P4 Growing Hearts
Inquiry-based learning may be characterised by the degree of responsibility students have in posing and responding to questions, designing investigations, and evaluating and communicating their learning (student-directed inquiry) compared to the degree of involvement the teacher takes (teacher-guided inquiry). Students will best benefit from experiences that vary between these two inquiry approaches.
This approach incorporates the strategies which include the essential features of Question, Evidence, Explanation, Connections and Communication and provide students with experiences that varies between guided (partial) and open (full) inquiry.
The BSCS 5E Instructional Model which is grounded in sound educational theory, has a growing base of research to support its effectiveness, and has had a significant impact on science education.
• The five phases of the BSCS 5E Instructional Model are designed to facilitate the process of conceptual change.
• The use of this model brings coherence to different teaching strategies, provides connections among educational activities, and helps science teachers make decisions about interactions with students.
• Each phase of the model and a short phrase to indicate its purpose from a student perspective are:
o Engagement - students' prior knowledge accessed and interest engaged in the phenomenon
o Exploration - students participate in an activity that facilitates conceptual change
o Explanation - students generate an explanation of the phenomenon
o Elaboration - students' understanding of the phenomenon challenged and deepened through new experiences
o Evaluation - students assess their understanding of the phenomenon
Various programmes in Palm View Primary School are designed to allow for students to enjoy science and value science as an important tool in helping them explore their natural and physical world.
Fun Science Demonstration Theatre● Fun Scientist Programme
To encourage the acquisition of science knowledge, processes and attitudes, the Science Department organises the Fun Scientist Programme (FSP) to inculcate the spirit of scientific inquiry in our lower primary students. Through the use of demonstrations and introductory activities, we aim to gain the students’ attention and peak their interest in finding out more. We wish that by the end of the demonstrations or activities, the students would enjoy and love Science since it is shown as an extension of their natural curiosity. Through these enablers, students should view the pursuit of Science as meaningful and useful. Inquiry is thus grounded in knowledge, issues and questions that relate to the roles played by Science in daily life, society and the environment.
● Science Reading Corner
For Palm View students, the reading corner at the void deck gives a platform where they can spend their break indulging in Science Comics books such as Young Scientist Magazines or Science Facts Magazines such as National Geographic. These act as extra knowledge for students to make meaning to their classroom learning while reading.
Stellar NovaStellar Nova is a programme conducted for the lower primary students. It is conducted termly and aims to get students excited and arouse their curiosity in simple Science phenomena. The infusion of Science into the English curriculum is based on the theme of the big book readers. For example, the book titled "Nightmare in my Closet" focuses on the theme of scary monsters and confronting fears thus the topic of light was brought in to introduce students to shadows.
E2K ScienceThe E2K Science Programme Singapore is a Science enrichment programme for Upper Primary (Primary 4 to Primary 6) students who demonstrate interest and ability in Science.
E2K Science Programme Singapore is run by teachers in schools who have been trained in the E2K pedagogy. The programme engages students in scientific investigations involving advanced Science concepts. It aims to engage students in scientific inquiry that will help them to develop the habits, attitudes and dispositions scientists possess as well as to gain important 21st century competencies such as critical and inventive thinking and effective communication skills.