suggests the potential role of various forms of teacher professional development in improving pedagogical quality and empowering teachers to believe in their ability to make significant societal changes.
ID: PPR119
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR508
Location: NIE5-01-TR508
Strand: Teacher Quality, Teacher Learning and Development
Paper
Enhancing Knowledge Building in Primary Schools: Collaborative Pedagogical Practices among Science Teachers
Guangji Yuan - NATIONAL INSTITUTE OF EDUCATION (NIE)Chew Lee Teo - NATIONAL INSTITUTE OF EDUCATION (NIE)Aloysius Ong - NATIONAL INSTITUTE OF EDUCATION (NIE)Kennedy Loo - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
This study aims to understand how primary school teachers deepen knowledge building pedagogical understandings and classroom practices within a knowledge building community. This study was conducted from 2023 Jan - August by adopting this new research design. Participants were three primary school teachers from two different local schools. All of them were teaching science subjects. Using a case study, this study found that teachers indicated that they benefited from the cross-community collaborations, especially when other teachers shared their new knowledge building classroom designs. Teachers shared their best practices and innovative designs in increasing students' age and knowledge building in the classroom. At the same time, the teacher, who is relatively new to knowledge building, further adopted the innovative pedagogical practices and modified and adopted them in her classroom. The cross-community interaction provided a platform for knowledge transmission and building to further deepen teachers' pedagogical understanding and reflection as a group.
ID: PPR120
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR312
Location: NIE3-01-TR312
Strand: Cognition, Motivation and Learning
Paper
Achievement Goal Profiles and Motivational Dynamics in Singapore’s Evolving Educational Landscape
Qianqian Pan - NATIONAL INSTITUTE OF EDUCATION (NIE)Loo Siok Chen - NATIONAL INSTITUTE OF EDUCATION (NIE)Hwei Ming Wong - NATIONAL INSTITUTE OF EDUCATION (NIE)Dennis Kwek - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Background: Singapore's high-stakes, examination-centric education system has traditionally fostered intense competition, sparking concerns among policymakers and scholars about its potential detriments to student learning. Specifically, there is apprehension that an excessive focus on performance goals—aiming for competence relative to others—may undermine students' intrinsic motivation, leading to diminished interest in learning, lower task values, and a preference for surface over deep learning strategies. In response, in recent years, Singapore's Ministry of Education has initiated policy reforms to mitigate the emphasis on examinations and cultivate lifelong learning motivations among students. Aims: This study explores the achievement goal profiles of Secondary 3 students within the subject of additional mathematics and examines how these profiles correlate with various dimensions of learning motivation, including self-efficacy, task values, interests, learning strategies, effort regulation and engagement. Methodology: Surveying 595 students from 22 schools via an online questionnaire in 2023, we measured achievement goals (mastery, performance, and performance avoidance) and motivational factors (self-efficacy, engagement, interests, task values, learning strategies, and effort regulation). Latent class analysis identified distinct student achievement goal profiles, which were then analysed using MANOVA to assess differences in learning motivation. Findings: Four profiles emerged: Mastery and Performance-Oriented (30%), Balanced Performer with Avoidance Tendency (27%), Mastery-Driven (29%), and Performance-Driven and Avoidance-Dominant (14%). The first two profiles showed higher self-efficacy, preferred personal over institutional interests, valued tasks highly, and favoured deep learning strategies. In contrast, the latter two profiles indicated lower motivation and a propensity for surface learning strategies. Conclusions: The study reveals that a significant proportion of students align with mastery-dominant achievement goals, suggesting an educational shift towards valuing knowledge beyond examinations. This aligns with MOE's reforms, yet it underscores the need for continued research to identify factors influencing these profiles and to enhance educational practices further.
ID: PPR121
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR712
Location: NIE7-01-TR712
Strand: Humanities and Social Studies Education
Paper
Reforming curricula to reflect gender and social inclusion in mountain sustainable development: an approach for the Hindukush Himalaya Region
Vishal Narain - Management Development Institute Gurgaon, India
ABSTRACT
This paper reports the findings of a study conducted for the HUC (Himalayan University Consortium) of ICIMOD, International Center for Integrated Mountain Development, Kathmandu, Nepal. It is based on thirty six semi-structured interviews conducted with faculty members and academic administrators of HUC members in India, Nepal and Bhutan to assess the integration of gender and social inclusion (GESI) in their curricula. From each sample selected for the study, two faculty members and one academic administrator were interviewed. The study revealed that there were varying interpretations of the term gender among the respondents. The terms gender, gender identity and sexual orientation were often used interchangeably. Several processes unfolding in the Hindukush Himalaya Region such as urbanization and male migration; climate change and the incidence of water induced disasters; the expansion of tourism; militarization; greater commodification and globalization have strongly gendered effects. The Hindukush Himalaya Region is socially and ethnically diverse: there is a relationship between the ecological diversity of the region and the ethnic diversity; the existence of deep valleys isolated from each other with poor accessibility led to the emergence of socially secluded distinct ethnic groups. These factors make a strong case for a GESI perspective in research and curricula. There is a demand for professionals trained in aspects of gender and social inclusion but this demand is concentrated mainly in the development sector, with some emerging demand in academics. The Buddhist ethos of countries such as Bhutan provides a strong ideological case for the integration of gender and social inclusion in the HUC curricula. This is provided by such tenets of Buddhist philosophy as the concept of anatta or non-self and the concept of Gross National Happiness that has good governance and equity as its basic premises. The paper concludes with some choices to be made in developing GESI sensitive curricula: these relate to integrating gender versus mainstreaming it; tracing paradigmatic shifts within the gender discourse such as those from women in development to gender and development and identifying the gendered dimensions of mountain sustainable development specific to the region.
ID: PPR123
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR706
Location: NIE7-01-TR706
Strand: Mathematics Education
Paper
Fostering Mathematical Thinking to Develop Twenty-First Century Competencies in Primary Mathematics
Arif Hong - CHIJ (KELLOCK)Helen Teo - CHIJ (KELLOCK)Daphne Goh - CHIJ (KELLOCK)Kavitha R Rajendran - CHIJ (KELLOCK)
ABSTRACT
Singapore enhanced twenty-first century competencies (21st cc) framework identifies critical. adaptive and inventive thinking among the skills sets to prepare our student for the future. In the mathematics framework, processes, which is one of the inter-related five components, stresses on the competencies in abstracting and reasoning, representing and communicating, applying and modelling. The purpose of this study is to find out how the use of modified routine questions and engagement of students in these questions provide opportunities for them to use mathematical thinking and hence develop the 21st CC in the students. Mathematical thinking is an important part of mathematics learning where students are required to have the skills and abilities of mathematical knowledge, reasoning and strategies. This study was conducted with four classes; two lower primary classes with a total of 60 students and two upper primary classes with a total of 79 students. The lower primary classes were from primary 2 level, and the upper primary classes were made up of one class of primary 5 and one class of primary 6 students. Two packages of three tasks for each package were designed for both the lower and upper primary classes by modifying routine questions usually found in workbooks. The students were first introduced to the tasks as a class and did the tasks either in groups or pairs. Next the students responded to another set of three tasks individually. Students’ individual responses to the three tasks were examined using an analytic scoring rubric consisting of mathematical content and mathematical reasoning with scores ranging from 0 to 3. The findings showed a trend of higher MRI scores for mathematical content compared to mathematical reasoning for both the lower primary and upper primary students. However, for certain task, students seemed to score higher MRI for mathematical reasoning than mathematical content.
ID: PPR127
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR310
Location: NIE3-01-TR310
Strand: ICT in Education
Paper
An Exploratory study on the influence of ICT-enhanced Peer Review on Secondary 1 Students Narrative Writing Skills
Neo Jia Hui - RAFFLES GIRLS' SCHOOL (SECONDARY)
ABSTRACT
Since 2021, with the implementation of the new Chinese syllabus which places strong emphasis on self-directed learning, as well as the introduction of iPad as student’s personal learning devices in RGS, the RGS Secondary 1 Higher Chinese team from the Languages department embarked on process writing and peer review in the teaching of Narrative Writing. ICT tools and platforms such as google document, Student Learning Space and Apple Pencil are used in the writing and peer review process. In 2022, the Secondary 1 Higher Chinese team began an Action Research on the effectiveness of using technology in peer review on Secondary 1 Higher Chinese Students Narrative Writing skills. Through comparing pre and post essay results, level-wide survey, as well as face-to-face interviews with teachers and students, this research aims to find out: 1) Does ICT-enhanced Peer Review help students to understand the requirement of Narrative Writing? 2) Does ICT-enhanced Peer Review help students to improve their Narrative Writing skills' 3) What are Teachers’ and Students’ feedback on the ICT-enhanced Peer Review process' This presentation will share the process on how the team implemented the ICT-enhanced peer review in our teaching and some takeaways from using ICT tools in process writing and peer review. This presentation can be presented in English or Chinese. (Examples are in Chinese)
ID: PPR128
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR506
Location: NIE5-01-TR506
Strand: School Change and Leadership
Paper
Applying Ecological Systems Theory to Contextualize Holistic Development in Singapore Primary and Secondary Schools
Chenyu Hou - NANYANG TECHNOLOGICAL UNIVERSITY (NTU)Gaoxia Zhu - NATIONAL INSTITUTE OF EDUCATION (NIE)Ian Hardy - The University of QueenslandLouise Phillips - Southern Cross UniversityVicente Reyes - University of NottinghamObaid Hamid - The University of Queensland
ABSTRACT
Singapore's K-12 education is evolving with an increased emphasis on students' holistic development. Within such a process, data-driven decision-making has become an integral practice across all school levels. This paper explores the data practices in Singaporean schools and offers a nuanced description of the multifaceted dynamics of data practices as schools pursue students' holistic development. This study applies Brofenbrenners’ ecological system theory to systematically delineate data practices within schools and explore the impacts on students’ holistic development. Through thematic coding of 14 in-depth interview transcripts with school leaders, teachers, and students across six primary and secondary schools in Singapore, we found that 1) diverse data usage is found across systems to inform and support students' holistic development through "assessment for learning" and "empowering students with diverse opportunities." 2) Even though data is used to develop students’ holistic profiles that encompass their academic, physical, social, and moral aspects of students' development, data practices predominantly center around assessment data. In light of this finding, we also discuss how Singapore's socio-cultural environment influences these data practices, as Singapore increasingly values students’ 21st-century competencies rather than efficiency. This research provides critical insights into the extensive use of various forms of data in Singaporean schools, highlighting their direct and indirect impacts on students' holistic development, and potentially informing the design of learning analytics to support teaching, learning, and administration.
ID: PPR130
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+20
Location: LHN-L1-08
Strand: Teacher Quality, Teacher Learning and Development
Paper
Construction and Current Status Investigation of the Competency Model for Part-time Teachers in Higher Vocational Colleges
Shan Lou - East China Normal University
ABSTRACT
（The research will be conducted in Chinese.）In the midst of China's accelerating industrial revolution and persistent technological advancements, fostering future-ready educators and learners in vocational education has become paramount. This dynamic environment requires a resilient framework to identify, nurture, and assess part-time teachers who can efficaciously connect academic theory with industry practice within higher vocational colleges (HVCs). The recent November 2023 update to the 'Management Measures for Part-time Teachers in Vocational Schools' reflects China's dedication to fortifying the quality of vocational education by investing in faculty development, with a particular emphasis on engaging part-time instructors who integrate cutting-edge industry knowledge, practical insights, and real-world experiences into the educational milieu, thereby growing both teachers and learners prepared for the challenges and opportunities of tomorrow's workforce. However, there are significant deficiencies in the comprehensive organizational management of part-time teachers from the corporate sector in China. The lack of systematic pedagogical training and capacity-building mechanisms, coupled with loose enforcement of institutional organization and management systems, pose challenges for part-time teachers in terms of identity formation, teaching efficacy perception, and adaptability to instructional methods. The current situation not only restricts the professional development of part-time teachers but also hinders the effective utilization of their rich industry experience and professional skills to enhance students' practical abilities. This study develops a comprehensive model for part-time teacher competence in HVCs, aiming to boost their future-readiness and professional growth. Through interviews with 18 part-time teachers across five fields, it identified a nine-dimensional framework with twenty specific behaviors. This novel model serves as a basis for managing part-time teachers, encouraging their development and reflective teaching. Findings show significant variations in the competencies of these teachers, emphasizing that transitioning from industry professionals to effective educators requires not just subject expertise and reflective practice but also institutional support such as corporate backing, tailored training, competitive compensation, and opportunities for collaboration and learning among peers. In the future, it's expected that more refined management strategies will be pursued for part-time teachers with corporate backgrounds. This would aid their comprehensive skill enhancement and progression towards professionalization, guaranteeing they excel as high-quality educators in vocational education.
ID: PPR131
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR208
Location: NIE2-01-TR208
Strand: Assessment
Paper
A New Tactic to Identify Differential Item Functioning: The Rasch Tree Method
Teck Kiang Tan - NATIONAL UNIVERSITY OF SINGAPORE (NUS)Melvin, Chee Yeen Chan - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Differential item functioning (DIF) has long been recognized as an essential validation procedure for detecting and addressing biased assessment items. While numerous methods and approaches have been recommended such as the Mantel-Haenszel method and logistic regression approach, most are limited by the strict requirement of specifying an a priori group structure and the group structure has to be a categorical factor such as gender. The current study uses the Rasch Tree Method, a recursive partitioning method that avoids the a priori specification limitation and can induce a vector of covariates that comprises both categorical and continuous factors allowing the inclusion of demographic, background factors, and study-related covariates. A new-fangled DIF procedure is recommended by first carrying out the Rasch Tree Method to identify significant group factors that possibly cause DIF in an assessment. Next, a stability test is carried out to ensure the reliability of the estimated Rasch difficulty parameter estimates. The validated estimated DIF group structure is followed by the classical DIF approaches such as the Mantel-Haenszel method to identify item-level DIF for individual assessment items. The effect sizes and testing of the DIF of these approaches are then proceeded to report the results of the DIF items. Processed data was obtained by application from secondary sources (the CRCD Database). The sample of the study consists of 604 students who completed a multiple-choice English assessment. Selected background and 27 study-related covariates are used as potential factors to sieve out the significant group structure via the Rasch Tree Method. The results show three significant DIF group structures. At the item level, out of 7 classical DIF approaches, gender has the highest number of items with varied effects that displayed DIF, suggesting differences in item parameter interpretation and response probability. The empirical and practical implications of the results will be discussed.
ID: PPR132
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR208
Location: NIE2-01-TR208
Strand: Curriculum Development
Paper
Investigating the Impact of Scenario-Based Role-Plays on Development of Empathy & Communication Skills in Palliative Care Nursing
Mis'rohaiza Binte Amin - NGEE ANN POLYTECHNIC (NP)
ABSTRACT
Introduction Simulation-based learning has emerged as a pivotal pedagogical approach in nursing education, offering dynamic and immersive learning experiences for students to develop essential competencies. Palliative care nursing demands a unique set of skills, involving empathetic communication and sensitivity towards patients grappling with life-limiting illnesses and their distressed families. This study implemented scenario-based role-plays and investigated the impact on students’ development of empathy and communication skills with patients and healthcare professionals in palliative care context. Methods Participants. 154 Year 2, Diploma in Nursing students taking a Palliative Care Nursing module shared their feedback through an online survey. Scenario-Based Role-Play (SBRP). The SBRP scenarios simulate real-life challenges encountered in palliative care settings. These scenarios aim to immerse students in the complexities of palliative care, fostering empathy and developing effective communication skills. The simulation scenarios aimed to serve as a bridge between theoretical knowledge and practical application, allowing students to navigate emotionally charged situations with competence and confidence. Results and Discussion Findings suggest enhanced students' ability to communicate empathetically with more than 85% of them agree or strongly agree that SBRP helped them understand the perspectives of and empathize with the feelings of patients and healthcare professionals and improve their communication skills with them. These supported the efficacy of SBRP in palliative care nursing training and its potential in empathy development. More than 85% of the students found SBRP engaging and agree or strongly agree that it introduced them to real-world palliative care contexts and provided a safe environment for them to apply their knowledge and skills while assuming different roles as patients and healthcare professionals. These highlighted the importance of designing authentic scenarios, creating a safe environment for applications and providing opportunities for the students to assume different roles and perspectives. As nursing education continues to evolve, incorporating innovative methods like SBRP becomes imperative for preparing students to excel in the intricate landscape of palliative care. This research contributes insights into the effectiveness of SBRP as an educational tool for future developments in nursing education, particularly in specialized fields such as palliative care.
ID: PPR134
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR208
Location: NIE2-01-TR208
Strand: Cognition, Motivation and Learning
Paper
Exploring the Divide: A Comparative Study of Basic Psychological Needs and Emotional Well-Being between At-Risk and Non-At-Risk Primary School Students
Munirah Shaik Kadir - NATIONAL INSTITUTE OF EDUCATION (NIE)Wong Zi Yang - NATIONAL INSTITUTE OF EDUCATION (NIE)Tan Ser Hong - NATIONAL INSTITUTE OF EDUCATION (NIE)Imelda Santos Caleon - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
This study investigates the relationship between basic psychological needs (competence, autonomy, relatedness) and emotional well-being in ‘at-risk’ primary school students as compared to their non-at-risk peers. Education researchers have paid little attention to the basic psychological needs and well-being of children even though they significantly impact a child's life. The present study aimed to address this gap in literature. The participants in the study were 313 students from a primary school in Singapore of which 27 were identified as ‘at-risk’ for maladaptive outcomes. Students considered 'at-risk' are often characterized by factors such as low socioeconomic status, poor attendance, and behavioural issues. They are typically from troubled families that provide limited care, attention, and support. The study found that the correlation between emotional well-being and need frustration was not statistically significant in at-risk students. Additionally, while there was no significant difference in the need satisfaction of at-risk and non-at-risk students, the former group showed lower levels of emotional well-being and higher levels of need frustration, particularly in relation to the need for autonomy and relatedness. Early intervention to address any gaps in psychological needs and emotional well-being between ‘at-risk’ and ‘non-at-risk’ children can prevent long-term consequences, such as chronic academic underachievement or mental health issues. Keywords: Basic Psychological Needs; Emotional Well-Being; At-Risk Students; Need Frustration; Need satisfaction
ID: PPR135
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+18
Location: LHN-L1-06
Strand: School Change and Leadership
Paper
How Does Responsible Leadership Affect Faculties’ Organizational Citizenship Behaviors' Results from a Chinese Survey
Luo Jia - Universiti Tunku Abdul RahmanNg Lee Peng - Universiti Tunku Abdul RahmanYuen Onn Choong - Universiti Tunku Abdul Rahman
ABSTRACT
The rapidly evolving and highly competitive landscape of higher education requires universities to shoulder more responsibilities to meet growing social expectations. In universities, leaders are responsible for their influence on various stakeholders, such as faculties, students, alumni, parents, partners, communities, and the overall society. Meanwhile, faculties are considered the most valuable human resources in universities. Their work is difficult to describe in terms of rigid job descriptions, and their voluntary, extra-role, and beneficial engagement is of great value. Therefore, it is critical to investigate responsible leadership and faculty’s organizational citizenship behaviors in the context of Chinese universities. Based on insights from social learning theory and social identity theory, this research aims to examine the link between responsible leadership and organizational citizenship behavior of faculty members in the universities in China. Additionally, this study will evaluate the mediation role of organizational identification between responsible leadership and organizational citizenship behavior. Self-administered questionnaires will be disseminated to faculty members of ten universities, located in Guizhou, China. The sample size is 375. Hypothesis testing will be analyzed through Partial Least Square-Structural Equation Modelling, by using the SmartPLS4 statistical software. This study is the first attempt to explore the mediation effect of faculties’ organizational identification in the nexus between responsible leadership and organizational citizenship behavior in the Chinese university context. It is expected that the results of this study can shed light on the importance of responsible leadership in universities, academic leaders can play responsible roles in fostering organizational citizenship behavior by promoting organizational identification among faculty members in the university in China.
ID: PPR136
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR712
Location: NIE7-01-TR712
Strand: Mother Tongue / Bilingual Education
Paper
Improving EFL students’ English-speaking skills: Focusing on the empowerment and motivation of teachers and students for change
Emmanuel Manalo - Kyoto UniversityYukari Abe - Kyoto University
ABSTRACT
Students in EFL (English as a foreign language) countries like Japan have a big disadvantage in learning how to speak English because English is rarely spoken/used outside of the classroom (e.g., Sayer & Ban, 2014). Students therefore get few if any opportunities to apply speaking skills they have learned in the classroom to daily life situations, and they do not directly experience why the ability to speak in English is important. Two problems therefore arise: a lack of empowerment in improving their English-speaking skills, and perception of little or no value in developing the ability to speak. In this presentation, we will describe an ongoing research project to address these problems. Our aim is not only to empower and motivate students, but also teachers by working with them collaboratively in their real classroom contexts in determining where and how to promote the necessary improvements. The teachers, for example, decide what speaking skills are important for their students to improve. To enable students to take responsibility for improving their speaking skills, we are proposing to teachers the use of video/audio portfolios for assessment, combining those with grading rubrics that specify the speaking outputs that students need to produce (cf. Delett et al., 2001). That way, students gain control over the effort they put in, and can record and re-record their video/audio files – and hence improve on their speaking outputs – prior to submission. For enhancing students’ appreciation of being able to speak in English, we are organizing online opportunities for students in Japan to talk and work on tasks with students in another EFL country (e.g., Taiwan, Spain). That way, they get to experience the value of being able to communicate in English in tasks that mimic real world situations. We are now already working with some teachers on this project and, in the presentation, we will not only report on materials and tasks we have developed, but also show examples of how they are implemented and conducted in English classrooms. We will also report on teacher and student feedback, and the measurable progress in English speaking that students are making.
ID: PPR137
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+10
Location: LHN-B2-10
Strand: Language and Literacy Education
Paper
Reading software is as it is because of what it has to do - a systemic functional approach to developing and evaluating digital materials
Duriya Aziz Singapore Wala - Scholastic Inc
ABSTRACT
Post-pandemic, the role of digital materials in K-12 education and beyond is well established though there are many different perspectives on the benefits and advantages. This paper considers how the developers of reading software use the resources at their disposal to convey meaning and, in doing so, to achieve their objectives: about the content they focus on, about ideological underpinnings, about the roles of learner, teacher and other stakeholders. A framework derived from Systemic Functional Linguistics is used to show how, in a reading software, meaning is created for users at multiple levels by resources available in the instructional design. The digitality of the medium provides additional resources for creating meaning, at the same time, it also creates increasing complexity. Reading software communicates additional meaning beyond traditional print materials because it is collaborative and participative, at the same time has additional level of authority due to the knowledge of the user through the performance and usage data that it uses to make recommendations. In addition, Artificial Intelligence enables the software to make recommendations that are customized to each learner’s ability and interests. What impact does this have on learner autonomy and choice? On intrinsic and extrinsic motivation? Educational software developers must bring to bear an understanding of the ‘what the software has to do’ on the instructional design of the materials. Given the widespread availability of ebook libraries and the interest in them, it is important to consider the impact on reading behavior and achievement and the pedagogy of reading. While discussing these issues, this paper suggests the shifts in learner and teacher relationships and the evolving pedagogy that results.
ID: PPR138
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR711
Location: NIE7-01-TR711
Strand: Language and Literacy Education
Paper
Improving Students’ Reading Fluency through the Paired Reading Intervention
Rachel Lee Nai Fern - FUHUA PRIMARY SCHOOLMichelle Mok Chia Hui - FUHUA PRIMARY SCHOOL
ABSTRACT
Reading fluency is a critical aspect in reading. Unlike fluent readers who have good comprehension skills, emergent readers grapple with reading fluency experience difficulty comprehending texts, and thus are unmotivated to read. If these readers do not improve in reading fluency in their early school years, they could be disadvantaged in their academic pathway. Research has suggested that paired reading could enhance the reading fluency of emergent readers. In paired reading, a more fluent reader is paired with a less fluent reader, and then the former demonstrates the appropriate reading pace and correct pronunciation of challenging words by reading aloud. The main theoretical underpinning of paired reading is the notion of scaffolding as task-enabling support (Gibbons, 2002), which takes the form of peer modelling of reading fluency. With the support rendered by the fluent reader, the emergent reader is then able to make progress within his or her Zone of Proximal Development (Vygotsky, 1978). The amount of scaffolding needed and provided also decreases as the competence level of the emergent reader increases. This paper discusses a paired reading intervention implemented outside of curriculum hours in one Singapore primary school, which aimed to improve the reading age of 23 Primary 1 (aged 7) and Primary 2 emergent readers (aged 8). Although the students’ literacy skills were assessed to be above the benchmark identified for remediation in the official Learning Support Programme (LSP) mandated by the Ministry of Education, they were reading below their age level. The fluent readers who participated in the intervention learnt about a six-step procedure modelled by their teacher prior to the start of the intervention and implemented the same procedure during the intervention. Fidelity of the procedure was adhered to when teachers monitored the procedure during each session. A comparison of the pre- and post-intervention reading age of students in the two groups obtained from the Singapore Word Reading Test (SWRT), which measures their ability to decode words automatically and rapidly, showed a significant improvement. Findings from the intervention, which lasted two academic terms, thus indicated the efficacy of paired reading in enhancing reading fluency.
ID: PPR139
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR312
Location: NIE3-01-TR312
Strand: Cognition, Motivation and Learning
Paper
Fostering Writing Excellence from Motion Pictures to Expressive Writing for our Primary 4 Students
Mary Loh-Lim Cheng Nee - FRONTIER PRIMARY SCHOOLLim Lan Shii - FRONTIER PRIMARY SCHOOLQin Lingjun - FRONTIER PRIMARY SCHOOLLi Lei - FRONTIER PRIMARY SCHOOLChia Qian Lin - FRONTIER PRIMARY SCHOOLChen Lili - FRONTIER PRIMARY SCHOOLLee Hao Yih, Dorcas - FRONTIER PRIMARY SCHOOL
ABSTRACT
This research project is targeted at our Primary 4 students. By the time they are in Primary 4, they already possess a fundamental understanding of the overarching structure of Composition Writing. However, the ability to breathe life into their Composition Writing by skillfully incorporating intricate details and descriptions still poses a challenge for most of our students. Recognizing this vital need, the teachers teaching Primary 4 then embarked on an innovative and pedagogically enriching endeavor. To bridge this gap, the teachers turned to the Writing Practice found within the syllabus. Rather than treating these illustrations as static images, the teachers transformed them into dynamic, living scenes. They achieved this by reenacting the depicted scenarios, effectively making the visuals come to life. These captivating reenactments were then meticulously recorded in video format. However, these videos were not mere spectacles for passive observation; they served as valuable instructional tools to enhance our students’ Composition Writing. Leveraging on SLS, the teachers curated a diverse array of writing activities, each meticulously designed to cater to the learning needs of our students. These activities encompassed a wide spectrum of writing skills, from nurturing creative ideation to fostering the art of crafting intricate and evocative descriptions. The aim was to comprehensively build the students' knowledge of writing and instill in them the essential ability to provide intricate and immersive details in their compositions using the F.A.S.T.E. strategy. Throughout this project, teachers discover new ways of teaching and students got interested and motivated in their Writing. The students didn't just learn how to write better, but they also learnt how to think carefully, express their ideas clearly, and make interesting pieces of writing that had depth and detail. To conclude, this project inspires transformational thinking when it comes to the teaching of Composition Writing. Through thoughtful pedagogy and a comprehensive learning experience, our Primary 4 students not only acquired foundational writing skills but have also cultivated the capacity for articulation and creative expression, setting a solid foundation for more intensive writing when they progress to Primary 5 and 6. Presentation will be done in Mandarin.
ID: PPR140
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR312
Location: NIE3-01-TR312
Strand: Cognition, Motivation and Learning
Paper
Growing future-ready Science learners
Ling Yuan - EDGEFIELD PRIMARY SCHOOLRadzawaty Bte Jamaludin - HOUGANG SECONDARY SCHOOLSoh Seok Khim - FERNVALE PRIMARY SCHOOL
ABSTRACT
The pressing need for innovative approaches to address the decline in science literacy has been consistently emphasized in studies that highlight the detrimental effects of pervasive alternative conceptions among students. The Universal Design for Learning (UDL) framework, discussed in the context of addressing this decline, emerges as a promising solution, offering flexibility and customization in teaching methods (Johnson et al., 2021). UDL principles (Rose & Meyer, 2016), encompass providing multiple means of representation, offering multiple means of engagement, and supporting multiple means of expression. These principles resonate with the broader educational literature, highlighting the significance of fostering essential skills for future-ready learners. As noted by Brown and Black (2020), adaptability, critical thinking, and effective communication are crucial components of a well-rounded education that prepares students for an ever-changing world. Quantitative research is used to identify trends and patterns in student learning and behavior, and to evaluate the effectiveness of UDL principles in science lesson across three schools in Singapore, spanning both Primary and Secondary levels. This piece of research aligns with the research of Dweck (2017) and Zimmerman (2018) with emphasis on the importance of instilling a growth mindset in students and fostering self-regulation skills to enhance overall learning outcomes and lifelong success. The positive outcomes reported from the three schools, including increased student engagement, enhanced accessibility to instructional materials, and a reduction in reported barriers to understanding scientific concepts, resonated with the literature on inclusive education (Smith et al., 2022). In summary, the adoption of the UDL framework and associated strategies in science education not only responds to the immediate challenges in science literacy but is also supported by a robust body of literature on educational inclusivity, personalized learning, and effective teaching strategies. By drawing on evidence-based practices, this initiative contributes to creating a more responsive, inclusive, and effective learning environment, ultimately shaping future-ready learners equipped to navigate the challenges of an evolving world. The alignment of these practices with established research reinforces the potential impact and scalability of similar initiatives across diverse subject areas and educational contexts.
ID: PPR141
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR507
Location: NIE5-01-TR507
Strand: Teacher Quality, Teacher Learning and Development
Paper
Research on Digital Literacy Portrait of Teachers Supported by Multimodal Data
Fang Zifan - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Teachers' digital portraits are the basis for realizing accurate diagnosis, timely intervention and personalized service of teachers' digital literacy, The purpose of this study was to analyze multimodal data to explore the digital literacy portrait of teachers. Firstly, this study constructs a teacher digital literacy portrait system based on multimodal resource presentation layer, data management layer, data analysis layer and visualization layer. Secondly, the platform is put to use in digital literacy online training for teachers. The system is able to automatically collect process data of teachers learning digital literacy courses, such as learning logs, learning works and discussion texts. The platform also supports teachers to submit smart teaching videos for multimodal teaching behavior capture. Finally, in terms of exploring teachers' implicit knowledge, it uses natural language processing technology to mine the content of textual works submitted by teachers and the data of their published remarks to identify the digital literacy knowledge that teachers have mastered, and intelligently generates teachers' digital literacy knowledge maps; in terms of analyzing the teachers' explicit behaviors, which uses Lag Sequential Analysis, Epistemic Network Analysis and other methods to realize multimodal data-driven in-depth analysis of teachers' digital literacy. The result is a comprehensive, accurate, and realistic portrayal of individual and group portraits of teachers' digital literacy, breaking through the limitation of being unable to observe the whole picture from a single perspective, and portraying the level of teachers' digital literacy from multiple dimensions in a stereoscopic way. Digital literacy portraits are useful to help pre-service teachers, in-service teachers, and educational administrators optimize teaching mode, process management, resource adaptation, and intervention strategies, and to enhance the digital literacy level of teachers. [Mandarin Speaking]
ID: PPR143
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR308
Location: NIE3-01-TR308
Strand: ICT in Education
Paper
Enhancing Laboratory Learning Experience Through Asynchronous Practicals
Desmond Ng - SINGAPORE POLYTECHNIC (SP)Steven Tok - SINGAPORE POLYTECHNIC (SP)
ABSTRACT
Asynchronous Practicals (AP) are designed to enhance face-to-face practicals, leveraging on advanced eLearning tools to create instructional videos, interactive media and simulations in Singapore Polytechnic (SP). This approach aims to elevate student engagement, foster deeper learning, and instil greater confidence in performing practical activities. Illustrating the integration of this approach, Clinical Chemistry practicals within the Diploma in Biomedical Science has embraced the AP concept implemented by SP's Department of Educational Development, to create E-practical briefings for all experiments in this module. In comparison to the conventional practice of conducting experiment briefings within the laboratory, the E-practical briefing allows students to progress through online learning resources at their own pace, familiarizing themselves with laboratory techniques and procedures. On top of that, students are required to complete a quiz at the end of learning to self-assess their understanding. These scores serve as invaluable indicators for laboratory instructors, aiding in the identification of students who may require additional support due to inadequate preparation for forthcoming practical lessons. To assess the efficacy of E-practical briefings, a survey was administered to collect student feedback on their learning experiences. This evaluation sought insights into the effectiveness of familiarizing students with laboratory techniques, experiment procedures, and their overall readiness and confidence levels in executing practical tasks. A majority of students expressed that E-practical briefings significantly contributed to their understanding and preparation for practical lessons. The instructional videos, in particular, were commended for their role in guiding hands-on skills, providing students the flexibility to revisit them multiple times for enhanced familiarity with techniques. Collectively, these elements have substantially bolstered students' confidence in conducting experiments. In addition to discussing the success of E-practical briefings, this paper will shed light on essential eLearning development tools instrumental in creating engaging and immersive interactivities, thereby optimizing the effectiveness of student learning experiences.
ID: PPR144
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR507
Location: NIE5-01-TR507
Strand: Teacher Quality, Teacher Learning and Development
Paper
Using narrative as teacher professional development: Developing epistemic empathy through innovative pedagogy (teaching in enjoyable ways) and attending to student interest triggers
Tan Mei Ying - NATIONAL INSTITUTE OF EDUCATION (NIE)Nazir Amir - Ministry of Education (HQ)Tan Aik Lim - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Enhancing teacher classroom practice has traditionally focused on knowledge acquisition and exposure to disciplinary ways of knowing. Equally important is understanding how students experience learning the content. This is crucial for cognitive and emotional engagement. Recent research in educational neuroscience highlights the significance of emotional engagement in students to ignite interest and foster a sustained passion for learning across all subject domains. Although the need to emotionally engage students in learning has been recognized, how to develop teachers in this direction is yet unstudied. This concept paper introduces the design of a professional development intervention designed to reshape teachers' classroom practices by addressing three teacher identities: 1 Teachers as creators of joyful learning experiences. 2. Teachers as researchers conducting in-depth examination of student interest. 3. Teachers as innovation narrators situating the pedagogical innovation within the professional learning landscape. The design features for each identity are described here. 1) Teachers as creators of joyful learning experiences. Introduction of a pedagogical framework serving as a guideline to design teaching approaches that promote engagement. • Opportunities for teachers to collaboratively design joyful teaching through communities of practice, under the mentorship of teacher leaders focusing on teaching in enjoyable ways. 2) Teachers as researchers conducting in-depth examination of student interest • Utilization of electro-dermal analysis (EDA) biomarker as one way of gathering data related to joyful arousal, indicating students’ interest in what is being taught. • Support provided for understanding the EDA data in relation to student arousal. 3) Teachers as narrators situating pedagogical innovation within the professional learning landscape. • Opportunities for sense-making to position and negotiate this pedagogical framework to design innovative pedagogy in relation to self, students, and school. This paper contributes to teacher professional development by creating a professional development design around a pedagogical framework to promote innovation in teaching and learning across multiple layers of the education eco-system. It seeks to not only utilize EDA data in addition to narrative sense-making in teacher PD, but also to apply an interpretive lens to the EDA data in the process of gaining sensitivity to student emotional engagement to content learning.
ID: PPR145
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR717
Location: NIE7-01-TR717
Strand: Learning Sciences
Paper
"Learning is A Personal Matter“: Perceptions of Learning, Self, and Others Among Middle School Students in Shanghai, China
Zhu Yunshu - East China Normal University
ABSTRACT
Aims: This study attempts to explore how middle school students in contemporary urban China perceive learning itself and attribute meaning to learning, and understand how they recognize and reflect on their own learning experiences, distinguishing them from the learning ways and performance of others. Methodology: The study was conducted in a public middle school in Shanghai, China, as the research site, and fieldwork was carried out during the period from June to November 2023 (July to August was the summer vacation), with visits to the school 4-5 days per week. Data was collected by participant observation and interviews, with written field notes and analysis memos. Participant observation included observations in a focal classroom in Grade 8, other classrooms and school-organized activities. At the same time, a total of 43 students were interviewed (31 students in the focal class and 12 students in the other three eighth-grade classes), along with 13 teachers involved in various eighth-grade subjects. Findings: In this middle school, “learning is a personal matter” is not only emphasized by teachers in the classroom, but also a common-sense awareness among students. Students consider striving for learn as a responsibility to their own lives and construct their meanings of learning mainly through expressing and imagining a "future without hardship." On one hand, they may become confused about whether they are truly self-disciplined, and on the other hand, they differentiate themselves from others as learners based on whether their learning is “intense/overly competitive” and whether they only focus on studying (without leisure), thereby reaffirming the validity of their learning/lifestyle.
ID: PPR149
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR310
Location: NIE3-01-TR310
Strand: ICT in Education
Paper
A Systematic Review of Student-facing Learning Analytics: Competencies and Designs
Lee Min - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Student-facing learning analytics has been gaining attention in educational research as it offers a promising approach to providing personalised feedback on students' online learning activities. However, there is limited understanding of the competencies required by students to effectively utilise this feedback and designs that can cultivate such competencies. This systematic review synthesises the competencies required for students to use learning analytics feedback effectively and scrutinises existing designs that facilitate the use of student-facing learning analytics, as delineated in 37 empirical studies. The review identified six key competencies that students need to use learning analytics: emotion regulation, sensemaking, evaluation, reflection, integration, and experimentation. Additionally, the review examined the designs of student-facing learning analytics and assessed the support provided for each competency. Altogether, our results show that existing studies tend to focus on the use of learning analytics without investigating students' ability and competencies in using them. A cross-analysis of learning analytics design and characteristics revealed gaps in learning analytics designs that cater to learners' emotion regulation. The review also highlights the importance of educators' role in facilitating students' use of learning analytics.
ID: PPR150
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR207
Location: NIE2-01-TR207
Strand: Artificial Intelligence in Education
Paper
Assessment Redesign in the Era of Generative AI: The Recency, Immediacy and Discovery (RID) Framework
Jimmy Wong - SINGAPORE UNIVERSITY OF SOCIAL SCIENCES (SUSS)Lye Che Yee - SINGAPORE UNIVERSITY OF SOCIAL SCIENCES (SUSS)
ABSTRACT
The emergence of generative AI (gAI) has created both the opportunities and challenges in learning and teaching, and particularly assessment in higher education. One key concern of gAI is academic integrity. Attempts to ban access and detect the use of gAI tools seem futile and unrealistic especially for long-term implementation since gAI is evolving rapidly and would be highly adopted by most industries for its productivity and creativity advantages. This paper proposes a framework to address academic integrity concerns while offering assessment strategies that could empower learners and instructors to employ gAI. The framework consists of three key elements: Recency, Immediacy and Discovery. Recency focuses on real-world issues and challenges learners to apply their theoretical knowledge and skills to current scenarios. For example, in a Marketing course, learners can be assigned to design a service recovery plan using gAI tools for a brand crisis that occurred just hours before the class begins. Immediacy refers to real-time or in-situ assessment in which learners are expected to respond to the assessment tasks in real time and space. For example, in a controlled classroom environment, learners present and defend their brand recovery plan to their peers and instructors. Discovery emphasizes the creation of new understanding and knowledge about certain topics or concepts. Typically, learners are guided by the instructors to conduct research like gathering new data through interviews and surveys. Learners ‘discover’ through the research process and gain an in-depth understanding about the topics or concepts. Using the brand crisis as an example, learners gather data about public reaction through surveys or interviews and assess management effectiveness. Discovery complements Recency such that the discovery of knowledge deepens learners’ understanding of recent real-world issues. A case study of a Marketing course based on the Recency, Immediacy and Discovery (RID) framework is presented to illustrate how assessment can be redesigned in the era of gAI. This paper argues that the RID framework not only equalizes opportunities in an AI-accessible academic landscape but also introduces a practical dimension to learning, assessing learners’ critical thinking and problem-solving skills which are essential in this rapid changing world.
ID: PPR151
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR207
Location: NIE2-01-TR207
Strand: Artificial Intelligence in Education
Paper
Exploring the Impact of Generative AI on Art Pedagogy in Secondary Schools
Chia Wei Hou - Singapore Teachers' Academy for the Arts
ABSTRACT
The introduction of DALL-E in 2021 revolutionized the creation of images and artwork, prompting a re-evaluation of the validity of hand-drawn and painted art. This research aims to investigate how generative AI can enrich the teaching and learning of composition in art within secondary schools in Singapore, while addressing concerns and trade-offs associated with integrating AI into a traditionally skill-based craft. Currently, there is a dearth of research on the impact of generative AI on art pedagogy. Research Question: How does generative AI impact art pedagogy and how can it be leveraged to enhance the teaching and learning of art in secondary schools' The research involves art teachers participating in a professional development workshop to explore the use of generative AI in creating compelling compositions in drawing and painting. Additionally, a prototype workflow for students to integrate generative AI into the process of creating effective images in response to a theme will be proposed. Following the workshop, teachers will trial this framework and implement it in their classrooms. The results will be documented through the product outcome, and data on the actual processing that occurred during the use of generative AI, from the creation of drafts to the eventual finished product, will be surveyed from students during the implementation. The results will be gathered to examine how generative AI has been integrated into the art-making process and to determine its effects on the following areas: 1. Quality of idea generation and development 2. Quality of observation and gathering of information to construct the composition 3. Standard of aesthetics and sense of design in the composition 4. Technical rendering skill and handling of drawing and painting media 5. Quality of the final artwork 6. Student’s motivation and self-directedness during the learning and making process. Many art teachers fear that AI will diminish creative and artistic agency, viewing its use as 'cheating'. This study aims to shift this perspective. When used appropriately, AI can be an empowering tool to extend and enhance human artistry and creativity, achieving artistic authenticity and integrity while maintaining a balance between human intuition and machine automation.
ID: PPR152
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR208
Location: NIE2-01-TR208
Strand: Curriculum Development
Paper
All disciplines are equal, but some are more equal: Negotiating Student Identities within an Interdisciplinary Undergraduate Curriculum
Lee Yue Xin - NATIONAL INSTITUTE OF EDUCATION (NIE)Stefanie Yen Leng Chye - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Despite burgeoning interest in interdisciplinary education, many tout teachers and students to be ill-prepared for such work. However, attributing their failure to individual faults presumes interdisciplinarity can be quantified through the knowledge and skills associated with the notion. This unfortunately neglects the sociocultural aspects of learning, which suggests the notion to be an ongoing construction, development, and production of one’s identity within wider social structures. In other words, interdisciplinary learning involves a process of meaning-making, to equilibrate who we are and who we ultimately want to be. This paper hence argues interdisciplinary initiatives must recognise its challenges are inextricably linked to their contexts, which present multidimensional conflicts to students configuring their identities. To advance this claim, data from a larger ongoing ethnographic study were extracted to illustrate how students’ understandings of interdisciplinarity are shaped and organized by their experiences of an interdisciplinary curriculum within a local university. Specifically, the account of two undergraduates, from the Sciences and the Humanities respectively, will be presented, which existing literature has shown to be perceived differently by students. Findings demonstrate that the interdisciplinary curriculum, whilst designed for everybody, places students in a paradoxical position which not only encourages them to safeguard their own disciplinary identities but also potentially alienates them from the notion. Altogether, this study highlights students’ interest to engage in interdisciplinary work do leverage on their access to the notion, which is personal to their own lived experiences. It is hence important for stakeholders to understand that interdisciplinary efforts should not be conflated with specific knowledge or teaching approaches. Rather, students’ voices should be recognised to identify and remove the barriers they face in attaining their unique interdisciplinary agenda. Only when interdisciplinarity is treated as a process of becoming may its initiatives be treated not as something to endure, but to be embraced and excited for.
ID: PPR153
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR308
Location: NIE3-01-TR308
Strand: ICT in Education
Paper
Effect of Digital Collaboration Platform (DCP) on Students’ Perceived Engagement in Pre-Writing
Dianaros Bte Ab Majid - CASUARINA PRIMARY SCHOOLNoorhaslin Bte Abas - CASUARINA PRIMARY SCHOOL
ABSTRACT
Studies have shown that prewriting can serve as an effective method to develop writing skills by facilitating the thinking and structuring of ideas, before the actual writing activity commences. Prewriting can also help learners develop clear reasoning, organise their thoughts and effectively deliver the final written product. Despite the importance of prewriting, students still underrate its importance. Research shows that students seldom ask for help in the prewriting process but would rather do so during the reviewing process. (Kneisley; 2018) The underrated importance placed on prewriting, tends to result in students being less engaged during the prewriting process. Prewriting discussions are usually dominated by the same group of students and heavily led by the teacher. The purpose of this study is to find out if the inclusion of Digital Collaboration Platform (DCP), namely Google site and Padlet, during prewriting shows an upward trend in perceived engagement and in idea generation. We adopted a descriptive case study approach using multiple sources of data including detailed analysis of students' work, surveys and interviews. A total of 149 students from five Primary 5 classes took part in the 10 weeks long project. Findings from the study highlighted the positive effect of DCP in providing an interactive and dynamic environment where students could ‘work together’. This made the prewriting lesson more engaging and enjoyable as students could collaborate, share ideas, and provide feedback to one another. DCP also allowed for real-time feedback from peers and teachers. This instant feedback loop helped students see the impact of their writing and make improvements, expand their vocabulary and refine their skills. However, findings from the student interviews showed that the Higher Progress students seemed to appreciate DCP more than the Lower Progress counterparts. Findings, challenges, limitations and recommendations will be further discussed during the presentation.
