Past Issues

Storytelling in the Social Studies Classroom

Chua Shuyi (National Institute of Education (Singapore)) Keywords Social Studies Secondary School Primary School Social Studies; Social Studies Education; Singapore; Teacher Professional Learning Introduction Many teachers tell stories. They take a story, whether their own or another’s, and turn it into the experience of their listeners (Benjamin, 1968). The story, which relates events that have happened, […]

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Let’s Have Cooperative Learning for Lessons!

Sim Hwee Hwang (National Institute of Education, Singapore) P. Ananthi (Woodgrove Primary School (Singapore)) Keywords Primary Social Studies Primary School Primary Social Studies Abstract One cannot assume that learning will necessarily take place just because children are doing group work. To ensure that productive learning takes place, there is a need to infuse elements of cooperative learning

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Making Cooperative Learning Work for Teaching and Learning

Sim Hwee Hwang (National Institute of Education, Singapore) P. Ananthi (Woodgrove Primary School (Singapore)) Keywords Primary Social Studies Primary School Primary Social Studies Abstract This article is a continuation of the previous article entitled, “Let’s have Cooperative Learning for Lessons!” In this article, how to plan, organize and conduct productive cooperative learning in the primary social studies

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Developing Historical Habits of Mind through Inquiry

Suhaimi Afandi (National Institute of Education, Singapore) Eulalia Han (CHIJ Secondary School (Toa Payoh)) Keywords History Junior College Secondary School Inquiry Teaching Historical thinking Introduction Teaching history is not simply about getting students to learn “the right stories” or getting them to absorb transmitted knowledge about the past; it requires teachers to find means to develop students’

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Learning about Issues through Discussion in the Primary Social Studies Classroom: A Shared Inquiry Approach

Sim Hwee Hwang (National Institute of Education, Singapore) Keywords Social Studies Primary School Social Studies Abstract This article looks at how primary school children can learn about issues in their social studies lessons through discussion. It first spells out the importance of introducing issues in the social studies curriculum for the development of students to be

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Using Investigation and Discussion to Inquire about Issues in Primary Social Studies

Sim Hwee Hwang (National Institute of Education, Singapore) Keywords Social Studies Primary School Inquiry Teaching Abstract This article begins with the inquiry teaching approach for primary social studies and the rationale for its inclusion in the 2013 syllabus by the Ministry of Education, Singapore. It compares traditional instruction and inquiry-based teaching and describes the two types

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Causal Layered Analysis: Deconstructing Singapore’s 2015 General Election

Karthikeyan Rajah Jefferson (National University of Singapore) Keywords History Junior College Secondary School Analysis Abstract In explaining social phenomena, students are taught to explicate the causal mechanism between independent factors and a dependent outcome. However, this could lead to a superficial analysis of the phenomenon if students were to focus on precipitating factors. Hence, this paper

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Shifting Scales of Time and Space: Establishing Connections Across the Humanities

Tharuka Prematillake Thibbotuwawa (National Institute of Education, Singapore) Keywords History Social Studies Junior College Secondary School Historical thinking Introduction Meaningful understanding of history and geography involves being able to identify and establish connections across time and space scales (An et al., 2015; Bain, 2005; Baker, 2003; Foskett, 1999). Nonetheless, one key problem in the history and

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Sources of Students’ Misconceptions in Economics

Siew Fong Ng (National Institute of Education (Singapore)) Keywords Economics Junior College Economics Misconceptions in learning can arise from a variety of sources. This article examines the five sources of misconceptions that may be relevant for understanding learners’ misconceptions in economics classes in junior colleges in Singapore: students’ prior knowledge, their perceptions of what economics is

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Developing Historical and Metahistorical Thinking in History Classrooms: Some Reflections on Research and Practice

Arthur Chapman (UCL Institute of Education) Keywords History Junior College Secondary School Approaches to teaching history Teachers’ Practice Abstract The history of history education, past and present, often resembles a history of contestation, in which rival and polarized understandings of the meanings of ‘history’ and ‘history education’ vie for dominance (Nakou and Barca, 2010). A common

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