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Developing a Writing Framework to Guide Students’ Writing in Geography

Leave a Comment / Geographical Concepts, Geographical Inquiry, Geographical Writing, Geography, Junior College, Secondary School, Volume 7, Issue 1 2018 /

Jamilah Sukimi (Meridian Secondary School (Singapore) ) Samantha Lim (Presbyterian High School (Singapore)) Sarifah Tamsir (Pasir Ris Secondary School (Singapore)) Tan Say Pin (New Town Secondary School (Singapore)) Wong Yi Jun (Riverside Secondary School (Singapore)) Keywords Geography Junior College Secondary School Geographical concepts Critical Thinking Geographical Writing Abstract This paper examines the effectiveness of using a Writing Framework to guide […]

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Guiding Students in Writing Data Response Answers Using Bloom’s Taxonomy for Critical Thinking

Leave a Comment / Geography, Junior College, Secondary School, Student Learning, Volume 7, Issue 1 2018 /

Ong Ka Min (Yuan Ching Secondary School (Singapore) ) Arulushamaheswary D/O Anbalagan (Yuan Ching Secondary School (Singapore)) Keywords Geography Junior College Secondary School Student Learning Abstract This study focuses on improving students’ ability to respond to data response questions with two or more variables – in particular, students’ ability to describe and compare the data given in

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Historical Sources In The Classroom: Purpose and Use

Leave a Comment / Critical Pedagogy, Historical Sources , History, Junior College, Secondary School, Volume 7, Issue 2 2018 /

Barton, Keith C.  (Indiana University) Keywords History Junior College Secondary School Historical Sources Abstract Historical sources are a common feature of history classrooms, but the purpose of using them is not always clear,  and as a result, instructional activities with sources may not be as effective or meaningful as they should be. This lack of

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Studying and Constructing History: A Historian’s Take

Leave a Comment / Constructing History, History, Volume 7, Issue 2 2018 /

Ivy Maria Lim (National Institute of Education (Singapore)) Keywords History Constructing History As a historian, I consider myself very privileged to be working alongside history educators and history teachers. This is a privilege that not many academic historians can enjoy since there are very few university departments that offer a combination of courses in academic history

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Historical Evidence: Archaeological Practice as a Pedagogical Tool for Historical Education in Singapore

Leave a Comment / Archaeological, History, Pedagogical Tool , Secondary School, Volume 7, Issue 2 2018 /

Oh Ying Jie (Hwa Chong Institution (High School Section)) Keywords History Secondary School archaeological pedagogical tool Abstract Historical education in Singapore has seen much progress following the shift away from Rafflesian history to studies on pre-1819 Singapore with new publications and exhibitions. However, many educators still face difficulties in delivering this knowledge to their students. This

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Improving Student Ability in Interpreting Visual Sources through Action Research

Leave a Comment / History, Pedagogical Tool , Secondary School, Volume 7, Issue 2 2018 /

Chew E E (St Andrew’s Secondary School (Singapore)) Marek Otreba (St Andrew’s Secondary School (Singapore)) Gwee Yi Fen (St Andrew’s Secondary School (Singapore)) Keywords History Secondary School pedagogical tool Abstract This paper reports the experience of a History Professional Learning Team (PLT) from St. Andrew’s Secondary School in 2017 in developing literary strategies to improve student ability to

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Rethinking the Approach to Teaching Causation In the History Classroom

Leave a Comment / History, Junior College, Rethinking Approach, Secondary School, Volume 7, Issue 2 2018 /

Noel T P Ong (Ministry of Education (Singapore)) Keywords History Junior College Secondary School Rethinking Approach Introduction Core to historical research and the teaching of history is the concept of causation – in fact, E. H. Carr (1961: 87) famously opined, “the study of history is a study of causes”. Without an awareness and understanding of

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Classroom Conversation: The Use Of Discussion-Based Strategy In The History Classroom

Leave a Comment / Discussion-Based, History, Secondary School, Volume 7, Issue 1 2018 /

Jane Choong (Tanglin Secondary School (Singapore), National Institute of Education (Singapore)) Keywords History Secondary School Discussion-Based Introduction In Historical Thinking and Other Unnatural Acts, Sam Wineburg argued that historical thinking “in its deepest forms, is neither a natural process nor something that springs automatically from psychological development” (2001: 7). He proposed that in order to understand and grapple

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Teaching for Historical Understanding through Role-Play

Leave a Comment / History, Role-Play, Secondary School, Volume 7, Issue 2 2018 /

Goh Hong Yi (Beatty Secondary School (Singapore)) Tham Chin Pang Joseph (Academy of Singapore Teachers (Singapore)) Keywords History Secondary School Role-Play Introduction For the average fourteen-year-old student in Singapore, knowledge about the nation’s road to independence may be limited to a rather narrow field-of-view, i.e. seen through the actions of leaders from the People’s Action Party (PAP)

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Using an International Videoconference in Problem-Based Inquiry Projects: The Role of Public Voice, Audience, and Positionality

Leave a Comment / Contexts, Junior College, Secondary School, Social Studies, Student Learning, Teaching Practice, Volume 6, Issue 1 2017 /

J. Spencer Clark (Kansas State University) Keywords Social Studies Junior College Secondary School Teaching Practice Student Learning Contexts Abstract This article discusses and reflects upon a problem-based inquiry project that culminated in an international videoconference between multiethnic and multi-faith secondary students from Macedonia and the United States. The videoconference provided an opportunity for students to share

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