ID: PPR154
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR304
Location: NIE3-01-TR304
Strand: Curriculum Development
Paper
Why do a doctoral degree? An Exploration of the Meaning of Life of Thai Doctoral Students
Aunya Boochayan - Faculty of Education, Khon Kaen University, ThailandAriyaporn Kuroda - Faculty of Education, Khon Kaen University, ThailandChayachon Chuanon - Faculty of Education, Khon Kaen University, Thailand
ABSTRACT
The meaning of life is the personal and philosophical understanding of why one exists and the significance they attribute to their existence. Through a phenomenological case study, this research aims to explore the intricate interplay between the pursuit of advanced education and the broader search for meaning in the lives of Thai doctoral students. The key performants were three graduate students studying in educational related doctoral degree program at a Thai university. The research employed an in-depth interview methodology, incorporating open-ended questions to afford respondents the opportunity to freely articulate their opinions. The data was interpreted using conceptual analysis to determine the existence and frequency of concepts in a text. The findings revealed that pursuing a doctorate degree have led to personal development in both career and daily life. Participants reported that they have become more organized, responsible, and motivated to achieve their goals. They also gained new knowledge and skills, which have helped them to be more effective in their careers and relationships. In addition, doctoral students have provided them with opportunities to conduct research that can be used to improve teaching and curriculum development. The results also showed that the meaning of life gained while pursuing a doctoral degree correlated to the success of achieving the goals. It also related to hope and growth that came from facing life challenges in order to achieve those goals. However, higher education was also the cause of difficulties such as conducting research and health-related problems. Ultimately, discovering the meaning of life allowed the participants to have a more meaningful. Hence, it is possible to conclude that higher education created value for life and had the power to develop oneselves in various aspects.
ID: PPR155
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR207
Location: NIE2-01-TR207
Strand: Artificial Intelligence in Education
Paper
Towards an Understanding of AI-Enhanced Feedback in K-12 Education: A 2010-2023 Review
Tan Si Hua - WEST GROVE PRIMARY SCHOOL
ABSTRACT
Feedback in K-12 education, crucial for enhancing learning, is increasingly mediated by advanced technologies. The adoption of Artificial Intelligence-enhanced feedback (AI-EF) has notably increased, driven by advancements in educational analytics and Artificial Intelligence. This trend, recognised by renowned organisations like the OECD (2021) for its potential to integrate learning and assessment, has been further accelerated by the expansion of online learning during the COVID-19 pandemic. Despite AI's widespread adoption in educational settings, there is a notable gap in research exploring the interplay between AI affordances and feedback practices in K-12, particularly when compared to higher education. To address this research gap, this paper delves into the role of AI in enhancing K-12 feedback practices, situated within the broader research area of Technology-Enhanced Feedback (TEF), which may be understood as the use of technology in various forms of assessment — for, of, and as learning (Jordan, 2013). Recognising technology as a core component of contemporary feedback practices (Carless and Winstone, 2020), the paper delves into the nuances of the reflective theory-practice nexus of AI-EF, laying the groundwork for future research in the interconnected fields of Assessment and Educational Technology. This paper presents a review of AI-EF, beginning with methodology, then examining AI-EF research trajectories, current affordances of AI technologies in enhancing feedback processes, and its educational impact on K-12 learners in domains including Cognitive, Self-regulatory, Affective, and Social. The review concludes with a discussion and recommendations in the current AI-EF research landscape as the field of AI-EF evolves, offering insights valuable to encourage ongoing reflective research and practical classroom applications among researchers and educators. Scholarly speaking, the paper aims to assess the current state of AI-EF studies, highlight key findings, and provide direction for ongoing scholarly work. On the practical front, acknowledging the growing role of AI in feedback mediation, it focuses on guiding the informed translation of AI-EF research into improved classroom feedback practices.
ID: PPR156
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR507
Location: NIE5-01-TR507
Strand: Visual and Performing Arts
Paper
Harnessing Technology-enhanced Feedback, Empowering Learner Agency in Art Making: A Case Study in Singapore Primary Art Classrooms
Nicole Cheong Jia Qi - WEST GROVE PRIMARY SCHOOLEr Ka Hui - WEST VIEW PRIMARY SCHOOLTan Si Hua - WEST GROVE PRIMARY SCHOOL
ABSTRACT
Feedback plays a pivotal role in shaping the art-making process in K-8 art classrooms (Beattie, 1997). Aligning with the principles of social constructivism, which highlights the co-construction of knowledge and meaning-making through social interactions, feedback serves as a crucial catalyst in encouraging students to actively engage in exploration and experimentation within a community of practice, thereby fostering their artistic growth and nurturing their ability to innovate and improvise (Eisner, 2002). Situated within the context of K-8 art classrooms, this case study explores the role of technology, a key element in contemporary feedback practices, and its impact on facilitating students' engagement with and effective utilisation of feedback in the art-making process. Drawing on Carless and Winstone's (2020) three dimensions of technology-enhanced feedback practices, the study examines: (1) Design - how technology provides timely and convenient feedback; (2) Relational - its role in enhancing interaction and closeness, enabling students to exercise agency, seek assistance, and engage in reflective practices; and (3) Pragmatic - addressing the practicalities of managing time and workload in assessment feedback processes, while balancing the demands of grading with learning objectives. Facilitating documentation of learning and review of feedback, preliminary findings indicate that technology offers opportunities for deeper, ongoing self-reflection, which aids in the sustained and progressive development of younger learners' artistic skills and knowledge where foundational attitudes towards art are formed. Enhanced by technology's multimodal capabilities and its ability to transcend traditional boundaries, technology-enhanced peer feedback and teacher discussions support learners in expressing their collective ideas and building knowledge anytime and anywhere throughout the art-making process. This paper discusses the role of technology in enhancing feedback practices in art marking processes, delving into key technological applications and examining conditions enabling its enactment.
ID: PPR157
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR304
Location: NIE3-01-TR304
Strand: Assessment
Paper
A Case Study on Implementing Generative AI-Enhanced Feedback in Primary Science Classrooms: Opportunities and Pitfalls
Tan Si Hua - WEST GROVE PRIMARY SCHOOLFan Swee Sian - WEST VIEW PRIMARY SCHOOLNurhuda Mohd Amin - WEST GROVE PRIMARY SCHOOL
ABSTRACT
Assessment feedback in K-8 education, essential for learning, has been increasingly being mediated by advanced technologies. The widespread availability of accessible Generative AI tools like ChatGPT, coupled with advancements in Natural Language Processing and Optical Character Recognition, has not only marked a significant step forward in educational technology but also sparked considerable interest in their potential to enhance feedback mechanisms in merging learning and assessments with technology. With technology being regarded as a core feature of contemporary feedback practices by renowned scholars and entities (e.g., OECD, 2021; Carless and Winstone, 2020), this paper explores both the potentials and pitfalls of using Generative AI as an approach to assessment feedback in Singapore's primary school classrooms, focusing on supporting young learners' engagement with and use of assessment feedback. This exploration is against the backdrop of recent paradigm shifts in the conceptualisation of the feedback process have led to a greater emphasis on student engagement and the utilisation of feedback, beyond the sole focus on the nature of feedback generated and administered by teachers, recognising from a Social Constructivist standpoint that ultimately, only students can make use of the feedback for learning from. This paper presentation discusses preliminary insights on current state of Generative AI affordances in enhancing feedback process primary school feedback, potential and pitfall in relation Scientific disciplinary knowledge and established theoretical frameworks from feedback scholars like Ramaprasad, Tunstall & Gipps, into the design and evaluation of AI-EF enactment, moving beyond surface-level analyses and begin to unravel the deeper impacts of AI-EF on learning processes. The findings of this research aspire to encourage reflective research and practical classroom applications, offering insights valuable to researchers and educators, contributing to the discourse at the convergence of assessment and educational technology in elementary Science classrooms.
ID: PPR158
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR717
Location: NIE7-01-TR717
Strand: Learning Sciences
Paper
Enhancing Entrepreneurial Competencies through the BETA Module: A Study Based on Kearney’s and Bloom’s Educational Theories
Edwin Seng - SINGAPORE POLYTECHNIC (SP)Lucas Tok - SINGAPORE POLYTECHNIC (SP)
ABSTRACT
Entrepreneurial education is crucial in developing future leaders and innovators. Advances in teaching methodologies, especially the integration of "Kearney’s 4 Principles of Entrepreneurial Pedagogy" and "Bloom’s Three Domains of Learning," have significantly enhanced the teaching of entrepreneurial skills. Kearney’s model focuses on experiential learning and student-centric teaching, vital for fostering an entrepreneurial spirit. Bloom’s model complements this by emphasizing cognitive and emotional development. Despite their effectiveness, these models are not widely applied together in educational settings. This study explores the effectiveness of the Business Essentials through Action (BETA) module in promoting an entrepreneurial mindset, demonstrating how combining Kearney’s and Bloom’s theories can improve entrepreneurial skills among students. The study employs a robust research methodology, utilizing both qualitative and quantitative approaches in a quasi-experimental design. It involves 235 students, with 118 participating in the BETA module and 117 in traditional courses. The research utilizes the Personal Entrepreneurial Competencies (PEC) questionnaire, comprising 55 items to assess traits like initiative and risk tolerance. In-depth qualitative data from structured interviews with students and focus group discussions with six lecturers provide insights into the BETA module’s impact on entrepreneurial skills. This research has broader implications beyond Singapore Polytechnic, suggesting that the integration of Kearney’s and Bloom’s theories could revolutionize entrepreneurial education worldwide. The BETA module could inspire educational institutions to adopt more innovative teaching methods. With its comprehensive approach and insightful findings, this study acts as a blueprint for future research in this field. The combination of quantitative and qualitative methods provides a holistic view of the complexities involved in developing entrepreneurial skills. Preliminary data indicate significant improvements in the entrepreneurial abilities of students in the BETA module. These results, awaiting further analysis, suggest that the integration of Kearney’s and Bloom’s educational theories in the BETA module could be a major step forward in entrepreneurial education. This advancement is likely to create more dynamic and practical learning environments in higher education, demonstrating the potential of this integrated approach in real-world educational settings.
ID: PPR159
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR505
Location: NIE5-01-TR505
Strand: Early Childhood Education
Paper
Improving preschoolers’ social emotional learning: A systematic review of school-based and free-standing SEL programs
Tan Shi Fang Tammy - NATIONAL INSTITUTE OF EDUCATION (NIE)Lim Hui Hsien Jasmin - NATIONAL INSTITUTE OF EDUCATION (NIE)Yang Yang - NATIONAL INSTITUTE OF EDUCATION (NIE)Rosanne Jocson - NATIONAL INSTITUTE OF EDUCATION (NIE)Goh Kok Yew Shaun - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Children’s social emotional learning (SEL) skills are associated with multiple school-related outcomes and social difficulties. Empirical evidence has supported the positive impacts of several intervention programs developed to promote children’s social emotional competency (SEC). The systematic review aims to synthesize existing evidence about social, emotional, and learning outcomes associated with school-based and free-standing SEL programs delivered to preschool children (3-4 years old). Our secondary aim is to summarize adaptations made to SEL programs for Asian and/or low-income and/or preschool children as well as the moderators of SEL programs’ effects. This systematic review is conducted based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines. Keyword searches of five databases (PsycINFO, ERIC, Education Source, Psychology, and Education databases) are conducted to identify all relevant peer-reviewed studies published in English from 2000 to 2023. We include studies examining school-based SEL interventions that target at least one SEC in typically developing children aged 3 to 4 years old. The intervention must address at least one SEC such as self-awareness, self-management, social awareness, relationship management, and responsible decision making. Included studies are either randomized controlled trial (RCT), quasi-experimental trial, cluster randomized trial, pre-post design study, or pilot study with RCT or cluster randomized design. A total of 1436 records are screened, of which 222 are identified for full-text review. Preliminary results indicate that SEL program implementation is associated with significant improvement in SEC, reduced emotional and behavioral problems, and positive effects on executive functions or academic skills. Effect sizes ranged from small (e.g., on attention, prosocial behavior, and emotional problems after Papilio-3to6), to large (e.g., on emotional understanding and prosocial behavior after PATHS). The pretest level of outcomes has been found to be a moderator (e.g., children with low pretest levels of problem behavior showed large and continual increases in prosocial behavior, whereas children with high pretest levels of problem behavior showed small increases in prosocial behavior). Additionally, successful adaptations for some programs (e.g., PATHS) include reductions in program dosage (i.e., fewer sessions) and engaging school-based clinicians as program implementers.
ID: PPR162
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR209
Location: NIE2-01-TR209
Strand: Character, Citizenship and Moral Education
Paper
Violence in Pesantren: Perspective from Freire and Foucault
Ahmad Kholiqul Khoir - University of Indonesia
ABSTRACT
As an institution focusing on Islamic moral education, pesantren plays a crucial role in life. However, there are significant issues of violence within this Islamic educational institution, including violence perpetrated by kiai (Islamic leaders) against their students. Given the severity of this problem, understanding the occurrences and finding ways to respond to violence issues in pesantren is imperative for educators and policymakers. Using a literature review approach, this article argues that violence in pesantren likely occurs due to the adopted banking education model, where the surveillance system fulfills aspects of discipline and normalizing judgment. This is because such teaching methods and supervision systems make students obedient only to the norms set by teachers and pesantren authorities. Therefore, finding positive ways to respond to this situation is imperative. In this regard, the author proposes a liberatory education model that is expected to enhance students' critical thinking abilities to prevent violence in pesantren.
ID: PPR163
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR507
Location: NIE5-01-TR507
Strand: Teacher Quality, Teacher Learning and Development
Paper
Leveraging collaborative video annotation and analytics to support better professional learning for all
Joanna Phan - Physical Education and Sports Teachers Academy (PESTA)Karthikesan Kumar - Physical Education and Sports Teachers Academy (PESTA)Koh Ruilin, Elizabeth - National Institute of Education (NIE)Tay Siu Hua - Educational Technology Branch (ETD)
ABSTRACT
Traditional lesson observations and discussions for professional learning (PL) often require the physical presence of a group of participating teachers. De-conflicting schedules to fix these appointments can be challenging for everyone. Often, discussions are based on the teachers’ recollection of events and the accuracy of this impacts the quality of discussion and learning. To support better teacher PL, a web-based tool, Collaborative Video Annotation and Analytics for Professional Development (CoVAAPD) was developed. This tool is a product of a tripartite collaboration between Physical Education & Sports Teacher Academy (PESTA), Educational Technology Division (ETD) and National Institute of Education (NIE). Via CoVAAPD teachers can upload videos of lessons for in-depth reflection and discussion. Through time-point based annotations, they can then engage in focused and collaborative dialogue, guided by tags that serve as metacognitive scaffolds. These discussions can take place at teachers’ own time and pace and discussions can be downloaded for further reflective practice and sharing. A learning analytics dashboard is provided to encourage data-driven PL, with information such as the discussion network and total tags used. Activity time can also be manually annotated and displayed on the dashboard. This PL tool was first trialled with 5 Physical Education departments from mainstream schools in Singapore in a research project. Participants found CoVAAPD useful in enabling them to observe lessons conveniently and revealed an improvement in the participants’ depth of thinking about the practice observed. Since the success of CoVAAPD being harnessedfor teacher reflection in the earlier trial, CoVAAPD has been redeveloped for wider teacher use leveraging the Singapore Student Learning Space (SLS) as the digital platform to facilitate teacher PL. At a recent user trial for MOE Master Teachers, they found the tool intuitive, easy to use and suitable for PL. CoVAAPD is now available to all MOE education officers. The tool empowers educators to go in depth with their PL by engaging in reflective practice and deeper discourse with others at their own convenience. At the sharing, CoVAAPD will be showcased with findings from the research and user trials. Leveraging technological affordances and pedagogical design, CoVAAPD offers all educators opportunities to better their professional learning and deepen their pedagogical practices as a community of learners
ID: PPR164
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR308
Location: NIE3-01-TR308
Strand: ICT in Education
Paper
Exploring the impact of virtual reality training on ESL students' interview skills: A quasi-experimental study with second year university students
Guo Xin - Chinese University of HK (Shenzhen)Wang Feiya - Chinese University of HK (Shenzhen)Nie Yilu - Chinese University of HK (Shenzhen)Yang Rong - CUHK(SZ)Panghui - CUHK(SZ)
ABSTRACT
This ongoing study aims to explore the efficacy of virtual reality (VR) technology in enhancing interview skills among second-year university students. These students often grapple with issues like nervousness and a lack of confidence, which can undermine their performance in real interview situations. The immersive nature of VR offers a promising alternative to conventional training by simulating the interview environment, allowing for repeated practice and exposure to the dynamics of interviews without real-world consequences. The methodology employs a quasi-experimental design, involving 120 second-year students and four teachers, half of them are in control group and another half in experimental group. The experimental students engages in a two months VR-based interview skills training program, which includes both group and individual interview scenarios, featuring interactive elements and immediate feedback to enhance the learning experience. The control group, meanwhile, undergoes traditional interview training without VR technology. Data collection includes quantitative measures such as pre- and post-test assessments of interview performance and anxiety levels, using validated scales. A professor unaware of the students' group assignments (experimental or control) and the study's design will conduct the assessments to minimize potential biases and validate the reliability of the results. Qualitative data are collected through classroom observations and structured interviews with participants to gain deeper insights into their subjective experiences and perceptions of the training they receive. The anticipated findings of this study are twofold. First, the VR training is expected to result in a statistically significant improvement in interview skills among the experimental group when compared to the control group. Second, a reduction in interview-related anxiety is predicted. Qualitative feedback is anticipated to provide illustrative details about the students' experiences with the VR platform. These findings are intended to inform educators and curriculum developers about the benefits of immersive technologies in pedagogy, thereby equipping students with the necessary skills and confidence to excel in their future career endeavors. The study also seeks to offer recommendations for implementing VR in higher education settings, considering factors such as technological accessibility, curriculum integration, and pedagogical outcomes.
ID: PPR165
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR304
Location: NIE3-01-TR304
Strand: Early Childhood Education
Paper
Preschool Teachers’ Sense of Teaching Efficacy: Scale Development and Validation
Yuanfang Guo - Zhejiang Normal University
ABSTRACT
This study aimed to develop and validate the Preschool Teachers’ Sense of Teaching Efficacy Scale (PTSTES) in the Chinese context. A 22-item self-report measure was developed based on Bandura’s social cognitive theory, Chinese preschool education policies, existing instruments, and one-on-one interviews with preschool teachers. This study has demonstrated that the PTSTES has satisfactory psychometric properties in a sample of 196 Chinese preschool teachers. Findings indicated that the PTSTES was a valid and reliable measure including five dimensions: teaching preparation efficacy, teaching strategy efficacy, teaching evaluation efficacy, classroom management efficacy, and preschool-family cooperation efficacy. Rasch Rating Scale Model analysis provided the evidence for the item separation, person separation and item difficulty of PTSTES. The reliability evidence is calculated by examining internal consistency and item-total correlations. Validity evidence base on test content, internal structure, and relations to other variables has been evaluated, indicating that the PTSTES has good validity. This study contributed to self-efficacy literature by providing researchers with an instrument for measuring preschool teachers’ sense of teaching efficacy.
ID: PPR166
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR308
Location: NIE3-01-TR308
Strand: Character, Citizenship and Moral Education
Paper
Learning-by-Doing in Civic Education: A Case Study of Civic Education Programme with Model United Nations (MUN) in Macau
Michelle Sok I He - Macau Model United Nations Promotion Association/ University of Hong KongAngelina Maria Ferreira Martins Cheang - Macau Model United Nations Promotion Association/ City University of MacauKit Peng Chan - Macau Model United Nations Promotion Association/ City University of MacauTat In Tam - Macau Model United Nations Promotion Association/ Royal Holloway, University of London
ABSTRACT
- Introduction: Civic education plays a crucial role in nurturing informed and engaged citizens. Non-Governmental Organisations (NGOs) play a role in promoting civic education beyond the formal curriculum and classroom. This study examines the effectiveness of the Student Ambassador Programme, a Civic Education Programme for secondary/ high school students implemented by the Macau Model United Nations Promotion Association (MMUNPA), a local youth-led NGO, in fostering civic awareness and engagement among students in Macau. with the means of Model United Nations (MUN) for three years. MUN is believed to be an effective means in nurturing students with a global mindset. The Programme adopts the Learning-by-Doing theory which emphasised on active learning and hands-on experience. It consists of three phases: 1) training in analysing global issues, MUN, and Sustainable Development Goals, 2) organising community outreach events, and 3) leading a region wide MUN Conference. The programme contributed to students’ civic awareness, engagement, and responsibility as a citizen. - Methods: The study employs a qualitative case study approach to gain a deeper understanding of the Student Ambassador Programme. Purposive sampling was used to select participants, including students participating in the Programme, frontline teachers advocating MUN activities at their schools, and the organisers of the Programme. Data collection methods included semi-structured individual interviews, focus group interviews with pioneering participants of the Programme who led MUN activities from three schools and organisers of the Programme, and observations of Programme activities. These methods allowed for an in-depth exploration of participants’ experiences, perspectives, and the factors contributing to the programme’s effectiveness. - Findings: The findings of this study revealed the establishment of a continuous flow of civic education between local schools and NGO through the Programme. The circulation of ideas from books to communities, facilitated by partnerships between NGOs and schools, led to the development of innovative curriculum and increased engagement among students. The study also highlighted how the identification as global citizens reinforced students’ local and national citizenship identity, promoting a sense of responsibility and engagement within their communities. Crucial factors contributing to the programme’s effectiveness included empowerment, autonomy, inclusiveness, and diversity as echoed to the Learning-by-Doing theory.
ID: PPR172
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR711
Location: NIE7-01-TR711
Strand: Mathematics Education
Paper
(Re)Envisioning the Learning Experience in Mathematics - an Inquiry Learning Approach
Jason Ingham - WOODLANDS RING SECONDARY SCHOOL
ABSTRACT
Students learn best when they are able to understand and manipulate a mathematical concept in its three main forms of mathematical representation - numeric, geometric and algebraic. This study provided the students with the opportunity to explore the fundamental concepts of Euclidean Geometry and its impact on learning geometrically rich topics such as Angle Properties of Circle (S3) and Plane Geometry (S4). The study focused on principles and techniques of Euclidean Geometry to help students learn mathematical concepts and to aid in them in the translation of their thought process (metacognitive processes) into its appropriate symbolic representations. Integrating Inquiry-Based Learning (IBL) with the Inquiry learning experience (based on Diane Laurillard's "Teaching as a Design Science" model), this study re-conceptualize the pedagogical approach by first considering, and teaching, the principles of the approach of Euclidean Geometry and how this is used in the exploration of the Secondary 3 topic of Angle Properties of Circles and the Secondary 4 topic of Geometrical Proofs. With GeoGebra as the main technology-based learning environment, students will be guided in their [dis]covering of the fundamental principles associated with the 2 units of work in a series of explorative and student-centric learning activities. The activities culminated in the students (re)wording the theorems as presented in the textbook. The main difference is the theorems were presented as a formalization of their investigative efforts. Over the duration of the study, the students were found to be more adept in developing a more coherent mental model that helped in their "deconstruction" process to uncover the fundamental concepts being assessed in each question. The students were able to crystalise their understanding into a generalised from, usually presented as theorems and collieries, making the learning process mathematically richer and retention permanent.
ID: PPR173
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+10
Location: LHN-B2-10
Strand: Language and Literacy Education
Paper
Chinese EFL Teachers’ Attitudes Towards GE-inspired Feedback Pedagogy
Xiao, Caiwang - NATIONAL INSTITUTE OF EDUCATION (NIE)Lee, Icy - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
The status of English as a global language has prompted a reevaluation of English Language Teaching (ELT) pedagogies to accommodate more inclusive approaches. There is a pressing need to align teaching practices with the contemporary realities of English usage in English as a Foreign Language (EFL) contexts such as China, where “correctness” as per inner-circle norms is still prevalent even though it often fails to represent the linguistic diversity and adaptability required in global communication. Despite the recognized need for pedagogical change, a significant gap remains in understanding attitudes of Chinese university EFL teachers towards implementing Global Englishes (GE) principles in their feedback practices. While previous studies have broadly examined attitudes towards Global Englishes, there is a lack of specific exploration into how these attitudes translate into teachers’ written feedback and assessment practices. Therefore, this research aims to bridge this gap by exploring Chinese university EFL teachers’ attitudes towards GE-inspired feedback pedagogy through Rosenberg and Hovland’s (1960) attitudinal framework, which comprises affective, cognitive, and behavioral components. Quantitative data will be gathered via a 5-point Likert scale online questionnaire administered to 500 university writing instructors, aimed at gauging their affective and cognitive perceptions of GE-inspired feedback models. Additionally, semi-structured interviews with 10 frontline writing teachers will elicit in-depth qualitative insights into their rationale and concerns. Finally, analysis of teacher feedback samples will shed light on the behavioral aspect of teachers’ practices. This three-pronged research design will assess teachers’ readiness to move away from an emphasis on “correctness” to alternative feedback models that align with the reality of English as a global language, seeking to advance preliminary understanding of the factors influencing teachers’ attitudes towards this pedagogical shift. Findings are expected to offer crucial implications for teacher education efforts to equip teachers with knowledge, skills and positive orientation so they can provide feedback that prioritizes developing students’ meaning-making abilities as multilingual users of English over conformance to native-speaker norms.
ID: PPR175
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+01
Location: LHN-B2-01
Strand: Artificial Intelligence in Education
Paper
Using Critical Thinking to Harness the Power of ChatGPT in Writing Instruction
Santha Thanasingam - Critical Education 21 ConsultingJason Widjaja - Merk and Company, Inc., (MSD Singapore)
ABSTRACT
ChatGPT has invaded our institutions and left us divided in our response to generative AI. As such, there is no clear consensus on how to incorporate it into our curricula. If for example 24% of universities have banned it in Australia but only 18 % in the US, the question we need to the ask is whether some students are being advantaged at the expense of others or whether we are supporting the gradual corrosion of critical thinking skills when there is a reliance on ChatGPT. The aim of the present exploratory study involving 3 undergraduate students is to gain some in-depth understanding of how students interact with ChatGPT and how this impacts the quality of their thinking and writing. The study can be replicated with a larger sample to expand the information that needs to be gathered for policy -making. A homogenous sample of 3 undergraduate students were asked to write 4 drafts each on the theme of critical thinking using a set of 3 research papers. The first draft was written without the use of ChatGPT, the second with ChatGPT to help the students make revisions, the third with input on how ChatGPT could be used as a tool to enhance writing and the fourth with input on how critical thinking could be used to harness the potential of ChatGPT in text construction. An academic literacy expert evaluated the 4 drafts for writing quality and depth of thinking while the research team analyzed the student’s descriptions on how they interacted with ChatGPT over the course of the 4 drafts. Both sources of data were then synthesized. It was found that the student’s ability to apply critical thinking to decide when and how to use ChatGPT and how to use a critical thinking lens to evaluate texts for task interpretation, transformation of information and depth of synthesis and analysis contributed to the quality of the final written product. We leave our audience to conclude whether students will miss out on or gain from the ethical use of ChatGPT in text construction.
ID: PPR176
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR208
Location: NIE2-01-TR208
Strand: Artificial Intelligence in Education
Paper
Adopting machine learning for the identification of children for literacy and numeracy support
Lye Yu Min - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
This paper attempts a comprehensive review of the effectiveness of traditional and data science approaches in identifying children at risk for poor early literacy and numeracy development. The early years of a child's life are critical for establishing the foundation for future academic success, making early identification and intervention vital. Some factors that predict lower literacy and numeracy levels have been established, e.g., socioeconomic status, parents' education, level of parental involvement, the quantity and quality of numeracy-related conversations in the home environment. Established methods, such as standardized tests and screenings, teacher observations, and parental reports, have been the cornerstone of identification practices. However, emerging methodologies based on data science are gaining prominence in other fields such as predicting patient outcomes in healthcare, but less so for learning and developmental outcomes in education. The review starts by exploring established methods of testing, such as Brigance Screens III. These tools may suffer from cultural and linguistic biases, and dependence on professional expertise. The discussion highlights the limitations inherent in these methods, such as delayed detection and resource intensiveness. Subsequently, the paper delves into a possible approach using machine learning algorithms for predictive identification of children who may have literacy and numeracy learning needs. In conclusion, the paper advocates for a balanced approach that leverages the strengths of both established and data-driven methodologies. It suggests a hybrid model that combines large-scale identification based on known factors, followed by confirmatory standardized tests carried out by professionals. This model aims to enhance early identification processes, ensuring timely and effective intervention strategies for children at risk, thereby fostering equitable educational opportunities for all children.
ID: PPR177
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR712
Location: NIE7-01-TR712
Strand: Humanities and Social Studies Education
Paper
Exploring Inquiry Based Learning (IBL) on Climate Action Education: Best Practices and Insights
Frances Ong Hock Lin - MAYFLOWER SECONDARY SCHOOLAlethea Goei Min Yi - MAYFLOWER SECONDARY SCHOOL
ABSTRACT
This paper probes into the transformative effect of using Inquiry-Based Learning (IBL) as a tool for engaging students and enriching their educational experience. By integrating the game "Getting to Zero" into a geography classroom, IBL is used to activate prior knowledge, capturing students' attention and providing a creative approach to teaching climate action. The main aim of this paper is to assess the efficacy of IBL in the classroom context, focusing on its application in climate action education. The paper shares best practices essential for optimizing IBL’s pedagogical impact, including aligning activities in IBL with learning objectives, regular reflection and iteration, and the establishment of a feedback mechanism for monitoring student engagement and learning. These identified best practices not only contribute to the understanding of IBL's effectiveness but also serve as a guide for educators and researchers seeking to enhance students' learning outcomes. By emphasizing the use of IBL as a meaningful and effective educational tool, this paper underscores its role in shaping future-ready teachers and learners in the dynamic landscape of education.
ID: PPR178
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR712
Location: NIE7-01-TR712
Strand: Learning Sciences
Paper
The Influence of Differentiated Worksheets on Student Academic Progress
Ng Tze How - MAYFLOWER SECONDARY SCHOOLNg Jiesheng Timothy - MAYFLOWER SECONDARY SCHOOL
ABSTRACT
Differentiated Instruction stands as a cornerstone in today's classrooms, offering a crucial framework that enables students to navigate shared learning objectives while accommodating their unique understandings of the topic, prior knowledge, and diverse backgrounds. This study investigates the impact of differentiated worksheets on students' academic performance using a mixed-methods research approach. Conducted on the subject Biology, this study spanned over two years and involved a cohort of 45 students, all aged 15. After the teaching of common curriculum, the students in the experimental group are granted autonomy in selecting their homework worksheets at the end of each chapter over the span of four consecutive chapters. The worksheets are categorized according to varying difficulty levels. The variation in difficulty levels among the worksheets is designed based on the principles of Bloom's Taxonomy and aligned with the assessment objectives of the Singapore-Cambridge GCE 'O' Levels. This intervention seeks to establish an environment conducive to fostering self-confidence, enhancing motivation, and fostering positive cooperative interactions. Subsequently, it empowers students to tailor their learning experiences and develops self-directed learning. The analysis unveiled a significantly positive impact of the intervention on the students in the experiment group. By employing a t-test to compare the examination results of the two groups, the experimental group surpassed their counterparts who did not undergo the intervention in the examinations immediately following the intervention. This superior performance endured, with the experimental group consistently achieving better results, extending even to the year-end examinations. This observation is further supported by a significant improvement in the students' attitude towards homework, as evidenced by both students’ feedback and teachers' observations. The conclusion drawn is that students derive benefits from differentiated instructions, allowing them to take charge of their learning pace and methods. Additionally, the conclusion includes suggestions for further refining differentiated homework strategies.
ID: PPR179
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR304
Location: NIE3-01-TR304
Strand: Curriculum Development
Paper
From Campus to Work Life: Unpacking Social-Emotional Skills and Work Readiness Among Young Adults
En Yi Hew - Monash University MalaysiaAdriana Ortega - Monash University MalaysiaSafira Abu Bakar - Monash University MalaysiaLim Xin Yee - Monash University Malaysia
ABSTRACT
In response to the dynamic challenges posed by automation, artificial intelligence, and rapid technological progress, employers now seek a revised set of skills. Recognizing the pivotal role of tertiary education in shaping the future workforce, there is an increased emphasis on cultivating diverse social-emotional skills (SES) and other attributes essential for the workplace. These skills are integral not only to the individual success of graduates but also crucial for fostering the broader economic prosperity of their nations. Consequently, it becomes imperative to understand the factors that contribute to the learning and development of SES and work readiness among young adults; thus, the need for empirical insights. This study adopts a qualitative research design, and utilizes Constructivist Grounded Theory principles to explore the experiences and perspectives of young adults in post-secondary education. By adopting this approach, we aim to capture the unique insights of young adults while allowing themes to organically emerge from their perspectives. Data were obtained through interviews and focus groups involving a sample of 60 young adults completing their tertiary education in Malaysia. The preliminary findings highlighted young adults’ lack of social-emotional skills. This reflected on their shared challenges in interacting with others, along with limited self-reflection and awareness when identifying key transferable skills to overcome challenges and enhance their transition from university to work life. Rather than viewing skills acquisition as an ongoing learning process, these young adults perceive it primarily as task completion. This perception could contribute to the observed collective sense of unease as they navigate their transition into the workforce, as well as potentially exacerbate the uncertainty-related anxiety they reported during the interviews and FGDs. Therefore, emphasizing the importance of fostering a deeper comprehension of transferable skills is critical for successful workforce integration and the adaptation of educational strategies to evolving workforce needs. It also highlights the need for interventions aimed at bridging the gap between curriculum design and real-world work contexts.
ID: PPR180
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR505
Location: NIE5-01-TR505
Strand: Language and Literacy Education
Paper
Towards a broad-based and experiential pedagogy of teaching qualitative language education research
Guo Libo - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
While qualitative research has been adopted in language education research or applied linguistics research for some time now (e.g. Duff,2008; Richards 2003), there has been very little discussion about how to cultivate the qualitative thinking, skills and attitudes in novice researchers. This paper thus intends to discuss the pedagogical options that educators can consider when designing their qualitative research methods courses. Drawing upon the author’s experience of teaching qualitative research to pre-service and in-service language teachers in a multilingual context, this paper argues that, where curriculum time is limited and the scope and domains for the application of qualitative research are diverse and unpredictable, fundamental skills and core attitudes should still be cultivated, and that the participants should engage in experiential learning activities. Among the core competencies are a general knowledge about commonly used types of qualitative research and the ability to identify new research questions based on a critical review of the research literature available in multiple languages and from multiple sources, as well as from their own lived experiences. Small-scale, hands-on and experiential classroom activities (such as collecting interview data from peers) can be organized to give the participants opportunities to actually participate in and talk about qualitative research (Lave & Wenger 1991; Eisenhart & Jurow 2013). References Duff, P. (2008). Case study research in applied linguistics. Erlbaum. Eisenhart, M. & Jurow, A. (2013). Teaching qualitative research. In N. Denzin & Y. Lincoln (Eds), The landscape of qualitative research. Sage. Lave, J. & Wenger, E. (1991). Situated learning. Cambridge University Press. Richards, K. (2003). Qualitative research in TESOL. Palgrave Macmillan.
ID: PPR181
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR308
Location: NIE3-01-TR308
Strand: Humanities and Social Studies Education
Paper
Learning Sustainable Development in Fieldwork: An Attempt in Geography Education in Macau SAR.
Tat In Tam - Pui Ching Middle School, Macau, China
ABSTRACT
Sustainable development is one of the key themes in geography education. In the case of Macau, sustainable development has been listed as one of the major learning domains in the Basic Academic Attainments (BAA) for senior secondary geography education. However, there are no related chapters or sections in textbooks that directly deliver the contents of sustainable development. Due to the flexibility of BAA requirements, teachers from different schools are encouraged to teach this domain in their own ways. This opens up the possibility for teachers to design instruction and assessment of sustainable development in a more innovative and practical way. Fieldwork has long been discussed as a practical way of learning and teaching in geography education. Through fieldwork, students are able to apply their relevant skills and knowledge from theory or indoor practice to the real world. They are required to observe, investigate, collect, organize, manage data or information, analyze, and propose solutions for tasks designated by instructors. A well-designed fieldwork may help students achieve literacy in geography, which is also emphasized in the rationale of BAA for geography education in Macau. Using a case from Macau, this study explores the use of fieldwork as an approach to learning sustainable development in high school geography lessons. The case focused on a group of senior 1 (grade 10) students from a high school, whose ages range from 15 to 17 years old. Students were grouped into groups of three or four to complete several assigned tasks and were required to submit worksheets as a group. With problem-oriented tasks and a learning-by-doing approach, the fieldwork aimed to provide students with opportunities to transform knowledge and skills into the literacies mentioned in the BAA requirements. The results of the fieldwork show that the majority of the students were able to utilize the concept of sustainable development in solving the tasks. The use of skills could be observed and reflected in the assessments. The students' overall performance indicated their literacy and their ability to manage the concepts of sustainable development.
ID: PPR182
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR210
Location: NIE2-01-TR210
Strand: Cognition, Motivation and Learning
Paper
Positive Deviance: A Strength-Based Approach to Academic Adaptation in Low-Performing Classrooms
Chong Wan Har - NATIONAL INSTITUTE OF EDUCATION (NIE)Ho Man Shin - NATIONAL INSTITUTE OF EDUCATION (NIE)Lee Boon Ooi - NATIONAL INSTITUTE OF EDUCATION (NIE)Lee Ai Noi - NATIONAL INSTITUTE OF EDUCATION (NIE)Tan Soo Yin - NATIONAL INSTITUTE OF EDUCATION (NIE)Lim May Li - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
By embracing a strength-based perspective that unlocks alterable student factors and internal capabilities, this presentation introduces a novel approach in addressing student engagement in low-progress classrooms in Singapore. The positive deviance (PD) perspective originated from community health research within low-resource communities where a few individuals successfully overcame health problems through unique practices despite facing similar risks and constraints. This two-phase mixed-method study challenges traditional deficit models by employing the PD approach to identify effective practices and emerging capabilities among students who, despite coming from socioeconomically disadvantaged backgrounds, continue to thrive academically in low-performing classrooms. The qualitative phase involved in-depth interviews with 47 normal academic (NA) students identified as PD to learn about their behaviors and thoughts in navigating school challenges and excelling academically. They were examined with responses from 39 NA students identified as non-PD who shared similar disadvantaged socioeconomic backgrounds but demonstrated lower academic performance. This comparison identified attributes or contextual factors distinguishing PD students’ active engagement in school despite facing similar challenges as their counterparts. Thematic analysis revealed attributes related to behavioural learning strategies (e.g. note-taking, attention and focus strategies, help-seeking), cognitive and metacognitive learning strategies, as well as cognitive-motivational and affective engagement domains. These attributes were either more frequently utilised or distinctly demonstrated by students identified as PD. Based on these qualitative findings, we developed a questionnaire to discern PD attributes from those who are non-PDs. This was undertaken to facilitate the identification of PD in low-performing classrooms and uncover relationships between these attributes and items from a validated PERMA-profiler scale. The attributes and strategies uncovered in this study are remarkably simple and extensively studied in present literature. The practicality of these attributes informs school practices that promote effective and pragmatic solutions for addressing educational challenges faced by vulnerable students.
ID: PPR183
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR712
Location: NIE7-01-TR712
Strand: Mother Tongue / Bilingual Education
Paper
Pre-writing Strategies in Chinese Language Composition Writing
Low Xin Yee - QUEENSWAY SECONDARY SCHOOLYang Yi - Queensway Secondary School
ABSTRACT
This study explores the effectiveness of pre-writing strategies and their influence on the composition quality of students. Some common issues students face in secondary school Chinese Language writing are out-of-point content, ill-structured plots, and lack of thematic significance. We aim to engage students in structured pre-writing activities to close these learning gaps by making their thinking visible. Teachers and students collaboratively designed pre-writing activities based on interviews about students' challenges in pre-writing planning. These activities involve identifying keywords, formulating key questions, brainstorming ideas, and focusing on choosing the most effective one. Students engage in discussions, asking each other metacognitive questions to enhance their understanding of the topic. After selecting a storyline, students proceed to storyboarding, outlining key events and considering the story's structure. This includes identifying main ideas and focusing on detailed writing for significant parts of the story. Teachers demonstrate and guide these pre-writing steps before students practice them independently, aiming to deepen their thinking and improve their writing skills. Data analysis involves analysing both quantitative and qualitative data. In the quantitative analysis of student works (N=16), 70% of them showed improvements in terms of content relevance, plot structure and thematic significance. The subsequent qualitative analysis of student interviews (N=3) further revealed that the pre-writing strategies helped them frame their thinking more in-depth before writing. Taken together, the findings reveal a correlation between the utilization of pre-writing strategies and enhanced composition quality. Although this study worked with a small sample, the overall findings underscore the importance of integrating explicit pre-writing instruction into writing curricula. The learning from this study also serves as a resource for educators and curriculum designers interested in optimizing writing instruction for improved student outcomes.
ID: PPR184
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR207
Location: NIE2-01-TR207
Strand: Artificial Intelligence in Education
Paper
Generative AI in Self-Directed Learning: A Systematic Review
Katyayani Pande - NANYANG TECHNOLOGICAL UNIVERSITY (NTU)Khor Ean Teng - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
The contemporary generation's increasing dependence on technologies like that of Generative Artificial Intelligence (GenAI), has significantly reshaped the landscape of education. Its impact on autonomous education shows the need to explore and understand the implications of this transformative force in shaping the future of self-directed learning. The aim is to discern and address potential knowledge gaps within this relatively nascent field, contributing to a more thorough understanding by systematically reviewing available literature. This study will employ the PRISMA framework to meticulously analyze existing literature, providing valuable insights to bridge these knowledge gaps. Beyond the positive attributes, the limitations of GenAI algorithms become more apparent, revealing a deficiency in conversational depth to effectively address students' queries. Additionally, existing reviews often fall short of addressing the essential aspect of evaluating the real-world effectiveness of widespread reliance on GenAI models, within educational contexts. Their primary focus tends to center on potential applications rather than comprehensively assessing the tangible impact on the learning process. Even the studies that might touch upon these concerns are limited in number. This study therefore seeks to contribute to the current discourse by providing a comprehensive examination of the challenges ranging from possible biases that further exemplify inaccuracies or those that come from overreliance on AI. Additionally, we delve into the practical implications associated with the integration of GenAI tools in the learning process. As the findings go, legitimate concerns ensue, such as the observed decline in students' willingness to engage in independent thinking. Additionally, instances are identified where inaccuracies in AI-generated educational material potentially led students to acquire misinformation and learn incorrect concepts thus having a tangible impact on the students' comprehension and overall learning outcomes. These findings highlight a compelling need for additional academic research to acquire a true understanding of the impact that GenAI exerts on the learning experiences of students. By delving into the complex impact of technology on students' critical thinking and cognitive development—both in positive and negative aspects—this study sets a foundation for future research and technological advancements.
ID: PPR185
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+16
Location: LHN-L1-04
Strand: Mother Tongue / Bilingual Education
Paper
Differentiated Lessons to Enhance Chinese Language Oracy Skills through the Use of Online Interactive Learning Tools
Thian Siaw Fong - CHUNG CHENG HIGH SCHOOL (YISHUN)Low Geok Ling - CHUNG CHENG HIGH SCHOOL (YISHUN)Sew Mek Len - CHUNG CHENG HIGH SCHOOL (YISHUN)Lim Jia Ying - CHUNG CHENG HIGH SCHOOL (YISHUN)Low Li Shan - CHUNG CHENG HIGH SCHOOL (YISHUN)
ABSTRACT
With the implementation of Full Subject-Based Banding, we see the need for differentiated instruction as more and more students are offering Chinese Language at a more demanding level in Secondary Schools. While these students may have the interest, they might lack the required exposure and skills. Hence, teachers need to design various scaffolding to help them acquire the necessary language skills. As Dr Carol Ann Tomlinson once said “Differentiation is simply a teacher attending to the learning needs of a particular student or small groups of students, rather than teaching a class as though all individuals in it were basically alike.”. In this presentation, we propose the use of online interactive tools to address this need. Students may learn interactively at their own pace using the many different available options to help them to improve their skills. These different functions allow us to tailor instruction to meet the individual needs of our students. We have designed various teaching packages using these online interactive tools to help students with varying oracy skills. This includes providing students with suggested vocabulary and sentence structure and various ways of expressing views and opinions. The pre-test and post-test assessments as well as interviews conducted show that the use of differentiated online learning packages are beneficial to the students. The weaker students have acquired more vocabulary and learned to express themselves using varied sentence structures while the stronger ones are able to present their views in short speeches. With the use of online differentiated instructional process, we see an improvement in the students’ oracy skills and the positive impact of differentiated learning packages on the acquisition of language skills. Hence, we believe that integrating online interactives learning tools into differentiated oracy learning packages is a successful approach to instruction. The presentation will be in Mandarin.
