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A Preliminary Study on the Development of Pedagogical Content Knowledge among Economics and Primary Social Studies Student Teachers in Singapore

Leave a Comment / Economics, Primary School, Teacher Education, Volume 3, Issue 1 2014 /

Siew Fong Ng (National Institute of Education (Singapore)) Oi Khum Karen Chan (Punggol View Primary School) Keywords Social Studies Economics Primary School Teacher Education Introduction In this preliminary study on the development of pedagogical content knowledge among student teachers in the National Institute of Education, Singapore, Economics and Primary Social Studies student teachers self-report their progress in […]

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Old Ideas Made New Again

Leave a Comment / Critical Thinking, Dewey, History, Junior College, Primary School, Secondary School, Social Studies, Teaching, Volume 3, Issue 2 2014 /

Susan Adler (University of Missouri-Kansas City) Keywords Geography History Social Studies Junior College Secondary School Primary School Critical Thinking Teaching Dewey I started teaching long ago.  The air was full of new ideas about curriculum and teaching methods.  In the United States and the United Kingdom we had the “New Social Studies,” “New Math,” exciting hands-on

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Context, Interests, and Unintended Consequences: Lenses for Seeing, Comprehending and Engaging with the World

Leave a Comment / Citizenship, Citizenship Education , Perspective, Secondary School, Social Studies, Sociology , Volume 3, Issue 2 2014 /

Teo You Yenn (Nanyang Technological University) Keywords Social Studies Secondary School Citizenship Sociology Perspective The White Paper on Population created quite a firestorm when it was released in 2013. Many critiques were launched against it – ranging from big and obvious worries about the sheer number of people who are expected to live in this small

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From Classroom to the Field and Back: Understanding the Ways Fieldwork Empowers Geographic Learning

Leave a Comment / Geography, Junior College, Perspective, Secondary School, Volume 3, Issue 2 2014 /

Diganta Das (National Institute of Education, Singapore) Keywords Geography Junior College Secondary School Concept Geography Perspective Fieldwork is an integral part of learning Geography. Fieldwork has been widely used in both research and as pedagogic approaches as it provides a platform for students to understand their classroom content in a better way and help them to

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Structured Academic Controversy for Upper Secondary Social Studies

Leave a Comment / Discussion-Based, Secondary School, Social Studies, Structured Academic Controversy, Volume 3, Issue 2 2014 /

Ang Hui Xia (Hong Kah Secondary School, Singapore) Keywords Social Studies Secondary School Controversy Structured Academic Controversy Discussion This article will describe the use of Structured Academic Controversy (SAC) as a teaching strategy to help a class of Secondary Three Express students in Social Studies analyse issues from multiple perspectives and to strengthen their explanation, questioning

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Designing Classrooms of the Future Now!

Leave a Comment / Classroom Design, History, Junior College, Learning Environments, Primary School, Secondary School, Social Studies, Volume 3, Issue 2 2014 /

Ron Starker (Singapore American School) Mark Baildon (National Institute of Education (Singapore)) Keywords Geography History Social Studies Junior College Secondary School Primary School Learning Environments Classroom Design In this article we showcase the work of three teachers in redesigning classroom learning environments to enhance student learning. Through short interview excerpts, a video, and classroom photos we feature

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A Postmodern Analysis of a Primary 5 Social Studies Chapter

Leave a Comment / Curriculum , Primary School, Social Studies, Volume 2, Issue 1 2013 /

Brenda Ng (Rivervale Primary School, Singapore) Keywords Social Studies Primary School Curriculum Postmodern theory helps us examine how and why particular pasts are constructed, legitimated and disseminated (Segall, 2006). Postmodern theory includes deconstructionism, whereby meaning and values are constructed using binary oppositions that represent certain ideologies and the role of power in the society to privilege

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