|
|
|
Editorial Board
Dr Azian T.S. Abdullah
(Advisor)
Dr Chona Sarmiento (Chief Editor)
Dr Cheah Ui Hock (Editor)
Ng Khar Thoe (Editor)
Contents
|
|
1
|
The Theory of Multiple Intelligences and Its
Applications in Science Classroom
Ong
Eng Tek & Yeam Koon Peng
This article aims
to give an overview on the Theory of Multiple Intelligences – a theory that
was propounded by Howard Gardner in his widely cited books, “Frames of
Mind” (Gardner, 1983) and “Intelligence
Reframed” (Gardner,
1999). A Multiple Intelligences Profile Assessment is provided to help
teachers gauge “where their students are”, thus providing them information
on every student intelligence profile, which in turn, serves to inform them
the best way forward to personalise and maximise learning. This article
ends with some lesson ideas on teaching primary school students various
parts of the body.
|
|
2
|
The role of science notebooks in La main ŕ la pâte
Foo
Lay Kuan & Nicolas Poussielgue
The use of science
notebooks as part of science instruction has been a global practice in many
science classrooms for many decades. In the traditional classroom, teachers
associate the use of the science notebook for recording students’ work
after a “recipe following” practical session in the science laboratory.
However, research shows that the science notebook transcends its
traditional role if it is used for purposeful recording and thoughtful
reflection in a variety of learning situations that promote scientific
inquiry. This article discusses the role of the science notebook within the
context of La main ŕ la pâte science education programme as an ongoing
documentation of the development of children’s ideas as they move through
the process of scientific inquiry.
|
|
3
|
Using Calculators in Primary Mathematics
Lily
Ann Cabanilla-Pedro
Evidence from
research has proven calculators to be quite effective tools for problem
solving, reinforcement of computational skills, pattern recognition, and number
sense. Yet, many teachers continue
to believe that they can bring more harm than good in the learning of
mathematics, therefore their use for instruction should never be
encouraged. This paper presents
various possibilities on how the calculators can be incorporated in the
teaching and learning of mathematics.
Sample calculator activities are included to provide concrete
examples of how calculators can aid in developing and reinforcing concepts
in mathematics. Several concerns
raised by teachers as regards the use of calculators and what research says
about these are discussed.
|
|
4
|
Exploring Three-dimensional Shapes Using
Student-Centred Approaches
Susan
dL Oribiana
(No abstract
provided)
|
|
5
|
Integrating 'Learning Together' with outdoor science
activities
Ng
Khar Thoe & Chut Shi Lin
Outdoor science
activities incorporating field studies have increasingly been given due
emphasis by curriculum developers and educators. “Science Across Asia
Pacific” (SAAP), part of “Science Across the World” (SAW) is an exemplary
international programme which encourages students’ involvement in science
learning via field studies and project-based learning to enhance their
awareness of the interaction of
science and technology with the environment and society. This article
provides a draft outline on how outdoor science activities could be taught
via the integration of “Learning Together” approach. In brief, the outdoor
field studies activities could be implemented in five steps, i.e. (1)
Teacher Preparation (determining the site and focus of field study,
teaching aids, objectives, required skills and activities needed); (2)
Preparation of outdoor field study (revision of related concept and
students’ existing skills, discussion on what needs to be recorded,
preparation of worksheets and activity sheets, dividing class according to
“learning together” groups with briefing on various roles); (3) Outdoor
field study (implementation of activity as planned, gathering of data and
related materials, managing the performance of learners); (4) Activity
after field study (group activities for ‘learning together’ or group
project work as an extension activity via the production of report or chart
with group presentation) and (5) Conclusion (discussion of the learning
outcomes to consolidate new concepts learned, and other related issues to
enhance awareness on environmental issues).
|
|
6
|
Lessons for Promoting Scientific and Technological
Literacy (STL) for Lifelong Learning
Doko Suyatmiko, Sabri Hj Mohd Salleh, Kheang
Boprik, Khamkheo Latsavong, Ana Lisdiana & Chona Sarmiento
These lessons
highlight the need to broaden students’ views on STL—its meaning in the real
life context and applications in the classrooms for the improvement of the
teaching-learning process. Integrated in each lesson are learning concepts
and approaches on how teachers can address high order thinking skills and
critical thinking (through the activities outlined). Different formats of
assessing students’ learning are also introduced in the lessons.
|
|
Learning Science and Mathematics