ID: PPR186
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+17
Location: LHN-L1-05
Strand: Multiliteracies
Paper
Use of variation theory as a framework to improve Lower-secondary Basic Chinese Language (BCL) students’ literacy
Peh Leow Li Yong, Shirley - CHUNG CHENG HIGH SCHOOL (YISHUN)Zhu Peilin - CHUNG CHENG HIGH SCHOOL (YISHUN)Tan Si Min - CHUNG CHENG HIGH SCHOOL (YISHUN)
ABSTRACT
According to Dr Andreas Guder, if learning Chinese as a second language only emphasizes “listening” and “speaking”, not learning Chinese characters, it will be hard to improve one’s conversational level after a certain point. The majority of lower-secondary Basic Chinese Language (BCL) students have acquired the ability to listen and speak. However, their lack of knowledge of Chinese characters greatly limits their development of reading skill and content comprehension. Based on extensive research, the formation of Chinese characters is shaped by rules and patterns. Most Chinese characters come about through a combination of form, sound and meaning. Phono-semantic characters constitute 90% and commonly used Chinese radicals consist of semantic and phonetic components. Semantic component represents the meaning element of the Chinese character, and phonetic component represents the sound element of the Chinese character. Hence, it is critical for students to grasp both semantic and phonetic components to improve their literacy. The theoretical framework for this learning study is the theory of variation. Variation theory is a theory of learning and experience that explains how a learner might come to see, understand, or experience a given phenomenon in a certain way. Patterns of Variation (PoV) includes contrast, generalization, separation & fusion. An interplay of the PoV allows educators to understand what something is and contrast it with what it is not. Pre- and post-test assessments are carried out and interviews are conducted. High frequency Chinese characters and radicals are selected in the pre- and post-test assessments to activate prior knowledge. Limitations include the small sample size and the lack of curriculum time to focus on repetition and reinforcement of semantic and phonetic components in the Chinese characters. As the outcome of the post-test assessment shows, there is an increase in the number of students who recognized the Chinese characters and formed the words correctly. More students also applied semantic and phonetic components in the post-assessment. Moving forward, an emphasis on semantic and phonetic components, together with constant repetition and resurfacing, will help students achieve better literacy and retention. The presentation will be in Mandarin
ID: PPR187
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR717
Location: NIE7-01-TR717
Strand: Mother Tongue / Bilingual Education
Paper
Blending Teacher-centered and Technology-supported teaching and learning to create more effective learning of Chinese.
Loo Ming Jia - HENRY PARK PRIMARY SCHOOL
ABSTRACT
This paper seeks to share the author’s experiences in translating Brain Science, e-Pedagogy and Blended Learning research into practice that helps bring about positive impact in her teaching and learning experience as a Singapore Primary School Chinese teacher. In the current world filled with uncertainty, how to ensure our learners are exposed to quality education that prepares them for the 21st cc world is crucial. With so many changes and talks about getting students to be future-ready, teachers can be confused when new pedagogies and research emerges, and questions over the effectiveness of traditional pedagogies surfaces. Are the older traditional pedagogies redundant when preparing future-ready students' The paper shares about known Brain Science research that encourages the use of teacher-centered teaching, the paper also shares effective student-centered teaching methods that taps on technology, and when these two seemingly different kinds of teaching approaches are blended, can support the teaching of Primary School Chinese language in Singapore. The paper starts off with sharing how different people might have different interpretations of teacher-centered teaching, shares author’s definition of it, and follows up with relevant Brain-Science research related to teacher-centered teaching and author’s summary of her experience on whether teacher-centered teaching is still relevant in current teaching context. The paper then shares about how technology can support the teaching and learning of Primary School Chinese Language, the benefits of doing so, which includes: multi-media enhances teaching and learning experiences, more effective formative assessment with the use of technology, technology brings more effective differentiated learning and promotes self-directed learning in students. The paper then seeks to share about Blended Learning and demonstrates the positive impact of blending technology infused student-centered teaching with teacher-centered teaching, in the teaching and learning of Primary School Chinese Language in Singapore. Keywords: Teacher-centered Teaching, Information Communications Technology (ICT), Chinese teaching, Self-directed Learners, Blended Learning, (Paper is currently written in Chinese, but can be re-written in English and can be presented in EL or CL)
ID: PPR188
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR706
Location: NIE7-01-TR706
Strand: ICT in Education
Paper
Nurturing Critical Leaners using ChatGPT through Project Work
Low Xin Yee - QUEENSWAY SECONDARY SCHOOL
ABSTRACT
With the emergence of ChatGPT, many educators need help with plagiarism when students use content generated by ChatGPT directly as their submission. The study aims to tackle this issue while simultaneously educating students to use ChatGPT responsibly, fostering independent thinking and developing students into critical learners through project work. The project work involves students forming groups to discuss a topic in a conference-style presentation, with each member focusing on one supporting point. To prepare, ChatGPT is employed to facilitate the research process, from which they choose four points and explain their reasons for these selections. Students were taught the success criteria of this task and how to translate the requirements into the ChatGPT prompts, helping students accurately select the vast amount of information generated by ChatGPT. Subsequently, students conduct in-depth research on the four chosen points and organize this information in their own words for clarity and depth. Subsequently, each group must generate examples in local context and find recent supporting statistics without using ChatGPT. This structured approach ensures students engage deeply with the topic and use ChatGPT for informed and critical learning. Finally, students submit the information obtained from ChatGPT and the version after their editing, clearly highlighting parts they have processed and modified. The teaching team conducted trials on the preparation process and identified that the information provided by ChatGPT tends to be voluminous. Also, the language often includes complex vocabulary. There is, therefore, a need to assist students in managing and selecting the most relevant information for their project work. Additionally, we aim to enhance students' language skills, guiding them to articulate their points more clearly by breaking down complex concepts into simpler explanations. This is the first year this approach has been implemented, and preliminary observations suggest that some students have produced more descriptive scripts than those from the previous year's cohort. Moving forward, the team plans to refine these strategies further and closely monitor the performance of the next cohort. Our goal is to provide valuable insights into the integration of ChatGPT in classroom teaching and learning and to benefit other educators.
ID: PPR189
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+16
Location: LHN-L1-04
Strand: Mother Tongue / Bilingual Education
Paper
Understanding Language Proficiency of Low-Progress Chinese Language Learners in Singapore
Goh Hock Huan - NATIONAL INSTITUTE OF EDUCATION (NIE)Zhao Chunsheng - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
A group of school-age learners who face difficulties learning the Chinese language has emerged as a result of the rapid shift in the home language landscape and the influx of foreign talents in Singapore. These students are referred to as "low-progress learners" as they struggled to keep pace with their counterparts in the same quest to attain Chinese proficiency under common curricular objectives and assessment requirements. To better understand the spoken and written Chinese proficiency of these learners and provide pedagogical directions to educators, this study draws data from an oral picture description test and a written proficiency test of about 180 low-progress learners. Upon scoring the tests, this study found that the low-progress students scored better on the oral test than on the written test. In the oral proficiency test, though with greater advancement, students draw heavily on their English repertoires in terms of vocabulary and sentence structures. As for written proficiency, students scored fairly well for listening comprehension, character recognition, and vocabulary. They faced challenges in sentence matching, cloze passages, and comprehension tasks. Interestingly, slightly more than half of the students scored reasonably in free writing when given the option to use pinyin in their writing, though their writing is populated with errors in character and vocabulary. Drawing on these findings, it seems obvious that low-progress students need advancement in reading and comprehending longer texts, as well as in speaking accurately with Chinese vocabulary and grammar. This paper suggests teachers to emphasise reading comprehension at the sentence level, given students' limited proficiency. Teachers are also encouraged to draw on low-progress students' code-switching instances to recast Chinese vocabulary and sentence structures in their daily lessons.
ID: PPR190
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+09
Location: LHN-B2-09
Strand: Educational Neuroscience / Science of Learning
Paper
Data-Enabled Flipped Learning: Enhancing the Teaching and Learning Experience through Learning Analytics and Flexible Pedagogies
Gavin Lee - SINGAPORE POLYTECHNIC (SP)Mark Nivan Singh - SINGAPORE POLYTECHNIC (SP)Ng Xin Hui - SINGAPORE POLYTECHNIC (SP)
ABSTRACT
Flipped learning reshapes the traditional classroom experience by moving content delivery online and using face-to-face class time for interactive and application-based activities. Educators can leverage on data and apply learning analytics to enhance students’ flipped learning experience. This paper presents the implementation of a data-enabled flipped learning approach across multiple disciplines throughout the institution and the findings of a mixed methods evaluation that triangulated perceptions from educators and students. Data-enabled flipped learning begins by carefully curating quality data during the online learning portion of flipped learning. This data includes students' interactions with digital learning materials, quiz scores, and engagement levels. Applying learning analytics and educational data mining techniques, the collected data is analysed by educators to gain insights into individual students' learning preferences, strengths, and areas of improvement. Educators then leverage on data-driven insights to design personalised learning pathways for students, ensuring that they receive tailored content and interventions that better address their learning needs. This customisation fosters a supportive and adaptive learning environment and promotes better knowledge retention and understanding among students. Moreover, it empowers educators with the information, confidence and efficacy necessary to provide targeted activities to stretch and support students, facilitating a deeper connection between educators and students. This innovative approach combining learning analytics and flexible pedagogy aims to foster a deeper connection between educators and students, leading to better knowledge retention. An evaluation study was carried out to understand lecturer and student perceptions after an academic year of implementing the approach. Results from educator surveys, educator interviews and student interviews were triangulated and findings reveal that educators appreciated the enhanced student engagement and active learning when adopting the approach. Students reported a marked difference between the lessons and traditional teaching methods, particularly in terms of active learning and collaboration. Overall, this study shows that data-enabled flipped learning can potentially enhance the flipped learning approach. By utilising data to customise and differentiate instruction, educators can create a more engaging, student-centric learning environment that empowers learners and fosters academic success. This paper contributes to the ongoing dialogue and exploration of data-driven pedagogies and identifies important factors for implementation.
ID: PPR191
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR208
Location: NIE2-01-TR208
Strand: Cognition, Motivation and Learning
Paper
Fostering student motivation through Designerly way of knowing.
Tan Kok Meng - MAYFLOWER SECONDARY SCHOOL
ABSTRACT
This classroom-based research describes how the author, a D&T teacher looks into the Designerly ways of knowing (Nigel Cross, 1982, 2001) to foster the student's designerly motivation for the subject discipline in understanding design thinking. This design thinking cycle of learning has an influence on the student motivation. The instrument used to measure and indicate for motivation influence in the lesson has incorporated elements from Self-Determination Theory framework (Deci and Ryan, 1985). The classroom-based research stems from the D&T classroom problem of translating teacher subject matter knowledge of Design and Technology to student’s ability in their designerly acts. For this purpose, the classroom teacher in this research problem infused a teaching approach based on RAP pedagogical guideline (Indiana University, 2016; Schoolbag, 2014, 2015) to foster designerly motivation in design and technology lessons. Findings highlight that students are able to relate to their learning process in the design-and-make activities to gradually increase their self-efficacy for designerly acts which influence their motivation for learning Design and Technology.
ID: PPR192
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR507
Location: NIE5-01-TR507
Strand: Teacher Quality, Teacher Learning and Development
Paper
Teachers’ collaborative concept formation for school reform in a Change Laboratory: An activity-theoretical formative intervention study in a Japanese elementary school
Katsuhiro Yamazumi - Kansai University
ABSTRACT
Using a research method called Change Laboratory (Engeström, 2007, 2016; Engeström et al., 1996), this study explores how expansive learning (Engeström, 1987/2015, 2016) for teachers can be generated and supported in the context of a school reform effort at an elementary school in Japan. Change Laboratory is an experimental research method in which practitioners and researchers transform their work practices through bottom-up collaborative negotiation sessions and debate over potential contradictions. It represents a formative intervention methodology rooted in cultural-historical activity theory (Engeström, 1987/2015, 2016; Sannino et al., 2009; Sannino & Ellis, 2013; Yamazumi, 2021) and seeks to replace typical top-down, linear interventions that dominate school reform. Thus, formative interventions aim to facilitate teachers’ expansive learning as concept formation (Engeström & Sannino, 2012). Teachers are thereby empowered to collectively create new designs and transformations for their school’s activity system. This study takes place in Seijo Gakuen Elementary School in Tokyo. Founded in 1917, Seijo Gakuen Elementary School is an “experimental school” for “the construction of elementary pedagogy” (Sawayanagi, 1920) with a history of over 100 years as a pioneer in the elementary education reform movement in Japan. This study analyzes data from ten Change Laboratory sessions of two to three hours each conducted between March 2023 and March 2024 to examine the generation of and support for teachers’ expansive learning. The findings suggest that teachers can generate a form and process of expansive learning that fosters the collaborative formation of concepts and future-making directed at collectively redesigning and transforming their school from within. Such concept formation and future-making do not take place in the dimension related to the method or technique of discrete teaching but in the dimension of asking “why?” and “where to?” related to an entire school as a collective activity system and the future of the school. Teachers’ expansive learning entails not only articulating the hidden contradictions of the school’s activity system behind the individual troubles and conflicts but also creating new concepts and models of learning activities that allow them to overcome contradictions in a realistic way.
ID: PPR193
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR706
Location: NIE7-01-TR706
Strand: ICT in Education
Paper
Digitally-enabled Differentiated Instruction in Inquiry-based Science classrooms
Caelyn Whyndee Lim Shu Yann - GREENDALE PRIMARY SCHOOLMohan Krishnamoorthy - GREENDALE PRIMARY SCHOOLCheok Ying Xuan Delcine - GREENDALE PRIMARY SCHOOL
ABSTRACT
This paper shares how ICT is harnessed to support the learning needs of different groups of students. In our Science classrooms, where differentiated instruction and inquiry-based learning are the key pedagogies, ICT has extended the way and context of student learning, deepened their understanding of scientific concepts, and augmented their collaboration in applying learning to authentic contexts. The Science team leverages SLS as the main learning platform for students to access curriculum-aligned resources. This allows flipped learning and richer in-person discussions to occur. The platform develops our learners to be self-directed, providing them with the ability to personalise their learning according to their needs, interests and progress. Through embedded online pre-assessments, students’ prior knowledge and gaps are surfaced, enabling the design of differentiated activities (structured inquiry, guided inquiry, or problem-based activities) for different groups of learners. To allow for greater collaboration and knowledge co-construction during investigations, other digital tools e.g. Classkick are also used. With the use of ICT, student investment in demonstrating their learning is increased and the modes available for expressing learning is diversified. Students are able to request and offer help from and to peers, while teachers can give real-time feedback. Integration of technology helps to accomplish the "4Es" (Kilbane & Milman, 2014) - Equitable, Efficient, Effective and Engaging in student learning while expanding the classroom boundaries so that parents may also contribute to supporting students' growth. The results of a students’ survey showed that students’ interest and motivation towards learning Science have increased. Assessment results also showed a good mastery level of concepts. The teachers are motivated to become “designers and facilitators of meaningful tech-mediated learning experiences” who leverage technology to empower students and customise learning. Adding technology to the differentiated instruction and inquiry-based learning equation helps students cultivate relevant, real-world 21CC that will benefit them for life. In the lesson design, teachers worked collaboratively as a team to enact the plans in their classrooms, before providing feedback to refine the lesson materials and plans over time, building their professional competence and facilitating collaborative growth as a community of educators.
ID: PPR194
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR706
Location: NIE7-01-TR706
Strand: ICT in Education
Paper
Enhancing Literacy through Gamification: A Longitudinal Study of ABRA in Hong Kong Schools
Xin Guo - The Chinese University of Hong Kong, ShenzhenChenyu Chi - The Chinese University of Hong Kong, Shenzhen
ABSTRACT
This longitudinal semi-experimental study assesses the impact of ABRACADABRA (ABRA), a gamified web-based literacy program developed by Concordia University's Center for the Study of Learning and Performance, on the literacy development of second-year primary students in rural Hong Kong. Recognizing the importance of longitudinal research in educational interventions, this study tracked and analyzed the literacy progress of participants over an academic year to determine the sustained effectiveness of the ABRA program. Two schools were selected for the study, one serving as the experimental group with 139 students, and the other as the control with 93 students. Ten teachers participated in this study, five from experimental and five from the control schools. Both groups were evaluated using pre- and post-intervention tests to measure literacy advancements. The intervention group, which engaged with ABRA's gamified literacy activities, showed educational gains in two critical areas: Initial Letter Sound Fluency (ES = +0.30) and Phoneme Segmentation (ES = +0.41). The results underscore the significance of integrating gamification in literacy education, particularly in under-resourced areas where English is not the primary language. The ABRA program's success in improving these specific reading skills illustrates the potential of game-based learning to captivate and educate simultaneously, making it a valuable tool for educators. This research highlights the promising role of gamification software like ABRA in long-term literacy interventions. It contributes to the growing body of evidence that supports the use of information and communication technologies (ICTs) in education, with a particular emphasis on the adaptability required for diverse linguistic and cultural contexts. The study's findings advocate for the continued exploration and implementation of such technologies to foster global literacy development.
ID: PPR195
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR208
Location: NIE2-01-TR208
Strand: Artificial Intelligence in Education
Paper
Teachers’ initial engagement with generative AI in tertiary EFL instruction: Practices, reactions and implications
Xiaohua Liu - The Chinese University of Hong Kong, Shenzhen
ABSTRACT
Despite the recent burgeoning discussions on the pros and cons of incorporating generative AI (GenAI) into language education, there is a dearth of empirical reports on how language teachers engage with GenAI tools in their language instruction. Through in-depth interviews with 17 university EFL teachers in mainland China, the present study disclosed that, through the lens of the ADDIE model (i.e., analysis, design, development, implementation, and evaluation), currently GenAI tools were mainly involved in the development stage (e.g., devising teaching activities and developing teaching materials). During the implementation stage, about half of the teachers introduced those tools to their students, with some even offering in-class demonstrations or workshops. Meanwhile, cautions and rules were made by those teachers against potential misuses. Nevertheless, the interview data suggest that GenAI has not yet been organically incorporated into classroom activities during this stage. GenAI involvement in the other three stages of instruction was reported to be none to minimal. The participants also reported both positive and negative experiences with GenAI in their EFL instruction, which point to the need for enhancing teachers’ AI literacy and the development of specialized educational GenAI programs that can produce accurate and high-quality outputs.
ID: PPR196
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR508
Location: NIE5-01-TR508
Strand: Visual and Performing Arts
Paper
Make Your Students Understand Better in Musical Flow: A Practical and Pedagogical Approach of Using Music Analysis in Instrumental Lessons
Martin Lee - Saint Francis University
ABSTRACT
Learning to play a musical instrument is the first stage to make yourself participate in making music. Due to the general increments of family's resources and the developmental trend of the "music" subject in the kindergarten, primary and secondary school education sectors nowadays, learning a musical instrument has become a common practice almost for every student. During this endless journey, some would be successful in playing music up to certain performance standards, some would get stuck after they have practiced for awhile, or some would dropout eventually when they are allowed to quit. Like any kind of language, you need to understand its grammar and structure well before you can manipulate it effectively. Music is regarded as a form of language, and, more or less, shares the properties of language. In this presentation, I aim to help music teachers and students to understand the musical structure of a piece of music easily from the perspectives of fundamental music theory. Through analyzing the musical passages, I illustrate the basic operations of the selected music from harmonic and melodic points of view, which purposefully demonstrate to the students how the music flows and projects from the beginning to the next arrival point, i.e. cadence. Once the student understood the dynamic and the meaning of a sentence, s/he would easily recite the passage in a particular language with a flowing tone of expression. Music works in the same way. Taken musical excerpts from the senior grades of The Associated Board of the Royal Schools of Music (ABRSM) violin and viola examinations, I analyze musical phrases from the perspectives of functional harmony, melodic projection, and motivic development to exemplify how different musical parameters enhancing the internal flow, i.e. unfolding, of the musical structure. Therefore, the more the fundamental "background" of the music the student grasped, the stronger the confidence s/he can deliver and express in the "foreground", i.e. the musical surface. Such a systematic music analysis is practical during the lesson and enhances both the teaching and learning experience via interactive demonstrations and conversations with musical evidences.
ID: PPR197
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR505
Location: NIE5-01-TR505
Strand: Mother Tongue / Bilingual Education
Paper
Translanguaging Practices in a Malay Language classroom in Singapore
Muhammad Firdaus Bin Rahmat - FENGSHAN PRIMARY SCHOOL
ABSTRACT
This concept paper explores the significance of Translanguaging in promoting multilingualism in educational settings, particularly among children in the context of globalization and increased societal mobility. The phenomenon of multilingualism, driven by factors such as global connectivity, social media usage, and cross-border population movement, has become increasingly prominent. This necessitates an approach that harnesses the diverse linguistic capabilities of students for effective classroom learning. The study delves into the concept of Translanguaging, which allows both educators and students to utilize multiple languages within the learning environment. In the specific context of Singaporean primary school Malay language pupils, this approach, known as Translanguaging, is particularly welcomed. However, its acceptance and implementation at societal and national levels remain less convincing, raising questions about its efficacy and frequency of use. The paper addresses critical questions about the conscious and unconscious implementation of Translanguaging by teachers. Through ethnographic methods such as interviews and observations, this paper will investigate the extent and quality of such practices within classroom settings. The ultimate goal of this paper is to advocate for a more balanced and effective implementation of Translanguaging in educational settings. It aims to raise awareness among educators regarding the importance of maintaining a balanced approach in using students' multilingual capabilities. Additionally, the paper suggests that teacher training institutions should equip both new and experienced teachers with more robust and comprehensive Translanguaging practices. This paper aims to contribute to the enhancement of multilingual education by fostering a more effective and balanced utilization of linguistic diversity within the classroom.
ID: PPR198
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR209
Location: NIE2-01-TR209
Strand: Curriculum Development
Paper
Confucianism in multicultural China: ‘official knowledge’ vs marginalised views
Zhenzhou Zhao - The Education University of Hong KongTianlong Yu - Southern Illinois University Edwardsville
ABSTRACT
In this study, we discuss the Confucian tradition in today’s multicultural China from two perspectives: that of the mandatory school curriculum, which represents ‘official knowledge’, and that of students from ethnic minority and/or religious backgrounds who are located on the cultural margins in China. The analysis draws on curricular narratives of the Confucian tradition for six major school subjects and semi-structured interviews with a group of university students from non-Han ethnic minority and/or religious backgrounds, whose lived experiences are rarely included in the national curriculum narrative. The analysis suggests that the interpretation of the Confucian tradition is a monopolising and dominant discourse that reinforces the cultural hierarchy between different cultural groups. However, the students appear to regard the Confucian tradition as only one culture and worldview in China, which can benefit from the critical reflexivity of other cultures.
ID: PPR200
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR310
Location: NIE3-01-TR310
Strand: ICT in Education
Paper
The Paradox of VR Engagement: Student Attitudes vs. Usage in Presentation Skill Development
Pang Hui - Chinese University of Hong Kong, ShenzhenXu Renjiu - Chinese University of Hong Kong, ShenzhenGuo Xin - Chinese University of Hong Kong, Shenzhen
ABSTRACT
Virtual Reality (VR) has gained recognition for its potential to mitigate public speaking anxiety. However, the widespread integration of VR into tertiary language courses requires an investigation into students’ acceptance as well as their attitudes toward this emerging pedagogical option. This paper aims to investigate the dichotomy between student attitudes towards VR technology and their actual usage patterns in the context of enhancing presentation skills. Despite participants expressing fondness for VR as an educational tool, their application of VR did not align with their professed interest. Through in-depth interviews conducted after a VR-facilitated program, the study explores this inconsistency within the framework of the Technology Acceptance Model. Twenty-three students from a transnational university in China were recruited to participate in a VR-facilitated program lasting from September to November, during which students were encouraged to use VR headsets to practice their English presentation skills. All participants were tested on their self-efficacy, anxiety level, and motivation level for making English presentations before and after the program. Semi-structured interviews combined with a quantitative survey were then conducted to determine participants’ attitudes toward VR and their usage experiences. Results of quantitative surveys indicate a significant improvement in students’ self-efficacy, which is positively correlated to their attitudes towards VR. However, the qualitative analysis reveals a complex picture: while students acknowledge the effectiveness of VR-facilitated presentation practice, such a positive attitude does not necessarily translate into consistent voluntary usage. A discrepancy exists between the perceived benefits of innovative educational tools and their practical uptake by students. Furthermore, this analysis identifies a need for enhancing the visual immersion of VR experiences and underscores the crucial role of VR literacy training. Overall, these findings necessitate a comprehensive integration of VR modules into existing language courses. This research provides valuable insights for educators and technologists into the barriers and facilitators of technology adoption in educational settings. As such, it offers a nuanced understanding of how student engagement with emerging technologies might be encouraged, not just through the allure of novelty but also through structured support and curriculum design.
ID: PPR201
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR711
Location: NIE7-01-TR711
Strand: Language and Literacy Education
Paper
Characterizing Mother Tongue Learning Difficulties: A Comparative Analysis of Cognitive and Linguistic Measures for Profiling Low-Progress Learners and Typically Developing Children
Malikka Habib - NATIONAL INSTITUTE OF EDUCATION (NIE)Winnie Tan - NATIONAL INSTITUTE OF EDUCATION (NIE)Beth O'brien - NANYANG TECHNOLOGICAL UNIVERSITY (NTU)
ABSTRACT
Previous studies have showed that early problems with word decoding can lead to poor performance in reading fluency and comprehension and suggest that low progress learners often struggle with reading deficits throughout their school years. Therefore, early detection of those children who are at risk for slow reading development and/or who belong to the lowest reading profiles is essential in order to organize proper support. Children in Primary 1 (P1; Mage = 7.34 years) and Primary 3 (P3; Mage = 9.54 years) including 152 at-risk of language learning difficulties and 150 typically developing children were evaluated on their cognitive and linguistics attributes. Students were classified as low-progress learners or typically developing children based on performance scores on Mother Tongue word reading accuracy and/ or vocabulary. Cognitive measures included working memory, rapid automized naming and implicit statistical learning. Linguistic assessments tools comprised of morphological awareness, phonological awareness, vocabulary and lexical access in English. The overall research question was whether and which of the cognitive and/or linguistic variables could statistically differentiate low progress learners from their peers, since this would provide valuable information in predicting which children may be better served by different types of intervention. Four separate MANOVA analyses were conducted to determine if low progress learners differed from their matched peers on the cognitive and linguistics measures separately at each grade level. With the exception of implicit statistical learning and rapid automatized naming, other cognitive factors did not statistically distinguish between struggling learners and typically developing children among the group of older children, whereas the difficulties relating to linguistic processing remained stable over development for both levels. These findings are discussed in the context of the need to take account of the executive and linguistic difficulties that characterize low progress learners of any age, especially for remediation purposes.
ID: PPR202
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR712
Location: NIE7-01-TR712
Strand: Mother Tongue / Bilingual Education
Paper
Similarities and Differences of Language Learning Motivation Evaluated by Children, Parents and Teachers among Singaporean Bilingual Children
Yan Mengge - NATIONAL INSTITUTE OF EDUCATION (NIE)Sun Baoqi - NATIONAL INSTITUTE OF EDUCATION (NIE)O'brien Beth - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Recent research has revealed that children who enjoy or are interested in language learning activities are likely to exhibit enhanced language and literacy skills. To accurately assess children’s language learning motivation, researchers have traditionally employed self-reported measures or observers’ evaluation methods, such as assessments by parents or teachers. However, each approach has its advantages and challenges. For example, some researchers have argued that children, especially those in preschool, may lack the ability to introspectively articulate their motivations in self-reported surveys, while reports from parents and teachers could be subject to positive report bias, leading to inaccuracies. Therefore, the first aim of the present study is to compare these three approaches of measuring children’s language learning motivation and examine their similarities and differences. Specifically, the present study aimed to examine whether these three measures of motivation are correlated with each other, and whether they play different roles in predicting children’s word reading skill. Furthermore, given Singapore’s unique bilingual context, where proficiency in English (EL) and Mother Tongue Language (MTL) is essential for academic or life success, this study also seeks to uncover any similarities and differences in motivation between the two languages. Conducted among 1,143 bilingual children in Singapore, spanning kindergarten and primary school, this research examined their motivation in learning both EL and MTL through the three methods, i.e., self-reported, parents’ evaluation, and teachers’ evaluation. The MTLs considered here include Chinese, Malay, and Tamil. Findings showed that across all three methods of motivation measures, English learning motivation was consistently higher than MTL learning motivation for all different grade levels. However, in each language and grade, motivation levels reported by teachers and parents were significantly higher than those reported by the children themselves. Notably, children’s self-reported motivation was only significantly correlated with parents’ and teachers’ evaluation in MTL but not in EL. When predicting children’s word reading performance, all three approaches of motivation made significant predictions for MTL, while only those by parents’ and teachers' significantly predicted EL word reading. Understanding Singaporean bilingual children’s language learning motivation by different measures has implications for school and home curricula and activities.
ID: PPR203
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR310
Location: NIE3-01-TR310
Strand: Language and Literacy Education
Paper
A Comparative Study of Task-Based Teaching and Grammar Translation Teaching in Chinese EFL Students’ Comprehensive Reading Class
Li Yi - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
A Comparative Study of Task-Based Teaching and Grammar Translation Teaching in Chinese EFL Students’ Comprehensive Reading Class This paper presents a comparative analysis of two distinct teaching methodologies: task-based teaching (TBT) and grammar translation teaching (GTT) —and their impact on the comprehensive reading abilities of Chinese students learning English as a Foreign Language (EFL). The study aims to determine which method is more effective in enhancing students’ reading comprehension, vocabulary acquisition, and overall linguistic proficiency. A cohort of Chinese EFL students was divided into two groups, with one group receiving instruction through TBT and the other through traditional GTT over a semester. The TBT group engaged in activities designed to use English in practical reading tasks, while the GTT group focused on translating texts and understanding grammatical structures. Pre- and post-intervention assessments were conducted to measure reading comprehension levels, retention of vocabulary, and ability to infer meaning from context. Qualitative data from student feedback, class observations, and teacher interviews were also collected to assess attitudes towards learning and the perceived efficacy of the methods. The findings indicate a significant difference in outcomes between the two groups, with the TBT group showing a greater improvement in comprehensive reading skills and a more positive attitude toward reading in English. This study contributes to the body of knowledge on EFL teaching methodologies and offers insights for educators in choosing the most effective approach for developing reading proficiency in Chinese EFL classrooms. Key Words: Task-Based Teaching (TBT), Grammar Translation Teaching (GTT), Reading Comprehension, English as a Foreign Language (EFL), Comparative Analysis.
ID: PPR204
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR507
Location: NIE5-01-TR507
Strand: Teacher Quality, Teacher Learning and Development
Paper
Empowering EL Teachers: An Experiential Approach to Digital Multiliteracies in Preservice Training
Teo Shi Ling - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
With rapid developments in technology, multiliteracies (New London Group, 1996) has become an increasingly important skill in preparing future-ready learners. This can be seen from the inclusion and emphasis on digital multimodal literacies in the English Language (EL) curriculum in different countries, including Singapore (Curriculum Planning & Development Division, 2018; Lim & Nguyen, 2022). As an educator in preservice teacher training, I am primarily concerned about preservice EL teachers’ beliefs about multiliteracies, self-efficacy in planning for such lessons, and their own language competencies. Despite students’ familiarity with technology and video creation (e.g., TikTok videos), Watt (2019) observes that there exists a knowledge gap in effectively utilizing these tools for EL instruction. When I became the course chair for a two-week “language experience camp” (an integration of three courses on grammar, written communication, and oral communication), I used the opportunity to redesign the camp’s pedagogy to address these concerns. Drawing from the research of Lim and Nguyen (2022) and Lim and Tan-Chia (2023), I adapted their digital multimodal composing process in Singapore’s primary and secondary EL classrooms, transforming the camp into an experiential learning model for conducting such lessons. Additionally, it serves as an authentic context for the practice of different language skills. To deepen students’ understanding and establish a theoretical foundation for the camp, the two articles were assigned as readings. Other learning materials like visual/media grammar and language features of various genres were provided as well. Students were also introduced to some digital tools: Canva for video-editing and Microsoft Speaker Coach and YouTube’s subtitle feature for students’ reflections on their speaking skills. The redesigned camp aimed to assess if students perceived any impact on their language knowledge, self-efficacy, and confidence in planning similar lessons. Students’ feedback showed development of metalanguage, improved understanding of incorporating digital multimodal composing into their EL classrooms, and increased confidence as EL teachers. Notably, students identified the assigned readings as most beneficial for their learning because they were able to put the theory into practice. Overall, this suggests the positive impact of incorporating experiential learning with digital multiliteracies on teacher preparation.
ID: PPR205
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR308
Location: NIE3-01-TR308
Strand: Character, Citizenship and Moral Education
Paper
Redesigning schools for effective character education through leadership: The case of vLACE and the PRIMED Institute
Juan P. Dabdoub - University of NavarraAitor R. Salaverría - University of NavarraMarvin W Berkowitz - University of Missouri-St. LouisConcepción Naval - University of Navarra
ABSTRACT
‘Schools are perfectly designed for the results we are getting. If we don’t like the results, we need to redesign schools.’ Paul Houston, former Executive Director of the American Association for School Administrators. This paper presents two leadership training programs focused on redesigning schools to promote student character development and advocates for their suitability to promote character education in diverse cultural contexts. This is especially relevant for researchers, practitioners, and policy makers who are searching for replicable interventions to promote character development in schools, particularly in those countries where the character education movement has not arrived yet or is under development. It begins describing the theoretical framework that lays the groundwork for these kinds of leadership programs, whose contents and methodology has been designed according to the evidence-based research on character education developed in the last seven decades. Instead of focusing on doing extraordinary things for character, this proposal focuses on redesigning the ordinary things that are already done in schools, providing them with intentionality and strategy to promote character development. Second, it describes the PRIMED Institute in Character Education (PICE) and the virtual/video-based Leadership Academy in Character Education (vLACE), two programs that began in 2001 and 1998, respectively, and have been delivered in ten countries. Finally, it presents seven arguments in favor of these programs adapting and responding to the needs of schools and leaders in diverse cultural contexts: (1) focus on what can be changed; (2) begin with the leaders; (3) model the culture for character development; (4) avoid general recipes; (5) do not require doing more things, (6) focus on long-term planning; and (7) have self-sustainable capacity. References: Dabdoub, J. P., Salgado, D., Bernal, A., Berkowitz, M. W., & Salaverría, A. R. (2023). Redesigning schools for effective character education through leadership: The case of PRIMED Institute and vLACE. Journal of Moral Education. https://doi.org/10.1080/03057240.2023.2254510 Berkowitz, M. W. (2021). PRIMED for Character: Six design principles for School Improvement. Routledge.
ID: PPR206
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+21
Location: LHN-L1-09
Strand: Teacher Quality, Teacher Learning and Development
Paper
Harnessing the Power of Productive Failure in Professional Development
Karlson Goh Kaw Sen - SCHOOL OF SCIENCE AND TECHNOLOGY, SINGAPOREJasvindar Pal Kaur - SCHOOL OF SCIENCE AND TECHNOLOGY, SINGAPOREHan Siu Yin - SCHOOL OF SCIENCE AND TECHNOLOGY, SINGAPORE
ABSTRACT
This paper focuses on the implementation of the principles of Productive Failure (PF) in the context of Adult Learning, specifically addressing the professional development (PD) needs of secondary-level English Language (EL) teachers in the School of Science and Technology, Singapore (SST). This was a 2022-2023 pilot study in collaboration with the Institute of Adult Learning (IAL). EL teachers were challenged to reflect on and refine spiral progression in curriculum design, and heighten their mastery of assessment literacy through PD workshops utilising the PF approach as ‘Findings show that the PF learning design is more effective in developing conceptual understanding and transfer than a direct instruction design’ (Manu Kapur, 2015, pp. 51-65); and ‘even though direct instruction can be conceived as a productive success compared to discovery learning, theoretical and empirical analyses suggests that it may well be an unproductive success compared with examples of productive failure and productive success.’ (Manu Kapur, 2016, pp. 289-299). The facilitators deliberately designed activities to engage EL teachers’ prior knowledge (activation) and highlight their knowledge gaps (awareness). EL teachers, after investing effort in unsuccessful solutions, approached these problems with increased interest in learning and understanding effective problem-solving methods. This positively influenced their psychological state, making them more open to new concepts (affect). Facilitators then guided the learning process by facilitating group presentations, comparing participants’ responses, and integrating new knowledge with activated prior knowledge (assembly). Data sources include lesson plans, EL teachers’ solutions to PF problems, reflections by EL teachers and facilitators, survey responses by EL teachers and IAL observer notes. The paper informs PF as a possible pedagogical consideration in the design of PD workshops to enhance the quality of teacher learning and development.
ID: PPR207
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR711
Location: NIE7-01-TR711
Strand: Special Needs Education
Paper
Health Status of Children with Disabilities in Rural Area in China: Evidence from China Health and Nutrition Survey
Ge Tong - Shanghai Children's Medical CenterChen Jingjun - Shanghai Jing 'an District Special Education to Conduct Center
ABSTRACT
Aims: To examine the health status, as well as its influence factors for children with disabilities in rural area in China. Methods: We used the publicly available data of the “China Health and Nutrition Survey” (CHNS). The first wave of the survey was in 1989, and since then, there have been ten waves of data collection. In this study, we used the most recently released wave of data collected in 2011 and 2015. Based on the disability standards of ICF, 170 children with disabilities were selected from CNHS in the age range of 0 to 18 years in this study . HAZ was used as dependent variables to reflect children’s health status. Descriptive statistics and was used to assess differences in participants’ demographic characteristics. Pearson’s chi-square test was conducted to compare the prevalence of growth retardation. Finally, logistic regression analyses were conducted to explore the influence factors.Results:There were significant disparities in growth retardation across region, living with parents or not, parents’ education level and per capita income among children with disabilities in rural China. Children with disabilities in Western region had the highest prevalence of growth retardation (46.9%), compared with those in Eastern region (6.1%) and Central region (22.8%). Left-behind children had the higher prevalence of growth retardation (38.1%) than the children living with parents. Children whose parents’ education was college or above had the lowest prevalence of growth retardation (7.4%). Per capita income in a family below 3943¥ had the highest prevalence of growth retardation (40.0%).Conclusion:Compared with children without disabilities in previous literature, children with disabilities in Rural area in China have relatively poor health. The influence factors of growth retardation include region, living with parents or not, parents’ education level and family per capita income. To reduce the prevalence rate of growth retardation for children with disabilities in rural China, more resources should be provided to the Western region and tailored health promotion initiatives must be developed for children living without parents and families in poor financial condition.
ID: PPR208
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR706
Location: NIE7-01-TR706
Strand: Language and Literacy Education
Paper
The End...to Writing Weak Conclusions
Haslinda Hashim - ANDERSON PRIMARY SCHOOLNeo Hwee Hwee - ANDERSON PRIMARY SCHOOLSiti Nurjihan Kamarudin - ANDERSON PRIMARY SCHOOLLim Ruoh Wen - ANDERSON PRIMARY SCHOOLKavitha Kunnasegaran - ANDERSON PRIMARY SCHOOLSoh Wei Xuan - ANDERSON PRIMARY SCHOOL
ABSTRACT
Crafting strong and reflective conclusions is a persistent challenge for many students. The traditional approach to teaching writing often emphasizes content and structure, leaving the art of conclusion crafting somewhat neglected. This research aims to bridge this gap by embracing a dual-pronged approach: direct instruction provides a systematic and structured framework, while metacognition offers students the cognitive tools to reflect on their thinking processes. The effectiveness of direct instruction and metacognitive strategies in shaping students' ability to craft conclusions in their writing remains a critical yet underexplored area within educational research. This study seeks to investigate the influence of direct instructional methodologies and metacognitive interventions on students' aptitude to construct robust and coherent conclusions in their written work. The inquiry aims to delineate the nuanced impact of these pedagogical approaches on enhancing students' proficiency in formulating conclusions, thereby contributing valuable insights to educational practices and fostering a deeper understanding of effective teaching methodologies in writing instruction. In this presentation, we will discuss the use of the strategy - ‘Hope, Feeling, Memory and Decision’ (HFMD) to equip students with the knowledge and skills related to the writing of conclusions. Supplemented with the use of rubrics deliberately crafted to assess conclusions, students are encouraged to think critically about what a good conclusion entails.
ID: PPR209
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR209
Location: NIE2-01-TR209
Strand: Curriculum Development
Paper
Leveraging Team-Based Learning (TBL) to enhance peer and collaborative learning and outcomes in a Nursing module
How Ai Ling - NGEE ANN POLYTECHNIC (NP)Brandon Sng - NGEE ANN POLYTECHNIC (NP)Lim Gaik Bee - NGEE ANN POLYTECHNIC (NP)
ABSTRACT
Background: Team-based Learning (TBL; Michaelsen, 2004) is a structured approach used for collaborative learning in a flipped learning context. This study aimed to evaluate the impact of TBL on peer learning and collaboration as well as student academic performance in a Nursing diploma. Methods: TBL was implemented for 206 Year 2 students in the Integrated Nursing Sciences 2.2 module in the Oct 2023 semester. It was first implemented in a revision class before the mid-semester common test and weekly thereafter. Common test results were analysed. A student survey was administered to measure students’ perceptions and receptivity to TBL after the first and third time TBL was used. The four tutors (excluding the module leader) were surveyed on their perceptions of the TBL approach. Results and Discussion: Analysis of the students’ common test results in the TBL (Oct 2023: n=206) and non-TBL (Apr 2023: n = 285 and Oct 2022: n = 261) semesters suggested that TBL enhanced student learning. The common test results were significantly higher in the TBL semester compared to the previous two non-TBL semesters (p<0.001, ANOVA). The pass rate in Oct 2023 (95.1%) was higher, compared to Apr 2023 (89.5%) and Oct 2022 (85.1%) semesters. The median mark was 74 marks, compared to 65 and 67 marks respectively. In the student survey, more than 80% of respondents agreed or strongly agreed that TBL enhanced collaboration and peer learning, and helped them to learn more effectively. There was a slight shift to more Strongly Agree responses in the second survey. This improvement in favourable perceptions of TBL suggests that students may need time to familiarize with the TBL approach and to see its value and impact on their learning. Student comments indicated that TBL enhanced critical thinking, group discussion and peer learning. Tutors perceived that TBL promoted collaboration, enhanced peer learning and improved consistency of teaching across classes. The findings provide support that TBL is an effective approach to enhance collaborative learning and academic outcomes. The presentation will also share the considerations and challenges in designing and implementing TBL for a large cohort.
ID: PPR210
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+16
Location: LHN-L1-04
Strand: Mother Tongue / Bilingual Education
Paper
Pilot study of Singapore’s first app to directly measure English and Mandarin language weakness in preschool
Shaun Goh - NATIONAL INSTITUTE OF EDUCATION (NIE)Elizabeth Mui - NATIONAL INSTITUTE OF EDUCATION (NIE)Katharine Chan - NATIONAL INSTITUTE OF EDUCATION (NIE)Tong Qiying - NATIONAL INSTITUTE OF EDUCATION (NIE)Yeo Sze Wee - NATIONAL INSTITUTE OF EDUCATION (NIE)Caroline Lee - SINGAPORE INSTITUTE OF TECHNOLOGY (SIT)Sylvia Choo - KK Women's & Children's Hospital
ABSTRACT
Background: Although international studies have found early language proficiency to predict later literacy and academic achievement, little is known about measuring early language proficiency in multi-lingual Singapore, and even less known about measuring it among the most vulnerable, those who are weak in language. Aims: To describe and provide a live demonstration of the properties of Singapore’s first app for measuring English and Mandarin language among K-1 children, especially those who are weak. Specifically, to describe the app’s face-valid content, reliability and validity. Methods: This app was piloted on approximately 30 K-1 children. It was analysed with quantitative methods such as cronbach’s alpha, descriptives and rasch analysis. Results: Receptive Vocabulary, Expressive Vocabulary, Receptive Grammar and Sentence Repetition in English and Mandarin showed acceptable reliability, with more language items needed to increase coverage at the tail ends of the language distribution. Discussion: Findings suggest that understanding and expressing words and sentences can be reliably measured among Singaporean K-1 with an app. This language app provides preschool educators with more insights into their students' linguistic capabilities, allowing for adaptations of educational approaches to suit each child's learning requirements. This capability sets the stage for more precisely supporting preschool children’s access to curriculum, especially those who are weak in language and are behind.
ID: PPR211
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR210
Location: NIE2-01-TR210
Strand: Cognition, Motivation and Learning
Paper
“I Don’t Want People to be Disappointed”: Stress from Academic Expectations of Parents and Teachers and Subjective Well-Being of Adolescents in Singapore
Rosanne M. Jocson - NATIONAL INSTITUTE OF EDUCATION (NIE)Imelda S. Caleon - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Academic pressure has been identified in several research studies as one of the top sources of stress among adolescents in Singapore. Academic stress may stem from adolescents’ perception that they are not meeting their own expectations for success or that of significant people in their lives, such as their parents and teachers. Whereas high educational expectations from parents and teachers can lead to positive outcomes in students, stress from feeling that they are not meeting expectations may also have negative effects on well-being, especially among students who consider academic achievement as an important part of their identity. In this study, we used two waves of data to examine (a) if stress from academic expectations longitudinally predict adolescents’ subjective well-being, and (b) if achievement level moderates this association. Secondary students (N=735) in Singapore participated in the study. They completed a questionnaire on stress arising from significant other’s academic expectations, general life satisfaction, student life satisfaction, and positive and negative affect, when they were in Secondary Two or Three (T1) and then a year later (T2). The students’ Primary School Leaving Examination scores were collected as a measure of prior achievement. Path analyses showed that stress from expectations of parents and teachers at T1 was associated with lower levels of general life satisfaction, school life satisfaction, and higher levels of negative affect at T2 after controlling for the respective subjective well-being measures at T1. Moderation analyses showed one significant interaction effect on school life satisfaction. Specifically, stress from expectations of parents and teachers at T1 was significantly and negatively associated with school life satisfaction at T2 among students with higher, but not lower levels of achievement. Multiple group analyses showed that the relations did not vary between boys and girls, and between Secondary 2 and Secondary 3 students. The results suggest that adolescents may feel stress from perceptions that they are not meeting their parents’ and teachers academic’ expectations, and such stress may have negative implications for well-being, particularly among high-achieving students. These findings can inform educational interventions and home-school-community partnership efforts that aim to enhance adolescents’ mental health and well-being.
