Sustaining and Scaling up Modeling and Visualization Technologies Enhanced Inquiry-based Science Learning (MVT II)

Project Number
OER 22/08 ZBH

Project Duration
January 2009 - February 2012

Status
Completed

Abstract
The proposed project, MVT II, intends to promote secondary school student 21st century knowledge and skills in science through inquiry and modeling practices. This project builds from the current ''Enhancing Inquiry-based Science Learning through Modelling and Visualisation Technologies (MVT) project'' (http://lsl.nie.edu.sg/m29.htm) (LSL 16/06 ZBH). How to sustain and scale up technology-rich innovation in school is the focus of this three-year project. There have been increased development and implementation of educational technologies aiming for improving school teaching and learning. However, the technologies and design-based innovation usually do not remain as an integral part of classroom instruction after researchers complete their work. This effort builds on a previous project in sustaining its efforts in school and tries to provide design guidelines and establish a mechanism for sustaining and scaling up such innovative pedagogy in the context of using modeling and visualization technologies (MVT) for secondary science learning. Molling has been promoted by major policy organisations, including the Singapore Ministry of Education (CPDD, 2001, 2008), as important for science learning. Previous research has shown that MVT enhances student understanding of content, processes, and the nature of science. However, current science teaching and learning practices in Singapore rarely employ inquiry-based learning with learning technologies, such as MVT, on a regular basis (Venthan, 2006). The Principal Investigator along with colleagues have successfully designed and implemented two Singapore-based inquiry and modelling for science learning projects. The first project was a primary modelling project (Grant #: LSL 3/05 ZBH). The results showed that students as young as Primary 4 pupils were able to become involved in meaningful inquiry and modelling activities and improve their competence in science (e.g. Zhang, Wong, & Jacobson, 2007). The second project was using inquiry and MVT for secondary chemistry, biology, and chemistry learning. It has also achieved good results from each of the MVT units. There are also lessons learned, such as strategies to retain Researcher Associates/Assistants, that would inform this follow-up proposal. Given the successful and positive outcomes of the previous MVT projects, we propose this project to explore how to sustain and scale up the innovation.

Funding Source
NIE

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