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Commentary: Inquiry-based Learning and Teaching

Leave a Comment / Featured Articles, Inquiry Base, Junior College, Secondary School, Social Studies, Volume 9, Issue 1 2020 /

Baildon, Mark (National Institute of Education (Singapore) Keywords Social Studies Junior College Secondary School inquiry base Why inquiry-based learning? Inquiry-based learning (IBL) is now considered the gold standard in curriculum and classroom practice. If we consider inquiry to be the methodical building of evidence-based claims and arguments, it is central to authentic intellectual work, disciplinary reasoning, […]

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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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What Does It Mean to Make Inferences?

Leave a Comment / Volume 8, Issue 1 2019 /

Edward Tan Yu Fan (National Institute of Education (Singapore) Keywords History Approaches to teaching history While the objective of classroom history is not to create little historians, it – at the very least – aspires to convey and inculcate a host of transferrable skills to students. The value of these skills should not be understated. The

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Assessment for Learning in History: Maximizing Error Analysis to bridge students’ learning gaps in answering Source-Based Case Study Questions

Leave a Comment / Approaches to Teaching History, Assessment , History, Junior College, Secondary School, Volume 8, Issue 1 2019 /

Ong Daphne Rachel (Broadrick Secondary School (Singapore)) Keywords History Junior College Secondary School Approaches to teaching history Assessment Introduction Source-Based Case Study (SBCS) is a compulsory part of the formal history assessment in Singapore. It falls under Assessment Objective 3 which requires students to “interpret and evaluate source material” (MOE, 2013). Since this is an important

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Developing Formative Assessments on Evidence for Pre-University History

Leave a Comment / Assessment , History, Volume 8, Issue 1 2019 /

Celine Oon (Curriculum Planning and Development Division, Ministry of Education (Singapore) Bertrand Tan (Curriculum Planning and Development Division, Ministry of Education (Singapore)) Keywords History Assessment Introduction Identifying students’ learning gaps is often a challenge for Pre-University History teachers. Besides generic formative assessment strategies such as teacher questioning, think-pair-share and student reflection, formative assessments carried out at the

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Using Weighted Hinge Questions (WHQs) to Assess Students’ Causal Understanding

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

Bradley Soh Chun Ying (National Institute of Education) Sim Guo Chen (National Institute of Education) Keywords History Junior College Secondary School Approaches to teaching history Introduction Assessment in Singapore’s history classrooms has long reflected our teachers’ enduring focus on preparing students to meet examination requirements. The most common assessment practices revolve around assessing students’ proficiency in handling

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Sparking Joy in History Classrooms

Leave a Comment / Volume 8, Issue 1 2019 /

Baildon, Mark (National Institute of Education (Singapore)) Chelva Rajah S N (National Institute of Education (Singapore)) Afandi, Suhaimi (National Institute of Education, Singapore) Keywords History Classroom Design Introduction In 2017, then-Minister of Education, Ng Chee Meng emphasized the need for joy of learning in schools. In his parliamentary speech, he commented, “We believe in nurturing the joy of

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Provoking Inquiry: The Use of Primary Sources in the Primary Social Studies Classroom

Leave a Comment / Primary School, Primary Social Studies, Social Studies Resources , Volume 8, Issue 2 2019 /

Wang Yao Chang Melvin (Rosyth School (Singapore) Mashita Abdol Rahman (Rosyth School (Singapore) Sudheesh Balakrishna Pillai (Rosyth School (Singapore) Goh Yong Yong (Rosyth School (Singapore) Keywords primary social studies Social Studies Primary School Social Studies Resources Introduction Many social studies teachers are aware of the immense educational value of primary sources of information. When used effectively, original source documents

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Teaching The Enduring Understandings About Culture in Primary Social Studies

Leave a Comment / Primary School, Primary Social Studies, Teaching Understanding About Culture, Volume 8, Issue 2 2019 /

Chee Min Fui (National Institute of Education) Keywords primary social studies Primary School Teaching understanding about Culture Introduction Educating the young for multicultural understanding and social cohesion are amongst the most important goals of Social Studies. In the primary school curriculum Social Studies is the school subject with the most potential to help students develop understandings

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