ID: PPR212
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR506
Location: NIE5-01-TR506
Strand: Teacher Quality, Teacher Learning and Development
Paper
Challenges of a Benign Attitude Towards Systematic Implementation of Curriculum—A Case Study of Primary Chinese Teachers’ Adaptive Teaching
Tong Qiying - NATIONAL INSTITUTE OF EDUCATION (NIE)Aw Guat Poh - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Given the Singapore government's continuous efforts to reform Mother Tongue Language (MTL) education and promote MTL acquisition among students, teachers are expected to promptly adjust their teaching beliefs and behaviors to accommodate the educational needs of a diverse student population. However, little research has examined the barriers or limitations to developing teachers' adaptive capability. The consequence of this lack of research may affect teachers' adaptive decisions and thus impede the effectiveness of teaching. To facilitate effective teaching and improve teaching quality, this study adopts a case study methodology to investigate teachers' adaptive teaching behaviors in the implementation of instructional materials. The goal is to understand the cognitive process and challenges they face in the process. Data sources consist of lesson observations, semi-structured teacher-researcher interviews, and reflective dialogues with teachers. Findings on teachers’ adaptive teaching provide a comprehensive picture of primary Chinese teachers’ perception of their own adaptive decisions. It is observed that teachers who hold a benign attitude towards the new curriculum may not process the new curriculum systematically. Challenges that may impede teachers' perception of students' learning needs include teachers' conventional belief in their dominant role in class, teachers' habitual behaviors or prior experiences in teaching practice, and teachers' perception of their students. These challenges are found to impede Chinese Mother Tongue Language teachers' discernment and reflection of the need for instructional adaptation in the lesson planning phase, potentially resulting in compromises in teaching practices. As educational reform remains a recurrent topic in discussions on promoting Mother Tongue Language education in Singapore, the findings on adaptive teaching not only reveal the challenges teachers face in their current teaching reality but also shed light on changes required for future professional training and textbook development.
ID: PPR213
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR505
Location: NIE5-01-TR505
Strand: Mother Tongue / Bilingual Education
Paper
Inculcation of Values, Heritage and Practices in Singapore Malay Lessons: Findings on the Teaching and Learning of Values and Cultural Practices in Primary 5 and Secondary 3 Malay Language Classrooms
Siti Rasyidah Bte Mat Rasid - NATIONAL INSTITUTE OF EDUCATION (NIE)Wartik Hassan - NATIONAL INSTITUTE OF EDUCATION (NIE)Dennis Kwek - NATIONAL INSTITUTE OF EDUCATION (NIE)Hwei Ming Wong - NATIONAL INSTITUTE OF EDUCATION (NIE)Hock Huan Goh - NATIONAL INSTITUTE OF EDUCATION (NIE)Baoqi Sun - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Mother Tongue Languages (MTL) function as a moral ballast to facilitate the inculcation of civic and moral values in students alongside the acquisition of language skills. Infused with National Education messages and the 21st Century Competencies, MTL lessons form a component of Character and Citizenship Education (MOE, 2012). Additionally, the Malay language (ML) syllabus is guided by the Arif Budiman vision, a reference to a cultured person who gives back to society (MOE, 2014). This paper explores the transmission of the aforementioned values, cultural heritage and practices in Singapore ML classrooms for Primary 5 and Secondary 3 students. Utilising data from the CORE 3 Research Programme: Baseline Investigations of Mother Tongue Language Pedagogies in Singapore's Primary and Secondary Classrooms, this paper delves into the nuances of value communication and acquisition, specifically focusing on values, heritage, and cultural practices. The findings encompass Primary 5 and Secondary 3 levels, drawing insights from 22 primary schools and 11 secondary schools through quantitative analysis including video-recorded classroom observations conducted between 2020 and 2022. The data, complemented by self-reported information from teachers and students, shed light on the challenges faced in delivering values during ML lessons. Based on the evidence gleaned from the data, this paper hopes to highlight the inculcation of values and cultural practices in ML classrooms. Implications of the findings will also be discussed. Broader findings from the analyses of the video-recorded classroom observations and self-reported data could potentially provide valuable insights for curriculum developers, policy makers, and teachers in enhancing teachers’ classroom practice and professional development as well as contributing to the literature of teaching and learning in ML classrooms. References: Ministry of Education (MOE). (2014). Character and Citizenship Education (CCE) syllabus: Primary. Singapore: Ministry of Education. Ministry of Education (MOE). (2014). Malay Language syllabus: Primary. Singapore: Ministry of Education. Ministry of Education (MOE). (2011). Malay Language syllabus: Secondary. Singapore: Ministry of Education.
ID: PPR214
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR209
Location: NIE2-01-TR209
Strand: Assessment
Paper
Strengthening collaborative learning in smart classrooms – Reflecting on student learning experiences and perspectives
Sunarto Quek - NGEE ANN POLYTECHNIC (NP)Andy Lee - NGEE ANN POLYTECHNIC (NP)Paul Ng - NGEE ANN POLYTECHNIC (NP)Javihn Chan - NGEE ANN POLYTECHNIC (NP)Lim Gaik Bee - NGEE ANN POLYTECHNIC (NP)
ABSTRACT
Introduction: Ngee Ann Polytechnic has been progressively introducing ‘smart classrooms’ to refresh the classroom infrastructure with digital affordances for better collaborative learning. A typical smart classroom comprises 6 large digital interactive screens with 1 at the front of the room and the remaining for individual student clusters. The lecturer can screencast the front screen or any of the students’ screens to all the screens. Students can screencast their devices wirelessly to the screens, with a maximum of 4 inputs per screen, and interact with and annotate on the screens. Workshops were organized to familiarize lecturers with the smart classroom features and lesson design possibilities. Lecturers also had access to a guide and technical support. This study aimed to examine students’ experience with collaborative learning in smart classrooms and consolidate information on how lecturers use the smart classroom features from the student experience. Methods: A survey was sent to students using the smart classroom via the lecturers. Participants consisted of 401 students across 18 modules from 7 academic schools. The survey was voluntary and anonymous. The survey items that measured student perception of collaborative learning using a 4-point scale (Strongly Disagree to Strongly Agree) were adapted from the work of Hmelo-Sliver and Chinn (2016). Students were also asked about their learning experience and the use of smart classroom features. Results & Discussion: More than 90% of students agreed or strongly agreed that learning in a smart classroom enabled them to build conceptual understanding collaboratively and productively and share ideas and resources with their peers. In terms of use of the classroom affordances to enhance collaborative learning, some students reported that in addition to lecturers projecting their teaching materials on multiple screens, students also screencast their work for group discussion and presentation to whole class which enhanced visibility and facilitated collaboration, discussion and feedback from peers and lecturer. However, some students raised issues with screen lag or malfunction, and a few expressed discomfort with sharing their work. These findings will be used to inform lecturer training to improve lesson design and facilitation using the smart classroom affordances.
ID: PPR215
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR507
Location: NIE5-01-TR507
Strand: Teacher Quality, Teacher Learning and Development
Paper
Comparing the Research Landscapes of Two Educational Research Institutions in Asia: A Preliminary Analysis of Journal Submissions, Author Keywords, and ERIC Categories
Sun Guangyuan - NATIONAL INSTITUTE OF EDUCATION (NIE)Shun-Hong Sie - National Taiwan Normal University
ABSTRACT
Background. Educational research landscapes are dynamic, influencing institutional strategies and collaboration opportunities. This study examined the research paper publishing patterns at the National Institute of Education, Singapore, and the National Taiwan Normal University, aiming to discern shared and unique research interests. Method. Using bibliometric techniques, we analyzed 3,729 bibliographic records downloaded from the Web of Science (WoS) Core Collection linked to the category ‘Education/Educational Research’. Our multi-pronged approach involved: 1. Descriptive statistics of journal submissions (1987-2023); 2. Qualitative analysis of the top 10 shared keywords across all years; 3. Classification of 342 papers from 2020-2022 using ERIC (Education Resources Information Center) thesaurus. Results. Both institutions have seen growth in research outputs, aligning with global trends. NIE displays greater publishing diversity, while NTNU has a concentrated approach to specific journals. Both institutions share an emphasis on the nexus of education and technology, yet possess distinct journal preferences suggesting collaboration opportunities and differing priorities. Although their keyword usage mirrors global educational themes, regional deviations such as the underemphasis on "Human Capital" and "Gender" are apparent. As per ERIC categories, both prioritize "Classroom Perspectives": NIE showcasing a more specialized approach and NTNU displaying varied interests. Implications. Collectively, these findings underscore that while NIE and NTNU resonate with global research trends, they also carve unique research paths shaped by their specific socio-cultural and institutional contexts.
ID: PPR216
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR506
Location: NIE5-01-TR506
Strand: Mother Tongue / Bilingual Education
Paper
Feedback practices and student perceptions: Insights from primary Mother Tongue classrooms in Singapore
Fatema Anis Hussain - NATIONAL INSTITUTE OF EDUCATION (NIE)Wong Hwei Ming - NATIONAL INSTITUTE OF EDUCATION (NIE)Lim Shijian - NATIONAL INSTITUTE OF EDUCATION (NIE)Siti Rasyidah Bte Mat Rasid - NATIONAL INSTITUTE OF EDUCATION (NIE)Eunice Samantha Seet - NATIONAL INSTITUTE OF EDUCATION (NIE)Priyadarshni D/O Rajandran - NATIONAL INSTITUTE OF EDUCATION (NIE)Dennis Kwek - NATIONAL INSTITUTE OF EDUCATION (NIE)Hock Huan Goh - NATIONAL INSTITUTE OF EDUCATION (NIE)Sun Baoqi - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Feedback is significant in the learning process (Carless, 2006). However, stakeholders’ perceptions of feedback remain unexplored (McLean et al., 2015). Drawing on a large-scale study in Singapore (2020-2021), this paper elucidates students' perceptions of feedback, and feedback practices in primary Mother Tongue classrooms with a focus on in-lesson verbal feedback - the “ability to react to the learning during the learning” (Hattie, 2019, p. 96). Given the emphasis on learner-centred assessment and self-directed learning (MOE, 2020), the paper surfaces teacher and student feedback in Chinese Language (CL), Malay Language (ML), and Tamil Language (TL) classrooms in view of how students perceive, interpret and use feedback (Handley et al., 2011). Data is obtained from a representative sample of 415 Mother Tongue lessons at the Primary 5 level in 25 primary schools islandwide. Pertinent to the present focus, research methods include classroom observations, students' focus group discussions (FGDs) and online student surveys. Teacher participants were observed (and video-recorded) for three lessons and subsequently, selected teachers were observed for a curricular unit. Lesson videos were coded (in Excel) in five-minute intervals using a largely binary coding scheme, and coded data was compiled in SPSS from which the descriptive data is drawn. Hattie and Timperley (2007), and Voerman et al.'s (2012) theoretical underpinnings informed the codes pertaining to feedback. FGDs (audio-recorded) were conducted with 5-6 students from each participating class. Content and thematic analyses of FGD transcripts, and findings from students' online survey elucidate students' perceptions of feedback. Overwhelmingly, teachers provided task-level feedback particularly in whole class settings. Comparatively, CL and TL teachers gave far more task-level feedback, and ML teachers offered substantially more process-level feedback. Feedback at the self-regulation level was negligible. Students provided limited feedback. Teachers and students barely engaged in feedback-based interactions. Most students believe it is important to seek feedback to improve their understanding or performance, and value their teacher’s immediate feedback. While many students avail of their teacher's verbal and written feedback, some seek better support for their learning. Key pedagogical implications for practitioners, teacher educators and policymakers are discussed especially in terms of students' language learning.
ID: PPR217
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+09
Location: LHN-B2-09
Strand: Educational Neuroscience / Science of Learning
Paper
The Role of Executive Function in Reading and Math for Children: A Neuroimaging Meta-Analysis on Brain Networks
Chiao-Yi Wu - NATIONAL INSTITUTE OF EDUCATION (NIE)Xiaowen Lin - NANYANG TECHNOLOGICAL UNIVERSITY (NTU)Sh Annabel Chen - NANYANG TECHNOLOGICAL UNIVERSITY (NTU)
ABSTRACT
Literacy and numeracy are both fundamental skills for the attainment of academic competence in school. Past studies have suggested that reading and math involve both domain-specific and domain-general neurocognitive mechanisms such as executive function (EF). While EF ability is associated with literacy and numeracy, how it supports reading and math processing requires a neurobiological explanation. The current study took a meta-analytic approach with neuroimaging studies to elucidate the domain-specific and domain-general neural networks of reading and math. We followed the PRISMA framework to identify functional magnetic resonance imaging studies that examined brain activation for reading and math processing in five databases. The selected studies involved typically developing children aged under 13 years old and reported results from whole-brain analyses. Coordinate-based activation likelihood estimation (ALE) meta-analyses were performed in GingerALE (v3.0.2) to identify domain-specific (i.e., contrast analysis) and domain-general (i.e., conjunction analysis) areas between reading and math. Region-of-interest (ROI) masks were created around these areas for the subsequent meta-analytic connectivity modelling (MACM) analyses. Searches with each ROI mask as a seed were performed in the BrainMap database via Sleuth (v3.0.4), and the outputs were submitted to ALE meta-analyses in GingerALE. The mean ALE values in all ROIs were extracted from all MACM maps to create the covariance matrices within the networks. The p values representing covariance statistics were checked for significance with Bonferroni correction. Functional decoding was analysed on the domain-general ROIs using the behavioural and paradigm analysis plug-ins in Mango. The results from the conjunction between reading and math identified four domain-general areas which resembled the lateral frontoparietal network and the salience network. These domain-general areas were bidirectionally interconnected and behaviourally associated with working memory. While the left inferior frontal gyrus was the main hub connecting reading-specific areas with domain-general areas in the reading network, highly bidirectional communications between math-specific areas and domain-general areas were observed in the math network. Our results demonstrate how the executive function network, in particular working memory, supports reading and math networks via functional connectivity. Nodes and networks are identified for future investigations on brain-behaviour relationships to elucidate individual differences in reading and math skills.
ID: PPR218
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR208
Location: NIE2-01-TR208
Strand: Cognition, Motivation and Learning
Paper
Early and middle childhood predictors of learning and evaluation math anxiety in upper primary school students in Singapore
Ng Ee Lynn - NATIONAL INSTITUTE OF EDUCATION (NIE)Khng Kiat Hui - NATIONAL INSTITUTE OF EDUCATION (NIE)Rebecca Bull - Macquarie UniversityJessie Cheang - Ministry of Education, SingaporeSim Chen Xing - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Math anxiety (MA) is a distinct form of anxiety, defined as an emotional response elicited specifically by math. It can occur when one is learning math (Learning MA) and when one is being evaluated on math (Evaluation MA); some studies suggest that Evaluation MA overlaps with test anxiety. While it is well-established that MA can be observed in children from primary school age into adolescence and adulthood, predictors of individual differences in MA are less well-understood. This is a pertinent question, because MA may contribute to the development of negative attitudes towards math and hinder children’s acquisition of math skills and knowledge in school. This may lead to other negative outcomes, including poor math achievement and low academic motivation. Using data from a longitudinal study, we examined the distinction between MA and test anxiety, and whether early and middle childhood measures of cognitive, socio-emotional and math skills predicted Learning and Evaluation MA in upper primary school students (N=519). Early and middle childhood predictors were assessed in the second year of kindergarten (age 6) and in late primary school (ages 11 to 12), respectively. Test anxiety and MA were assessed in late primary school. Consistent with prior work, test anxiety correlated more strongly with Evaluation MA compared to Learning MA. Preliminary analyses revealed different patterns of bivariate correlations between the predictors and MA components. Cognitive skills (executive functioning, behavioral self-regulation) in early and middle childhood were negatively associated with Learning MA. Math skills (number sense, math fluency) in early and middle childhood were negatively associated with Learning and Evaluation MA. Socio-emotional functioning (externalizing and internalizing difficulties, academic motivation, subjective well-being) during middle childhood were also associated with Learning and Evaluation MA. These findings suggest that learning and evaluation components of MA reflect different dimensions and may be explained by different factors. Further analysis to examine the interplay among early and later predictors of Learning and Evaluation MA is in progress. Findings will be discussed in terms of its implications for the identification of appropriate proactive strategies to minimize the long-term consequences of MA on math learning and development.
ID: PPR219
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR712
Location: NIE7-01-TR712
Strand: Language and Literacy Education
Paper
Visible learning and feedback practices in primary English Language classrooms - The Singapore story from two baseline studies
Fatema Anis Hussain - NATIONAL INSTITUTE OF EDUCATION (NIE)Dennis Kwek - NATIONAL INSTITUTE OF EDUCATION (NIE)Wong Hwei Ming - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Pivoted by feedback, visible learning entails making the process of teaching and learning transparent to both teachers and students (Hattie, 2009). Feedback integrates formative instructional practices: learning targets, evidence of student learning, and student ownership (Chan et al., 2014), which make learning visible in classrooms. Drawing on two large-scale studies in Singapore, this paper illustrates the visibility of learning and feedback practices in primary English Language (EL) classrooms observed in 2010 and 2019, surfacing key patterns and shifts over a decade. To provide a microscopic glimpse of how teachers employ visible learning and feedback practices, an illustrative vignette from one Primary 5 EL classroom (2019) is presented. Data is drawn from two research studies involving a representative sample of Primary 5 EL lessons: 149 lessons in 14 schools (2010) and 89 lessons in 12 schools (2019). Pertinent to the present focus, researchers observed (and video-recorded) a curricular unit for each teacher participant. Lesson videos were coded (in Microsoft Excel) in five-minute intervals based on a largely binary coding scheme comprising a range of coding indicators. Codes pertaining to visible learning and feedback largely draw on theoretical understandings (Hattie, 2009; Hattie & Timperley, 2007; Voerman et al., 2012). Based on compilation of the coded data in SPSS, descriptive data is presented. The paper elucidates the classroom enactment of one teacher in a neighbourhood Government school, with about 15 years of teaching experience. 2019 findings show that teachers communicate lesson objectives far more than recapitulating lesson content. In about half the lessons, teachers activate their students’ prior knowledge. Teachers mainly provide feedback task- level feedback. About one-third of the lessons show process level feedback, and self-regulation level feedback is infrequent. Compared to 2010, teachers articulate learning goals far more frequently, but lesson consolidation shows only a slight increase. Teachers' task-level feedback increased from 2010 to 2019 but process-level feedback declined. The findings are pertinent given the curricular emphasis on ‘Assessment for Learning’ (MOE, 2020a) and students’ self-directed learning (MOE, 2020b). Broadly, key takeaways for classroom practice, teachers' professional development and policy initiatives are discussed in terms of student learning in EL classrooms.
ID: PPR220
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+08
Location: LHN-B2-08
Strand: Early Childhood Education
Paper
Oral language competence in Singaporean kindergarten children: Sentence development in English-Mandarin bilinguals
Caroline Lee Mann Ying - SINGAPORE INSTITUTE OF TECHNOLOGY (SIT)Elizabeth Mui - NATIONAL INSTITUTE OF EDUCATION (NIE)Tong Qiying - NATIONAL INSTITUTE OF EDUCATION (NIE)Shaun Goh - NATIONAL UNIVERSITY OF SINGAPORE (NUS)Low Fang Yin - SINGAPORE INSTITUTE OF TECHNOLOGY (SIT)
ABSTRACT
Background: Oral language competence is a national key stage outcome of preschool education locally, and internationally. Yet, little is known of how language can be reliably and validly measured in bilingual children, with even less known of sentence-level bilingual development in the local context. Aims: To describe and provide a live demonstration of Singapore’s first computerized application for measuring English-Mandarin language comprehension and production among 4-year-old Kindergarten-1 (K1) children. Specifically, to discuss the test validity and reliability, as well as the children’s performance on the sentence-level items. Method: A pilot study of a computerized language assessment application (MAPS-LEM) was administered to 30 K1 children in local preschools. Quantitative analyses involving descriptive statistics, Cronbach’s alpha, and regression for the sentence-level items. Results: Preliminary results indicated acceptable levels of reliability. Results also suggested that while sentence-level items were sufficiently difficult, additional items were needed to increase the application’s sensitivity for identifying children with language weaknesses. Linear regression to explain the role of sentence length and grammatical complexity on the children’s assessment performance is ongoing. Discussion: Children’s sentence-level comprehension and production in English and Mandarin may depend on several factors. The implications of these findings on how we teach English and Mandarin are discussed. Also shared are some evidence-based strategies for supporting language development in the preschool classroom based on these findings
ID: PPR221
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR711
Location: NIE7-01-TR711
Strand: Science Education
Paper
Singapore teachers’ perceptions of inquiry-based learning: “For science … the inquiry part must be there”
Fatema Anis Hussain - NATIONAL INSTITUTE OF EDUCATION (NIE)Dennis Kwek - NATIONAL INSTITUTE OF EDUCATION (NIE)Wong Hwei Ming - NATIONAL INSTITUTE OF EDUCATION (NIE)Hock Huan Goh - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Inquiry-based learning denotes learner-centredness, knowledge construction and problem-solving (Khalaf, 2018) and has been identified as the guiding pedagogical framework for science education change (Kim et al., 2013). Based on an ongoing baseline study in Singapore (2023-24), this paper elucidates primary science teachers’ perceptions of inquiry-based learning and their challenges in employing inquiry in the classroom in view of the curricular focus on scientific inquiry (MOE, 2023). Teachers’ beliefs about educational processes contribute to their pedagogical actions (Rubie-Davies et al., 2012). Illustrative glimpses from one classroom are presented, where the teacher opens up space for inquiry-based learning “in the spirit of science” while negotiating the challenges of time and resources. Pertinent to the present focus, the data is drawn from a representative sample of 39 science teachers in 22 primary schools islandwide. Typically, three lessons were observed (and video-recorded) for each of the two science teachers in each school. Based on lesson videos and transcripts, one teacher’s classroom enactment is highlighted. To surface teachers’ pedagogical beliefs and reasoning, data is presented from the semi-structured interview (audio-recorded) conducted with each teacher. The teacher interview (approximately 30-60 minutes in duration) comprised pre-determined guiding questions but permitted elaboration of significant themes emerging from the participants’ responses (Freebody, 2004). Data-driven, inductive analyses of the transcribed interview data was employed. Most teachers perceived inquiry positively, describing it as the “nature of science” and largely associating it with exploration, observation and problem-solving. Notably, teachers linked inquiry with questioning - “you don't want to just feed them the concepts” and believed in giving space for students’ questions and thinking. A few teachers referred to the ways of thinking and doing in science (MOE, 2023). Teachers noted that students find frontal teaching and content transmission monotonous, and observed the effectiveness of engaging students via hands-on experiments, ICT, collaborative learning and visible thinking routines. Time constraints and student ability emerged as key hindrances to inquiry-based learning. The study elucidates how Singapore teachers perceive the practices of science, which enable students to inquire like scientists (MOE, 2023). Overall, the findings surface key implications for policy, classroom practice and teachers’ professional development.
ID: PPR222
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR207
Location: NIE2-01-TR207
Strand: Artificial Intelligence in Education
Paper
Examining Intelligent Tutoring Systems for K-12 Math Learning - Conjecture Mapping as a proposed analytical lens
Jun Song Huang - NATIONAL INSTITUTE OF EDUCATION (NIE)Min Lee - NATIONAL INSTITUTE OF EDUCATION (NIE)Timothy Lee - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Intelligent tutoring systems (ITSs) have garnered significant attention as promising tools to support personalized learning of K-12 Mathematics. However, existing systematic reviews of ITS on K-12 Mathematics showed mixed results on their effects on learning. Our study addresses this discrepancy by reviewing a total of 103 empirical studies involving the use of ITS in K-12 Mathematics education. The preliminary analysis found an overwhelming focus on Mathematics skill acquisition which is limited in importance but necessary for K-12 math education. Three gaps are identified in the literature. First, while studies are designed to evaluate ITSs in terms of learning outcomes, few adopted a learning design perspective to thoroughly investigate how these systems facilitate learning processes to improve learning outcomes. Second, various improvements of the ITS designs are noted in the literature, but the improvements are not designed and evaluated for systematic improvements. Third, it is limiting that the literature focuses primarily on the efficacy of ITS systems, neglecting considerations of its learning design. More efforts could be dedicated to unpacking the use of ITS systems with their intended activity structures and discursive practices holistically, that engage students across behavioral, cognitive, emotional, and agentic dimensions. To address the gaps, we propose to adopt Conjecture Mapping as the analytical lens to examine the ITS literature and as the framework to guide the improvements of learning designs. Conjecture Map, being holistic and systematic, necessitates the articulation of high-level conjectures about learning (e.g., personalized learning), design embodiments (including the designs of tools and materials, task structures, discursive practices), mediating processes of learning, and learning outcomes. A Conjecture Map allows iterative evaluation and improvement. In Conjecture Mapping, researchers need to articulate both the design conjectures (how design embodiments lead to mediating processes of learning) and theoretical conjectures (how mediating learning processes lead to learning outcomes). These conjectures can be tested empirically to inform the iterative improvements of the learning processes. This paper also proposes an ITS Conjecture Map to evaluate the ITS literature and to inform the design and improvement of ITSs for better learning.
ID: PPR223
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR717
Location: NIE7-01-TR717
Strand: Mother Tongue / Bilingual Education
Paper
Examining Teaching and Learning of Mother Tongue Language Education: Insights into Pedagogical Practices, Language Pedagogies, and Intellectual Quality of Knowledge Work in Primary 5 and Secondary 3 Classrooms in Singapore.
Danyalakshmi Ganeson - NATIONAL INSTITUTE OF EDUCATION (NIE)Wartik Hassan - NATIONAL INSTITUTE OF EDUCATION (NIE)Alistair Jun Nan Peacock - NATIONAL INSTITUTE OF EDUCATION (NIE)Kwek Beng Kiat Dennis - NATIONAL INSTITUTE OF EDUCATION (NIE)Wong Hwei Ming - NATIONAL INSTITUTE OF EDUCATION (NIE)Goh Hock Huan - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Pedagogical practices encompass a range of strategies and methods employed by educators to facilitate the teaching and learning process. In language pedagogies, the focus extends beyond mere transmission to encompass comprehensive language skills such as listening, speaking, reading, and writing. The intellectual quality of knowledge work, involving depth, rigor, and cognitive engagement, is crucial for academic tasks requiring knowledge acquisition, application, and synthesis. Classroom talk acts as a mediator for knowledge work, while instructional task design and implementation primarily shape intellectual quality (Mercer & Littleton, 2007; Atwood et al., 2010; Hogan et al., 2013). This paper focuses on three main constructs: teacher pedagogical practices, language pedagogies, and the intellectual quality of knowledge work in Mother Tongue Language (MTL) instruction for Primary 5 and Secondary 3 in Singapore. The investigation explores similarities and differences across Mother Tongue Languages, delves into pedagogical approaches in MTL classrooms, and features case studies of exemplary MTL teachers. Data is drawn from the CORE 3 Research Programme: Baseline Investigations of Mother Tongue Language Pedagogies in Singapore's Primary and Secondary Classrooms study, providing a comparative analysis across the three Mother Tongue Languages. The findings, derived from quantitative analyses of video-recorded classroom observations conducted between 2020 and 2022 in 25 primary schools and 21 secondary schools, shed light on the nuances within MTL instruction. Based on the evidence gleaned from the data, this paper hopes to highlight the similarities and differences among the three constructs within and across each Mother Tongue subject. Implications from the findings will also be discussed. Broader insights from the analyses of the video-recorded classroom observations would potentially have important implications for curriculum developers, policy makers, and teachers, providing valuable input in enhancing teachers’ classroom practice and professional development. (285 words) References Atwood, S., Turnbull, W., & Carpendale, J. I. (2010). The construction of knowledge in classroom talk. Journal of the Learning Sciences, 19(3), 358-402. Hogan, D., Towndrow, P., Kwek, D., & Chan, M. (2013). CORE 2 final report. Singapore: National Institute of Education. Mercer, N., & Littleton, K. (2007). Dialogue and the Development of Children’s Thinking: A sociocultural approach. Abingdon and New York: Routledge.
ID: PPR224
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR312
Location: NIE3-01-TR312
Strand: ICT in Education
Paper
The role of ICT in primary and secondary Mother Tongue classrooms: insights into the implementation of ICT in Chinese, Malay and Tamil classrooms
Alistair Peacock - NATIONAL INSTITUTE OF EDUCATION (NIE)Danyalakshmi Ganeson - NATIONAL INSTITUTE OF EDUCATION (NIE)Yeo Ko Rene - NATIONAL INSTITUTE OF EDUCATION (NIE)Dennis Kwek - NATIONAL INSTITUTE OF EDUCATION (NIE)Wong Hwei Ming - NATIONAL INSTITUTE OF EDUCATION (NIE)Goh Hock Huan - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Based on The Ministry of Education Singapore’s “Transforming Education through Technology” Masterplan 2030, this presentation aims to present research findings from the Core Mother Tongue project (C3MT) regarding students’ use of ICT during their Mother Tongue Language (Chinese, Malay & Tamil) classes for Primary 5 and Secondary 3 in Singapore. In light of the challenges caused by COVID, the 2030 Masterplan aims to build on the previous Masterplans and address the opportunities offered by technology as a critical facilitator of learning (Ministry of Education, 2023). With the advent of technology, its impact on schools, teachers, students, and their learning was inevitable. Integrating Information Communication Technology (ICT) into education in Singapore was primarily aimed at developing a “culture of thinking, lifelong learning, and social responsibility” (Lim, 2007, pg. 84). Since then, Singapore has established the physical and technological infrastructure in schools, teachers have learnt to adopt alternative pedagogies using ICT, and students have leveraged ICT tools to collaborate with one another, for example. This paper will report on the findings drawn from the Core 3 Research Programme: Baseline Investigations of Mother Tongue Language Pedagogies in Singapore’s Primary and Secondary Classrooms study on the usage of ICT across all three languages. The data, derived from quantitative analyses of video-recorded classroom observations as well as qualitative analyses of teacher and student interviews collected between 2020 and 2022 in 25 primary schools and 21 secondary schools, will hopefully shed light on the benefits and challenges teachers and students face using ICT in schools. Broader insights from both the quantitative and qualitative analyses would potentially have important implications for curriculum developers, policy makers, and teachers, providing valuable input in enhancing teachers’ classroom practice and professional development in ICT.
ID: PPR225
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR308
Location: NIE3-01-TR308
Strand: Character, Citizenship and Moral Education
Paper
Citizenship education in Singapore: How generative can Habermas perspectives bring?
Loh Soon How - NATIONAL INSTITUTE OF EDUCATION (NIE)Hairon Salleh - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
The development of citizenship in young people is an important concern for every society and has been a focal point in education for many countries. Considering the speed at which modern globalisation (i.e., increasing ease and volume of connectivity and movement of people, economic, and cultural goods along with its complex, disruptive and unpredictive rhythms) is contributing to the increasing diversification within societies, there is a growing recognition of the need to foster or strengthen citizenship in a bid to sustain a sense of belonging (specifically, national belonging) among an increasingly diversified citizenry through citizenship in practice. The role education plays in developing citizenship is inevitably vital given that the school, as a common platform young people spend a good number of their formative years, is essentially a primary site for socialisation and thus an ideal medium for nurturing citizenship. However, the teaching of citizenship education remains a challenge for teachers due to divergent pedagogical approaches, varying teacher interpretations of what citizenship and a participatory citizenship (citizenship in practice) entails within specific country contexts, and a lack of consensus on how best to teach it. This challenge is also observable in Singapore despite having a more centralised education system and a common syllabus on citizenship education (specifically, the Character and Citizenship Education) with an explicit focus to inculcate active citizenship and participation. Drawing from the works of Jürgen Habermas and his intellectual interlocutors on deliberative and participatory citizenship, this paper explores the possibilities of a Habermasian approach in contributing to this citizenship education endeavour in the Singapore context.
ID: PPR226
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+19
Location: LHN-L1-07
Strand: Teacher Quality, Teacher Learning and Development
Paper
Evolving practical reasoning with classroom assessment in a Singapore primary school
Heng Jiang - NATIONAL INSTITUTE OF EDUCATION (NIE)Saminathan S/O Moghan - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Drawing upon the notions of “reflection”, “practical reasoning” and “classroom assessment”, this study delves into the teaching routines and goal systems of English primary school teachers in response to the educational reforms in Singapore. The objective is to examine the alignment (or lack thereof) between the purposes teachers adopt and the principles advocated in educational reforms, the subsequent problems emerge in practices, and to understand how these purposes guide (or fail to guide) their choices, as mediated by classroom assessment, in teaching practices. Set against the backdrop of educational reforms in pedagogy (“Teach Less Learn More”) and assessment (remove several standardized examinations) in Singapore, this study utilizes a small set of data from a two-year research project involving ten primary schools. The participants in this study represent typical cases illustrating different forms of practical reasoning in responses to educational reforms. To trace teachers’ practical reasoning, four rounds of lesson observations and stimulated recall interviews were conducted for each participant over two years, for co-constructing the teacher’s goal system. Within-case and cross-case analyses were employed to reveal the evolving patterns of the teachers’ practical reasoning. Findings indicate that teachers initially adhere to more or less rigid teaching routines prioritizing prescribed content coverage, with examination preparation dominating the rationales for designing and implementing teaching tasks. Discussion on students’ classroom assessment work for long-term and student-oriented goals prompted reflections on the discrepancies between the ideal situation and limiting factors, which drive the need for change. The study argues that investigating teacher “practical reasoning” contributes to understanding teachers’ responses to education change, emphasizing the crucial role of careful analysis and interpretation on the classroom assessment. Although this study is situated in Singapore, it explores fundamental issues regarding how teachers reason through their practices in the context of educational changes. These issues resonate with educational researchers, practitioners, and policymakers in various contexts.
ID: PPR227
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR304
Location: NIE3-01-TR304
Strand: Informal Learning
Paper
Mentoring through Tinkering
Peter Seow - NATIONAL INSTITUTE OF EDUCATION (NIE)Xue Haoran - New Life Community ServicesJohannah Soo Li Mei - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Youth mentoring is a supportive relationship between a caring adult volunteer and a young person focused on the mentee's healthy development. Through broad guidance and empowerment, quality mentoring enables mentees to develop their strengths to reach their full potential. Activity-based mentoring is an approach to youth mentoring that revolves around shared interests and activities between the mentor and mentee. The activities can give mentees opportunities to learn through hands-on experiences. Rather than just giving advice or instruction, mentors can share skills and support mentees through engaging in the activities together. Through a partnership with the Singapore Science Centre and a local Social Service agency, we developed an approach called “Mentoring through Tinkering.” In this approach, mentors and mentees jointly work and learn through tinkering activities. Tinkering is a constructionist approach where learners construct artefacts while exploring the use of materials in a playful and iterative manner. The artefacts learners construct are personally meaningful, which can be revised, reflected on, and shared with others. We used Design-based Implementation Research (DBIR) to co-design tinkering activities with Social Service youth workers and the Science Centre while collecting data to iteratively improve our design over three cycles of implementation. The tinkering activities we designed included constructing cardboard automatons, coding patterns for embroidery, and conducting cooking science experiments. In the presentation, we will share the designed tinkering activities, youth mentoring outcomes, and lessons learned from the partnership.
ID: PPR228
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR207
Location: NIE2-01-TR207
Strand: Artificial Intelligence in Education
Paper
Examining Student Perception of Using Generative AI-Powered Chatbot in Learning
Khor Ean Teng - NATIONAL INSTITUTE OF EDUCATION (NIE)Peter Seow - NATIONAL INSTITUTE OF EDUCATION (NIE)Leta Chan Shi Hui - NATIONAL INSTITUTE OF EDUCATION (NIE)Elizabeth Koh - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Generative AI-powered chatbots have gained much attention in various sectors including education and have since become more advanced and widespread. However, the success of generative AI-powered chatbots in supporting learning ultimately depends on students' perception of using this new technology while learning. Therefore, this study explores how Secondary 3 computing students perceive the employment of a generative AI-powered chatbot, MyBotBuddy to scaffold their completion of programming assignments. A thematic analysis was conducted to identify themes and sub-themes of the qualitative data obtained from the survey’s open-ended questions. The findings revealed that students who found MyBotBuddy easy to use tended to find it helpful in learning programming. Some features highlighted by students included the helpful role of MyBotBuddy in supporting beginners or weaker students in learning programming by providing thorough explanations of concepts or solutions and strengthening their problem-solving and critical thinking skills. Students feedback also revealed that they greatly valued accurate and reliable generated responses, concise and well-structured feedback, and accessible design features. The study's findings will add significantly to the body of knowledge already in existence to enhance the field of educational technology development to ensure that students find generative AI-powered chatbot a useful learning tool and easy to use.
ID: PPR229
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR706
Location: NIE7-01-TR706
Strand: Language and Literacy Education
Paper
Pedagogical and Digital Transformations: Texts for Literacy Instruction in Singapore’s primary schools.
Sarila Saharudin - Ministry of Education, SingaporeNurfa'izah Tubi - Ministry of Education, SingaporeFoong Poh Yi - Ministry of Education, SingaporeKalthom Ahmad - Ministry of Education, Singapore
ABSTRACT
Strategies for English Language Learning and Reading (STELLAR) was developed by a team of curriculum developers from the Ministry of Education to strengthen the teaching of the English Language in Singapore’s primary schools through a balanced combination of explicit instruction in language skills and the use of age-appropriate children’s stories and authentic texts of different types and forms. Drawing from theoretical models of reading and language learning, the STELLAR programme translates international research into pedagogical practices that meet the needs of Singapore’s students, who are learning English in a bilingual, multicultural context. STELLAR continues to evolve to be contextually attuned to the learning needs of our students and to better prepare them for the future. Guided by research on new literacies (Coiro, 2012) and multiliteracies (Anstey & Bull, 2018), curriculum developers conceptualized digital texts for instruction and accompanying teaching guides at the national level from Primary 4 to 6. Drawing on principles of multimedia instructional design (e.g., Mayer & Fiorella, 2014) and research on metacognitive reading strategies (Afflerbach, Pearson, & Paris, 2017; Azevedo, 2014), digital texts were developed for the curriculum to incorporate a range of instructional features, such as the teacher avatar, navigational tools, and a read-aloud function for students who may need reading support. The curriculum has been enhanced with the inclusion of instructional strategies that support digital reading, e-pedagogy and the use of online instructional resources to deliver the desired outcomes of the EL Syllabus. We believe that our experience in developing digital texts for literacy instruction can provide insightful perspectives. By sharing our approach and the lessons we have learned, we hope to contribute to the ongoing conversation on how technology can be used to support literacy development in Singapore and beyond.
ID: PPR230
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR209
Location: NIE2-01-TR209
Strand: Early Childhood Education
Paper
The role of mastery motivation in children’s language and numeracy development
Nadine Tang - NATIONAL INSTITUTE OF EDUCATION (NIE)Dinah Liyana Binte Ahmad - NATIONAL INSTITUTE OF EDUCATION (NIE)Nur Hidayah Binte Ahssan - NATIONAL INSTITUTE OF EDUCATION (NIE)Chua Jer Lin - NATIONAL INSTITUTE OF EDUCATION (NIE)Valerie Goh - NATIONAL INSTITUTE OF EDUCATION (NIE)Nirmala Karuppiah - NATIONAL INSTITUTE OF EDUCATION (NIE)Rasnaam Kaur - NATIONAL INSTITUTE OF EDUCATION (NIE)Lye Yu Min - NTUC First CampusAbbie Sng - NTUC First CampusTan Yi Ler - NATIONAL INSTITUTE OF EDUCATION (NIE)Pierina Cheung - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Children’s mastery motivation, defined as their persistence in mastering challenging tasks or skills, may predict academic achievement (Jozsa & Morgan, 2014; Jozsa & Barrett, 2018; Fung & Chung, 2023). More recently, studies have begun to explore how different types of mastery motivation predict academic outcomes and highlighted a role of social mastery motivation (i.e., children’s desire to initiate and manage social interactions that may be challenging). Some studies show that both social mastery motivation and cognitive mastery motivation predicted school readiness in 4- to 6-year-olds (Fung and Chung, 2023), but they leave open the question about whether different types of mastery motivation may predict language and numeracy outcomes differently. The current study filled this gap by testing a larger sample of children and included a wider age range than previous studies. The sample included 387 children aged 2 to 6 years old and their parents. Parent ratings on the Dimensions of Mastery Questionnaire (DMQ 18; Morgan et al., 2019) were used to measure children’s cognitive mastery motivation and social mastery motivation. Parents were asked to rate statements such as ‘Repeats a new skill until he or she can do it’ and ‘Tries to understand other children’ on a 5-point Likert scale. Children’s language and numeracy skills were assessed individually using the Brigance IED III-Standardized Assessment. Regression analyses were conducted to determine the effects of mastery motivation on children’s oral language and numeracy skills, with maternal education and age included in the models. We found that social mastery motivation significantly predicted children’s language outcomes, and the relationship was stronger for younger children than older children. We did not find effects of cognitive mastery motivation on language outcomes. No significant effects of mastery motivation were found on numeracy outcomes. These findings suggest that mastery motivation may have a stronger relationship with language than numeracy outcomes. Our findings extend previous studies and show that children’s desire and attitudes towards communicating with others, in addition to their social cognitive abilities (Bohn & Frank, 2020), may play a role in language development.
ID: PPR231
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR208
Location: NIE2-01-TR208
Strand: Assessment
Paper
Achieving Fairness & Reliability in Assessments in a Differentiated Music Classroom
Sheena Toh - ANDERSON PRIMARY SCHOOLGracia Lim - ANDERSON PRIMARY SCHOOLJoanne Tay - ANDERSON PRIMARY SCHOOLLisa Kan - ANDERSON PRIMARY SCHOOL
ABSTRACT
This research project delves into the exploration and implementation of strategies aimed at fostering fairness and reliability in differentiated music assessments. Employing Carol Tomlinson's Equalizer (1999), the study explores its effectiveness as a tool in scaffolding teachers' cognitive processes related to the planning for differentiation. Notably, the Equalizer facilitates an environment where all students can engage at a level of moderate challenge, promoting inclusivity while maintaining educational rigor. A pivotal aspect of this research involves the use of rubrics and inter-rater standardization. These measures were integral in ensuring that assessments, though differentiated to accommodate diverse student readiness levels, continued to fair. The systematic use of rubrics provided a transparent framework for assessment, while inter-rater standardization ensured consistency in assessing musical proficiency. The research findings underscore the significance of balancing differentiation with equitable assessment practices. By addressing these challenges head-on, this study contributes valuable insights to the broader discourse on enhancing the overall assessment processes within differentiated music classrooms. The approach blends pedagogical theory with practical methods, fostering a more robust and equitable educational environment for both teachers and students.
ID: PPR232
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+13
Location: LHN-L1-01
Strand: Mathematics Education
Paper
Student Experiences of Groupwork in Additional Mathematics Lessons in Singapore
Divya Bhardwaj - NATIONAL INSTITUTE OF EDUCATION (NIE)Dennis Kwek - NATIONAL INSTITUTE OF EDUCATION (NIE)Wong Hwei Ming - NATIONAL INSTITUTE OF EDUCATION (NIE)Lim Shijian - NATIONAL INSTITUTE OF EDUCATION (NIE)Eunice Samantha Seet - NATIONAL INSTITUTE OF EDUCATION (NIE)Goh Hock Huan - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Group work serves as a widely adopted approach to facilitate learning across various educational levels. There is substantial scientific support for the positive outcomes associated with students learning and working collaboratively in groups. Despite this, a notable gap exists in understanding the factors contributing to the success of some group work while others result in contrasting outcomes. This paper addresses this gap by attempting to tease out students’ experiences about group work in Secondary 3 Additional Mathematics classrooms in Singapore. The study is relevant to instructional practices in Singapore, aligning with the revised mathematics curriculum that emphasizes group tasks as one of the formative assessment processes (MOE, 2020). Drawing data from the CORE 4 Phase 1 qualitative study involving 119 Secondary 3 lessons from 23 schools, a key question is explored: How did students perceive themselves and their peers through the experiences of working in groups' Based on classroom observations, transcripts of classroom talk, and interview data of students and teachers, the paper highlights the varying effectiveness with which teachers’ use of group work translate into students’ engagement and learning experiences.
ID: PPR233
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+18
Location: LHN-L1-06
Strand: School Change and Leadership
Paper
Decoding Complexity: A Serious Game for School Middle Leaders on Curriculum Ideologies and Differentiated Instruction Leadership
Wong Yu Kai William - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Educational leadership, particularly in the realm of differentiated instruction, entails navigating through a maze of competing curriculum ideologies that are often underrecognised by middle leaders. This study presents a serious game informed by Kolb’s Experiential Learning Cycle, aimed at demystifying this complexity and preparing leaders for the multifaceted role of leading differentiated instruction in schools. By simulating the nuanced interplay between Schiro’s curriculum ideologies—Scholar Academic, Social Efficiency, Learner-Centered, and Social Reconstruction - participants gain firsthand experience of the challenges involved in leading educational reform. The game immerses participants in a scenario that mirrors the real-life intricacies of school leadership, guiding them through the stages of experiential learning to facilitate a comprehensive understanding of curriculum dynamics. Through role-play, reflection, conceptualisation, and experimentation, the game prompts participants to grapple with the practicalities of incorporating differentiated instruction into a typical Singapore school. Post-gameplay reflections reveal a critical gap in the awareness of school middle leaders regarding the impact of their curriculum ideology on the implementation of differentiated instruction. The analysis of these reflections provides insights into the complexities of educational leadership, illuminating the intricate balance required to navigate personal beliefs and professional practices. The findings underscore the serious game’s potential to enhance leaders’ abilities to recognise and negotiate curriculum ideologies when leading differentiated instruction. The game elevates participants' understanding of leadership in education beyond administrative tasks, highlighting the nuanced decision-making and ideological awareness necessary for fostering inclusive and adaptive learning environments. This paper advocates for a more nuanced approach to middle leadership development, emphasising the value of experiential learning in equipping educational leaders with the skills to lead differentiated instruction effectively. By confronting and reflecting upon the multifaceted aspects of curriculum ideologies, middle leaders can better appreciate the complexities of educational change and the critical role they play in shaping responsive and equitable instructional practices.
