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To nurture and develop every student to be an Inquirer, a Thinker and an Advocate
What is Science ?
Science is a process as well as knowledge. The learning of science should not solely be based on content but also with its methodology.Our Science curriculum caters to both. Through our Science curriculum, we aim to develop and sharpen our students' analytical and creative thinking skill, IT literacy and problem-solving techniques.
The aims of the Primary Science Syllabus are the acquisition of knowledge, understanding and application of the science concepts, the ability to use process skills, and the development of attitudes important to the practice of science.
Our Teaching Approach - Teaching and Learning Science through Inquiry
Scientific inquiry may be defined as the activities and processes which scientists and students engage in to study the natural and physical world around us. In its simplest form, scientific inquiry may be seen as consisting of two critical aspects: the what (content) and the how (process) of understanding the world we live in.
Teaching science as inquiry must therefore go beyond merely presenting the facts and the outcomes of scientific investigations. Students need to be shown how the products of scientific investigations were derived by scientists and be provided opportunities to: ask questions about knowledge and issues that relate to their daily lives, society and the environment; be actively engaged in the collection and use of evidence; formulate and communicate explanations based on scientific knowledge. Through inquiry learning, students will be able to acquire knowledge and understanding of their natural and physical world based on investigations, apply the skills and processes of inquiry and develop attitudes and values that are essential to the practice of science.
Our teachers use a variety of strategies to facilitate the inquiry process. Selected strategies are highlighted below to help teachers plan and deliver lessons that will engage students in meaningful learning experiences and cultivate their interest and curiosity in science. These strategies can be mixed and matched. A brief description of each of these strategies is given below:
(1) Scaffold method in teaching open-ended questions
Concept mapping is a strategy to present meaningful relationships among concepts. Concept maps are useful in organising and linking concepts or ideas.
Questions are useful tools in the scientific inquiry process. Both teachers and students should engage in cycles of questions-answers-questions throughout the learning process.
Stories of science in everyday life and of scientists can capture students‟ interest and engage them in talking about science. Either the teacher or students can be the story creator or teller.
(5) Concept cartoons
In concept cartoons, minimal language is used. Visual images are utilised to present concepts or questions relating to one central idea or word.
Assessment is an integral part of the teaching and learning process. It involves gathering information through various assessment techniques and making sound decisions. Assessment provides information to the teacher about students‟ achievement in relation to the learning objectives. With this information, the teacher makes informed decisions about what should be done to enhance the learning of the students and to improve teaching methods.
- Assessment measures the extent to which desired knowledge, skills and attitudes are attained by students. While it complements the teaching and learning process, it also provides formative and summative feedback to students, teachers, schools and parents.
- Assessment provides feedback to students, allows them to understand their strengths and weaknesses. Through assessment, students can monitor their own performance and progress. It also points them in the direction they should go to improve further.
- Assessment provides feedback to teachers, enables them to understand the strengths and weaknesses of their students. It provides information about students' achievement of learning outcomes as well as the effectiveness of their teaching.
- Assessment provides feedback to schools. The information gathered facilitates the placement of students in the appropriate stream or course, and the promotion of students from one level to the next. It also allows the schools to review the effectiveness of their instructional programme.
- Assessment provides feedback to parents, allows them to monitor their children's progress and achievement through the information obtained.
- Palm View Challenge (Science)
- National Science Experiment Initiative
- Fun Scientist Programme – Demos/Science Talks
- Hydroponics Programme
- Science Learning Festival-Post Exam Activities
The Fun Scientist Programme
The Fun Scientist Programme (FSP), modelled after the STEM education curriculum, is based on the idea of educating our students in the four specific disciplines of Science, Technology, Engineering and Mathematics in an interdisciplinary and applied approach. Through FSP, we motivate our children to stay curious and in the process develop in each child an inquisitive spirit that strives on discovery and exploration. From analysing Leonardo Da Vinci’s golden ratio to building lava lamps to understanding how aerodynamics works, FSP builds a self-directed and life-long learning disposition which will better prepare our children for an unpredictable world.
The Straits Times
Structure of Programme
Key messages of FSP
|1||Science is FUN|
Science is about observing things around us, discovery , exploration, having an inquiring mind & a hunger for knowledge
|3||If you don’t get it right the first time, try until you get it. Just don’t give up|
What Research says about engaging young learners in Science
The process skills most appropriate for early childhood age children are observation, comparison, measurement, classification and communication (Charlesworth & Lind, 2003). These skills are developed through hands-on (concrete) experiences that encourage children to question and investigate phenomena. These skills will later enable students to perform more advanced process skills as they gather, organize, and record data; infer relationships: predict outcomes; hypothesize; and identify and control variables.