This event has ended. Visit the official site or create your own event on Sched.
Welcome to iCTLT 2016!
Thursday, March 31 • 11:30am - 12:00pm
Paper Presentation 6/8: 537 Collaborative Science Inquiry For Visible Teaching And Learning Of Chemistry Concepts LIMITED

Log in to save this to your schedule, view media, leave feedback and see who's attending!

Limited Capacity seats available

High school chemistry students find learning of chemistry concepts, especially abstract chemical phenomena, challenging. Students have to process new information and understandings in descriptive form and to relate them to sub-microscopic understandings while using a range of symbolisms to represent what they understood.

This paper describes how Collaborative Science Inquiry (CSI) facilitated by technology is used to deliver a systematic approach to teach and learn the concept of of acid strength in organic chemistry. Students are empowered to visualise concepts and construct conceptual knowledge to deepen their learning. 

A CSI teaching and learning platform based on model-based guided scientific inquiry was co-designed in collaboration with Technologies for Learning Branch, Educational Technologies Division (ETD), Ministry of Education, Singapore. ICT tools such as Google site with a suite of web 2.0 tools are harnessed to create a constructivist learning environment. The 5E approach (Engage, Explore, Explain, Elaborate, Evaluate) is used to guide a sequence of learner-centred activities to develop the concept of acid strength using collaborative working spaces, core thinking routines and multimedia artefacts.

The CSI learning environment is versatile enough to support a variety of teaching strategies and learning experiences for both self-directed learners and collaborative learners with teacher facilitation.

Preliminary observations showed that the questioning pedagogy and core thinking routines were effective in raising students’ curiosity and motivating students’ questioning to resolve misconceptions and to extend learning. Students became active learners, engaging in dialogic classroom discourse with their peers and teacher. This made both the teacher’s thinking and students’ thinking observable. Questions asked by students provided the teacher with feedback and insights into students' thinking and conceptual understanding. Analysis of both formative assessment and summative assessment data also indicated positive impact on students’ learning outcomes.

Participants would benefit from the sharing of the collaboration experience with ETD officers, and the key pedagogical and technological considerations in the customisation of CSI to deepen subject mastery and to develop 21st century competencies.

The sharing also aims to increase understanding of the role of teacher as a designer of learning experiences and environments and how the practice of CSI enhances teaching practice and development of pedagogical-content knowledge.

Findings from this pilot study would be discussed with recommendations for incorporation of more interactive web 2.0 tools, improvement of CSI implementation process, development of teacher facilitation skills and enhancement of students’ group processes for collaborative learning.



Pioneer Junior College
avatar for POH MENG LENG


HOD ICT, Yishun Secondary School
Interested in dabbling in ICT tools in T&L.

Thursday March 31, 2016 11:30am - 12:00pm GMT+08
MR 336