ID: PPR234
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR209
Location: NIE2-01-TR209
Strand: Curriculum Development
Paper
Demystifying Sustainability: How Singapore Polytechnic's Common Core Curriculum is Fostering Future-Ready Sustainability Champions
Teresa Chua-Moraes - SINGAPORE POLYTECHNIC (SP)Soh Ying Ying - SINGAPORE POLYTECHNIC (SP)Kwa Lay Ping - SINGAPORE POLYTECHNIC (SP)
ABSTRACT
Addressing the conference theme, "Growing future-ready teachers and learners: Collaborative research for educational change," this paper presentation showcases Singapore Polytechnic’s Common Core Curriculum (CCC). The CCC exemplifies an innovative approach to curriculum development, focusing on sustainability education through the lens of sustainability as guided by the United Nations' Sustainable Development Goals (UN SDGs). What makes the CCC particularly relevant is its alignment with the local context of Singapore, drawing insights from examples such as the Singapore Green Plan. At the heart of CCC’s approach to curriculum development is its interdisciplinary nature. The curriculum integrates sustainability by enabling students to explore these issues within the specific context of their own domain knowledge, fostering a deeper and more relevant understanding. This breaks down traditional academic silos, encouraging students to engage critically and empathetically with real-world sustainability issues across the curriculum. The curriculum, rolled out to ALL students in the polytechnic, includes ten core modules, each carefully crafted to blend skills like effective communication with the latest in digital technology competencies, such as data analysis and storytelling. This approach is key to transforming the perception of sustainability from a vague notion into a concrete, engaging, and actionable part of the educational experience. This paper presentation will explore how the CCC aligns with the conference's focus on preparing future-ready educators and learners through a case study approach. It will delve into the collaborative curriculum development process at Singapore Polytechnic. Quantitative and qualitative feedback from students and educators will also be shared to illustrate how the curriculum has enhanced students’ understanding of sustainability, moving it from a hard-to-grasp concept to a clear and relatable issue, with the skills to craft viable solutions. Additionally, the paper presentation will openly discuss the challenges faced and lessons learned in implementing such an innovative curriculum. By sharing their journey in demystifying sustainability and making it understandable and relevant, the authors hope to contribute to the ongoing conversation about the critical role of integrating sustainability in curriculum development, preparing educators and learners not just for the jobs of the future, but for the future of our planet.
ID: PPR235
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR711
Location: NIE7-01-TR711
Strand: Mathematics Education
Paper
Teaching and Learning of Additional Mathematics Curriculum in Singapore Secondary Classrooms
Divya Bhardwaj - NATIONAL INSTITUTE OF EDUCATION (NIE)Dennis Kwek - NATIONAL INSTITUTE OF EDUCATION (NIE)Lim Shijian - NATIONAL INSTITUTE OF EDUCATION (NIE)Eunice Samantha Seet - NATIONAL INSTITUTE OF EDUCATION (NIE)Wong Hwei Ming - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
This research paper explores the implementation of the Additional Mathematics (A Math) curriculum in a sample of forty Singapore Secondary 3 classrooms. It illustrates how teachers interpret the curriculum through their beliefs and experiences as they interact with students and curriculum materials in the classroom. The study addresses the relationships between instructional and pedagogical practices, the intellectual quality of knowledge work in the classroom, and teacher pedagogical reasoning in A Math lessons. Data is drawn from the CORE 4 Phase 1 qualitative study, encompassing 119 Secondary 3 lessons from 23 schools. By analysing classroom observations, transcripts of classroom talk, and interviews with teachers and students, the paper highlights the challenges, tensions, and opportunities for teachers as they implement the revised 2020 A Math syllabus. Additionally, it briefly compares the 2023 - 2024 dataset with data collected from 2017’s CORE Research study (C3PP) on pedagogical practices. The findings have important implications for policy, practice, and teacher education. Based on the results, we discuss areas for improvement.
ID: PPR236
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR507
Location: NIE5-01-TR507
Strand: Visual and Performing Arts
Paper
DO I HAVE WHAT IT TAKES TO BE AN ARTIST EDUCATOR? OVERCOMING IMPOSTOR SYNDROME THROUGH ARTS-BASED INQUIRY
Varsha - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
This arts-based autoethnographic study aims to explore the phenomenon of impostor syndrome as experienced by aspiring artist educators. The researcher places themselves within this context and uses arts-based inquiry as a method of self-discovery. Through this investigation, the study examines literature on impostor syndrome, the definition of an artist in various cultural contexts, the necessary qualifications and experience for teachers, and how one establishes an identity as an artist educator. Data collection, analysis and interpretation take place in two phases. The first consists of a reflective process of looking back on past artwork and identifying evidence of the qualities possessed by and required of artist educators in Singapore. The second involves a self-directed process of art making aimed at purposefully incorporating these qualities in personal and professional practice. The reflective autoethnographic accounts of the memories and experiences of the researcher serve as a means of documenting the process of personal growth and understanding of self. The study poses two research questions; RQ1: How can a pre-service art teacher learn to develop and grow their artist educator skills, dispositions, and knowledge through arts-based inquiry? RQ2: How can an aspiring artist educator use arts-based inquiry to learn to overcome IS through the development and growth of these skills, dispositions, and knowledge? This study provides the unique voice of a new art teacher struggling with feelings of inadequacy and hopes to encourage individuals in comparable contexts to adopt similar self-directed methods of nurturing their own self-confidence and self-esteem.
ID: PPR237
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR308
Location: NIE3-01-TR308
Strand: Early Childhood Education
Paper
Understanding the quality of teacher-child interactions in the preschool classroom across 3 levels
Rasnaam Kaur - NATIONAL INSTITUTE OF EDUCATION (NIE)Chua Jer Lin - NATIONAL INSTITUTE OF EDUCATION (NIE)Pierina Cheung - NATIONAL INSTITUTE OF EDUCATION (NIE)Dinah Liyana Binte Ahmad - NATIONAL INSTITUTE OF EDUCATION (NIE)Valerie.Goh - NATIONAL INSTITUTE OF EDUCATION (NIE)Hidayah Binte Ahssan - NATIONAL INSTITUTE OF EDUCATION (NIE)Lye Yu Min - OTHERSSng Wei Qin - NATIONAL INSTITUTE OF EDUCATION (NIE)Tan Yi Ler - NATIONAL INSTITUTE OF EDUCATION (NIE)Nadine Tang - NATIONAL INSTITUTE OF EDUCATION (NIE)Karuppiah Nirmala - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
This exploratory research project was aimed at understanding the quality of teacher-child interactions in Singapore preschool classrooms across 3 levels. Data for this study were collected through observations of teacher-child interactions from 17 Playgroup (PG), 15 from Nursery 2 (N2) and 15 Kindergarten 2 (K2) classrooms. The Classroom Assessment Scoring System (CLASS) was used to gather data in the three key domains which are 1) Emotional Support, 2) Classroom Organisation, and 3) Instructional Support (Pianta, La Paro, & Hamre, 2008). A semi-structured questionnaire was also used to gather data from the main teacher on their interactions with children in each of these classrooms. It was found that the overall quality of teacher-child interactions was generally moderate for Emotional Support and Classroom Organisation but generally low for Instructional Support in most classrooms and across levels . This finding is similar to that found in an earlier study, the Singapore Kinderrgarten Impact Project (SKIP) conducted by the National of Education (NIE) and in many other countries. The information gathered from this study could be used by preschool leaders and teachers to reflect and review their classroom pedagogy and practice. While teacher-training institutes could review their preschool teacher education and professional development programmes, the government could also review the policies, regulations and working conditions in the preschool sector.
ID: PPR238
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR711
Location: NIE7-01-TR711
Strand: Science Education
Paper
Enhancing Students’ Digital Literacy and Strengthening Practices of Science through the Design of Inquiry-based Practical Lessons
Xu Ruiping Alivia - MILLENNIA INSTITUTELee Qiao Le - MILLENNIA INSTITUTE
ABSTRACT
The Biology teachers at Millennia Institute (MI) formed a Professional Learning Team (PLT) to learn more about inquiry-based learning to a) enhance students’ digital literacy in using technology for collaborative learning and in collecting, analysing, and evaluating experimental data, as well as b) strengthen their practices of science – in understanding the nature of scientific knowledge, demonstrating Science inquiry skills, and relating Science to society. The PLT team did literature review on inquiry-based learning, and was the first A-level school in Singapore to purchase and trial the use of PocketLab Air. The team also shared relevant experience with colleagues in junior colleges and CPDD, MOE. Over a two-year period, the Biology students at MI were engaged in inquiry-based practical tasks of increasing complexity – from structured, to guided, then open inquiry. Students worked with their groupmates to decide on the problem task using design thinking principles and came up with hypotheses for their investigations. Leveraging home-based learning days, students collaborated online and proposed their own experimental procedures and materials required for the investigation. During the guided inquiry lesson phase, students received teacher feedback to refine their experimental design. They then performed experiment with the materials they requested and collected dependent variables. Subsequently, students applied the digital literacy skills they learned to convert raw data into meaningful graphs for presentation. During the open inquiry lesson phase, students came up with their own experimental hypothesis by incorporating activities guided by design thinking. The open-ended tasks promoted greater student agency, and the use of wireless sensors allowed students to collect more than one dependent variable simultaneously. Students investigated real-world problems related to climate change, maintaining strong disciplinary fundamentals while layering compelling authentic applications. The students managed the structured and guided inquiry lessons in the first year well, but some faced difficulty during the open inquiry lessons in the second year when the task was more open-ended. Nevertheless, students enjoyed the autonomy to design their investigations and collect simultaneous data in real time. The learning experience allowed students to deepen skills and understanding of what science is about and how scientific knowledge is constructed.
ID: PPR239
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR506
Location: NIE5-01-TR506
Strand: Mother Tongue / Bilingual Education
Paper
Using Differentiated Instructions for Picture Composition Teaching (Primary 3)
Cheong Mei Yuan - ANDERSON PRIMARY SCHOOLSeet Chia Song - ANDERSON PRIMARY SCHOOLLin Ruoting - ANDERSON PRIMARY SCHOOLXia Shanna - ANDERSON PRIMARY SCHOOLPoh Chee Peng - ANDERSON PRIMARY SCHOOLCheong Hwee Hua - ANDERSON PRIMARY SCHOOLDeng Liqiang - ANDERSON PRIMARY SCHOOLSerena Goh Yi Ting - ANDERSON PRIMARY SCHOOLKek Sor Ling - ANDERSON PRIMARY SCHOOLChoo Chee Keong - ANDERSON PRIMARY SCHOOL
ABSTRACT
“Writing compositions are hard!” moaned the students; “Teaching students to write compositions are challenging!” the teachers lamented. These are comments that are frequently echoed in the minds of teachers and students during Chinese Language Composition Writing lessons. Writing composition for a Primary 3 student is challenging, moreover writing their essay in Chinese. With English becoming the language of choice at home, our students faced increasing difficulties in writing Chinese composition given their limited range of vocabulary and ill-constructed sentence structures. For Primary 3 students freshly promoted from the lower primary, many are having problem organising their content into a coherent story. These led to many students underperforming in their Chinese writing at Primary 3, even for some of our high readiness students. Armed with this knowledge, this research seeks to find effective strategies to support students in their Chinese writing. The research team explore building up students’ vocabulary range using thematic approach; harnessing the affordances of technology to cater differentiated instructional methodologies for students with varied readiness; introducing fun elements to encourage self-directed learning and high level of engagement prior to the writing lesson. In this research, our team will be discussing (in English) the impact of our strategies equipping students in coming out with a coherent Chinese composition with relevant vocabulary and story structure.
ID: PPR240
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR207
Location: NIE2-01-TR207
Strand: Artificial Intelligence in Education
Paper
Fusing AI and Human Expertise: A Novel Approach for Streamlined Curriculum Vetting
Kwa Lay Ping - SINGAPORE POLYTECHNIC (SP)Teresa Chua-Moraes - SINGAPORE POLYTECHNIC (SP)Loo Xue Mei - SINGAPORE POLYTECHNIC (SP)
ABSTRACT
The rapidly changing landscape of education, characterized by evolving pedagogical methods, changes in content materials, and technological advancements, presented a significant challenge in ensuring curriculum relevance and accuracy. The vetting process was also extremely time-consuming for curriculum vetters. This paper presentation presented the findings of an innovative approach to curriculum vetting that leveraged Artificial Intelligence (AI) to complement human expertise. The methodology featured a two-stage vetting process. Initially, a selection of curriculum materials was reviewed by experienced educators who had been trained in vetting standards and protocols. This phase ensured a thorough and nuanced understanding of the content, drawing upon the educators' depth of experience and expertise. Following this, researchers used a trained AI system to conduct its own vetting of the same items for comparison. A key aspect of the study was the detailed comparative analysis between the outcomes of the educator-led review and the AI-assisted review. This comparison looked at the accuracy, identification of outdated content, and the overall depth of the vetting process. The discrepancies noted offered valuable insights into the strengths of both approaches, showcasing the benefits of their integration. The researchers also surveyed and interviewed the human vetters. This qualitative aspect provided insights into their perception of the AI-integrated vetting process as well as practical challenges and potential ways to enhance the collaboration between human expertise and AI analysis. Overall, the findings suggested a combined synergistic human-AI approach might expedite vetting while reducing workload for educators. By leveraging the respective capabilities, the curriculum's relevance and accuracy could be better ensured. The AI acted as a collaborative partner to teachers, rather than replacing them. This study offered a novel perspective on constructive AI integration in education. With proper training and oversight, the AI might support - not substitute - valued human judgment in important quality assurance tasks like curriculum vetting.
ID: PPR242
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR210
Location: NIE2-01-TR210
Strand: Cognition, Motivation and Learning
Paper
Mindsets, Emotion Regulation and Student Outcomes: Evidence from a Sample of Higher Education Students in Singapore
Wong Wan Yunn Alexis - NANYANG TECHNOLOGICAL UNIVERSITY (NTU)Lee Ai Noi - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
The rapid advancement of science and technology is reshaping the global economy, creating a complex and unpredictable environment. In this volatile, knowledge-centric era, higher education students encounter diverse challenges as they pursue academic excellence and prepare themselves for the complexities of the job market. Therefore, cultivating a growth mindset coupled with adaptive emotion regulation strategies could help them to navigate these dynamic challenges more effectively. The present study examined the predictive relationships among mindsets, emotion regulation, satisfaction with life, vitality, and academic buoyancy. A convenience sample of 211 higher education students in Singapore participated in this study by completing an anonymous online questionnaire. Path analysis results indicated that growth mindset positively predicted cognitive reappraisal and expressive suppression while fixed mindset positively predicted expressive suppression but not cognitive reappraisal. Results also indicated that cognitive reappraisal positively predicted satisfaction with life, vitality, and academic buoyancy, whereas expressive suppression negatively predicted satisfaction with life and vitality. From the mediation analysis, results indicated that growth mindset indirectly and positively predicted satisfaction with life, vitality, and academic buoyancy via cognitive reappraisal. On the other hand, fixed mindset indirectly and negatively predicted satisfaction with life and vitality via expressive suppression. These empirical findings have implications for student development policy and practice in higher education contexts.
ID: PPR243
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR312
Location: NIE3-01-TR312
Strand: ICT in Education
Paper
Nurturing Little Einsteins in Technology-enhanced Seamless Learning Science Classrooms
Tan Si Hua - WEST GROVE PRIMARY SCHOOLFan Swee Sian - WEST GROVE PRIMARY SCHOOLNurhuda Mohd Amin - WEST GROVE PRIMARY SCHOOL
ABSTRACT
A central goal of science education is to enable students to recognise the value of science and its applications in their everyday lives, necessitating that Science classrooms provide opportunities for students to explore and applying scientific concepts to phenomena related to their daily experiences and environment as inquirers (NRSS, 2013). Reflecting this goal, Seamless Learning (Wong, Looi, & Goh, 2017) - integrates experiences across formal and informal settings, blending individual and collaborative efforts in both physical and digital spaces, enabling learners to explore and appreciate the role of science in their everyday lives and environments through a continuous learning trajectory, thereby encouraging the cultivation of a habit of mind as budding inquirers. Adopting a case study methodology in the science classrooms of a primary school in Singapore, this study explores the application of five core principles of seamless learning, denoted as C2FIP: Connectivity of learning spaces, socio-constructivist inquiry learning, formative assessments with student artifacts, leveraging resources in informal settings, and personalized and self-directed learning to guide the design of seamless learning, emphasizing cross-contextual activities, student-centered inquiries, and personalized learning pathways. This approach aligns with the three 'INs'—Inspire, Inquire, and Innovate—and represents the overall experience of our students in Science education. Preliminary observations indicate that the Seamless Learning approach enriches students’ Science Learning experiences, promoting a continuous cycle of learning, application, and reflection, leading to students’ deeper appreciation of science in everyday life. Augmented by key applications of technology, connectivity across learning contexts allows students to apply scientific concepts in diverse real-world scenarios, fostering a deeper conceptual understanding. Socio-constructivist activities encourage collaborative inquiry and critical thinking, while customised learning pathways cater to individual interests. This paper presentation will delve into the design principles and considerations involved in implementing the C2FIP Seamless Learning Design Framework in Primary Science classrooms. Participants will gain insights into both the opportunities and challenges associated with seamless learning experiences, as well as key applications of technology that enhance learners' overall learning experience.
ID: PPR244
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR712
Location: NIE7-01-TR712
Strand: Language and Literacy Education
Paper
Using A Generative AI Tool for Supporting Academic Research and Writing: A Pilot Study in a University from A Workshop Series
Jiaxin Cao - The Education University of Hong KongYunsi Ma - The Education University of Hong Kong
ABSTRACT
Recent advancements in artificial intelligence (AI) technologies, coupled with the growing accessibility of AI-generated tools like ChatGPT, have significantly enhanced the efficiency of academic research. However, it has also raised concerns regarding academic integrity within higher education. To address this issue, a series of workshops were designed and implemented based on the “6-P Pedagogy: plan, prompt, preview, produce, peer-review, portfolio-tracking” framework, aiming to guide students in effectively utilising AI-generated tools to improve their research and academic writing skills. The first 2-hour workshop instructed students to utilise the AI-generative tool to generate research ideas and conduct preliminary literature reviews. The second 2-hour session emphasised formulating effective prompts for interacting with the AI tool and encouraging students to evaluate the output generated by AI critically. The study involved approximately 100 university students in Hong Kong. A pre- and post-workshop survey was conducted to gather quantitative and qualitative data from the participants. Copilot was primarily used for conducting the hands-on practice. The study aimed to develop an effective approach to support students in developing their research and writing skills. It attempted to address three research questions (RQs): RQ1: How does the 6-P Pedagogy guide students in utilising generative AI tools for academic research and writing? RQ2: What are students’ perceptions of using generative AI for research and academic writing? RQ3: Can students critically evaluate the role of AI generative tools in supporting academic research and writing? The results showed that students were willing to embrace AI tools to support their academic research and writing, particularly finding AI helpful in achieving an appropriate academic writing style. However, students exhibited limited capabilities in critically evaluating the accountability of AI. Furthermore, the researchers proposed that the 6-P Pedagogy could be enhanced by incorporating a reflection element and reinforcing the chain of thought. Future research should explore the full potential and ethical aspects of deploying generative AI tools for supporting academic research, as well as other generic skills and learning across students of different levels.
ID: PPR245
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR508
Location: NIE5-01-TR508
Strand: Teacher Quality, Teacher Learning and Development
Paper
Educational Innovation projecs among K-12 Teachers: Addressing Challenges and Exploring Implementation through Bottom-Up Approaches
Xiaoshi Zheng - China Basic Education Quality Monitoring Collaborative Innovation Center,Beijing Normal University
ABSTRACT
This study aims to explore how K-12 teachers , through bottom-up educational innovation projects, address various challenges in educational practice, as well as the skills and supportive resources required during the implementation process of these projects.To address this issue, the study surveyed 437education innovation projects developed by K-12 teachers in China.Content Analysis was employed to process all projects documentation, and focus group interviews were conducted with 15 project development teams. The data were analyzed using contextual coping theory.The results indicate that these educational projects undergo three stages: identifying real challenges (initial appraisal), seeking supportive resources to form solutions (secondary appraisal), and implementing solutions in practice . In the initial appraisal stage, projects often stem from a lack of curriculum or activities, deficient teacher capabilities, and a lack of awareness and objectives. Teachers tend to validate their assessments of these challenges using national and local policies, pedagogic knowledge, and surveys. In the solution phase, teachers prefer interdisciplinary collaboration, designing new courses or campus activities, adjusting teaching strategies, and seeking professional knowledge and skills training to achieve innovation in response to identified challenges. During the implementation stage, support from colleagues is deemed most important, followed by school curriculum evaluation methods, external societal resources, and stable funding. Additionally, the awareness among teachers regarding the use of educational technology is relatively weak, with less than 5% of surveyed projects incorporating such technology. This indicates that bottom-up education innovation projects not only place higher demands on teachers' professional competence but also require the ability to integrate interdisciplinary resources and expand external resources. Additionally, teachers need more active communication mechanisms with colleagues, appropriate curriculum evaluation methods, and diverse societal resource support to ensure the effective implementation of projects and to inspire innovative behavior in teaching. I will make my presentation in English.
ID: PPR246
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR712
Location: NIE7-01-TR712
Strand: Learning Sciences
Paper
Conjecture Map for Design Thinking
Joon Yong Ng - PEIRCE SECONDARY SCHOOL
ABSTRACT
Conjecture maps describe how theoretically salient features of an environment design, framed into four components - (1) tools and materials, (2) task structures, (3) participant structures and (4) discursive practices - could work together to bring about the desired learning process that leads to the desired outcome (Sandoval, 2014). The conjecture map helps learning scientists and practitioners to operationalise a theoretically principled abstract idea of how to support a particular desired form of learning. This paper describes how a conjecture map is conceptualized and operationalized into a three-day Knowledge Building workshop for selected Secondary Two students. The theoretically principled abstract idea is “community knowledge building and collective responsibility in design thinking solve ill-defined problems with viable solutions”. The tools and materials used in the three-day workshop include physical collaborative whiteboards, an online collaborative workspace, students’ resources and authentic resources. The task structure comprises of (1) students’ design of a commercially viable solution within a set of pre-defined creative constraints and (2) students’ reflection on their design process. The activity structure is designed to manage the iterative design thinking process. It consists of (1) logical team progression, (2) decisive team revisitation, and (3) productive community milestones. The participant structure and discursive practice include opportunistic grouping, rotating leadership, student-user involvement and student-teacher dialogue. These four components work together and bring about the process of framing problems by the students based on contributions from their peers, collective interpretation of data collected, collaborative experimentation as well as sharing and constructive use of the results within and across groups. The use of conjecture maps allows the teacher to systematically evaluate how the design features bring about the desired process that leads to creative solutions. The enactment of the conjecture map as a design tool for teachers showed promising results in impacting students’ engagement in the design process. One team’s design achieved an aesthetic design award. This presentation concludes with insights into the use of a conjecture map as a tool to guide teachers in designing learning environments that could potentially transform classrooms and schools into knowledge-creating organisations.
ID: PPR247
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR209
Location: NIE2-01-TR209
Strand: Early Childhood Education
Paper
Navigation Strategies used by Experienced Male Early Childhood Teachers in Singapore
Grace Lum - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
The early childhood sector in Singapore has grappled with persistent challenges related to recruitment and retention. While extant research has delineated distinct pedagogical strengths between male and female educators in instructing young children, the scarcity of male practitioners persists. Previous investigations primarily focused on elucidating the reasons behind the departure of male early childhood educators, neglecting an exploration of the experiences of those who continue in service. In response, this qualitative cross-case study uncovered the mechanisms sustaining the commitment of three male early childhood educators. Methodologically, the study integrated semi-structured interviews and classroom observations as data sources. The study identified a comprehensive 6R approach—reinventing responses, reframing mindset, rebalancing relationships, reconciling identities, remaking masculinities, and rethinking policies—adopted by male early childhood educators to navigate and negotiate the challenges inherent to the "feminised" preschool environment.
ID: PPR249
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR208
Location: NIE2-01-TR208
Strand: Assessment
Paper
Assessment of creative thinking in traditional culture learning for junior high school students: a case study from China
Jiamin Wang - Beijing Normal University
ABSTRACT
Purpose：The process of globalization has brought challenges to cultural diversity and created favorable conditions for exchanges and dialogue among different cultures. In the process of globalization, how to adhere to the autonomy of local culture, maintain the "gene" of national culture, and appreciate, respect and absorb the essence of other cultures to promote the development and innovation of national culture is the issue of The Times that all national countries need to deal with. On the basis of a comprehensive analysis of the current development trend of creativity theory and its assessment methods, this study relies on the creativity theory from the perspective of cultural psychology, the cultural innovation theory of Chinese scholars represented by Feng Youlan and the situational assessment theory, and draws on the beneficial experience of the computer assessment practice and exploration of creative thinking such as PISA. This paper constructs the creative thinking assessment framework and computer assessment tools for junior high school students in learning traditional culture, and provides evidence for their feasibility and rationality of psychometric measurement. In order to promote the reform of traditional culture education evaluation in the basic education stage, a new practical path is provided. Approach：This study constructs an evaluation framework through literature analysis and Delphi method. On this basis, it adopts the method of expert collective judgment. After planning, design, task realization, thinking out loud interview, trial test, modification and improvement, large-scale test and other stages, it adopts the third-party Open-CT platform. A number of human-computer interactive assessment tasks corresponding to the assessment framework are developed to simulate real traditional cultural learning situations. Findings：The test tool has been applied to the advanced ability test of different junior middle school students in different regions, and the test data is good. The test shows that to embody creative thinking in traditional culture learning, a certain reserve of cultural knowledge is needed first, and cultural knowledge is the starting point of students' divergent thinking. At the same time, this study also found that there is a significant correlation between creative thinking and reading achievement in traditional cultural learning.【English report】
ID: PPR251
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR207
Location: NIE2-01-TR207
Strand: Cognition, Motivation and Learning
Paper
Parental autonomy granting is associated with Singaporean children’s endorsement of free choice
Yue Yu - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
In the western context, children rapidly develop an understanding about free choice during early childhood. For example, while 4-year-olds from the U.S. typically claim they have to do what they desire, 6-year-olds start to realize that they have the free will to refrain from their desires (Kushnir et al., 2015). However, given that personal freedom is prominent in western mainstream value, it is reasonable to ask whether the same developmental trajectory can be observed in non-western cultures, as parents from these cultures may not emphasize personal freedom as much when socializing children. For example, past research showed that Singaporean children are more reluctant than their peers from the U.S. to endorse the freedom to act against norms (Chernyak, et al., 2019). This study extends this comparison to examine Singaporean children’s endorsement of the freedom to act against their own desire, or to do something that is hard. This was measured via an online interview during which children faced undesired or hard tasks in 8 hypothetical scenarios, and answered whether they could choose to do them. In addition, for our Singaporean sample we collected parental report of autonomy granting (whether they allowed children to make decisions for themselves) as part of a parental questionnaire, to allow an examination for parental influences on children’s endorsement of free choice. Results from 140 Singaporean children (age range = 4.1y-9.9y) and 122 U.S. children (age range = 4.0y-9.8y) showed that after controlling for age, culture predicted children’s overall free will beliefs. Singaporean children were less likely to endorse free choice than U.S. children. These cultural differences were significant for the “undesired” items, but not for the “hard” items. Overall free will beliefs increased with age among both U.S. and Singaporean children. Parental autonomy granting predicted Singaporean children’s free will beliefs after controlling for children’s age. These results suggest that parental autonomy granting plays a vital role in Singaporean children’s development of free will beliefs, which may have implications for their undertaking of undesired or hard tasks.
ID: PPR252
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR508
Location: NIE5-01-TR508
Strand: Others
Paper
A Social Semiotic Study of Cultural Representation in a Chinese Secondary School English Textbook
Zhao Qian - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
The present-day era of globalization requires English as a Foreign Language (EFL) education to raise EFL learners’ global cultural consciousness and develop their intercultural communicative competence. In addition, EFL textbooks, as cultural artifacts, are laden with ideology, which plays a vital role in influencing EFL learners’ cultural values. Therefore, cultural representation in EFL textbooks has drawn significant attention, but few studies have adopted a semiotic approach. This qualitative study deployed Weninger’s (2013) framework to examine the triadic semiotic constellation of text-image-task, aiming to explore the cultural meaning potential in a Chinese secondary school English textbook, English (Oxford-Shanghai Edition, Eighth Grade, Volume 1). The findings are that 1) there is an imbalance in the textbook’s representation of global cultures with a predominant emphasis on Western culture; 2) the image and text have an indexical relation focusing on the denotational meaning of keywords or sentences in the text; and 3) there is no interplay of the text-image-task semiotic triad to stimulate EFL learners to reconstruct or reproduce the cultural meanings. As Weninger’s (2013) semiotic framework emphasizes that the meaning-making process in the classroom tends to be heavily guided by teachers, I suggest teachers use the critical multimodal discourse analysis method to scaffold EFL learners to make cross-cultural comparisons and reflect on their own cultural experiences for the realization of the goal of EFL education. This paper uses an example from the textbook to illustrate the critical multimodal discourse analysis method, hoping to offer some insights into culture teaching in the EFL context.
ID: PPR253
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+19
Location: LHN-L1-07
Strand: Teacher Quality, Teacher Learning and Development
Paper
A Professional Development (PD) Journey towards Student-Empowered Assessment
Siti Zubaidah - MILLENNIA INSTITUTEZaibah Mohammed Amin - MILLENNIA INSTITUTEFatmawatee Othman - MILLENNIA INSTITUTEThiang Perng Meng Kelvin - MILLENNIA INSTITUTENg Hong Peng - MILLENNIA INSTITUTE
ABSTRACT
With the growing pace of change and increasing unpredictability in the world as well as the future, it is imperative that schools equip students with lifelong learning dispositions and key skills that will enable them to learn for life effectively. Schools therefore seek to develop future-ready students, who will in turn need to be guided by future-ready teachers. To better achieve the goal of developing future-ready students and teachers, Millennia Institute (MI) embarked on a professional development (PD) journey for teachers to promote their use of student-empowered assessment in the school, where students develop self-directedness and take greater ownership in the process of learning and assessment, such as co-constructing the success criteria, engaging in peer and self assessment / evaluation, and learning to better give and receive feedback constructively. This helps students to learn more effectively and also become more confident in themselves. The PD Committee in MI researched about student-empowered assessment to learn from existing literature, in terms of its benefits, good practices, limitations, and challenges. The PD Committee then discussed and planned relevant professional learning programmes for colleagues. Key learning from existing research was shared with teachers, and the team also customised some of the ideas to fit MI’s context and the students’ profiles. Additional ‘clinic sessions’ were also conducted in smaller groups, where interested colleagues shared and learnt more about student-empowered assessment practices and strategies, grounded in their actual practice. MI's PD journey for teachers to promote student-empowered assessment in the school is one both informed by existing research and customised to the local context of MI. It involves reviewing the roles students and teachers play, rethinking what effective teaching and learning entails, and adapting existing literature in the field to suit the unique context of the school. Principles of adult learning are also integrated, so that the PD journey for teachers is one that is relevant, supportive, developmental and sustainable in nature. We will share both the successes of our PD journey for teachers and some challenges encountered along the way, which we hope would be useful for schools embarking on similar PD programmes.
ID: PPR255
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR209
Location: NIE2-01-TR209
Strand: Character, Citizenship and Moral Education
Paper
Social Studies Teachers’ Approaches to Discussing Immigration in Transnational Classrooms in New York City
Kampanart Chaiyarat - Teachers College, Columbia UniversityNoa Ovadia - Teachers College, Columbia University
ABSTRACT
Social studies teachers play a vital role in shaping the future of democracy by imparting civic understanding among students. Many NYC social studies teachers work in a transnational school environment, with students who have immigrated to the United States, who speak a language other than English at home, hold dual-citizenship or residency, or have close family in another country. Transnational students, an increasing demographic in multicultural democracies such as the United States, Singapore, and other countries, have been found to exhibit foundational dimensions of democratic citizenship. By bringing together students from diverse backgrounds, transnational classrooms provide unique opportunities for students to learn about and engage with diverse perspectives on civic issues, and in particular, the issue of immigration. This study poses questions about how NYC social studies teachers bring the topic of immigration into transnational classrooms and about how the political climate during the Trump administration may have affected changes in teachers’ approaches to this topic. The data is analyzed through a conceptual framework of teachers as “transformatory intellectuals” and the concept of “transnational funds of knowledge.” The research employs a multiple case study research approach in order to gain an in-depth and detailed analysis of teachers' pedagogical ideologies and practices. The participants are three teachers who have taught social studies in transnational contexts during and after the Trump administration and report having introduced discussions of immigration into the classroom. Participatory and collaborative data collection methods are utilized in the study, including mapping lesson plan artifacts, engaging with primary sources from the Trump era, and relaying a critical incident from their work. Initial findings suggest valuable insights regarding teachers’ pedagogical practices that take into consideration students’ exposure to local and national leaders’ rhetoric on the topic of immigration through social and traditional media, learning needs such as scaffolding and discerning trustworthy media sources, and college readiness needs such as presentation skills. Ultimately, this research can empower social studies teachers in their role of fostering an inclusive and informed citizenry capable of engaging in constructive dialogue and positive social transformation.
ID: PPR256
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR207
Location: NIE2-01-TR207
Strand: Cognition, Motivation and Learning
Paper
Development and Evaluation of the Metacognition Intervention Programme: A Pilot Study
Imelda S. Caleon - NATIONAL INSTITUTE OF EDUCATION (NIE)Huang Xindi - NATIONAL INSTITUTE OF EDUCATION (NIE)Wong Yi Sheng - NATIONAL INSTITUTE OF EDUCATION (NIE)Teo Wei Peng - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Metacognition, which is often described as one’s ability to think about one’s own thinking, plays an important role in the field of education. It is associated with awareness of an individual's cognitive knowledge and strategies and to regulate his or her thinking process. This study aimed to develop and evaluate the Metacognition Instruction Programme (MIP) to enhance Singapore students’ metacognitive abilities in English Language writing. The MIP was piloted with 41 secondary students attending the Normal Academic course. A pretest-posttest equivalent group experimental design was used to compare the effects of the MIP with a neuroscience-based learning programme. Preliminary results based on students' reflections, survey and neuroimaging data will be presented to offer initial insights into the impact of the MIP on the students’ learning experiences and metacognitive competence.
ID: PPR257
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+21
Location: LHN-L1-09
Strand: Teacher Quality, Teacher Learning and Development
Paper
Developing a Framework to Understand and Assess the Nature and Impact of educational research-practice partnerships (RPPs) in Singapore.
Ong Woei Ling Monica - NATIONAL INSTITUTE OF EDUCATION (NIE)Imelda S. Caleon - NATIONAL INSTITUTE OF EDUCATION (NIE)Lynn Chiam - NAAndrew Joseph Pereira - NATIONAL INSTITUTE OF EDUCATION (NIE)Tay Lee Yong - Ministry of EducationJack Fogarty - NATIONAL INSTITUTE OF EDUCATION (NIE)Yang Yifan - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Internationally, universities are being challenged to re-think ways in which they engage the practitioners to optimise the rich learning experience they can provide. Over the past decade, there has been calls to emphasis on and strengthen Research-Practice-Partnerships (RPPs) to increase the impact of research work on practice. Despite this, the extant literature, and studies in RPPs has predominantly been conceptualised in the Western context, with limited focus on the Singapore’s context. There has been few research thus far that attempted to examine the nature of RPPs within the educational context in Singapore and to assess the implications they have for connecting research and practice. This study seeks to create a framework to characterise the existing dimensions of RPPs. Findings from the study will provide insights into the dimensions that can effectively characterise the nature and impact of RPPs in the assessment of these aspects of RPPs. The findings will also be helpful in examining educational RPP efforts in Singapore.
ID: PPR258
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+06
Location: LHN-B2-06
Strand: Cognition, Motivation and Learning
Paper
SUPPORTING YOUTHS TO THRIVE: AN ARTS-BASED GROUP INTERVENTION PROGRAMME
Pamela Costes-Onishi - NATIONAL INSTITUTE OF EDUCATION (NIE)Natalie Kang - Red Pencil Singapore
ABSTRACT
In Singapore, increasing emphasis has been placed on the mental health and socio-emotional needs of children and adolescents, with academic stress, wellbeing and interpersonal relationships constantly at the forefront of their concerns. In response, the research team developed Thrive, an eight-session (1.5 hours each), arts-based group intervention that draws on art therapy approaches to support the social, emotional and psychological outcomes of adolescents in Singapore. The study also examined how Thrive may influence the observed and perceived changes of the lived experiences of children. Adopting a Randomized Control Trial (RCT) design, participants (N=112) from four secondary schools were assigned into either the arts-intervention, active control or waitlist-control group. Participants in the arts-intervention group underwent 8 weeks of arts-based intervention which were facilitated by an art therapist, while those in the active control group participated in 8 weeks of art lessons. The participants also engaged in post-lesson reflections and selected students (n=10) were invited for individual interview and audio-image recording (AIR) using their created artworks to share about their experiences during the sessions. All three groups completed a survey questionnaire one to two weeks before and after the intervention implementation. The last part of the study involved focus group discussions with session facilitators and teachers/ staff supporting the adolescents in their schools to allow different perspectives and understandings of Thrive’s impact. A preliminary overview of the findings and implications for practice on the following will be shared and discussed: (RQ1) the effects of the arts-based intervention Thrive on student’s self-awareness, self-efficacy for emotional regulation, well-being and other socio-emotional outcomes; (RQ2) the perceived and observed changes in relation to self-awareness and emotional regulation of the students after attending the Thrive programme; and (RQ3) how Thrive can be improved further to support the students. The results of the study can generate insights for future research and policy making in the development of effective programmes to support social-emotional competencies of adolescents in Singapore.
ID: PPR259
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR207
Location: NIE2-01-TR207
Strand: Artificial Intelligence in Education
Paper
Students’ experiences of using Generative AI tools in completing English for Academic Purpose Courses: How do AI tools help with the completion of their research projects'
Shirley Xiao Yangyu - The Chinese University of Hong Kong, ShenzhenLiu Xiaohua - The Chinese University of Hong Kong, ShenzhenYao Yao - The Chinese University of Hong Kong, Shenzhen
ABSTRACT
The development of generative AI tools has brought new challenges to language teaching and learning in the university context. Recent literature on the students’ initial engagement of AI tools revealed that students are attempting to use AI tools in language learning in various ways, and they have different attitudes towards whether AI can support their learning or not as well as on which aspects. Whereas existing studies have already documented students’ potential usages of AI tools, the strengths and weaknesses of AI tools. None of them investigated students’ engagement with AI tools over an extended period, as well as on students’ reflections on the effectiveness of AI tools in completing different tasks. The current study intends to explore students’ experience of using generative AI tools in completing their research projects in a compulsory English for Academic Purposes course. Participants in this study were 24 undergraduate students in a top-tier university. Participants were asked to keep reflective journals on how they used AI tools to complete different learning tasks (including research proposals, research papers and research presentations) throughout the semester. All participants completed journals in three waves based on the instructions provided by the research team and attended a semi-structured post-course interview. Students’ journals were analyzed using Wingate and Harper's (2021) framework to detangle the strategies students adopted at three phases of the process-based writing/academic presentations, i.e., planning, composing, and reviewing. Our findings identified the diverse strategies students adopted to use AI tools at the three phases of learning, different ways of using AI tools in completing writing and speaking tasks, and the potential benefits and constraints of AI tools for achieving different learning purposes. Our study contributes to the in-depth understanding of students’ engagement with AI tools and carries implications for effective use of AI tools in language education.
ID: PPR260
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR304
Location: NIE3-01-TR304
Strand: Assessment
Paper
“Cher, I can’t Jump!” A Narrative of Differentiated Assessment for Physical Fitness Test Items
Chia Tai Yu - KENT RIDGE SECONDARY SCHOOLKevin Chow Kok Wei - KENT RIDGE SECONDARY SCHOOLChan Kar Hong - KENT RIDGE SECONDARY SCHOOLJitendra Bhilare - KENT RIDGE SECONDARY SCHOOLVincent Lim Kheng Joo - KENT RIDGE SECONDARY SCHOOL
ABSTRACT
Fitness testing and conditioning are integral aspects of the physical education curriculum in Singapore, where educators allocate a significant portion, of curriculum time to these components. Furthermore, this is a vital aspect of the curriculum's endeavour to foster lifelong participation in physical activity. Nevertheless, scholarly research has indicated that the utilisation of fitness assessments as a means to encourage long-term engagement in physical activity necessitates further deliberation, as certain studies suggest that it may be misdirected. A recent study found that primary students were more positive about fitness testing than secondary and pre-university students. Female students, especially secondary students, had more negative views of fitness testing than male students. NAPFA is considered the least popular aspect of physical education. The administration of fitness tests has the potential to discourage rather than inspire students, as it can have adverse effects on their emotional state. This study asks: What are the effects of the differentiation of NAPFA assessment and process on student motivation, performance and experience? Using principles of differentiated instruction, students from Secondary 1 and 3 were guided to develop their own differentiated assessment standards according to their readiness and interest. Self-directed, differentiated fitness training processes were also developed with the students to achieve their fitness goals. Semi-structured interviews were conducted and thematic analysis used to develop the themes derived from the data. In addition, supplementary quantitative data was also collected. 6 consistent themes related to correlates and barriers to physical activity and fitness testing were derived from the interviews. Of interest, full subject based banding insights were drawn from grouping/goal-orientation data. The analysis showed that “symbolic violence” unintentionally perpetuated by fitness testing undermines students' abilities and potential despite their active engagement. Accordingly, this may harm students' continued engagement in the subject and its potential if teachers fail to recognise, cultivate, and validate their potential abilities. Schools should focus on helping students develop mastery goals rather than performance goals. Differentiated instruction should be employed to mitigate “differentiated deservedness” and affect issues caused inadvertently by practices such as the uncritical evaluation of assessment methods.
ID: PPR261
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+05
Location: LHN-B2-05
Strand: Character, Citizenship and Moral Education
Paper
Use of Strengths Profile to Develop Students’ Positive Identity and in Career Exploration
Mark Chin Ye - Ministry of Education, SingaporeLee Xin Er - Ministry of Education, Singapore
ABSTRACT
Our students, when asked about their strengths, tend to think about things they are good at. Not many can elaborate on their strengths which can be a function of their skills, their awareness of their motivation and their sense of purpose. A key career development intervention is using the strengths-based approach to empower our students to know and use their strengths, enable them to become their best possible selves (Know & Grow) and be active contributors to our society (Sow). Strength spotting is an approach to help students identify what they can do and love to do. The Strengths Profile activity is used to provide students a holistic view of themselves across three components that best describe ‘Strength’ – a) Performance, b) Energy, and c) Use of their strengths. Having a more comprehensive understanding of who they are as unique individuals, why they do what they do, the areas where they will shine and have the potential to shine, and where they will be struggling, will enable our students to create a positive self-identity along with their ability to envision greater possibilities for their future based on their individual strengths. A pilot study was conducted, using a mixed methods research methodology to investigate the utility and practice use case for the Strengths Profile through 5 ECG Counsellors supporting 3 MOE Secondary Schools, Eunoia Junior College, ITE College Central, Temasek Polytechnic and Singapore Polytechnic. Students reported that they have learned more about themselves and their strengths, and can apply their strengths in their education and career journey. They saw possibilities in their future and are more confident of what they can accomplish in their future. Such findings have informed systemic scaling up efforts on strengths-based approaches to ECG, as well as professional practice of ECG counsellors.
ID: PPR262
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR506
Location: NIE5-01-TR506
Strand: Teacher Quality, Teacher Learning and Development
Paper
Validation of the Experiential Learning Pathway for Pre-service Teachers
Darryl Rog T. Montebon - Philippine Normal University, Faculty of General Education and Experitial LearningZyratie Bedural - Philippine Normal University, Faculty of Behavioral and Social Sciences
ABSTRACT
This study aimed to validate the Experiential Learning Pathway (ELP) for pre-service teachers. ELP refers to the diverse real-life experiences and activities that are designed to enhance the pre-service teachers' skills and knowledge. The study examines the stages of development of pre-service teachers, from the Foundational stage (Early Immersion) to the Integration stage (Field Study), and the Practice and Evaluation stage (Practicum). Utilizing focus group discussion (FGD) to gather feedbacks from the participants who are professional education teachers from a state university. the findings showed that the ELP was a viable approach to pre-service teacher development, as it provided a rich, authentic learning experience that help enhance the pre-service teachers’ understanding of the teaching profession. The results also revealed similarities and differences in the practices of pre-service teachers across the different stages of development. For instance, pre-service teachers in the Foundational stage tended to focus on theoretical knowledge acquisition, while those in the Integration and Practice and Evaluation stages emphasized the application of practical skills in the classroom. Additionally, the study identified several challenges that pre-service teachers encountered during their ELP experience, such as time constraints and conflicting expectations. Overall, the study highlighted the potential of ELP to provide pre-service teachers with a more holistic and integrated understanding of the teaching profession, which could lead to improved teacher performance and student learning outcomes.
