Dr Imelda Caleon Publishes Paper in Research in Science Education and Conducts Workshop

Dr Imelda Caleon Publishes Paper in Research in Science Education and Conducts Workshop

Date
Friday, 04 August 2017

OER Research Scientist, Dr Imelda Caleon, together with Dr Michelle Tan Yuen Sze from the University of British Columbia, Vancouver (Canada) and Dr Cho Young Hoan from the National University, Seoul (South Korea), published a paper titled “Does Teaching Experience Matter? The Beliefs and Practices of Beginning and Experienced Physics Teachers” in Research in Science Education

The study examines the beliefs about learning and teaching Physics and the teaching practices of five beginning teachers and seven experienced teachers from Singapore. It was implemented in the unique context of teachers teaching the topic of “Electricity” to students grouped according to academic abilities. “Electricity” being one of the most difficult physics topics for students to understand and for teachers to teach, it was found that the experienced teachers, compared to the beginning teachers, tended to have beliefs about teaching and learning physics that are closer to constructivist views. 

It was also found that the classroom practices of the teachers, especially those in their inductive years of teaching, were more aligned with their beliefs about learning physics than their beliefs about teaching physics.

A separate workshop conducted by Dr Caleon, titled “Nurturing Positivity in Schools”, took place on 20 and 27 March 2017. The workshop gave participants the opportunity to engage in gratitude- and hope-based activities that aim to promote students’ well-being and foster positivity in schools.

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Dr Imelda Caleon 

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Dr Imelda Caleon 

It was attended by 33 teachers and school administrators from seven primary schools and officers from the Ministry of Education, Singapore. The workshop was based on her OER Project titled “Nurturing Positivity: A Positive Psychology Intervention to Enhance Well-being, Engagement, and Achievement among At-risk Students”.