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Going Beyond Facts: Developing Conceptual Understanding in Young Historians

Leave a Comment / History, History, Volume 11, Issue 1 2022 /

Candice Yvette Seet Siew Yan (Loyang View Secondary School (Singapore) Teo See Hian (Loyang View Secondary School (Singapore) Amelia Yeo Jiaxin (Kuo Chuan Presbyterian Secondary School (Singapore) Keywords History Approaches to teaching history This article discusses the merits of the intentional use of conceptual lenses that spirals across the four years of a student’s secondary-level History education to […]

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“Neighbourhood Schools” and Their Positive Forms of Capital in Singapore

Leave a Comment / Junior College, Junior College, Levels, Secondary School, Singapore, Social Studies, Social Studies, Volume 10, Issue 1 2021 /

Aloysius Foo (National Institute of Education (Singapore)) Keywords Social Studies Junior College Secondary School Social Studies social studies education Singapore teacher professional learning   While the term “neighbourhood school” is popularly used in Singaporean parlance as well as by academics to describe a typical, government-run school, it has not been subjected to close scrutiny. Using Pierre

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“This Is What Social Studies Can Look Like”: Adapting Recent Work in Singapore Studies for The SS Classroom

Leave a Comment / History, Junior College, Secondary School, Singapore, Social Studies, Social Studies Education, Volume 10, Issue 1 2021 /

Pang Wei Han(Raffles Institution (Singapore)) Keywords Social Studies Secondary School Social Studies social studies education Singapore teacher professional learning According to the Upper Secondary (Express/Normal Academic) Social Studies Teaching and Learning Guide, dynamic content “refers to knowledge needed for students to amplify and deepen their understanding of the core content” and “can take the form

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Taming “Issue Investigation”: Singapore Secondary Social Studies Teachers’ Accounts of Challenges Encountered and Strategies for Coping

Leave a Comment / Junior College, Secondary School, Singapore, Social Studies, Social Studies, Social Studies Education, Teacher Professional Learning, Volume 9, Issue 1 2020 /

Peidong Yang (National Institute of Education (Singapore)) Keywords Social Studies Junior College Secondary School Social Studies social studies education Singapore teacher professional learning Introduction The upper-secondary Social Studies (SS) syllabus (Express/Normal-Academic) released in Singapore in 2016 introduced a component called “Issue Investigation” (II). Speaking to the target learners, the SS textbook defines and explains II as

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Backtracking towards a Transformative Rizal Curriculum

Leave a Comment / Critical Pedagogy, Curriculum As Autobiographical/Biographical Text, Curriculum As Political Text, Jose Rizal, Junior College, Secondary School, Volume 9, Issue 1 2020 /

Ysabel Julia M. Ortiz (National Institute of Education (Singapore) Keywords Junior College Secondary School Jose Rizal curriculum as political text critical pedagogy curriculum as autobiographical/biographical text Introduction Since 1956, Republic Act 1425, otherwise known as the Rizal Law, has mandated the teaching of the life and works of Philippine national hero, Jose Rizal, in all public

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Where Literacy Meets Geography: Using Talk Moves to Engage Students in Geographical Data

Leave a Comment / Junior College, Pedagogy, Secondary School, Student Learning, Volume 9, Issue 1 2020 /

Lin Yunqing (National Institute of Education (Singapore) Keywords Geography Junior College Secondary School pedagogy Student Learning Introduction The theoretical foundation of this study is social constructivism which believes that knowledge is produced and constructed in a social setting. This socialcultural perspective emphasises that literacy is shaped by social practices (Moje, 1996) and serves the purpose of

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Centering the Periphery: Giving Students’ Voice and Choice

Leave a Comment / Education, Primary, Primary School, Social Studies Education, Volume 9, Issue 1 2020 /

Siti Dzhawieyah (Elias Park Primary School (Singapore) Keywords Primary Primary School education social studies education In April 2019, I carried out an action research study with a class of High Ability Primary 6 students to understand how to better engage students in a Social Studies class through discussion of controversial issues. Based upon my observations, these

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The “Black Rain” – A Re-assessment on the Dropping of “Little Boy” and “Fat Man” on Japan

Leave a Comment / History, History, Junior College, Secondary School, Volume 8, Issue 1 2019 /

Goh Chor Boon (National Institute of Education, Singapore) Keywords History Junior College Secondary School History In 1965, Masuji Ibuse, a native son of Hiroshima, published his Black Rain (Kuroi Ame).[i] The novel is masterful reconstruction of death from radiation sickness based on the diary of a Hiroshima survivor plus interviews with some 50 hibakusha or victims of the atomic holocaust. Ibuse’s

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Assessing Historical Discussion

Leave a Comment / History, Junior College, Pedagogy, Secondary School, Volume 8, Issue 1 2019 /

Barton, Keith C. (Indiana University) Keywords History Junior College Secondary School pedagogy Discussion can be a valuable element of history classrooms, and assessing participation can provide an important means of improving students’ engagement in this valuable form of communication. Doing so requires that teachers identify the specific skills of historical discussion that they want students to

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A Dialogic Teaching Approach: Talk Moves to Deepen Students’ Understanding in the Geography Classroom

Leave a Comment / Dialogic Teaching, Geography, Interaction Pattern, Junior College, Secondary School, Volume 7, Issue 1 2018 /

Lim Yi Xuan Debi (National Institute of Education) Keywords Geography Junior College Secondary School dialogic teaching talk moves interaction pattern Abstract In most Singapore classrooms, lessons are typically characterised by the traditional Initiation-Response-Feedback (IRF) instructional sequence. Such an approach limits students’ ability to engage in meaningful classroom discussions and is contrary to achieving 21st Century skills. This

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