ID: PPR263
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR506
Location: NIE5-01-TR506
Strand: Teacher Quality, Teacher Learning and Development
Paper
Micro-level Language Assessment Literacy (LAL) of English Language Teachers
Maria Jhona B. Acuna - Philippine Normal University, College of Teacher Development, Faculty of Languages and Literature
ABSTRACT
Language Assessment Literacy (LAL) practices in the classroom had been the focus of research in recent years. A teacher’s LAL refers to the knowledge, skills, and principles in designing, conducting, interpreting, and using language assessments and the ability to evaluate and improve these practices (Bachman & Palmer, 2010). An essential component of effective second language teaching demands that teachers know how to design and implement assessments that are valid, reliable, and useful for promoting language learning and supporting students’ language development. In this study, these three dimensions of assessment literacy were investigated to identify the language assessment competencies of secondary ESL teachers. Findings show that teachers possess the knowledge of LAL and apply its principles in their practice of language assessment, however, their perceptions of LAL were not reflected in their assessment skills.
ID: PPR265
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR712
Location: NIE7-01-TR712
Strand: Learning Sciences
Paper
The Use of Pecha-Kucha as a Presentation tool in a Blended Learning course
Nino D. Naldoza - Philippine Normal University, Faculty of Education and Information Sciences
ABSTRACT
Emerging media tools provides an opportunity to enrich classroom blended learning experiences. Hence, this study described and evaluated the use of Pecha-Kucha as a presentation tool in a graduate school course implemented through blended learning modality. Using descriptive qualitative study, semi-structured interviews and media analysis were initiated from the purposive sample of 8 Pecha-Kucha outputs of graduate school students and select Educational Technology experts. The thematic analysis revealed that the graduate students exhibited confidence, ease of concept organization and enhanced visual and technical skills in preparing the Pecha-Kucha output. It also revealed that the outputs provided concise elements on the presentation of content, enhanced presentation of a multimedia and easy to communicate with the target audience. The outputs also exhibited good multimedia quality in terms of aesthetic, relevance and appropriate use of media elements. In conclusion, the Pecha-Kucha presentation outputs achieve a good production quality and instructional relevance in a blended learning environment. Implications and recommendations were also discussed.
ID: PPR266
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR312
Location: NIE3-01-TR312
Strand: Educational Policy Research
Paper
NATIONAL EDUCATION POLICY, 2020: AMAZING AND POSITIVE DRIFT FOR THE INDIAN STUDENTS
Julian Thomas Abraham - St.Xaviers' College, Mumbai
ABSTRACT
Ministry of Education, Government of India has six apex bodies out of which University of Grant Commission is the pioneering force which came into existence in 1956 to regulate the functioning of all the universities of the nation. In India, all the universities and colleges are entitled to undergo the scrutiny by National Assessment and Accreditation Council (NAAC) as well. NAAC gives weightages on various criteria such as Curricular Aspects; Teaching-Learning & Evaluation; Research, Innovations & Extension; Infrastructure & Learning Resources; Student Support & Progression; Governance, Leadership & Management and Institutional Values & Best practices. It is also noted that all these criteria/aspects are proportionately weighted according to the emerging requirement. All these processes like accreditation, ranking etc. are focussed on the uplift of the students in the current scenario. By the implementation of National Education Policy 2020 (NEP), various novel ideasand practices were made mandatory in more effective ways. Some of those can be listed as (a) fostering social responsibility and community engagement (b) bringing innovative pedagogical approaches and evaluation reforms etc. But the complete implementation of NEP 2020 is yet to happen in the immediate future across all universities in the country. One of its new clause, of appointing an industry experienced expert as professor of practice for every higher education institution will definitely help in various ways, like getting a better revised curriculum in the related field etc. Another remarkable fact in NEP 2020 is the emphasis on internationalisation of higher education through interactions and collaborative communication between Indian and international faculties. With an extensive literature studies on the evolution of the country’s education policy in India, the paper also tries to work on the following objectives: (i) to tabulate and compare various student-centric approaches those were considered in Indian higher education system from the genesis to the current state through literature surveys, (ii) yo examine the degree of progress anticipated through guidelines laid by NEP 2020 after conducting focussed interviews from senior faculties of various subjects employed at two higher education institutions in India. The paper is concluded with a list of multifaceted benefits of NEP 2020 in comparison with the old system and the possible gain factor of the prospective students is also envisaged.
ID: PPR267
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR505
Location: NIE5-01-TR505
Strand: Mother Tongue / Bilingual Education
Paper
Promoting Mother Tongue and Bilingual Education: A Key to Enhancing Learning and Access in Schools in Delhi
Swati Verma - Directorate of Education, Sarvodaya Vidyalaya ICSE
ABSTRACT
This research explores the critical role of mother tongue and bilingual education in fostering effective learning environments and increasing access to education in India. The National Education Policy (NEP) of 2020 emphasizes the significance of teaching children in their home language or mother tongue until at least Grade 5, with a preference for continuation until Grade 8 and beyond. The policy underscores the cognitive benefits of multilingualism and highlights the need for early exposure to different languages, with a particular emphasis on the mother tongue, starting from the Foundational Stage. Efforts are directed towards bridging language gaps between students and the medium of instruction, with a focus on developing high-quality bilingual textbooks and teaching materials, especially in subjects like science and mathematics. Additionally, the NEP 2020 encourages higher education institutions to offer programs in local languages or bilingually to promote linguistic diversity and increase access to higher education. This research underscores the importance of implementing these policies effectively to create inclusive and vibrant learning environments where students can thrive academically and linguistically. Methodology: The study employs a mixed-methods approach, including literature review, analysis of policy documents, and qualitative interviews with educators, policymakers, and students. Surveys and classroom observations are conducted to assess the implementation of mother tongue and bilingual education practices in schools across different regions of Delhi. Findings: The research findings indicate that the NEP's emphasis on teaching in the home language or mother tongue until Grade 5, and preferably beyond, has led to improved learning outcomes and increased access to education for marginalized communities. Early exposure to multiple languages, particularly the mother tongue, fosters cognitive development and linguistic proficiency among students. However, challenges remain in ensuring equitable access to high-quality bilingual teaching materials and professional development for teachers. The study also highlights the need for sustained efforts to bridge language gaps and promote linguistic diversity in higher education institutions.
ID: PPR268
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+05
Location: LHN-B2-05
Strand: Character, Citizenship and Moral Education
Paper
The Children’s Wellness Inventory (CWI): Developing and Validating a Multi-dimensional and Multi-domain Instrument to Assess the Well-being of Children
Munirah Shaik Kadir - NATIONAL INSTITUTE OF EDUCATION (NIE)Imelda S. Caleon - NATIONAL INSTITUTE OF EDUCATION (NIE)Chan Hean Mei - RADIN MAS PRIMARY SCHOOLChua Yun Ze - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
This study aimed to develop, validate, and apply the Children’s Wellness Inventory (CWI), which is one of the first tools to adopt a comprehensive approach to assess the eudaimonic and hedonic well-being of children. Eudaimonic well-being is about functioning well, fulfilling one's potential, having a sense of meaning and purpose, self-realization, and connection in the real world while hedonic well-being is about feeling good, happy, and having positive emotions. Both dimensions of wellbeing are vital because they lay the foundation for children’s mental, emotional, and social development, influencing their overall health, academic success, and future life outcomes. In the realm of positive psychology, the significance of children’s well-being has recently garnered substantial focus from both policymakers and educators. Evaluating children’s well-being effectively necessitates the use of assessment instruments that are both reliable and valid, grounded in robust theoretical frameworks. Due to the sparsity of research in this domain, children’s well-being remains largely under-theorized. Addressing this research gap, the CWI represents a significant advancement in understanding and measuring children’s well-being. The CWI is collaboratively developed with primary school teachers and researchers in Singapore, ensuring its developmental appropriateness and theoretical robustness. To the best of our knowledge, the CWI is the first children’s well-being instrument that is framed to assess well-being in various settings: school (CWI-S), home (CWI-H), and general (CWI-G) environments. This multi-contextual approach allows for a nuanced understanding of children's well-being across different life areas. The CWI was administered in two primary schools in Singapore over a two-week period. The pilot study had 334 participants from primary 4 and primary 5. The study found that the CWI provided comprehensive profiles of children’s well-being, identifying areas of strength and need. These insights could inform curriculum design, program development, and targeted interventions, ultimately fostering positive well-being and flourishing in students.
ID: PPR270
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR505
Location: NIE5-01-TR505
Strand: Language and Literacy Education
Paper
Vocabulary is the Key to Learning!
Seetha Lakshmi - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Every child needs a set of vocabulary in TIS learning regardless of the medium of instruction. In Singapore, Tamil language has been taught as a mother tongue language at second language level. A selected group of students learn it at first language level from certain classes in Singapore. They can listen, understand its nuances and culture without using the language at home. This is mostly at the receptive level. If it were acquired at an active level, that would create a lifelong impact and be able to be passed on for many generations. This paper will provide an analysis of the amount of vocabulary acquired from nine Tamil classes. The data has been transcribed, translated in English and analysed based on three key varieties of Tamil language: 1. Standard Spoken Tamil, 2. Written Tamil (as an oral variety) and 3. Undifferentiated Style. This paper also provides recommendations to increase the amount of vocabulary in preschool and primary school classes.
ID: PPR271
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR308
Location: NIE3-01-TR308
Strand: Humanities and Social Studies Education
Workshop
'I do-We do-You do'-Reciprocal Teaching to develop Sensemaking
Fadilah Binte Abdul Wahid - WELLINGTON PRIMARY SCHOOL
ABSTRACT
In Social Studies issue investigations, students make inference from primary and secondary sources of information, compare different perspectives, in order to construct evidence-supported conclusion. However, the challenge arises when students do not know how to interact with primary and secondary sources of information, utilising linguistic or systemic knowledge as well as schematic knowledge to make inference, scrutinise for evidence and also to fully understand the sources. Thus, the school adapts and employs Reciprocal teaching (RT), with its four distinct strategies (predict-question-clarify-summarise) to hone students’ inference skills as they systematically and consciously monitor their own sensemaking and thinking. It is best characterised as a dialogue between the teacher-students and students-students and is a contemporary instruction adapted from Vygotsky’s zone of proximal development.This differentiated approach is to meet students’ various needs and readiness in inference skills and affording them time to practise. Instructional foundations such as scaffolding, think-alouds, metacognition, and cooperative learning are in place so students stay engaged and eventually use the RT strategies independently. The teacher also talks through the steps and reinforce the thought processes involved so the RT strategies become more tangible for students as they independently making inference from sources in their sensemaking process. After rounds of RT practice, students were observed to be more adept in inferring. RT routines also forced the students to respond, even if the level of which they were capable, was not yet that of an expert. But because the students did respond, the teacher has an opportunity to gauge their competence and students benefit from more concise and appropriate feedback. In this way, RT provides an opportunity for the students to make overt their level of competence in making inference, a level that in many other pedagogical instruction, is masked by students' tendency not to respond until they approach full competence. At the end of this workshop, teachers will be able to design RT lesson activities to scaffold students’ inference skills of primary and secondary information sources as part of sensemaking process and weigh the strengths and considerations when designing RT to meet students’ various needs and readiness in inference skills.
ID: PPR272
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+18
Location: LHN-L1-06
Strand: School Change and Leadership
Paper
The Chinese Practice of Enhancing the Teaching Leadership of Primary and Secondary School Principals
Jinhai Xu - China National Academy of Educational SciencesYixi Wang - China National Academy of Educational Sciences
ABSTRACT
Primary and secondary school principals play a crucial role in guiding schools to profound curriculum and instructional reforms and promoting educational quality continuously. In Chinese educational practice, great importance is attached in improving the pedagogical leadership of primary and secondary school principals. This paper presents a conceptual framework about how Chinese researchers and principals worked on developing the pedagogical leadership considering following five dimensions: philosophies of education, problem orientation, emphasizing on integration, assessment application, and research conduction. For philosophies of education, Chinese principals are trained to learn and follow scientific educational philosophies and generate school pedagogical guidelines accordingly. Regarding problem orientation, Chinese principals improving the teaching quality by solving various problems. They are trained to develop the sensitivity of problems, and to solve different problems by modifying school mechanisms. Emphasizing on integration means principals learned to integrate various school issues, such as subjects, curriculums, resources, and teaching spaces, with reasonable methodologies. In terms of assessment application, principals lead teachers to understand assessments scientifically, constructing appropriate constructs and rubrics, and using assessments with robust validity. Considering research conduction, principals are required to lead teachers to study diverse research questions such as understanding and administrating curriculum standards, revising pedagogical content, appreciating students’ development, and utilizing advanced pedagogical methods. In summary, Chinese principals works on various dimensions, such as recognizing educational philosophies, becoming problem-oriented, emphasizing on integrating various steps and issues, using valid assessments, and conducting high-quality research, to promote their pedagogical leadership comprehensively. Detailed examples and further implications for Asian primary and secondary school principles to increase pedagogical leadership would also be presented.
ID: SYP002
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: LT11
Location: NIE5-01-LT11
Strand: Early Childhood Education
Symposium
The Influence of Screen Time Quantity and Quality on Early Childhood Development: Insights from the CHILD Project
He Sun - NATIONAL INSTITUTE OF EDUCATION (NIE)Victor Lim - NATIONAL INSTITUTE OF EDUCATION (NIE)Jiamin Low - NATIONAL INSTITUTE OF EDUCATION (NIE)Shernice Tang - NATIONAL INSTITUTE OF EDUCATION (NIE)Weipeng Teo - NATIONAL INSTITUTE OF EDUCATION (NIE)Atiqah Azhari - SINGAPORE UNIVERSITY OF SOCIAL SCIENCES (SUSS)
ABSTRACT
With the increasing affordability and widespread use of mobile devices, it has become a common phenomenon for young children to engage with mobile devices at home, especially in the context of the COVID-19 pandemic. This trend aligns with Singapore's trajectory towards the realization of a Smart Nation, which advocates for the integration of information and communication technology (ICT) into various aspects of our lives. At the upcoming symposium, we will present findings from the CHILD study (Children’s Home ICT Use on their Language and Development), a longitudinal investigation delving into the impact of home screen use on the development of 3 to 7-year-old children. The symposium aims to shed light on the quantity (screen time) and quality (content, design, and use) of young children's mobile device interactions and their effects on bilingual learning, socioemotional well-being, and brain development. The presentation will unveil results derived from the initial wave of data collected. Five distinct studies will be presented during the symposium. The first presentation introduces the instrument our team devised to measure screen exposure in early childhood and children's screen usage during COVID-19. The second presentation will uncovers the influence of screen time on children's bilingual language acquisition. The third presentation explores the correlation between screen time and children's social-emotional learning. The fourth presentation involves a systematic review conducted by our team on the impact of early digital exposure on children's brain development, incorporating functional near-infrared spectroscopy (fNIRS) data collected during cognitive tasks and co-viewing of eBooks. The final presentation will focus on parents' perspectives on screen-use in early childhood, presenting insights gathered from focus group discussions. Each presentation will last for 15 minutes, with the remaining time dedicated to a question-and-answer session, fostering a collaborative dialogue on the implications of ICT use in the developmental landscape of young children.
ID: SYP003
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: LT 8
Location: NIE3-01-LT8
Strand: Cognition, Motivation and Learning
Symposium
“My Parents and Me” Exploring the Dynamics of Parental Autonomy Support, Expectation, and Involvement in Shaping Students’ Academic and Non-Academic Outcomes
Gregory Arief D. Liem - NATIONAL INSTITUTE OF EDUCATION (NIE)Melvin Chan - NATIONAL INSTITUTE OF EDUCATION (NIE)Zi Yang Wong - NATIONAL INSTITUTE OF EDUCATION (NIE)Woon Chia Liu - NATIONAL INSTITUTE OF EDUCATION (NIE)Hoi Shan Cheung - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
This symposium comprises three empirical papers and a discussion that delve into the intricate interplay of parental autonomy support, involvement, and expectations, and investigate their pivotal roles in shaping academic outcomes of secondary school students in Singapore. Additionally, the papers explore the potential spillover effects of the various form of parental factors into non-academic domains, including the development of social, behavioral, and well-being outcomes. The concept of parental autonomy support represents parents’ facilitation of their children’s sense of autonomy and independence. Drawing from Self-Determination theory positing that a supportive environment that nurtures autonomy fosters intrinsic motivation, positively impacting academic and non-academic outcomes. The first paper examines the longitudinal relationships between parental autonomy support and students’ academic motivation, when teacher autonomy support is controlled. Complementing autonomy support, the second presentation extends to parental expectations and their association with students’ academic and non-academic development. By focusing on the implications of parental expectations, this paper aims to uncover how the expectations that students perceive their parents set and the confidence their parents convey in them predict the students’ academic motivation and well-being. Lastly, the third paper seeks to identify groups of students based on their perceptions of parental autonomy support, parental relatedness, parental interest in school life and parental academic expectations, and examines the extent to which these groups differ in academic and non-academic outcomes. In conclusion, based on recent data collected as part of the Ministry of Education commissioned project, the Singapore Longitudinal Cohort Study or SG-LCS, this symposium puts together three original studies to clarify the dynamics of relationships between parental autonomy support, expectations, and involvement and their critical role in students’ academic and non-academic trajectories. The findings offer a comprehensive understanding of the synergistic role that parents play in shaping well-rounded individuals. The symposium not only contributes to the academic discourse but also provides practical insights for parents, educators, and policymakers to foster environments that nurture holistic student development.
ID: SYP004
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: LT5
Location: NIE2-01-LT5
Strand: School Change and Leadership
Symposium
Beyond Global Discourses of Data: A Cross-Comparative Analysis of schooling in Singapore, Australia, Bangladesh and England
Ian Hardy - School of Education, The University of QueenslandLouise G. Phillips - School of Education, The University of QueenslandVicente Reyes - School of Education, The University of BristolObaid Hamid - School of Education, The University of QueenslandGaoxia Zhu - NATIONAL INSTITUTE OF EDUCATION (NIE)Chengyu Hou - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Schools around the world increasingly rely on a range of different measures of students’ learning, typically described as ‘data’. Such data are expressed in a variety of different ways in different countries. In keeping with Pangrazio and Sefton-Green’s (2022) call for increased attention to more localised, vernacular responses to datafication processes at more localised levels, this symposium draws upon perspectives of students, teachers and school-based administrators as they seek to be more responsive to engagement with myriad forms of data. The symposium also argues there is a need to ensure those aspects of education that are actually more meaningful but also much more difficult to ‘measure’ do not become marginalised. This is always a risk because numbers convey a sense of ‘objectivity’ and ‘authority’, and it can be difficult to challenge such perceptions, including in more meritocratic contexts in which such numbers are key measures. These pressures to focus upon numeric conceptions of data are very much part of a phenomenon of the quantification of social processes more broadly. Such quantification processes have become an increasingly constitutive part of social life. However, more dominant, quantified forms are not the only forms of data that exist in schooling settings, and responses to such data are not simply passive. In this presentation, we draw upon experiences from 4 distinct national contexts – Singapore, Australia, Bangladesh and England – revealing how some of these more ‘dominant’ approaches to data exert influence – often surreptitiously. However, drawing upon the perspectives of teachers, school administrators and students in these settings, we also reveal how these education actors actively seek to both generate and engage with a much broader conception of data. Such data relate not only to academic performance, but also more holitistic approaches to students’ learning. This includes advocacy for well-being, experiential learning and life-long learning more broadly. Pangrazio, L., and J. Sefton-Green. 2022. “Learning to Live Well with Data: Concepts and Challenges.” In Learning to Live with Datafication: Educational Case Studies and Initiatives from Across the World, edited by L. Pangrazio, and J. Sefton-Green 1-16.
ID: SYP005
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: LT10
Location: NIE3-01-LT10
Strand: Mother Tongue / Bilingual Education
Symposium
eBook APP and Child Mother Tongue Language Learning
Sun He - NATIONAL INSTITUTE OF EDUCATION (NIE)Nathaniel Hong - NATIONAL INSTITUTE OF EDUCATION (NIE)Justina Tan - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Well-designed educational applications hold significant promise for early childhood education. According to the US Department of Education (2011), there are three categories of educational apps for young children: Gaming apps, Creation apps, and Interactive Electronic Storybook (eBook) apps. This symposium will specifically address the latter category, as it is directly tailored to enhance children's emerging language and literacy skills. Although eBooks may share content similarities with traditional paper formats, they come equipped with additional features that can potentially enhance both the quantity and quality of language input in a home setting. Metaphorically, an eBook app can be viewed as a portable library, offering parents and children access to hundreds of books spanning various genres, themes, and language complexities. The convenience of having a diverse array of book resources easily available as well as the read-aloud function may encourage parents to engage in more frequent reading sessions with their children. We will share three research findings derived from the eBook App project (OER 13/19 SH), a comprehensive study investigating the impact of an eBook app on various aspects of the Mandarin Chinese reading experience of bilingual children in Singapore, including input quantity, quality, and learning outcomes. The initial presentation will delve into the transformation of the language input landscape—comparing conventional input with media input—during children's English and Mandarin Chinese learning both before and since the onset of the Covid-19 pandemic. The second presentation will assess maternal input quality during shared book reading, to address the potential of well-designed eBook apps in supporting young families where parents have limited proficiency in Mandarin Chinese. Lastly, the third presentation will showcase the frequency of Mandarin reading and learning outcomes between the two reading conditions of the eBook app or traditional paper books. Each presentation will run for 20-25 minutes, and the remaining time will be devoted to a question-and-answer session. This approach aims to foster a collaborative dialogue, allowing for a deeper exploration of the implications of eBook App utilization in enhancing the mother tongue language learning of bilingual children in Singapore.
ID: SYP007
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: LT 8
Location: NIE3-01-LT8
Strand: Language and Literacy Education
Symposium
Grammar as a Meaning-Making Resource for Literacy Development: A Symposium
Alexius Chia - NATIONAL INSTITUTE OF EDUCATION (NIE)Christine Xavier - NATIONAL INSTITUTE OF EDUCATION (NIE)Gejendran V Krishnan - KEMING PRIMARY SCHOOLTracey-Anne Sim Ching Hien - KEMING PRIMARY SCHOOLHing Mui Hong - KEMING PRIMARY SCHOOLYong Tsui Fen - LOYANG VIEW SECONDARY SCHOOLTum Cheong Kiong Nelson - LOYANG VIEW SECONDARY SCHOOL
ABSTRACT
This symposium ‘Grammar as a Meaning-Making Resource for Literacy Development’ unites four interconnected presentations within the framework of a shared project with the same title. This symposium offers a comprehensive exploration of the critical role that grammar plays in nurturing literacy development within the dynamic educational landscape of Singapore. The project ‘Grammar as a Meaning-Making Resource for Literacy Development’ focuses on the practical aspects of implementing innovative teaching strategies. It places a strong emphasis on bridging the gap between theoretical knowledge and the complex realities of the classroom, recognising the unique challenges and opportunities inherent in this educational journey. At the core of this symposium lies the transformative concept of grammar as a meaning-making resource. It positions grammar not as a set of arbitrary rules and structures to be learnt but as a dynamic tool that empowers students to effectively construct and convey meaning. Within this perspective, grammar serves as a scaffold supporting the development of language skills and the interpretation of texts. The emphasis is on the connection between grammatical choices and the meanings they convey, highlighting the pivotal role of grammar in fostering a deeper understanding of language structure and function. This symposium acts as a pivotal platform for constructive dialogue and interaction among language educators, researchers, and policymakers. It provides a dedicated space for the exchange of insights and encourages engaging, reflective discussions. Moreover, it nurtures collaborative efforts to refine teaching strategies based on the transformative concept of grammar as a meaning-making resource. During this symposium, attendees will have the unique opportunity to engage with four distinct presentations. These presentations will be delivered by the project's investigators and teacher collaborators from both primary and secondary schools. Drawing on their multifaceted experiences, the symposium aims to enrich the discourse on the practical application of grammar as a resource for creating meaning. The collaborative insights shared by these educators promise to provide valuable tools and perspectives for advancing teaching practices in the 21st century English Language classroom.
ID: SYP008
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: LT 8
Location: NIE3-01-LT8
Strand: Others
Symposium
Drivers, Enablers and Pathways of Adolescent Development in Singapore: Career Choices, Self-Beliefs, Friendship Networks, and Well/Ill-Being
Kenneth K. Poon - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Adolescence is a period of development that traditionally begins with the onset of puberty (and usually secondary school education) and ends with successful transition from school to work. Significant physical and cognitive changes occur during this important period where important outcomes such as career aspirations, self-beliefs and expectations, psychological wellbeing and ill-being, as well as social relationships become increasingly established. Adolescence is also a critical developmental period that carries risks for stress-related disorders, psychopathology, as well as unhealthy physical and lifestyle behaviors (Kessler et al., 2007). As adolescents’ dispositions, choices and behaviours can produce different developmental trajectories that significantly influence post-school outcomes, the stage of middle to late adolescence (typically aged 13-17 years) is increasingly recognised as a second window period of risk and opportunity (apart and extending from early childhood). The Drivers, Enablers and Pathways of Adolescent Development in Singapore (DREAMS) is a phase of the Longitudinal Cohort Study that examines the development of 7,000 secondary school students. This study seeks (a) to understand outcomes and developmental pathways of adolescents in Singapore, (b) to understand individual, school, and other factors that may positively and negatively influence the development of adolescents, (c) to identify groups of adolescents whose outcomes and pathways of development may differ, and (d) to highlight mechanisms and pathways of development that may inform potential interventions. It employs a mixed longitudinal design where a representative sample of 7,000 participants are recruited when they are in Secondary 1 and follow-up yearly until they complete their secondary education in Secondary 4 or 5. All will participate in the main survey study but others will participate in sub studies that might involve other approaches such as more surveys, direct observations of behaviour, interviews, and/or surveys with their classmates. Comprising an introduction and four papers, this symposium seeks to share findings arising from data collection during their first year in secondary school. Specifically, this symposium will focus on career choices, expectations, self-beliefs, and motivations, friendship networks, and well/ill being among Secondary 1 students
ID: SYP009
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: LT 8
Location: NIE3-01-LT8
Strand: Others
Symposium
Drivers, Enablers and Pathways of Adolescent Development in Singapore: A Focus on the Influence of Middle Childhood, Students with Special Educational Needs, and Students from Low Income Environments
Melvin Chan - NATIONAL INSTITUTE OF EDUCATION (NIE)Trivina Kang - NATIONAL INSTITUTE OF EDUCATION (NIE)Kenneth K. Poon - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Adolescence is a period of development that traditionally begins with the onset of puberty (and usually secondary school education) and ends with successful transition from school to work. Significant physical and cognitive changes occur during this important period where important outcomes such as career aspirations, self-beliefs and expectations, psychological wellbeing and ill-being, as well as social relationships become increasingly established. Adolescence is also a critical developmental period that carries risks for stress-related disorders, psychopathology, as well as unhealthy physical and lifestyle behaviors (Kessler et al., 2007). As adolescents’ dispositions, choices and behaviours can produce different developmental trajectories that significantly influence post-school outcomes, the stage of middle to late adolescence (typically aged 13-17 years) is increasingly recognised as a second window period of risk and opportunity (apart and extending from early childhood). The Drivers, Enablers and Pathways of Adolescent Development in Singapore (DREAMS) is a phase of the Longitudinal Cohort Study that examines the development of 7,000 secondary school students. This study seeks (a) to understand outcomes and developmental pathways of adolescents in Singapore, (b) to understand individual, school, and other factors that may positively and negatively influence the development of adolescents, (c) to identify groups of adolescents whose outcomes and pathways of development may differ, and (d) to highlight mechanisms and pathways of development that may inform potential interventions. It employs a mixed longitudinal design where a representative sample of 7,000 participants are recruited when they are in Secondary 1 and follow-up yearly until they complete their secondary education in Secondary 4 or 5. All will participate in the main survey study but others will participate in sub studies that might involve other approaches such as more surveys, direct observations of behaviour, interviews, and/or surveys with their classmates. Comprising three papers and a discussion, this symposium seeks to share findings arising from data collection during their first year in secondary school. Specifically, this symposium will focus on the influence of middle childhood, students with special educational needs as well as students from low income environments.
ID: SYP010
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: LT11
Location: NIE5-01-LT11
Strand: Special Needs Education
Symposium
Examining the Impact of Meritocracy and Disabled Individuals in Singapore: One principle, multiple implications.
Meng Ee Wong - NATIONAL INSTITUTE OF EDUCATION (NIE)Hari Jang - NATIONAL INSTITUTE OF EDUCATION (NIE)Alan Qidong Yang - CHUA CHU KANG PRIMARY SCHOOL
ABSTRACT
This symposium primarily examines the intricate interplay between meritocratic principles and experiences of disabled individuals in Singapore. Meritocracy , revered as a cornerstone of Singapore’s ethos ostensibly promotes equal opportunity and rewards based on individual abilities and achievements. However, its application and implication within the context of disability warrants careful examination. This symposium scrutinizes the multifaceted impact of meritocracy on the lives, opportunities and perspectives of disabled individuals in Singapore. By exploring their lived experiences, challenges and aspirations, this symposium aims to uncover the nuanced ways in which meritocratic ideals intersect with ideals of disability, shaping social, economic, and psychological dynamics. This investigation seeks to elucidate systematic barriers and societal biases that might hinder the inclusion of disabled individuals within meritocratic frameworks. Three papers will be presented. The first considers insights and observations from an experienced teacher of how school practices both promote and hinder disabled students in participating in mainstream school. The second paper considers an important aspect of the role of parents in influencing student success. This is examined through the primary four math data from the Trends in International Mathematics and Science Study. The third paper proposes a checklist to encourage greater inclusive meritocratic practices. Together, this symposium seeks to shed light on potential avenues for policy improvements, social inclusion initiatives and attitudinal shifts necessary for fostering an inclusive and accommodating environment for all members of Singaporean society. Ultimately, this research aspires to contribute empirically grounded insights into the complex relationship between meritocracy and disability advocating for a paradigm that not only recognizes individual merits but also actively accommodates and supports thee diverse needs of disabled people ensuring their meaningful participation and contribution to Singapore’s diverse socio-economic fabric.
ID: SYP011
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: LT10
Location: NIE3-01-LT10
Strand: Others
Symposium
The Impact Experience: Facilitating Community Engagement and Service-Learning in Southeast Asia
Julius Bautista - NATIONAL UNIVERSITY OF SINGAPORE (NUS)Lim Chee Han - NATIONAL UNIVERSITY OF SINGAPORE (NUS)Shivani Gupta - NATIONAL UNIVERSITY OF SINGAPORE (NUS)Jerome Kok - NATIONAL UNIVERSITY OF SINGAPORE (NUS)Ng Keng Khoon - NATIONAL UNIVERSITY OF SINGAPORE (NUS)
ABSTRACT
In this symposium, we discuss the practical and pedagogical challenges we have faced in implementing community oriented Service-Learning (S-L) courses as part of the NUS College Impact Experience (IEx) Program. S-L programs are credit-bearing educational endeavours that facilitate a productive collaboration between faculty, students and partners in the community towards tackling pressing social needs and problems. The panelists are university instructors who have run courses that feature field-work and experiential learning components designed to prepare students for engaging in community service projects in Singapore and Southeast Asia. The lecture content, readings and assessment components of these courses provide the necessary background and skills for connecting and working with regional partners in addressing mutually identified needs and problems, including but not limited to natural resource management, gender, sustainability, poverty alleviation, and livelihood enhancement to name just a few. Some questions that we discuss in the symposium are: * How can ‘service impact’ be measured in a way that is meaningful for all stakeholders in the S-L dynamic? * How can ‘asset-based community development’ be sustainably aligned with university curricula towards the professional and intellectual growth of students' * How do we collaborate productively with private sector partners, government, NGOs and industry towards cultivating asset-based community development? * How do we maintain the distinction between S-L on the one hand, and advocacy, activism and commodity endorsement on the other? By presenting case studies that demonstrate both the successes and failures from specific curricular offerings of the IEx program, the panelists seek to discuss how educators can harness the experience of community engagement in a way that enables their students to achieve a deeper understanding and contextualization of curricular content.
ID: SYP012
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: LT5
Location: NIE2-01-LT5
Strand: Assessment
Symposium
Engaging Primary Students in Feedback in Mathematics Using the Feedback Pedagogy
Karen Lam - MOEPhyllis Toh - TAMPINES NORTH PRIMARY SCHOOLGeraldine Ng - TAMPINES NORTH PRIMARY SCHOOLCheong May Fung - WHITE SANDS PRIMARY SCHOOL
ABSTRACT
Teachers’ feedback is a critical component to support student learning (Hattie & Timperley, 2007). Recent developments in the field have pointed to the need for students’ engagement with feedback. However, how and what students think about the value of feedback and their role in the feedback process, and act on feedback are complex. Tay & Lam (2022) developed a feedback pedagogy comprising three phases (prep, process and post-feedback) to engage students cognitively, affectively, and behaviourally in feedback. This symposium has two objectives. First, it provides insights into the beliefs that teachers teaching primary mathematics hold about engaging young learners in feedback. Second, it illustrates the way teachers from two schools draw on the feedback pedagogy to support students in learning math (for subject disciplinarity) and to develop in students 21st Century Competencies as well as the dispositions for lifelong learning. In the first paper, the presenters will first provide an overview of the evolving conception of feedback, specifically the role of the student in the feedback process, and the development of students’ feedback literacy. This paper will also briefly include the methodology and findings, and discuss the strengths, limitations, and areas for future research. The second and third papers are case studies of primary math teachers who adopted Tay and Lam’s (2022) feedback pedagogy, providing details of their planning, enactment and post-feedback reflections. The symposium culminates with a discussant providing overarching pointers.
ID: SYP013
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: LT4
Location: NIE7-01-LT4
Strand: Teacher Quality, Teacher Learning and Development
Symposium
Advancing Educational Practice: Insights and Applications of Rapid Cycle Evaluation
Hari Jang - NATIONAL INSTITUTE OF EDUCATION (NIE)Chong Wan Har - NATIONAL INSTITUTE OF EDUCATION (NIE)Huichao Xie - University College DublinJeannett Lay Jia Xin - FRONTIER PRIMARY SCHOOLLim Weiqing, Eulindra - FRONTIER PRIMARY SCHOOLSiti Idzmaidar Binte Amir Wahid - FRONTIER PRIMARY SCHOOLTan Michelle - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
For decades, the identification and sustainment of evidence-based practices (EBPs) using rigorous research methods have been central to implementation research. Yet, in an era marked by accelerated innovations in education, conventional methods for identifying and reviewing EBPs face challenges due to their cost, resource intensity, and time consumption. In response to this dynamic landscape, this symposium advocates for the use of Rapid Cycle Evaluation (RCE; Atukpawu-Tipton & Poes, 2020) as an alternative method that enables a swift response to educational changes through continuous and timely evaluation. This symposium presents a multidimensional view of RCE across three papers. Paper 1 introduces RCE, discussing both its advantages and limitations in comparison to conventional research approaches. Paper 2 further explores RCE’s application by demonstrating how RCE process can be utilised to adapt the EBP to diverse educational needs and enhance its sustainability in school settings. Paper 3 shifts the lens to the on-the-ground challenges encountered by educators in sustaining EBPs using RCE. It offers practical insights into these challenges and the strategies used to address them. Collectively, these papers bridge research and practice by providing a theoretical overview, practical applications, and firsthand educator experiences, thereby equipping researchers and teachers to be future-ready in this complex contemporary educational landscape.
ID: SYP014
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: LT5
Location: NIE2-01-LT5
Strand: Teacher Quality, Teacher Learning and Development
Symposium
Sustaining idea-centric pedagogy through a Knowledge Building Community approach
Teo Chew Lee - NATIONAL INSTITUTE OF EDUCATION (NIE)Aloysius Ong - NATIONAL INSTITUTE OF EDUCATION (NIE)Kennedy Loo - NATIONAL INSTITUTE OF EDUCATION (NIE)Yuan Guangji - NATIONAL INSTITUTE OF EDUCATION (NIE)Alwyn Lee - NATIONAL INSTITUTE OF EDUCATION (NIE)Melvin Chan - CHUA CHU KANG SECONDARY SCHOOLAndy Ng - ST. HILDA'S PRIMARY SCHOOLNorhazlinda Md Shah - OASIS PRIMARY SCHOOLNur Liyana Saine - OASIS PRIMARY SCHOOLMelissa Chin - Oasis Primary SchoolHuang Rui - Oasis Primary SchoolElwirandi Zakiuddin Tan. - Oasis Primary School
ABSTRACT
Since 2011, there has been a national focus on ensuring that learning in Singapore classrooms is tailored with students’ agency in mind (MOE, 2011). Practitioners adopt student-centric pedagogical approaches to provide new opportunities for students’ ownership and constructing knowledge through discovery and inquiry. However, isolated efforts from practitioners hardly sustain such pedagogical innovations in classrooms. This symposium presents the systemic efforts of a Knowledge Building Community (KBC) in translating and sustaining Knowledge Building as a collective idea-centric pedagogy (Teo, 2023). The symposium illustrates how a KBC supports and sustains teachers in adopting KB and embracing student ideas as a key component of learning. The symposium presents three works to show the systemic diffusion of KB practice based on the education ecology system perspective (Koh and Hung, 2021). Abstract one reports a cluster-based innovation that built new teacher communities to enhance creative work with KB. This work involved practitioners from three schools collectively improving lesson designs to drive learning with student ideas in science and various disciplines. Abstract two showcases a cross-school initiative that involved secondary students collectively generating artifacts of historical narratives. This work highlights how learning gets driven by student ideas from a broader context where student collaboration was promoted across two different schools. While these two abstracts offer examples of translation and diffusion of KB practice at the meso-layer ecology (school-to-school networks), abstract three portrays the diffusion of practice as a macro-layer ecology integrating the broader contexts (beyond school boundaries). The work describes a systemic effort that draws a wider community including local and international schools, experts and researchers to foster interest-based learning beyond the curriculum. Together, these works illustrate how KB practice grows and integrates within an ecological system to promote student ideas as the core of learning. The symposium highlights the potential of a Knowledge Building Community along with a principle-based design as a key enabling condition for diffusing and growing KB practice. The symposium hopes to generate a collective debate on the “what” and “how” to support learning with student ideas.
ID: SYP015
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: LT4
Location: NIE7-01-LT4
Strand: Teacher Quality, Teacher Learning and Development
Symposium
Teacher Resilience for Future-oriented Professional Learning and Professionalism in Singapore
Yanping Fang - NATIONAL INSTITUTE OF EDUCATION (NIE)Ken Mizusawa - NATIONAL INSTITUTE OF EDUCATION (NIE)Jack Chua - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
In line with the RPIC Conference Theme: Growing Future-ready Teachers and Learners, we believe that developing resilient teachers who can not only cope in times of adversity, but always thrive in the education system despite the constant day-to-day challenges and uncertainties that it poses is certainly a must – in Singapore as well as elsewhere. However, research has continued to narrowly define teacher resilience as personal traits, attributes, processes and outcomes that simply allow an individual to bounce back against adversity. Too little is known about the qualities, values, beliefs, practices, and identities that resilient teachers demonstrate, the specific conditions under which they work, and the coping resources that they utilize. Without a holistic and dynamic understanding of teacher resilience, we can never properly draw an effective portrait of the resilient teacher, let alone hold certain individuals up as exemplars for others to learn from and possibly even emulate. This symposium would share a set of three studies that aim to address this urgent and vital need. Study 1 is based on a three-year funded research project. It uses a mixed methods research design to explore how Singaporean teachers appraise and cope with critical professional events and daily work hassles. It offers both a general quantitative pattern of resilient coping of a large number of teachers (N=193) and an in-depth understanding of what such resilience entails through qualitiative semi-structured interviews with 18 teachers. Study 2 goes further to study teacher resilience as a context-dependent social practice by examining the stories of professional growth offered by two school leaders as narrative inquiry based coursework and semi structured interviews almost a decade later. The study found that undergirding the teacher resilience of these two individuals were values and beliefs centred on client-centered ethics of practice and service. Study 3 focuses on finding out how social network supports the development of teacher resilience among veteran teachers of Singapore. It examines how the web of social connections a teacher develops in both their personal and professional lives play a pivotal role in making them more dynamic and resilent.
ID: SYP016
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: LT7
Location: NIE2-01-LT7
Strand: ICT in Education
Symposium
Learning analytics for learning: Past, Present and Future Possibilities
Elizabeth Koh - NATIONAL INSTITUTE OF EDUCATION (NIE)Ma Min - NANYANG TECHNOLOGICAL UNIVERSITY (NTU)Zhu Gaoxia - NATIONAL INSTITUTE OF EDUCATION (NIE)Cai Chang - NATIONAL INSTITUTE OF EDUCATION (NIE)Christin Jonathan - NATIONAL INSTITUTE OF EDUCATION (NIE)Teo Chew Lee - NATIONAL INSTITUTE OF EDUCATION (NIE)Ong Kian Keong Aloysius - NATIONAL INSTITUTE OF EDUCATION (NIE)Katherine Guangji Yuan - NATIONAL INSTITUTE OF EDUCATION (NIE)Lee Vwen Yen Alwyn - NATIONAL INSTITUTE OF EDUCATION (NIE)Chu Zheng - NATIONAL INSTITUTE OF EDUCATION (NIE)Yishu Yin - NATIONAL INSTITUTE OF EDUCATION (NIE)Justin Dauwels - Delft University of Technology, The NetherlandsKaren Khor - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Rather than analytics for administrative purposes, the symposium focuses on learning analytics for learning. This symposium will introduce learning analytics, describe previous and current work and discuss future possibilities of learning analytics for learning. Learning analytics is commonly defined as the “measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs”(Siemens, & Gašević, 2012, p.1). The symposium will cover some theoretical aspects of learning analytics as well as showcase several innovative learning analytics applications and research trialed in Singapore. We will highlight past and present findings as well as challenges, and further identify gap areas and possibilities for the future. In all, this symposium will provide educators and academics practical and research insights to understanding and leveraging learning analytics for learning contextualized for the Singapore context. Reference: Siemens, G., & Gašević, D. (2012, p.1). Guest editorial: Learning and knowledge analytics. Educational Technology & Society, 15(3), 1–2.
ID: SYP017
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: LT12
Location: NIE5-01-LT12
Strand: School Change and Leadership
Symposium
Change, faster: Rapid Cycle Evaluation (RCE), a framework for programme evaluation in schools
Amelia Yeo - NATIONAL INSTITUTE OF EDUCATION (NIE)Chong Wan Har - NATIONAL INSTITUTE OF EDUCATION (NIE)Tan Chee Soon - NATIONAL INSTITUTE OF EDUCATION (NIE)Chue Kah Loong - NATIONAL INSTITUTE OF EDUCATION (NIE)Yvonne Seng - NATIONAL INSTITUTE OF EDUCATION (NIE)Wong Chuan Yuh Ethan - NATIONAL INSTITUTE OF EDUCATION (NIE)Michelle Tan - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Symposium introduction: Evaluation is an indispensable process for educators to assess the impact of pedagogical practices and interventions. Programme evaluation allows stakeholders to examine programme effectiveness and limitations, impacting decisions on programme continuation and change. Rapid Cycle Evaluation (RCE) is a method of programme evaluation that emphasizes quick, iterative assessments to test the effectiveness of programs, or interventions, in real-world settings. Real-world settings like schools are challenging for systematic and rigorous evaluation. Unlike traditional evaluation methods that often take years to produce findings, RCE focuses on generating timely, actionable data to inform decision-making. This approach involves short cycles of implementation and assessment, allowing for rapid feedback and adjustments. RCE is especially useful in environments where quick adaptation is necessary, such as implementing educational innovations, making the framework very relevant to this age of fast-paced technological advancements and a rise in programmes to promote future-readiness in teachers and learners. The goal of RCE is to learn what works (and what does not) in a shorter time frame, enabling more efficient and effective program development and implementation. This symposium aims to provide an insight into RCE and its relevance to school settings, with a focus on its applicability to mainstream schools in Singapore. The first paper is a scoping review of RCE, showing its use in various professional settings, demonstrating that its features make it especially relevant for driving change in educational institutions. It will present not only the benefits but also the limitations of this framework. The second paper provides a comparative analysis of RCE with other types of educational enquiry that already exist in school settings, showing that RCE offers unique and significant features in relation to the context of programme evaluation that cannot be appropriately addressed by existing methods. The third paper of this symposium explores the implementation of RCE in Singapore mainstream schools, drawing on the insights of an expert panel of education researchers. These three papers provide a cohesive perspective of RCE and demonstrate the relevance of RCE in the drive for educational change.
ID: SYP018
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: LT7
Location: NIE2-01-LT7
Strand: Mother Tongue / Bilingual Education
Symposium
Mother Tongue Language Education in Singapore: Classrooms and Beyond
Dennis Kwek - NATIONAL INSTITUTE OF EDUCATION (NIE)Hwei Ming Wong - NATIONAL INSTITUTE OF EDUCATION (NIE)Baoqi Sun - NATIONAL INSTITUTE OF EDUCATION (NIE)Hock Huan Goh - NATIONAL INSTITUTE OF EDUCATION (NIE)Qianqian Pan - NATIONAL INSTITUTE OF EDUCATION (NIE)Alistair Peacock - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Mother tongue language (MTL) education has been the cornerstone of Singapore’s bilingual policy. With the home and societal linguistic shift in Singapore over the past two decades, the teaching and learning of the mother tongue have drawn concerns from academics, educators, and the public. Efforts to improve and enhance MTL teaching and learning have also been initiated by the ministry via rounds of syllabi revamps. Drawing on the data from the CORE Research Programme, this symposium aims to address the following questions: (1) How did MTL pedagogies evolve under the influence of different syllabi? (2) Were the students engaged in the MTL lessons, and how were they engaged? (3) What form of home support do students have in MTL learning? To address these questions, the authors will present three papers as follows: (1) Trend of Mother Tongue Pedagogies; (2) Exploring Student Engagement in Singapore Primary 5 and Secondary 3 Mother Tongue Classrooms; and (3) Unpacking the Influence of Home Support on Mother Tongue Proficiency and Motivation.
ID: SYP019
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: LT4
Location: NIE7-01-LT4
Strand: Character, Citizenship and Moral Education
Symposium
University-school Partnerships in Supporting Teachers to Promote Student Voice and Social Emotional Learning in Moral and Values Education
Yanping Fang - NATIONAL INSTITUTE OF EDUCATION (NIE)Andrew Pereira - NATIONAL INSTITUTE OF EDUCATION (NIE)Linfeng Wang - Osaka Kyoiku University, Graduate School of Professional Teacher EducationYoul-Kwan Sung - Kyung Hee UniversityLis Yiu - University of Hong Kong
ABSTRACT
Preparing our young generations to survive in today’s increasingly uncertain world calls for teaching fraternities around the world to have strong moral values and guided by sound ethical principles in their educational practices. Globally, particularly in East Asia, national moral and values education policies and curriculum reforms have been enacted with momentum in recent years to enable the teachers to respond to such calls. For example, Singapore’s CCE 2021 framework and moral and social emotional learning curriculum reforms in China, Japan and Korea. In these Confucian Heritage Cultural educational systems, traditions and new global trends are being integrated and transported in supporting teachers to get ready to teach classrooms facing the unprecedented challenges. In this symposium, 4 country cases (with Taiwan as a case from China) are presented to share research as well as challenges involved in building teacher capacity in teaching moral values, character, citizenship education and social emotional learning in the classrooms. The research across all four cases took place in university-school partnerships with the first three conducted through lesson study platforms tapping into the cultural practices of teachers collaboratively improving teaching. While the Japanese case reports on how a typical long-standing moral education topic in the national syllabus was taught by homeroom teachers working together, the other three cases all report on how lessons in most recent curriculum reforms are newly implemented through joint effort between schools and universities. Cross-cultural borrowing are highly visible – for instance, Singapore’s use of German didactics (Bildung) in supporting teachers as agents for curriculum; Korea’s use of Japanese approach of enabling teachers through building schools as learning communities through lesson study; and Taiwan’s case of using mature Western theories on diversity to help teachers address the new phenomenon of how to respect and embrace the diversity of the new Vietnamese immigrants’ families and students. Across all four cases, a central resonating theme is how educators across different levels of education work together to make prominent student voice through empowering teachers as curriculum agents, facilitators of learning, designing and enacting meaningful tasks collaboratively and adopting culturally responsive social emotional learning.
ID: SYP020
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: SoLEC classroom
Location: NIE7-01-06
Strand: Educational Neuroscience / Science of Learning
Symposium
Applications of SOL
Jack Fogarty - NATIONAL INSTITUTE OF EDUCATION (NIE)Aishah Abdul Rahman - NATIONAL INSTITUTE OF EDUCATION (NIE)Yang Yifan - NATIONAL INSTITUTE OF EDUCATION (NIE)Yuvaraj Rajamanickam - NATIONAL INSTITUTE OF EDUCATION (NIE)Zhu Ying - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
The science of learning is a burgeoning field of research combining modern technology and novel interdisciplinary approaches from education, psychology, sociology, physiology, and neuroscience to tease apart contemporary issues in education to enhance teaching and learning. In this symposium, researchers from the NIE Science of Learning in Education Centre (SoLEC) will deliver a series of presentations underscoring the utility of important SOL approaches in relation to recent applications and issues in education research. Symposium presentations will provide a snapshot of research in five topic areas, including (1) the use of wearable technology for monitoring physiological activity in real school contexts, (2) the role of physical activity and nutrition in cognitive performance, (3) data-driven techniques to recognize learning emotions, (4) neurocognitive markers of executive functions in young learners, and (5) advanced statistical approaches to handle SOL data. This collection will equip audience members with an appreciation of how SOL methods and understanding can be applied in education research.
ID: SYP021
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: LT10
Location: NIE3-01-LT10
Strand: Language and Literacy Education
Symposium
The Within- and Cross-language Relationships between Oral Language and Reading Skills in Chinese-, Malay- and Tamil-speaking Bilingual Children in Singapore
Beth A. O'brien - NATIONAL INSTITUTE OF EDUCATION (NIE)Baoqi Sun - NATIONAL INSTITUTE OF EDUCATION (NIE)Zafirah Amanina Mahmood - NATIONAL INSTITUTE OF EDUCATION (NIE)Nur Artika Binte Arshad - NATIONAL INSTITUTE OF EDUCATION (NIE)Kirthigah Ratna Kalaimani - NATIONAL INSTITUTE OF EDUCATION (NIE)Kirthanaa Ratna Kalaimani - NATIONAL INSTITUTE OF EDUCATION (NIE)Malikka Begum Habib - NATIONAL INSTITUTE OF EDUCATION (NIE)Tan Hui Fen Winnie - NATIONAL INSTITUTE OF EDUCATION (NIE)Lin Chong Yann Christian - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Learning to read is an important milestone during childhood, and achieving this in two languages makes it even more remarkable. Writing systems differ in how they represent oral language in written form, suggesting that the roles which different oral language skills play in reading may diverge across writing systems. Research has also shown that bilingual children tend to capitalize on language skills gained in one language to enhance learning in another. This symposium presents a trio of studies addressing a core question in bilingual education: How do children map their oral language skills to reading in two distinct languages' It examines and compares the within- and cross-language correlations between three oral language competencies—phonological awareness, morphological awareness, and receptive vocabulary—and their influence on different facets of reading proficiency—word reading, and connected text reading in 197 English-Malay, and 135 English-Tamil, and 527 English-Chinese, children from Singapore. Each study focuses on one bilingual language group. The analyses uncover distinct and similar within-language predictors of reading skills, while also highlighting the nuanced ways in which oral language skills in one language can bolster reading skills in another. This comparative exploration not only maps out the similarities and divergences across language pairs, but also enriches our comprehension of bilingual literacy development within multilingual educational contexts. It provides insights for educational strategies to better tailor to the specific linguistic pathways encountered in bilingual literacy development.
ID: SYP022
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: LT7
Location: NIE2-01-LT7
Strand: Curriculum Development
Symposium
Curriculum policies and metaphors for creativity
Michael Tan - NATIONAL INSTITUTE OF EDUCATION (NIE)Wong Yew Leong - NATIONAL INSTITUTE OF EDUCATION (NIE)David Kwek - Gifted Education Branch, Ministry of Education
ABSTRACT
When considering education for creative outcomes, the underlying metaphors and philosophies which inform curriculum and policy are crucial. How an organisation understands itself, and how it is supposed to accomplish its tasks, can have significant consequences. A mechanistic metaphor, for instance, may suggest a working design that is determined by an architect, and which is then carried out by perfected gears, shafts and other devices. While such an approach has been successful in the past, producing classical music, gothic cathedrals, or even the modern production line, we may be increasingly facing the limits of this approach in education, and especially in the nurturing of creativity in young people. Creative behaviours pose a challenge for mechanistic metaphors, as attempts to guarantee creativity will almost inevitably ensure its failure. For instance, if particular methods are found to be effective, attempts to scale up this approach will magnify the contextual nuances and incompatibilities between where this knowledge was generated, and where the knowledge will be used. Moreover, control measures will be subject to Campbell’s law (1979), in which social indicators will become subject to corruption pressures. In contrast, an organic metaphor that recognises complexity as a generative process, and invests in the autonomy of individuals to want to do their best is more aligned to humanistic perspectives of how education ought to be carried out. In this symposium, we will present three papers which detail how curriculum changes for creativity have carried out with this perspective in mind. Preliminary findings about changes in behaviour will also be discussed. Campbell, D. T. (1979). Assessing the impact of planned social change. Evaluation and Program Planning, 2(1), 67–90.
ID: SYP023
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: LT12
Location: NIE5-01-LT12
Strand: Others
Symposium
Understanding Friend Selection and Influence: Does Class Composition Matter?
Imelda S. Caleon - NATIONAL INSTITUTE OF EDUCATION (NIE)Liu Wei Cheng - Ministry of EducationTan Rui Xiang - NATIONAL INSTITUTE OF EDUCATION (NIE)Raphaela Tan Hui Yi - NATIONAL INSTITUTE OF EDUCATION (NIE)Jessica Zhou Lan - NATIONAL INSTITUTE OF EDUCATION (NIE)Cameron Kheng - NATIONAL INSTITUTE OF EDUCATION (NIE)Audi Arwani Binte Azlan - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Adolescence is a key stage that offers a window of opportunity to cultivate social capital and when peer networks become one of the most salient social ecologies influencing youth functioning and development. Peer networks serve as means for adolescents to have access to knowledge, resources, support and opportunities. Peer networks situated in school settings play a significant role in influencing adolescents’ behavior, dispositions, well-being, and academic performance, especially during secondary school years. They provide a venue for knowledge sharing, which guides the formation of self-identity and emergence of group norms. This symposium showcases some of the preliminary findings of a longitudinal investigation aiming to examine the nature and structure of students' friendship networks over time. The study capitalises on the pilot phase of the Full Subject-Based Banding (Full SBB) in Singapore secondary schools. The Full SBB policy initiative, which is being progressively rolled out from 2022 to 2024, is part of the Singapore Ministry of Education’s ongoing efforts to nurture the joy of learning and develop multiple pathways to cater to the different strengths and interests of students. The study examines the factors and processes involved in the students’ peer selection and influence. Peer selection may involve an interplay between conscious decision-making and structural factors. Peer influence, which refers to changes in one’s behavior or attitudes in response to relationships with peers, may be driven by processes linked to social reinforcement, social norms and modeling. This symposium weaves insights drawn from quantitative and qualitative data to provide both macro- and micro-level perspectives on the dynamics and mechanisms of adolescent friendships in Full SBB and Non-Full SBB schools.
ID: SYP024
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: LT5
Location: NIE2-01-LT5
Strand: Curriculum Development
Symposium
Transforming Learning through Integrated STEAM Performance Tasks and SST Integrated Design Framework (IDF)
John Tan - SCHOOL OF SCIENCE AND TECHNOLOGY, SINGAPOREPraveena Mohan - SCHOOL OF SCIENCE AND TECHNOLOGY, SINGAPOREVincent Chung - SCHOOL OF SCIENCE AND TECHNOLOGY, SINGAPOREMohamed Irfan Darian - SCHOOL OF SCIENCE AND TECHNOLOGY, SINGAPORELim Woon Foong - SCHOOL OF SCIENCE AND TECHNOLOGY, SINGAPOREMerlene Paik - SCHOOL OF SCIENCE AND TECHNOLOGY, SINGAPOREJaslyn Ting - SCHOOL OF SCIENCE AND TECHNOLOGY, SINGAPOREKaren Teo - SCHOOL OF SCIENCE AND TECHNOLOGY, SINGAPORE
ABSTRACT
As an institution dedicated to transforming learning, the School of Science and Technology (SST) incorporates Applied Learning (AL) and Integrated Learning (IL) into the curriculum and assessment designs. Recognising that in a complex and interconnected future, students need to be prepared to be future-ready to thrive under such situations. To achieve this endeavour, the multi-disciplinary curriculum team was formed to spearhead the transition from disciplinary-based Performance Tasks (PTs) to integrated STEAM PTs to enable students to gain deeper conceptual understanding as they transfer their knowledge into working prototypes. With the limitations of the existing frameworks, such as the Engineering Design Process (EDP), SST developed a comprehensive hybrid framework known as the Integrated Design Framework (IDF) to guide students through the stages of the Design Thinking process coupled with the systematic workflow of the EDP to develop user-centric working prototypes. From the analysis of the results, students who adopted the IDF as a guiding framework for their integrated STEAM PTs obtained positive learning outcomes and developed the disposition to become system-thinking and innovative problem solvers.
ID: SYP025
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: LT4
Location: NIE7-01-LT4
Strand: Artificial Intelligence in Education
Symposium
Envisioning AI-Enabled Curriculum, Facilitating AI Pedagogical Moves – Vignettes from Chua Chu Kang Secondary School
Koh Bee Kim - CHUA CHU KANG SECONDARY SCHOOLMelvin Chan - CHUA CHU KANG SECONDARY SCHOOLVena Foo - CHUA CHU KANG SECONDARY SCHOOLTricia Lee - CHUA CHU KANG SECONDARY SCHOOLLim Yu Jia - CHUA CHU KANG SECONDARY SCHOOLAbigail Lee - CHUA CHU KANG SECONDARY SCHOOLLoh Kwong Hong - CHUA CHU KANG SECONDARY SCHOOLSebastian Tiong - CHUA CHU KANG SECONDARY SCHOOLNurul Izzati Nizamudin - CHUA CHU KANG SECONDARY SCHOOL
ABSTRACT
The rapid advancement of generative Artificial Intelligence (AI) and the increasing accessibility of AI tools have created new affordances and possibilities across various sectors (Manyika & Bughin, 2018). In education, the use of AI tools holds promises for boosting students’ and educators’ capabilities more rapidly in new ways. For example, AI platforms have been harnessed to facilitate personalised learning. Generative tools have also expanded students’ capabilities to construct and build knowledge and hone various competencies through rapid ideation, iterative refinements, and critical evaluation. The same AI platforms and tools have also been used by educators to create and better customise resources to engage diverse learners and reimagine learning experiences in the 21st century (Mishra, Warr & Islam, 2023). While educators recognise the benefits of AI tools, the use of these also challenge existing understanding about the construct, processes and outcomes of disciplines, teaching and learning (Mishra, Warr & Islam, 2023; Nguyen & Phan, 2023; Akdeniz & Yildirim, 2024). This symposium shares the experiences and reflections from educators at Chua Chu Kang Secondary School (CCKSS) in their exploration of generative AI tools across various disciplines and areas, and the emerging frameworks educators use in different context to actualise the promises while negotiating the challenges of the use of AI. References 1. Manyika, J., & Bughin, J. (2018, October 15). The promise and challenge of the age of Artificial Intelligence. McKinsey & Company. https://www.mckinsey.com/featured-insights/artificial-intelligence/the-promise-and-challenge-of-the-age-of-artificial-intelligence Mishra P. Warr M. & Islam R. (2023). TPACK in the age of ChatGPT and generative AI. Journal of Digital Learning in Teacher Education 235–251. https://doi.org/10.1080/21532974.2023.2247480 2. Nguyen, T. T., & Phan, H. M. (2023). Bias in artificial intelligence for education: A systematic review. Education and Information Technologies, 38(10). 3. Akdeniz, M., & Yildirim, S. (2024). Teacher perspectives on the ethical implications of using artificial intelligence in secondary education. International Journal of Artificial Intelligence in Education, 35(1), 1-33.
ID: SYP026
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: LT11
Location: NIE5-01-LT11
Strand: School Change and Leadership
Symposium
Do you believe schooling has a higher purpose?
Mary Anne Heng - NATIONAL INSTITUTE OF EDUCATION (NIE)Nur Diyanah Anwar - NATIONAL INSTITUTE OF EDUCATION (NIE)Saminathan Moghan - HWA CHONG INSTITUTION
ABSTRACT
Is the world better off because your school is in it? Do you believe schooling has a higher purpose? The world has entered a new era of prolonged uncertainty with disruptions to global peace, health, climate, food and water security. This symposium questions the dominant focus in modern-day schooling on efficiency, effectiveness and measurement of performance in good education. International indicators of high performing education systems such as Singapore provide a broad metric of the health of school systems. Scholars, however, alert us to the dangers of performance-focused indicators that can limit the function and purpose of education. This narrowed form of education is characteristic of high-performance schooling, where the growth of the student as a person is curtailed to meet functional economic ends, and the worth of a school is tied to the attainment of measurable achievement outcomes. Going beyond good education centered on the instrumental questions of the “What” and “How” of education, this symposium argues for a view of education as transformation where schools have a larger purpose that probes the “Why”, “Why not” and “For whom”. The first presentation reports empirical research conducted in Singapore to show that students’ sense of purposelessness and meaninglessness brought on by the realities of high-performance schooling far outweigh the academic stresses that students face. We invite educators to reflect on what it means to be a lifegiving teacher and school leader, where educators and students may lead productive, meaningful lives with a sense of purpose and care for the common good. The second presentation discusses curricular and pedagogical enhancements in discussing contemporary issues in Singapore schools. This requires a shift from a didactic manner of teaching and learning, towards one where teachers and students work collaboratively to support students’ search for meaning and purpose in today’s globalised environment. The third presentation seeks to offer a glimpse into some practical approaches intentionally implemented for both students and teachers, in a high-performing Junior College, to invoke in them a deeper sense of the larger purpose of learning and teaching, beyond just preparing for and excelling in high-stakes examinations.
ID: SYP027
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: LT7
Location: NIE2-01-LT7
Strand: Cognition, Motivation and Learning
Symposium
Metacognition for learning and transfer in Singapore schools
Lee Ngan Hoe - NATIONAL INSTITUTE OF EDUCATION (NIE)June Lee - NATIONAL INSTITUTE OF EDUCATION (NIE)Thaslim Begum Aiyoob - NATIONAL INSTITUTE OF EDUCATION (NIE)Ng Kit Ee, Dawn - NATIONAL INSTITUTE OF EDUCATION (NIE)Tan Boon Cheong Marc - Ministry of Education, SingaporeMagdalena Antonia Remedius Furtado - Ministry of Education, SingaporeLiu Mei - NATIONAL INSTITUTE OF EDUCATION (NIE)Cedric Leong - Academy of Singapore Teachers, Ministry of Education, SingaporeSharon Lee Mei Ling - Academy of Singapore Teachers, Ministry of Education, SingaporeChoong Pei Chin - Ministry of Education, Singapore
ABSTRACT
A key enabler in understanding and enhancing factors that impact students’ learning outcomes is the tripartite synergy among research, practice, and policy. Such a synergy is exemplified in the programmatic research “Paving the Way Towards Lifewide and Lifelong Learning: Exploring and Fostering Metacognition for Learning and Transfer” (Project Number: OER 02/21 LNH), which aims to understand and enhance Singapore students’ metacognition. Students’ metacognition, the awareness and control of their learning, is linked to the acquisition of new skills and competencies and is therefore crucial for lifewide and lifelong learning necessary for the 21st century learners. Through the partnerships among National Institute of Education (NIE) researchers, Master Teachers and Specialists from the Ministry of Education, and teachers from schools, including Centre for Teaching and Learning Excellence (CTLE) school, the team was able to garner keener insights into students’ metacognition and design interventions targeted to improve the quality of metacognition in students. Teachers play an important role in nurturing students’ metacognition. Given the limited number of local studies on the quality and utilisation of metacognitive practices by local teachers, a significant part of this research leverages the tripartite NIE-MOE-School partnership to (1) shed light into the metacognitive teaching strategies employed to activate students’ metacognitive competencies, (2) design a professional development programme to support teachers in cultivating a holistic understanding of metacognitive processes and strategies, and (3) apply such enhanced understanding in practice. The insights drawn will provide valuable resources for school administrators and policy-makers in making critical decisions more metacognition-nurturing school milieu, and educators to enact approaches and generate environments that can promote metacognition in the classrooms. In this symposium, members and partners of the research team will illuminate their understanding and development of Singapore teacher metacognitive practices and strategies in this programmatic research. Three papers arising from the project will be put forth –(i)“Examining metacognitive teaching strategies and practices for learning and transfer in Singapore classrooms”, (ii) “Professional Development Programme on Metacognition: Walking the Journey with Teachers” and (iii) “Furthering Teacher Learning and Growth in Building Metacognition for Learning and Transfer”.
ID: WSP001
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR504
Location: NIE5-01-TR504
Strand: Character, Citizenship and Moral Education
Workshop
Use of Hope-centred Interventions to Uncover Students’ Strengths and Enhance Their Self-Knowledge and Self-Directedness
Mark Chin Ye - Student Development Curriculum Division 1 / MOEChan Wai Meng Jeffrey - Student Development Curriculum Division 1 / MOE
ABSTRACT
Being hopeful is essential for positive personal and career development. Hopefulness relates to envisioning a meaningful goal and believing that positive outcomes are likely to occur should specific actions be taken. Having a sense of hope empowers students to consider possibilities in any situation and propels them to take positive actions to achieve their desired outcomes. Six Education and Career Guidance (ECG) counsellors conducted a study in 2022 with 100 students from nine secondary schools and one Junior College, to develop their hope-action competencies using hope-centred interventions such as Circles of Strengths, My Favourite Things and Walk The Problem. Such interventions were used in ECG workshops, group sessions and individual counselling sessions with students. Predicated on Hope-Action Theory, the study shows that hope-centred interventions have resulted in significant improvement in students’ level of hopefulness, self-clarity, visioning for their future, and their ability to implement and adapt their action plans. This study investigated the utility and practice user case for the use of hope-centred interventions with students to raise their hope-action competencies using a mixed methods research methodology. The study supports the use of hope-centred approaches to ECG for teachers and ECG counsellors.
ID: WSP002
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR716
Location: NIE7-01-TR716
Strand: Cognition, Motivation and Learning
Workshop
Teaching with and for Metacognition – Springdale Primary School’s Approach
Ghazali B Md Ibrahim - SPRINGDALE PRIMARY SCHOOLNor Azilah Noor - SPRINGDALE PRIMARY SCHOOLAnwarul Fadhli Md Ismail - SPRINGDALE PRIMARY SCHOOL
ABSTRACT
This workshop will focus on the teaching with and for metacognition with the use domain-general and domain-specific metacognitive strategies to gain awareness about and control over how teachers think and teach, and to monitor, evaluate, and adjust their instructional practices in accordance with specific students, goals and contexts. This approach enables teachers to design instruction that will develop and activate their students' metacognition, allowing them to be aware of what they know and do not know and to take action to rectify flaws or gaps in their knowledge. Through a detailed sharing, participants will gain an understanding of how the domain-general and domain-specific metacognitive strategies, are applied in the teaching and learning of concepts, systems and problems in various subject areas and activities through the gradual release of responsibility instructional framework. This teaching with and for metacognition approach demonstrated that teachers were thinking metacognitively about their teaching and use instructional practices strategically. This approach too help students develop a reflective and strategic approach to learning. Participants will take away ideas of how they could adopt approach in their classrooms.
ID: WSP003
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR503
Location: NIE5-01-TR503
Strand: Artificial Intelligence in Education
Workshop
AI-Enhanced Lesson Design (AI-ELD) Process: The Future of Lesson Design
Ng Ee Noch - BOON LAY GARDEN PRIMARY SCHOOLFaith Mavis Lim Mei Ting - PAYA LEBAR METHODIST GIRLS' SCHOOL (PRIMARY)
ABSTRACT
"What if AI could help educators become better designers of meaningful learning experiences'" This question was the driving force behind the AI-Enhanced Lesson Design (AI-ELD) Process. This process was my research project during my participation in the Fulbright Distinguished Awards in Teaching Program for International Teachers, with support from faculty advisors from Indiana University of Pennsylvania and an interest group of Singaporean educators. The AI-ELD Process aims to enhance the lesson design process by integrating AI capabilities with educators' professional expertise. It includes a prompt framework, an assessment rubric for evaluating AI-generated lesson plans' quality, and a list of curated follow-up prompts to further refine the lesson plan using AI. Educators' expertise ensures that final lesson plans are pedagogically sound and customised to students' needs. Educators who collaborated with me on this project expressed enthusiasm, describing it as 'fun, fast, and fulfilling.' They also recognized the significant benefits of integrating AI's suggestions into their teaching methods. Furthermore, we are exploring the potential of AI to review and provide feedback on existing lesson plans. Ultimately, the AI-ELD Process will help educators enhance the lesson creation and refinement process, creating innovative and effective teaching and learning approaches.
ID: WSP004
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR211
Location: NIE2-01-TR211
Strand: Visual and Performing Arts
Workshop
Effective Differentiation with the use of Tiering, Learning Menu and Learning Stations to engage and motivate students in a Music classroom
Chan Yen See - Singapore Teachers' Academy for the aRts (AST)Jessica Lim - EDGEFIELD PRIMARY SCHOOLLeong Su Juen - Singapore Teachers' Academy for the aRts (AST)
ABSTRACT
Tomlinson and Imbeau (2010) posits that no improvement will take place if the student is presented with materials/tasks at or below his/her knowledge level; likewise, when it is way above, the student will be frustrated. Teachers need to plan curriculum that address the diverse needs of the learners instead of planning one lesson for everyone and adjusting it when it does not work for some students (Mitchell and Hobson, 2005). As such, effective differentiation has to be proactively planned to be able to engage and motivate students to achieve the learning goals. The purpose of this study is to discover and implement applicable strategies for differentiation that would engage and motivate the students to achieve the learning goals in a Primary and Lower Secondary Music classroom. The study was carried out using an action research spiral of ‘Plan-Action-Observe-Reflect’ (Lewin, 1946); a qualitative research and Case-study approach of teachers from a Primary and a Secondary school. It involved professional learning and mentoring sessions with a Master Teacher, trialing the differentiation strategies and generative discussions in a networked learning community. The teachers had addressed the students’ diverse needs with strategies such as tiering approach based on students’ readiness levels, differentiating according to students’ interest and learning profiles, Learning Menus, Learning stations/centres. This approach had empowered the students through choice (with adherence to the learning goals), learnt at their own pace/readiness and enabling them to experience a challenge(s) that is meaningful learning. It was also observed that a positive learning feedback loop occurred in which differentiation supports the students to achieve the learning goals, which improves student self-efficacy, and in turn student motivation. With an increase in self-efficacy and motivation, students were further engaged with materials/tasks of higher level of complexity and to experience improved achievement. As such, DI has the potential as a means to increase students’ motivation, engagement and learning. The workshop will provide opportunities for (i) discussions regarding the teachers’ classroom practice and findings of the study (ii) hands-on that demonstrates the use of differentiated instruction strategies in a Primary and Lower Secondary music classroom.
ID: WSP005
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR504
Location: NIE5-01-TR504
Strand: Assessment
Workshop
Setting Up Assessment and Item Bank Using Item and Test Information Functions
Teck Kiang Tan - NATIONAL UNIVERSITY OF SINGAPORE (NUS)
ABSTRACT
Item and test information functions measure and indicate the level of reliability of an assessment via item response theory (IRT). As IRT becomes common as an assessment tool, employing information as the basis for setting up an assessment becomes a valuable and systematic way to develop an item bank and an assessment. Using information function as a key criterion to set up an assessment and to build an item bank will be shared in this workshop with educators and researchers. This workshop introduces the information approach for setting up an assessment. A systematic style with simple steps and concepts using examples via the R software is introduced with an emphasis on using the information graph via the irt package. If you are interested in knowing how to make use of item and test information functions to make sure an assessment reliability level is high and achievable, come to the workshop with your notebook. Specifically, the workshop intends to cover the following: (1) Understanding the association between the characteristics of the IRT parameters and information functions. (2) Generating simple R syntax from the irt package to obtain the information for an assessment. (3) Producing information graphs to understand, compare, and contrast assessments with different item parameter combinations. (4) Illustrating the combinational & offsetting effects of information when using all four IRT models to set an assessment. (5) Examining the procedure to determine the number of items that should be included in an assessment to ensure the targeted accuracy is attainable. (6) Discussing the benefits and limitations of using item and test functions for assessment. (7) Giving a general guide on the selection of the items to set up an assessment via the information approach Bring your notebook to the workshop to go through the process of evaluating and setting up an assessment via information functions. Also, bring your assessment examples to the workshop for discussion. The workshop will show you how to generate information for items and assessments. The scope, limitations, and constraints of the graphical approach are also discussed.
ID: WSP006
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR311
Location: NIE3-01-TR311
Strand: Teacher Quality, Teacher Learning and Development
Workshop
Elevating Teacher Language: Insights from 4 Singapore Schools
Hadzar Binte Misiri - Academy of Singapore TeachersTan Cher Chong - Academy of Singapore TeachersCarol Tan Soo Ching - National Institute of Education
ABSTRACT
This presentation explores the transformative endeavours of four Singapore schools dedicated to enhancing teacher language as a cornerstone for enriching student experiences. Drawing from diverse primary and secondary educational contexts, our insights delve into the intentional cultivation of Positive Teacher Language (PTL) within these institutions, emphasizing the deliberate use of words, tone, and pacing to foster self-discipline, belonging, and active student engagement, as guided by the research of Goh, Tan and Tan (2023). The workshop will identify and showcase effective language practices that contribute to fostering a positive and enriching learning environment. Participants will delve into case studies from the selected schools and explore how intentional language choices build strong teacher-student relationships and promote student-centred learning. During the workshop, participants will engage in interactive activities and discussions, fostering the exchange of ideas and the co-creation of strategies for implementing positive teacher language in diverse educational contexts. Practical takeaways and adaptable tools will be shared, empowering participants to integrate these insights into their teaching practices and enhance communication quality within their classrooms. The workshop will also spotlight the strategic integration of Professional Learning Communities within the four schools as a catalyst for enhancing teacher efficacy in utilizing precise and impactful teacher language. Through an exploration of Professional Learning Communities practices, participants will discover how these schools have leveraged collaborative learning environments to provide a structured platform for educators to share experiences, engage in peer-to-peer mentoring, and collectively develop effective language strategies. By delving into the rich tapestry of Positive Teacher Language practices in Singapore schools, participants will gain a nuanced understanding of the impact of teacher language and foster a community of reflective practitioners.
ID: WSP008
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR715
Location: NIE7-01-TR715
Strand: Humanities and Social Studies Education
Workshop
Cultural Intelligence-Engaging Student Voices on Diversity
Fadilah Binte Abdul Wahid - WELLINGTON PRIMARY SCHOOLFaridah Jaafar - WELLINGTON PRIMARY SCHOOL
ABSTRACT
The study anchors on the development of a student-centered board game based on the Cultural Intelligence (CQ) framework for primary school students to prepare, understand and appreciate diversity, racial and religious harmony in Singapore. The study utilises qualitative methods, including crowdsourcing students’ perspectives, student reflection exercises, and lesson observations to gather data and develop the CQ board game. The CQ board game involves students designing their game pieces -‘Power’ and ‘Oh no cards’. These game pieces scaffold discussions about cultural differences and CQ application in different contexts. The initial phase of the study involves teachers introducing the inquiry focus and inviting students to express their point of view on diversity in Singapore. This is followed by group discussions and rounds of 'hot seating’. Through these discussions, students challenge assumptions based on their personal experience and narratives sourced from their peers to better understand the impact of implicit biases on social fault lines in Singapore. This nurtures authenticity and respect in discussing diverse aspects of race and religion in Singapore. The students’ perspectives are then recorded and designed to be the CQ board game pieces-‘Power’ and ‘Oh no’ cards. The former which features crowdsourced responses, requires students to articulate their stand, encouraging deeper discussions and practical application of CQ. Conversely, the latter prompts reflections on instances where CQ is lacking, and students propose rectifications. Exchanges of ‘Power’ and ‘Oh no’ cards between groups widen the discussion scope. In the broader context, the CQ board game addresses a critical inquiry that the students and teachers will explore- why do some individuals thrive in diverse settings while others do not? And how can CQ help everyone to appreciate the complexities of the human experience? Beyond its role in research, the CQ board game also functions as both a developmental tool and a prompt for self-reflection for teachers to understand their strengths and growth areas in intercultural classroom settings. During the workshop, the study’s methodology and outcomes will be shared, providing insights into the customization of similar learning experiences for subjects like Social Studies, National Education, and Character and Citizenship education.
ID: WSP010
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR504
Location: NIE5-01-TR504
Strand: Humanities and Social Studies Education
Workshop
From Passive Learners to Curious Inquirers-Empowering Students to Formulate Questions
Fadilah Binte Abdul Wahid - WELLINGTON PRIMARY SCHOOL
ABSTRACT
From Passive Learners to Curious Inquirers: Empowering Students to Formulate Questions In many Social Studies classrooms, teachers assume the role of the questioner, relegating students to answerers. Research has shown that students can improve at generating and asking more productive questions if they are given opportunity to develop this. Using the Question Formulation Technique (QFT) structured approach, the school pilots a study to develop students’ skill of formulating questions and through frequent practice, becomes a familiar way of thinking, reflecting and knowledge constructing in Social Studies inquiry-based learning. QFT distils sophisticated forms of divergent, convergent, and metacognitive thinking into a simple, accessible, and reproducible technique even for young primary students. In line with Humanities Inquiry Approach and the Singapore Teaching Practice, the QFT builds the skill of asking questions, a lifelong learning skill that ignites young students’ curiosity to inquire in real-world issues. The QFT lessons were conducted in primary three and primary five Social Studies inquiry-based lessons. The students were observed to be more confident to formulate, work with, and use their own questions to inquire and respond to the issue. With renewed curiosity, the students engaged in a more robust question-driven, evidence-driven, reflection and knowledge construction learning process while the teacher assumes the role of a facilitator. The variety of interesting students’ work and performance task end-products reflected the self-assuredness of the students to formulate and ask relevant questions, examine a range of sources critically and reach a well-reasoned conclusion of the inquiry. At the end of this workshop for primary Social Studies/CCE teachers, participants will be able to design and tailor QFT to their students’ profile and weigh the considerations and limitations when using QFT in lessons and how to mitigate challenges to ensure robustness of QFT
ID: WSP011
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+30
Location: LHN-L1-18
Strand: Artificial Intelligence in Education
Workshop
Exploring the potential of AI as a companion for students in project-based learning
Kenneth Y T Lim - NATIONAL INSTITUTE OF EDUCATION (NIE)Ahmed Hazyl Hilmy - NATIONAL INSTITUTE OF EDUCATION (NIE)Nguyen Duc Minh Anh - HWA CHONG INSTITUTIONNguyen Thien Minh Tuan - HWA CHONG INSTITUTIONDinh Nho An - ST. JOSEPH'S INSTITUTIONQuek Yi Ming - ST. JOSEPH'S INSTITUTIONLionel J T Lim - National University of SingaporeLok Jie Bin - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
This workshop will introduce participants to an exploratory discussion on the affordances of AI for learning. The workshop will take participants through case studies of projects initiated by students, conceptualised from the paradigm of encouraging students to develop literacies in AI through hands-on activities. The workshop will be designed around the following: Section 1: Introduction to Generative AI Overview of GenAI: Introduce the fundamentals of Generative AI, including its common use cases. Included in this section will be a discussion on the benefits and potential pitfalls of GenAI, especially in contexts relevant to project-based learning. Section 2: Introduction to the Life2Well Project as a case study ‘Learning at the intersection of AI, physiology, EEG, our environment and well-being’ (The Life2Well Project) is a suite of student-initiated projects themed around affording learners with opportunities to inquire about and investigate their local environments and how these influence their physical and mental well-being. These investigations are carried out from the perspective of citizen science and maker culture, using low-cost wearables designed by the students themselves. Examples will be drawn from the Science of Learning, and from Sports Science. Section 3: Generative AI in Project-Based Learning GenAI as a Project Assistant: Explore the use of GenAI in scenarios like data analysis and affective stimuli generation (Life2Well) as well as in augmenting creative expression. The workshop will conclude with a discussion on aligning projects with UNESCO's guidance on the use of AI and Generative AI in education.
ID: WSP012
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR316
Location: NIE3-01-TR316
Strand: ICT in Education
Workshop
Learn to Use and Create Educational Web-Based Augmented Reality
Koh Peng Fei Jackson - RAFFLES INSTITUTIONSham Kah Shen Brandon - RAFFLES INSTITUTION
ABSTRACT
In recent years, 3D technologies have experienced widespread adoption across various industries. Augmented Reality (AR) gained global prominence with the success of the mobile game Pokémon GO. Specifically, Web-Based AR (WebAR) stands out as an accessible way for both teachers and learners to interact with 3D models using mobile devices without the need to install any applications. This accessibility contributes to reducing educational disparities by providing resources that foster the Joy of Learning at no/low costs. Exposure to WebAR resources also help to prepare future ready learners for the evolving job market, where AR-related roles are anticipated to become more prominent. A collection of WebAR resources has been developed for the purpose of enriching students' comprehension of sub-microscopic aspects in Chemistry. These resources are suitable for the GCSE N/O/A Level Chemistry curricula, as well as introductory chemistry modules in tertiary education. The digital format of these materials presents a practical substitute for traditional molecular model kits, which may not be accessible to all students, especially during periods of Blended Learning or Home-Based Learning. Moreover, these resources are consolidated on a website for ease of access and can be integrated into lessons conducted through Student Learning Space. Participants will gain insights into the use of WebAR resources by trying them on their mobile devices. In additional, student feedback from regarding the use of WebAR resources will be presented. Subsequently, participants will have the opportunity to create some basic WebAR so that they can extend its utility to other subjects and contexts. Other types of WebAR (image/face/plane/location tracking) will also be introduced to participants for greater depth of discussion.
ID: WSP013
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+28
Location: LHN-L1-16
Strand: Early Childhood Education
Workshop
Empowering early childhood educators: Tools for self-monitoring inclusive classroom practices and professional growth
Tan Peng Chian - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
Introduction/Aim: Facilitating the development of children with diverse developmental needs within an inclusive classroom setting often necessitates early childhood educators to employ unfamiliar early intervention strategies. Furthermore, they must maintain high standards of early childhood practices while monitoring the progress of children. This workshop aims to introduce the participants to tools that can enhance their understanding of quality inclusive classroom practices and guide them towards achieving high-quality inclusion in preschool classrooms. Approach: This workshop will introduce two instruments through interactive activities and group discussions: 1) The Inclusive Classroom Profile (ICP): This tool is designed to observe and assess the quality of inclusive practices in early childhood classrooms catering to children aged 2 to 5. It evaluates 12 practices that are supported by research for effectively addressing the developmental and learning needs of children in inclusive classrooms. 2) Inclusive Practices Scale (IPS): This scale is a checklist of items that measures the proficiency of teachers in using various inclusive classroom practices. Conclusion: By the end of the workshop, participants would be familiar with the purpose, structure and application of the above two scales. They will have had the opportunity to assess their competency in implementing inclusive practices and consider the need for further professional development in this area.
ID: WSP014
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+33
Location: LHN-L1-21
Strand: Teacher Quality, Teacher Learning and Development
Workshop
The Metacognitive Teacher-Learner: Questioning as Thinking
Faith Kaylie Ong - MANJUSRI SECONDARY SCHOOLErica Reyes Rodriguez - MANJUSRI SECONDARY SCHOOL
ABSTRACT
Teaching with metacognition is essential to develop a self-directed learner who is ready for the 21st century. As teachers, we must provide our students with opportunities to become more self-aware of their own cognition and help our students to develop the competency to monitor their own progress and thinking. In fact, research (Tomlinson & McTighe, 2006) states that metacognitive students are effective learners. As Singapore’s Education Minister Chan Chun Sing outlined in his recent Work Plan Seminar speech on September 20, 2023, Singapore will refresh our 21st century competencies (21CC) framework and foreground adaptive and inventive thinking. In this workshop, the focus will be on: • How can teachers become more aware of promoting metacognition in the classroom? • How can teachers make use of generative AI to support the provision of metacognitive self-regulated feedback? This workshop aims to provide reflective questions that help language teachers reflect on their teaching practices and how to make use of pedagogies in teaching writing and generative AI to develop their students’ metacognitive abilities. The outcomes of this workshop include a chance to reflect on their pedagogical practices based on the Singapore Teaching Practice (STP) and a hands-on opportunity to make use of a generative AI “prompt recipe” in the writing classroom to develop teachers’ and students’ ability to provide and act on self-regulatory feedback as covered in this recent news article.
ID: WSP015
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR309
Location: NIE3-01-TR309
Strand: Others
Workshop
Unlocking a Student’s Potential by Motivating them Toward a Growth Mindset
Sarifah Noor Aini Bte Syed Mahmood - GUANGYANG SECONDARY SCHOOLGrace Teo - GUANGYANG SECONDARY SCHOOL
ABSTRACT
“How are you using and, in particular, implementing growth mindset in your teaching?” If you could immediately articulate the instructional strategies that you use to foster growth mindset in your classroom, then this workshop is likely not for you. If like me, you grappled with articulating specific instructional strategies but believe in the 'power of yet' and focus on process over person, then this workshop would likely be useful for you. Growth mindset (Dweck, 2016) is the belief that intelligence and abilities are not fixed, but rather can be developed through effort, perseverance, and learning. Students with a growth mindset are more likely to be motivated to succeed, even in the face of challenges. They are also more likely to view mistakes as opportunities for learning and growth (Dweck, 2016). This workshop is designed to equip educators with instructional strategies and tools that can easily be integrated into daily teaching practices to foster growth mindset in your classroom. Essential concepts from growth mindset research, focusing on instructional strategies and tools that highlight effort and progress will be covered. Tailored for educators at all levels, this workshop supports to create not only a positive and growth-oriented learning environment, but also helps to develop student agency. Don't miss this opportunity to leave with a toolkit of instructional strategies and tools ready for immediate implementation, contributing to the ongoing mission of nurturing growth mindsets in education.
ID: WSP016
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR206
Location: NIE2-01-TR206
Strand: Assessment
Workshop
Engaging Learners in Assessment: Strengthening Metacognition and Triangulating Learning Evidence – Synthesising Findings from Four Masterclasses
Karen Lam - Curriculum Policy Office, Ministry of Education, SingaporeLeong Wei Shin - Curriculum Policy Office, Ministry of Education, SingaporeJoanne Tan - Curriculum Policy Office, Ministry of Education, SingaporeLow Yew Fai - NEW TOWN PRIMARY SCHOOLChan Jia Yu - NEW TOWN PRIMARY SCHOOLLau Chu Beng Donavan - YUSOF ISHAK SECONDARY SCHOOLTeoh Su-Mei Jeanette - YUSOF ISHAK SECONDARY SCHOOL
ABSTRACT
Enhancing teachers’ assessment literacy in involving learners in the assessment process will develop student’s assessment literacy in terms of what they know and do about assessment information. Classroom assessment practices such as peer and self-assessment and engagement with feedback are at the heart of learner-centred and balanced assessment in classrooms that support lifelong learning and development of 21st Century competencies. The workshop presents practical ideas of using a self-reflection tool and specific classroom assessment practices in day-to-day lessons, that develop students’ assessment literacy in different levels and subjects. Participants will have opportunities to interact with facilitators and teacher participants of a lesson study collaboration between two Singapore schools (New Town Primary School and Yusof Ishak Secondary School) and Curriculum Policy Office, Ministry of Education (Singapore) on different classroom assessment practices with metacognition and triangulation of learning evidence as critical parts of lesson planning, enactment and reflection. The findings have been shared in four masterclasses in 2023 and this workshop attempts to synthesise and review the overall findings one year after the lesson studies. Implications on sustaining such practices in view of changing school-based assessment policy in Singapore context, deepening of teachers’ assessment literacy and changing assessment culture will be discussed with teacher participants of this collaboration in a dialogic approach.
ID: WSP017
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR206
Location: NIE2-01-TR206
Strand: Others
Workshop
Integrating Research in Teaching: 7 hands-on techniques for Redesigning Future-Ready Classrooms
Paul Joseph-Richard - Ulster University Northern Ireland UK
ABSTRACT
Introduction: The aim of this workshop is to empower educators to effectively integrate research and teaching within their classrooms. Rationale: Existing ideas for integrating research and teaching often focus on institutions. What individual teachers, under heavy workloads, can do to promote Research-Informed Teaching (RIT) in their classrooms remains unclear. This workshop addresses this gap. Theoretical Context: Through an extensive literature review encompassing studies from 2005 to 2020 and an examination of pedagogical case studies accessible on institutional websites, the authors have discerned various recurring patterns of Research-Informed Teaching (RIT) practices employed within higher education (HE) institutions, across the globe. Subsequently, the authors have identified and published a set of seven distinct yet interrelated domains that establish a connection between teaching and research. Their comprehensive RIT-mindset framework (Joseph-Richard et al. 2021), serves as the foundation for this workshop. By the end of this engaging session, participants will be able to take home a toolkit of 35 practical, classroom-ready techniques (grouped under 7 strategic domains) suitable for teaching any subject, in any mode, and at any grade level. They will learn how to bridge the gap between theory and practice, boost student engagement, and transform their classroom into a vibrant hub of research-informed learning. Secure your spot in this exclusive workshop and be among the first to unlock the transformative power of research-informed teaching. Session Description • Introduction (10 minutes) • Participants' Activity (70 minutes) • Concluding Remarks (10 minutes) Participants explore 7 strategic domains in 7 rounds! In each round (10 minutes each), they will choose a domain, learn 5 practical techniques, discuss their application, and share their own ideas. Authors will capture everything on a visual map, building a collective resource for classroom transformation. Takeaways: 1. A handout: illustrating the 35 ready-to-use techniques. 2. A post-event email to all participants in the second week of June 2024, summarizing key points and participant-shared techniques. Reference Joseph‐Richard, P., Almpanis, T., Wu, Q. & Jamil, M.G., 2021. Does research‐informed teaching transform academic practice? Revealing a RIT mindset through impact analysis. British Educational Research Journal, 47(1): 226-245.
ID: WSP018
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+31
Location: LHN-L1-19
Strand: Learning Sciences
Workshop
Differentiated instruction for collaborative learning in Science inquiry-based learning
Chan Sau Siong - RAFFLES GIRLS' SCHOOL (SECONDARY)Cindy Tiong - RAFFLES GIRLS' SCHOOL (SECONDARY)
ABSTRACT
Science inquiry-based learning (IBL) often adopts a student-centred approach that requires teachers to design the IBL activities as well as employ facilitation strategies to guide students in their inquiry. This workshop aims to provide teachers with a series of teaching actions that allow students to work collaboratively to achieve the learning goals of inquiry-based learning. With the use of these teaching actions, students assume different roles to cross-examine scientific concepts or data in small groups. Interest is differentiated in the role playing process and instruction is further differentiated based on readiness by providing students with different types of Socratic questions in the inquiry process to support student metacognition. In this IBL approach, teachers play the role of facilitators who guide students in their inquiry process to achieve the criteria of success. This collaborative learning experience has been used in Biology, Chemistry and Physics IBLs in Raffles Girls’ School (Secondary), with the IBL activities ranging from exploring a phenomenon to analysing data and evidence. On the whole, both teachers and students have responded positively to the teaching actions in these IBLs based on the data gathered from teachers, students and third party observations. Students have been able to achieve the learning outcomes with a deeper level of conceptual understanding. In addition, the use of Socratic questions in the collaborative learning process played a role in developing students’ intellectual traits.
ID: WSP019
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR503
Location: NIE5-01-TR503
Strand: Others
Workshop
Leveraging Debate for Enhanced Oracy Skills in High-Ability Learners (HALs)
Tan Yoke Joo - ANGLO-CHINESE SCHOOL (PRIMARY)
ABSTRACT
This workshop explores the challenge High-Ability Learners (HALs) though proficient in English face the lack of expected proficiency skills in oracy, as evidenced by classroom observations and student performance in oral examinations. A team of five educators formed a Professional Learning Team (PLT) to investigate the potential of using debate as a tool to develop critical thinking, idea generation, organization and communication skills in HALs. The workshop presenters will share their innovative approach, combining learner knowledge, structured inquiry, and technology (utilizing the Student Learning Space - SLS) to cultivate desired oracy skills and enriching the learning experience for the HALs. These lessons have proven effective in promoting critical thinking, helping idea generation and organization and developing confident communicators. HALs felt that they were appropriately challenged during lessons and experienced the joy of learning. Surveys conducted showed that the lessons also enhance active listening skills, foster perspective-taking, and facilitate meaningful peer connections through mini-debate sessions. The presenters will encourage fellow educators of HALs to consider the adaptability of the shared ideas and resources for their unique teaching contexts, emphasizing the potential to prepare HALs as future-ready learners. Join us to explore innovative strategies for enriching learning experiences and empowering HALs in their oracy development journey.
ID: WSP020
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+34
Location: LHN-L1-22
Strand: Others
Workshop
Promoting Male Students' Development, Constructive Engagement, and Academic Success and : Employing Gendered Pedagogical Lenses within Postsecondary Learning Environments
Jason Laker - San José State University (California, USA)
ABSTRACT
Male students are pursuing and completing tertiary education in declining proportions around the world, especially low-income and minoritized men. Likewise, male students are less likely than their female peers to participate in high-impact and enrichment educational programs such as student research, study abroad, honors programs, leadership activities, and the like. They are also disproportionately involved in harmful and disruptive behaviors such as gender-based violence, alcohol and drug abuse; and biased views and behaviors connected to sexism, homophobia, and racism. These challenges are connected to psychosocial development and adherence to narrow masculine gender role scripts into which boys and men are socialized. In other words, men who developmentally advance toward a more expansive conception of masculinity and humanity have better educational outcomes, hold more egalitarian viewpoints, and engage in fewer problematic or destructive behaviors. These issues materially impact the educational environment and have significant implications for people, families, communities, nations, professions, and beyond. Training and development programs for emerging and experienced educators rarely include information specifically about masculine role socialization and gendered considerations associated with men’s educational access, retention, and success; nor about their psychosocial needs for social and emotional support. Gender carries significant importance in the social world, as a primary organizing principle whose salience “tends to reinforce men’s power over women” (Coltrane, 1994, p.43). Interestingly, providing training about boys’ and men’s development and the social construction of masculinity can not only increase educationalists’ readiness to do effective teaching and developmental work with male students, but engaging in such effort can benefit women and other marginalized student populations insofar as their male peers become more constructively engaged within the collegiate context (i.e., increased development fosters positive engagement, learning, and decreases in problematic behaviors). In this Workshop, the presenter will provide an overview of masculine role socialization and implications for teaching, learning, and community development within higher education. This will be followed by an interactive strategy session for taking a gendered developmental approach to male students’ learning, development, and success. Coltrane, S. (1994). Family man: Fatherhood, housework, and gender equity. New York: Oxford University Press.
ID: WSP021
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: SoLEC Classroom
Location: NIE7-01-06
Strand: Educational Neuroscience / Science of Learning
Workshop
Deconstructing Neuroscience Applications to Education in the Popular Media
Astrid Schmied - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
The integration of neuroscience applications into education can be alluring, often presenting a seductive promise of optimized learning outcomes and enhanced educational experiences. While the media coverage can be compelling, it is important to approach the popular press critically and responsibly, considering both the potential benefits and the associated challenges. Effective interpretation requires a thorough understanding of the scientific basis, ethical considerations, contextual factors, and a commitment to a balanced perspective. In this hands-on workshop, participants will learn how to critically evaluate content at the intersection of neuroscience and education from the mass media (press, radio, television, and Internet). The first part of the workshop will concentrate on experiential learning. Participants will have the opportunity to (1) explore different media articles on topics of interests at the intersection of neuroscience and education, (2) examine the media coverage in terms of information and tone of such articles, (3) elaborate on strategies to recognize their respective strengths and weaknesses, and (4) evaluate the positive and negative effects of mass communication. The second part of the workshop will focus on theoretical aspects. I will discuss the most important research findings on neuroscience, education, and mass media, considering methodological issues and limitations in interpretations. Then, I will provide key examples of effective neuroscience and education media coverage and their implications for practice and learning. Finally, I will end by offering recommendations to analyze the mass media to avoid falling for misinformation and disinformation when reading content at the intersection of neuroscience and education. This workshop is aimed at students, pre-service and in-service teachers, school staff, researchers, and educational policymakers.
ID: WSP022
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR316
Location: NIE3-01-TR316
Strand: ICT in Education
Workshop
Professional Development module on Blended Learning: Supporting teachers to design for student-centric learning in Blended Learning environment with Blended Learning considerations
Raymond Chan Kangshun - FAIRFIELD METHODIST SCHOOL (PRIMARY)Chan Ta Hoong - FAIRFIELD METHODIST SCHOOL (PRIMARY)Chen Siyun - FAIRFIELD METHODIST SCHOOL (PRIMARY)
ABSTRACT
Through experience of school’s Personalised Device Learning Program (PDLP) we realised that more is needed to learn about Blended Learning (BL) environment we are in. With that, school embarked on research and a community of practice led by Heather Skater on BL which resulted in publication to 2 case studies. https://go.gov.sg/blcasestudy , https://go.gov.sg/blcasestudy2 Work from case studies were very insightful. However much customization to local context is needed. How do we help to reconcile a new BL model with e-pd? How do we unpack the big ideas of student-centric experience towards a personalised learning experience into actionable steps for teachers' From PDLP and COP, Team identified gaps that teachers needed to understand: (1) What is BL environment and how does it affect students (2) Future of learning: How to take advantage of BL environment to create personalised learning experiences The team produced a set of BL considerations as part of Professional Development (PD) module on BL - a set of templates and actionable steps teachers should consider and include in their lesson designs that would also help them to plan for transitions students faced from online to offline, complementing their use of MOE’s E-pedagogical framework (SLS PS) for lesson designs to support and personalised students’ learning. BL module would address the following: (a) Support teachers to understand BL environment and how students are learning in it (b) Supporting Student-centric learning and personalisation of learning in BL (c) Bridging BL environment and lesson designs, complementing use of SLS PS in lesson design BL considerations are divided into three typical learning scenarios in class, (independent, collaborative, discussion) in SLS PS. The PD module is divided to 3 segments: (a) Understanding and motivating students (b) How to personalise learning (c) SLS PS example of a lesson design that had included the above After implementation, the BL considerations were a gamechanger in helping teachers use technology in class. It offered teachers a new view of how lessons can be designed in BL environment and support teachers in transformational use of technology in class to shift practice to student-centric personalised learning.
ID: WSP023
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR211
Location: NIE2-01-TR211
Strand: Curriculum Development
Workshop
Breaking Down Silos in the Creative Disciplines: A Workshop on SP Media, Arts & Design School’s Transdisciplinary Pedagogy
Mark Lu - SINGAPORE POLYTECHNIC (SP)Chong Li Min - SINGAPORE POLYTECHNIC (SP)Clarice Sim - SINGAPORE POLYTECHNIC (SP)
ABSTRACT
Transdisciplinary thinking is the ability to look at a complex problem beyond the perspective of a single discipline, work with people who have different skillsets, and synthesise different perspectives to find a solution that transcends disciplinary boundaries. Transdisciplinary thinking has been identified by the Design Council of Singapore and the Infocomm Media Development Authority as a key skill for creatives as it helps them navigate and thrive in an ambiguous landscape, as well as find innovative solutions to the increasingly complex problems Singapore faces. Underlying the government’s emphasis on Transdisciplinary Thinking are the assumptions that: (a) the creative disciplines are interrelated, and that (b) this interrelatedness needs to be further explored. However, the existing structures of the creative schools in Singapore Institutes of Higher Learning (IHLs) arguably do not reflect this relationship. The creative disciplines are still, for the most part, structured as separate courses with little space for meaningful cross-disciplinary learning and collaboration. Singapore Polytechnic launched a new Diploma in Media, Arts & Design (DMAD) in 2020 with an aim to build transdisciplinary thinking skills in its students. In order to achieve this, eight different diploma programmes were integrated into one single diploma. This allows for more cross-disciplinary collaborations in the form of a common first-semester programme and three studio-based transdisciplinary project modules. A three-year study using a validated instrument was also conducted to measure the mindset changes in students over their course of study. The first batch of students to complete the DMAD programme will graduate in 2024. In this workshop, participants will learn more about the DMAD curriculum and get a hands-on experience with some of the classroom activities used to build Transdisciplinary Thinking in DMAD – especially in the ideation and prototyping stages. We will also share our findings from our three-year study on students’ transdisciplinary thinking skills, and facilitate a discussion on the relevance and applicability of transdisciplinary thinking across other contexts.
ID: WSP024
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR716
Location: NIE7-01-TR716
Strand: ICT in Education
Workshop
Leveraging SLS for Active Learning with Technology and Differentiated Instruction
Ng Wen Xin - ASSUMPTION ENGLISH SCHOOL
ABSTRACT
In an era marked by the increasing integration of technology in our classrooms, educators face the exciting challenge of harnessing digital tools to create meaningful and effective learning experiences. Through this workshop, participants will be able to: - Explore elements of good lesson design informed by e-Pedagogy - Appreciate the role of a teacher in a technology-enriched learning environment The workshop will showcase a series of carefully deliberated Humanities SLS lesson packages, where participants will explore several Key Applications of Technology (KAT) in mediating learning interactions. By engaging with our lesson resources and examining evidence of student learning, participants will discover how scaffolds embedded in the form of multi-modal resources and interactive thinking routines can effectively activate learners’ prior knowledge and help them to appreciate different contexts. Participants will also glean insights into how technology can be used to facilitate learning together by making learners’ thinking visible. In addition, the affordance of SLS in supporting consistent assessment for learning will be explored. The workshop will also spotlight educators’ reflections on the evolving role of a teacher in today’s educational landscape – from a sage on the stage to becoming a facilitator of learning. Through the workshop, participants will be equipped with practical tools and strategies to design active, technology-enhanced lessons that encourage the co-construction of knowledge and promote student autonomy.
ID: WSP025
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR503
Location: NIE5-01-TR503
Strand: Character, Citizenship and Moral Education
Workshop
Enhancing Facilitation in Character Citizenship Education: Empowering Educators to Navigate Sensitive Topics and Foster Inclusive Dialogues on Contemporary Issues in Full Subject-Based Banded Classes
Chong Wensheng - AHMAD IBRAHIM SECONDARY SCHOOLYeu Chee Wee Thomas - AHMAD IBRAHIM SECONDARY SCHOOLNgui Lilian - AHMAD IBRAHIM SECONDARY SCHOOLSeah Yen Sin - AHMAD IBRAHIM SECONDARY SCHOOLM Siva Balan - AHMAD IBRAHIM SECONDARY SCHOOL
ABSTRACT
This workshop centres on alleviating educators' worries when handling discussions on contemporary issues (CI) and sensitive topics during Character and Citizenship Education (CCE) lessons within a full Subject-based Banded (SBB) classroom. The session aims to demonstrate the effectiveness of tailored Professional Development (PD) sessions in meeting educators' needs, fostering dialogue on pedagogical approaches for handling challenging topics in SBB classrooms characterized by diverse student profiles and readiness levels. Aligned with our school's staff engagement framework, teacher PD focuses on three essential aspects of connectedness: purpose, self and craft, and community and fraternity. Rooted in Malcolm Knowles' andragogy theory, this framework caters to the distinctive characteristics and requirements of adult learners. The success of the CCE curriculum hinges on creating a community of educators who embrace and find meaning in it. Dialogue sessions and surveys were conducted to allow educators to voice their concerns about the CCE2021 curriculum and its implementation in their classrooms. In response to the feedback received, customized PD sessions were implemented to enhance teachers' knowledge and awareness of the complexities inherent in intricate and sensitive topics. These sessions include role-modelling of student-centric facilitation strategies, specifically tailored to address the challenges posed by such CI. This workshop presents participants with the opportunity to leverage the Context Dimension Frame within the CCE2021, utilizing data from the SEC inventory and sociogram in the design of CCE lessons. The approach aims to equip teachers with practical tools to facilitate discussions on sensitive topics in a full SBB classroom.
ID: WSP026
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR716
Location: NIE7-01-TR716
Strand: Artificial Intelligence in Education
Workshop
Are your students ready for Generative AI? A hands-on workshop on integrating use of Generative AI for learning
Tan Hui Leng - NGEE ANN POLYTECHNIC (NP)Paul Ng - NGEE ANN POLYTECHNIC (NP)Preetam Rai - NGEE ANN POLYTECHNIC (NP)Tan Yew Kong - NGEE ANN POLYTECHNIC (NP)
ABSTRACT
Generative AI (GenAI) is rapidly shifting industry practices and demands transformative changes in the education landscape. GenAI tools offer application benefits for students, and many have already used them to support their learning. Educators are concerned about the challenges arising from GenAI use, including its impact on student learning, development of critical thinking and assessment of learning. This emphasized the need to guide our students to use GenAI responsibly and effectively. The PAIR (Problem, AI, Interaction, Reflection) framework was developed to facilitate the integration of GenAI in our curriculum (Acar, 2023). This aims to help students develop pivotal skills that will equip them to effectively use GenAI for learning. Specifically, students need to strengthen their ability to analyze and clearly define problems to inform their construction of prompts to GenAI. They require critical thinking skills to review available GenAI tools and critique the GenAI-generated information. It is also important to deepen reflective practice through examining one’s feelings, perspectives and actions in GenAI use. PAIR involves guiding the learners through four steps starting with Problem Formulation to define a problem or challenge to solve; AI Tool Selection to review and select suitable GenAI tools; Interaction to experiment with the GenAI to address the problem and critique the generated outputs; and Reflection to review their experiences with GenAI use. In this workshop, participants will be introduced to selected GenAI tools that are used in education and discuss the “promises and pains” from GenAI tools. At the end of this workshop, participants will be able to identify GenAI tools that they may leverage on for teaching and learning, be cognisant of the issues related to using GenAI in teaching and learning and apply the PAIR framework to design learning experiences for their students.
ID: WSP028
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: NIE iSpace
Location: NIE2-02-09
Strand: Artificial Intelligence in Education
Workshop
Leveraging Generative AI for Educators' Professional Growth
Tan Seng Chee - NATIONAL INSTITUTE OF EDUCATION (NIE)Teo Chew Lee - NATIONAL INSTITUTE OF EDUCATION (NIE)Katherine Yuan Guangji - NATIONAL INSTITUTE OF EDUCATION (NIE)Tan Yee Yin - NATIONAL INSTITUTE OF EDUCATION (NIE)
ABSTRACT
In the context of the increasing significance of Generative AI in education, this workshop aims to provide educators with practical insights into utilising Generative AI for meaningful teaching and learning, particularly for Professional Development (PD) of educators. Participants can expect a deep dive into the following aspects: a) Designing Learning with Generative AI - Explore how Generative AI can transform teaching and learning practices, b) Empowering Teachers through AI - Discover how Generative AI can play a role in elevating teachers' professional development, helping them adapt to evolving educational paradigms, and c) Prompt Design and Sharing - Create simple PD Proof-of-Concepts (PoCs) applications with prompt engineering. The above objectives will be achieved through sharing with participants how a Generative AI PoC was designed and deployed based on a case study on the "Knowledge Building Pedagogy Tutor (KB PT)” – a Generative AI application designed to help teachers implement the Knowledge Building Pedagogy in their classrooms. Participants will have a hands-on session on the KB PT. They will discuss how its prompt design helps to achieve the design intents and objectives. The facilitators will also share typical challenges when developing Generative AI applications, and some strategies to mitigate these situations. In the process, participants will gain an understanding of the development workflow for a simple Generative AI PoC and translate this knowledge into practical know-how via a hands-on session in creating their own, simple, Generative AI PD PoCs. This workshop will benefit staff developers, educators, and researchers working on teacher PD. While technical proficiency in Generative AI technologies will aid in a deeper appreciation of the potential of Generative AI for PD, it is not a pre-requisite for this workshop. By the end of the workshop, participants should gain an awareness of how Generative AI can be used meaningfully for teaching and learning and develop the confidence to start their foray into using Generative AI for their professional development.
ID: WSP029
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR311
Location: NIE3-01-TR311
Strand: Teacher Quality, Teacher Learning and Development
Workshop
Growing Future-Ready Teachers and Learners: Collaborative Research for Educational Change
Tan Ying Fong Irene - HOLY INNOCENTS' PRIMARY SCHOOLDong Yan - HOLY INNOCENTS' PRIMARY SCHOOLEng Li Yun, Felicia - HOLY INNOCENTS' PRIMARY SCHOOLTan Chuyan - HOLY INNOCENTS' PRIMARY SCHOOL
ABSTRACT
Every school aims to grow the efficacy of a quality committed and competent staff in an inclusive, caring and enabling environment holding true to their well-being as pivotal for sustainability in the fraternity. The need to heighten staff voice and choice is key to prepare them to be ready for what’s ahead in the education landscape. Holy Innocents’ Primary School (HIPS) prioritises the learning needs of the staff and deepens their competencies by focusing on nurturing the joy of learning in our students while developing their craft. With the impetus of professional development (PD) for staff growth and student outcomes, HIPS embarked on involving every teacher in “Growing and Empowering Myself for Success” (GEMS), a PD approach that values teachers as GEMs. Through a differentiated approach, HIPS aims to promote personal ownership of PD to elicit greater passion for work and be ready for the future of learning being future-ready teachers themselves. To address teachers’ concerns on skills and competencies in the changing pace in education, customised and structured emphasis were planned as school-based curriculum focus. In 2023, the customised Curriculum Innovation (CI) team comprised of a group of primary 3 teachers carefully selected to pilot this approach. Data obtained through scans of MOE directions, global megatrends and our teaching and learning processes in HIPS, was used to find out if our curriculum prepare our students sufficiently for the future. Our goal is to have a curriculum that balances challenge and support so that students can grow in their zones of proximal development. The deliberate planning and structuring of time for the team to come together to work on Differentiated Instruction (DI) with support from GEMS on PD needs spurred the move for school-based study for educational change. This culminated in a learning festival for team members to share their lesson packages during concurrent sessions. Teachers observed the lesson demonstrations in real-life contexts and evaluated the effectiveness through student learning and interactions. HIPS believes that every small deposit of staff development is an investment for the growing of future-ready teachers who will lead the future-ready learners in school.
ID: WSP030
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+32
Location: LHN-L1-20
Strand: Mother Tongue / Bilingual Education
Workshop
Cultivating Skills Through Inquiry: Conceptual Approaches in Second Language Learning
Eileen Su - ST. JOSEPH'S INSTITUTION
ABSTRACT
Recent research has extensively explored inquiry-based approaches and concept-focused teaching and learning, particularly within the context of second language acquisition. Inquiry cultivates real-world engagement, it’s also concept-based, rather than content or information-based. Through inquiring knowledge conceptually, schools not only prepare students for the workforce but also shift students into an active learning style, where they take ownership of their education and are empowered by a platform to think differently (Jayson M. Boyers ). This study specifically explores how an inquiry-based journey facilitates learners' conceptual understanding in second-language classrooms. It aims to examine the literature on inquiry-based and concept-focused teaching, identifying their similarities and differences. Through a comprehensive literature review and case studies in second-language classrooms, the study investigates the interplay between inquiry-based learning, concept understanding, and conceptual development. The findings underscore the relationship between inquiry, concept and conceptual understanding. A proposed dual-pathway design methodology integrates seamlessly with curriculum planning and classroom implementation. This approach not only taps into learners' prior knowledge and engages them with new concepts but also establishes a clear linkage, enabling learners to comprehend how content fits into the broader curriculum structure. Conceptual understanding, achieved through inquiry-based methods, equips students to engage with complex ideas and transfer learning to new contexts. Moreover, the study presents a systematic and adaptable methodology applicable across various curricula and disciplines.
ID: WSP031
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR503
Location: NIE5-01-TR503
Strand: Artificial Intelligence in Education
Workshop
Leveraging Artificial Intelligence in Science Education: Enhancing Assessment for Learning & Inquiry
Tan June Keong Owen - FUHUA SECONDARY SCHOOLLoh Kok Wee Raymond - FUHUA SECONDARY SCHOOLHia Soo Ching - FUHUA SECONDARY SCHOOL
ABSTRACT
As we redefine pedagogy in the digital age, Artificial Intelligence (AI) stands out as a pivotal tool for Teaching and Learning. This workshop will present a compelling argument for the integration of AI to personalize and enhance learning experiences, with a special emphasis on Assessment for Learning (AfL) and Scientific Inquiry. AI technologies offer unique affordances in tracking and supporting students' learning journeys by identifying their learning goals, assessing their current understanding, and charting pathways to achieve their objectives. In the realm of science education, AI facilitates the design of inquiry-based learning activities that are differentiated and adaptive, providing customized challenges to meet the needs of each learner. During the workshop, participants will immerse themselves in AI-driven environments that foster the development of scientific inquiries, adjusted in real-time to students' responses and performance. Educators will learn to utilize AI not just for assessment, but as a partner in crafting a dynamic and responsive science curriculum. Participants will gain hands-on experience with AI tools, participate in the creation of differentiated learning experiences, and leave with actionable strategies to implement AI in their classrooms. They will also contribute to discussions on ethical considerations and join a community dedicated to the continuous improvement of AI in education.
ID: WSP033
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR716
Location: NIE7-01-TR716
Strand: Cognition, Motivation and Learning
Workshop
The Use of E-portfolios to Support Metacognitive Practice
Khoo Lilin - ST. ANDREW'S JUNIOR COLLEGEMelissa Chew - ST. ANDREW'S JUNIOR COLLEGELynette Poh - ST. ANDREW'S JUNIOR COLLEGETeo Aik Cher - ST. ANDREW'S JUNIOR COLLEGE
ABSTRACT
This workshop aims to introduce participants to the use of e-portfolios and how they can encourage students' agency and engagement; support students in articulating their learning in different forms; support students in the monitoring of and building on their learning, enabling transfer; help to promote metacognition as a tool for reflection, self-regulation, and tactical awareness; provide learners and instructors with information for assessing and reflecting on learning, and help learners in the construction of learner identities. Participants will be asked to try their hands at learning a new task (created by us), create a short e-portfolio, using a template, reflect on their experiences, and look at actual student e-portfolios. They will discuss what the benefits of e-portfolios might be. As such, we hope to introduce the benefits of e-portfolios through an inductive and experiential approach. Presenters will also share the limitations of the study, lesson materials, students’ and teachers’ reflections. Background and context of study: Trialled in JC1 and JC2 Economics, Mathematics, Chemistry, Literature, Mother Tongue, and Humanities classrooms, this study incorporated classroom practices to support students to build their metacognitive skills through the use of e-portfolios. This enabled students to consciously apply their metacognitive learner strategies to meet learning goals. Methodology: We asked learners to fill in the Metacognitive Awareness Inventory. We then separated students into four categories (Perkins 1992): 1) tacit, 2) aware, 3) strategic, and 4) reflective. We implemented e-portfolio building across the different subject classes. At the end of the term, we looked specifically at portfolios from students who had started out in the four categories and examined whether the use of e-portfolios had helped them to a) meet their learning goals, b) become more strategic in using learner strategies. We coded the data and triangulated this with assessment scores, anecdotal observations, and survey questions as to whether students found the use of e-portfolios useful, and why. Preliminary findings suggest that the use of e-portfolios help to encourage student agency. Students become more tactical and more active participants in their own learning, whereas a majority used to be aware or tacit learners.
ID: WSP036
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR316
Location: NIE3-01-TR316
Strand: Language and Literacy Education
Workshop
Enhancing Classroom Learning and Comprehension Assessment through Text and Question Tiering
Suziela Yassin - BOON LAY SECONDARY SCHOOLOng Zhi Jie - BOON LAY SECONDARY SCHOOLClaire Chung - BOON LAY SECONDARY SCHOOL
ABSTRACT
Reading comprehension is commonly identified as a concern where teachers are further challenged by diverse student ability when designing suitable instructional strategies. To address this, a capstone project exploring the impact of tiered texts and questions on students’ comprehension inferencing skills in narrative texts was conducted in 2022 involving 65 secondary three students. The post-intervention results of the test and control groups indicate that tiering texts is only one of many factors affecting the success of reading comprehension instruction. Yet, when teachers modify reading comprehension passages to match varying proficiency levels, they provide differentiated learning experiences, boost comprehension, and enhance students' confidence in reading. Inspired by how texts and questions are supported for G2 and G3 students in Voices at Play for the 2020 EL syllabus, we have since started to tier both texts and questions in our year-end-examinations for lower secondary students. With Full Subject-Based Banding, this also makes analysing G2 and G3 assessment papers more straightforward as we are better able to track the differences in cognitive load, ensuring that our papers are pitched as accurately as possible. This has helped enhance teachers’ assessment literacy as we formulate tiered comprehension questions that are aligned with text complexities. To further enhance differentiation to better suit our learners’ profile, starting in 2024, minimally one core text is tiered for every unit of study. In our workshop, we will share the different ways teachers can provide support for reading comprehension, AI platforms teachers can explore and use, our key considerations when tiering texts and how we supported this through our use of a Lexile Analyser. We will also share our success and learning in implementing this approach as well as our plans as we move forward.
ID: WSP038
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+27
Location: LHN-L1-15
Strand: Character, Citizenship and Moral Education
Workshop
Gamifying Singapore Perspectives in SP's Common Core Curriculum
Julian Kwok - SINGAPORE POLYTECHNIC (SP)
ABSTRACT
How can gamification enhance the learning of Singapore Perspectives topics' In this workshop, participants will gain hands-on experience of what Singapore Polytechnic (SP) year-one students undergo in the Game of Trade-Offs (GOTO), a fun and competitive scenario-based game which teaches critical thinking and perspective-taking in one of SP’s Common Core Curriculum (CCC) modules, ‘Thinking Critically about the United Nations Sustainable Development Goals’ (TCU). There is always a solution to every problem, they say. But is there really? Through GOTO, learners gain a better appreciation of how there are no “perfect” solutions to Wicked Problems and how compromises are often needed when making complex decisions at a national level. Mirrored after the “Choose-your-own-adventure” gamebooks where readers make choices to determine the protagonist’s fate, GOTO gets student teams to assume the role of the Singapore government. They are presented with scenarios on pressing local issues such as urban development versus conservation, international sanctions against other countries, raising taxes, etc. Points are awarded based on the team’s choices and whether the decision made was ultimately beneficial or deleterious to the country. The winning team is the one that earns the greatest number of points by making the most optimal decisions based on economic and non-economic considerations. But that’s not the end - game-changing “breaking news” incidents in some scenarios could also see teams earning bonus points or having their points deducted based on their earlier decisions. So, choose wisely! GOTO was implemented in TCU for two Academic Years (AYs). The AY2324 run was facilitated by 64 lecturers for 210 classes of year-one students across different schools in SP. It was conducted as a 45-minute segment in the lesson on “Introduction to Wicked Problems and Multi-Solving”. Together with other TCU lesson activities, GOTO appears to have enhanced the student learning experience on Singapore issues. In a survey of 1,483 student respondents on the TCU curriculum, 98% strongly agreed and agreed that they were more aware of challenges and issues faced by Singapore and 98.3% strongly agreed and agreed that they were motivated to do their part to create a better future for Singapore.
ID: WSP039
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR211
Location: NIE2-01-TR211
Strand: Multiliteracies
Workshop
Building Multiliteracies in our English Language Classrooms: A Primary School's Journey
Sharmila Singh - SEMBAWANG PRIMARY SCHOOLNoorhuda Amalina Binte Ab Rahman - SEMBAWANG PRIMARY SCHOOL
ABSTRACT
This workshop will focus on a primary school’s journey in building multiliteracies in the classroom whereby students are equipped with the necessary skills and learner strategies to make meaning of multimodal texts. A changing globalised world due to changing technologies and diverse social and cultural contexts makes it necessary to explore the various forms of texts in our pedagogical practice. Teachers teach multiliteracies by drawing attention to the changing nature of texts, their corresponding text functions and their different semiotic modes. (English Language Syllabus, 2020) As stated by Chan & Chia (2014), beyond the understanding of how visual forms construct meaning, there is a need to promote critical viewing and thinking skills. It is crucial to enable readers/viewers to reflect critically on what they see and what they hear. Using the 6 Semiotic Modes (Chan & Chia, 2014 adapted from Anstey & Bull, 2010), students go beyond the basic comprehension of the texts by interpreting and analysing the multimodal texts. This workshop proposes ways of teaching all areas of language learning through the 6 Semiotic Modes framework (Chan & Chia, 2014 adapted from Anstey & Bull, 2010). Through a sharing and hands-on activity, participants will take away ideas and strategies to integrate multiliteracies in their classroom practice.
ID: WSP040
Session: session 2
Date/Time: 29 May, 1400-1530
Venue: TR206
Location: NIE2-01-TR206
Strand: Others
Workshop
Developing Assessment-Capable Visible Learners
Lim Ying Hui - FUHUA SECONDARY SCHOOLTan Gek Guang - FUHUA SECONDARY SCHOOL
ABSTRACT
This workshop centres on utilizing powersheets, such as checklists and success criteria templates, to encourage learners in assessing their own performance. Through consistent practice, learners will progress into "visible learners" who possess self-regulatory qualities like self-monitoring, self-evaluation, self-assessment, and self-teaching (Hattie, 2009). Simultaneously, the data derived from these tools enables teachers to tailor their engagement with learners based on their readiness levels. The intentional crafting of success criteria templates aims to shape the learner's perspective, fostering opportunities for constructive feedback. Feedback is sourced from the learner themselves, peers, and the teacher. Incorporating reflective questions before and after tasks empowers students to self-assess their knowledge and learning. Aligning with MOE’s 21st Century Competencies, this skill of self-assessment is designed with the aim to cultivate students to possess critical and creative thinking skills. Following the integration of powersheets into the educational framework, a discernible improvement has been observed in the overall quality of students' academic work. This positive shift implies that the implementation of powersheets has contributed to fostering a more effective learning environment. The enhanced quality of work may be attributed to the features and benefits offered by powersheets, such as clearer guidelines, improved organization, heightened student engagement, and potentially more targeted and constructive feedback. This positive trend underscores the potential effectiveness of incorporating innovative tools like powersheets in education to elevate the academic experience and outcomes for students. During the workshop, an illustrated checklist will be shared for students to track their progress and self-assess their sketches in the ideation and prototype stages of Design and Technology lessons. Additionally, the workshop offers a hands-on interactive session where participants will design learning experiences to enhance the FSBB curriculum for Design and Technology. Examples of “Developing Assessment-Capable Visible Learner” lesson plans and resources will be shared, providing participants with an authentic learning experience and the chance to critically evaluate various elements of the learning process during the interactive session.
ID: WSP041
Session: session 4
Date/Time: 30 May, 1130-1300
Venue: TR311
Location: NIE3-01-TR311
Strand: Learning Sciences
Workshop
Joy of Teaching and Learning in Science through Role Playing
Wang Xiaoxi - BOON LAY SECONDARY SCHOOLLai Sizhen Ester - BOON LAY SECONDARY SCHOOLOoi Chong Min - BOON LAY SECONDARY SCHOOL
ABSTRACT
Aim: In education, the primary focus has shifted towards cultivating future-ready educators and learners. The use of engaging teaching methods, notably integrating role playing, specifically online interactive tools and analogy role-play, adds variety into the learning process. Online interactive tools act as catalysts for immersive science education, allowing teachers to create diverse content - videos, multimedia, and gamification elements - fostering an enjoyable and participatory learning environment. This method effectively bridges the traditional-digital gap, aligning with students' preferences. Analogy role-play serves as a bridge connecting abstract scientific concepts to reality, immersing students in scientific theories and rendering complex ideas more accessible. This hands-on engagement enhances comprehension and nurtures critical thinking skills vital for future challenges. Methodology: The project, spanning from Term 2 to Term 3 in 2023, employs a targeted methodology to explore the interventions’ impact on motivation in science education. With a sample of 124 students aged 13 to 15, encompassing both upper and lower secondary levels, the research integrates a dual quantitative and qualitative approach using the Likert Scale. Survey questions, adapted from Blatner, A.'s work on "Role Playing in Education," form a structured framework, aiming to provide nuanced insights into how the interventions influence motivation among diverse secondary school students. Preliminary Findings: Findings reveal a robust inclination towards alternative teaching methods in science education, with 81% expressing the belief that science learning could be more interesting beyond conventional methods. A noteworthy 79% acknowledge a heightened understanding of scientific concepts following analogy role-play sessions. The intervention significantly impacts enjoyment, with approximately 84% expressing increased satisfaction with learning science. Impressively, 86% of participants prefer this engaging, intervention-driven approach in science education. These findings underscore the effectiveness and appeal of innovative teaching strategies in enhancing the overall learning experience. Using interactive online tools and analogy role-play isn't just about sharing knowledge. It's about sparking joy and a love for learning. By using technology and interactive role-playing, teachers hope to make a place where students actively take part in their learning journey instead of just listening to information. This creates a vibrant and enjoyable educational experience.
ID: WSP042
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR715
Location: NIE7-01-TR715
Strand: Assessment
Workshop
Leveraging e-Pedagogy to Facilitate Students’ Improvement through Accessible Peer Feedback
Tan Yi Han - RIVERVALE PRIMARY SCHOOLAng Hui Qian Iris - RIVERVALE PRIMARY SCHOOLHo Kar Yan - RIVERVALE PRIMARY SCHOOLKhairiana Ali - RIVERVALE PRIMARY SCHOOLRachel Subramaniam - RIVERVALE PRIMARY SCHOOL
ABSTRACT
Aim: Assessment and feedback play a pivotal role in shaping the educational landscape, as emphasized by the Singapore Teaching Practice (2017). With the technological affordances in Education, this research aims to discuss the effectiveness of leveraging on e-Pedagogy to facilitate students’ improvement of their artworks and music performances. Methodology: The thinking routine, Praise-Question-Polish, used during peer feedback for both Art and Music, aims to instill thinking flexibly as a habit of mind in students while encouraging self-evaluation in their artworks or music performances. The thinking routine is used in both Art and Music peer feedback process to scaffold, support students’ thinking, and to encourage students to provide constructive feedback to their peers. To evaluate the effectiveness of the approach, artworks and recordings of music performances before and after peer feedback were collected. Rubrics used to assess students’ artworks and music performances before and after peer feedback has also provided a comprehensive assessment of students' progress. The final artworks and music performances showed significant improvement as students were able to use the peer feedback received on SLS or Padlet to enhance the quality of their artworks and music performances. Furthermore, the incorporation of these digital tools encourages active student participation, instills a sense of ownership in the learning process, as they adopt various perspectives to reflect on their own learning. Findings: The outcomes reveal significant improvements in final artworks and music performances, demonstrating the effectiveness of peer feedback via platforms like the Student Learning Space (SLS) or Padlet. Additionally, the study highlights how these digital tools foster active student participation, instill ownership in the learning process, and encourage diverse perspectives for self-reflection.
ID: WSP043
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR316
Location: NIE3-01-TR316
Strand: Language and Literacy Education
Workshop
Developing Student Ownership in the Feedback Process – a Learner and Learning Evidence-informed Approach
Wan Fazithahariani Bte Wan Ahmad - COMPASSVALE SECONDARY SCHOOLTham Jia Xin - COMPASSVALE SECONDARY SCHOOLZubaidah Leyman - COMPASSVALE SECONDARY SCHOOLLeow Pei Ying - COMPASSVALE SECONDARY SCHOOLChitra Panneer Selvam - COMPASSVALE SECONDARY SCHOOLTow Junli Natalie - COMPASSVALE SECONDARY SCHOOLZhou Yuxi - COMPASSVALE SECONDARY SCHOOLRichmond Wang - COMPASSVALE SECONDARY SCHOOL
ABSTRACT
Teachers offer students substantial feedback in the course of their work. How much of it is actually received, valued and acted upon by students' In this workshop, participants will deepen their understanding of what effective feedback entails through co-examining authentic student work. We posit that involving students as active learners in the feedback process is key to effective feedback. Participants will inquire into the rationale, design, implementation and outcomes of the strategies we adopted to involve students in the feedback process and develop student feedback literacy. This workshop builds on our inquiry through the Professional Learning Programme@School with the English Language Institute of Singapore. Reviewing the literature on what makes feedback effective, our team sought to first understand students’ current beliefs about and perception of feedback, and their role in the feedback process. We designed a student survey which serves as a pre- and post-test to monitor the shift in students’ beliefs and growth in student feedback literacy. This ongoing inquiry to effect shifts in students’ beliefs about, perception of and action on feedback, involves the collection, and analysis of three sources of data: (i) pre- and post- test survey results to compare the outcomes in terms of students’ self-report on their beliefs about, perception of and action on feedback (ii) the outcomes of processes and structures put in place to make visible students’ learning through application of learner strategies to set goals, monitor progress and regulate thought processes (iii) an analysis of student work in terms of the goal(s) they set, their action on feedback on the goal(s), and their transfer of feedback on the goal(s) to the next assignment. Data collection is ongoing. Initial findings include: (i) Most students appreciate the role of feedback and the active role students play in the feedback process (85 – 94%). A smaller number assessed themselves to be capable of comparing their own performance against the standards and of taking appropriate action to close identified gaps (69.1 – 86.2%). (ii) & (iii) Involving learners in applying learner strategies led to visible improvement in terms of students’ uptake of and action on feedback.
ID: WSP044
Session: session 1
Date/Time: 28 May, 1530-1700
Venue: LHN-TR+29
Location: LHN-L1-17
Strand: ICT in Education
Workshop
Enhancing Primary School Science Education: The Integration of e-Pedagogy and Differentiated Instruction in an ICBL P4 Light Energy Lesson
Azrina Abdul Aziz - RIVERVALE PRIMARY SCHOOLYeo Peng Quee - RIVERVALE PRIMARY SCHOOLAngie Thong Phui San - RIVERVALE PRIMARY SCHOOLNicole Tan Liang Liang - RIVERVALE PRIMARY SCHOOL
ABSTRACT
Aim: Primary school students often possess misconceptions about light energy, such as believing that sight in the dark requires no light or thinking that using puppets of different sizes enhances a shadow puppet show. The prevailing challenge shows that students' responses often fall short of demonstrating mastery of scientific concepts, potentially stemming from a deficiency in understanding scientific inquiry. Recognizing the evolving needs of digital-native students who thrive on engaging activities and diverse information sources, a one-size-fits-all teaching approach falls short in ensuring successful learning, as no single method is universally suitable. Thus, this study aims to assess the impact of integrating e-pedagogy in enhancing science learning through the implementation of differentiated instruction (DI) strategies. Methodology: Eight lesson packages were delivered through the Student Learning Space (SLS) via individual iPads, incorporating resources from various origins, including teacher-created and YouTube videos. Teachers presented case-based scenarios using PowerPoint slides in class, and students conducted experiments with the materials that were provided, collaborating with peers to devise solutions. Key guiding questions were posed throughout the SLS lesson, and quizzes were employed for continuous assessment. A class discussion concluded each lesson to reinforce concepts learnt and encourage critical thinking. DI infused in the lessons was based on students' readiness levels, specifically emphasizing customization in either content or process or a combination of both. Findings: Five P4 classes participated, and pre-tests were conducted via SLS/hardcopy to measure students' readiness. A parallel post-test was administered after implementing SLS lessons to assess the effectiveness of the lesson packages. Findings revealed that low-progress (LP) learners exhibited the most substantial improvement, followed by middle-progress (MP) students. This research underscores the invaluable role of e-pedagogy in facilitating DI and addressing the diverse learning needs of students. E-pedagogy emerges as a powerful tool for enhancing science learning, offering pre-recorded lessons that facilitate remote accessibility and empower students to review content at their preferred pace. Aligned with the theme, the study highlights the potential of collaborative e-pedagogy and DI in creating a personalized and effective learning experience in the field of science education, contributing to the broader educational change.
ID: WSP045
Session: session 3
Date/Time: 29 May, 1600-1730
Venue: TR504
Location: NIE5-01-TR504
Strand: Science Education
Workshop
Infusion of e-Pedagogy in ICBL to deepen students’ learning and making thinking visible
Lau Wan Yu - RIVERVALE PRIMARY SCHOOLJamie Yeo - RIVERVALE PRIMARY SCHOOLTang Kwang Wue - RIVERVALE PRIMARY SCHOOLVeronica Tan Suan Eng - RIVERVALE PRIMARY SCHOOLGeraldine Lim - RIVERVALE PRIMARY SCHOOL
ABSTRACT
Aim: In response to the evolving educational landscape in Singapore, characterized by increasingly IT-savvy students, our aim is to harness students’ technological proficiency to foster inventive thinking and a positive mindset. This e-pedagogy lesson package employs a unique blend of Investigative Case-Based Learning (ICBL) and technology integration to empower P3 science students in exploring the topic of materials. The incorporation of ICBL empowers students to direct their learning journey, delving into real-life situations. By combining ICBL with e-Pedagogy, our approach aims to stimulate constructive discussions in science lessons, thereby deepening understanding. The lesson concludes with a multi-faceted assessment, including peer critique, reflection, and a Post-test survey. Methodology: Our methodology revolves around group-based activities, allowing students to develop not only inventive thinking skills but also communication and collaborative abilities. Groups based on readiness engage in a comprehensive process—designing, creating, and presenting prototypes addressing a shipwreck scenario. This scenario serves as a catalyst for hands-on experimentation, enabling students to investigate and determine suitable materials for crafting a flotation device. Central to our methodology is leveraging technology's affordances such as Singapore Learning Space (SLS) and Padlet to enhance the learning experience. These platforms facilitate collaborative learning, provide differentiation based on individual readiness, foster metacognition through interactive features, support ongoing assessment, and offer a channel for timely feedback. Findings: Students actively participated in planning and conducting experiments, utilizing the scientific method as a structured process for inquiry. The sequential steps of identifying a problem, formulating an aim and hypothesis, planning and executing experiments, gathering data, and drawing conclusions were integral to the learning process. The age-appropriate nature of the task ensured that students were not only immersed in the scientific inquiry but also found the challenge stimulating. This approach not only enhanced their understanding of scientific concepts but also provided practical experience in applying the scientific method to real-world scenarios. In conclusion, our innovative approach not only aligns with the current technological landscape but also addresses the broader theme of "Growing Future-Ready Teachers and Learners: Collaborative Research for Educational Change." By embracing technology, collaborative learning, and inquiry-based exploration, we contribute to preparing students for future challenges.
ID: WSP047
Session: session 5
Date/Time: 30 May, 1400-1530
Venue: TR211
Location: NIE2-01-TR211
Strand: Artificial Intelligence in Education
Workshop
Use of AI in Design and Technology
Joon Yong Ng - PEIRCE SECONDARY SCHOOL
ABSTRACT
Artificial Intelligence (AI) is increasingly being integrated into educational settings to enhance the learning experience. AI can provide valuable tools and resources for students to support them in problem formulation and idea generation. However, educators must consider AI as part of the learning environment and approach AI integration with appropriate pedagogies to ensure that AI does not undermine students’ thinking and learning process. Only carefully designed AI-driven learning experiences can promote critical thinking, problem-solving and creativity, and foster a deep understanding of the subject matter. This workshop focuses on understanding AI in scaffolding students' learning in Design and Technology (D&T) Education. It consists of two parts. In the first part, participants will immerse themselves in the critical act of using Vizcom to design (an AI-powered creative tool to support the sketching of design ideas), followed by discussions on its potential use in D&T education. The facilitators will provide samples of students’ work produced when they were (i) generating images and ideating toward answering the design brief, and (ii) exploring the features of the software to generate exploratory design concepts. Using students’ work as artefacts, this part of the workshop will delve into deep discussions of the integration of AI in D&T education, drawing from the experiences of both participants and presenters. In the second part, participants will explore how Knowledge Building principles can guide the use of AI, in particular, text-based AI such as ChatGPT/Bard/Bing, at the different design phases: (1) opportunities seeking, (2) idea conceptualisation and (3) idea development. For example, developing students’ mindset about knowledge as improvable ideas (principle of improvable ideas) and promoting students’ epistemic agency to set high standards to evaluate output quality (principle of epistemic agency). Participants in this part of the workshop will examine critically how we use these principles to guide our pedagogical moves and interactions with students, with AI in the picture. This workshop offers hands-on experiences, theoretical discussions, and practical examples to support teachers in exploring the use of AI tools in their D&T projects. We hope to encourage innovative teaching practices to improve students' experience in D&T classrooms.