New Publications from Dr. Tan

Dr. Yuen Sze Michelle Tan
Department of Curriculum & Pedagogy

Unpacking a place-based approach – “What lies beyond?” Insights drawn from teachers’ perceptions of Outdoor Education

Abstract: This paper explored Singaporean teachers’ understandings of Outdoor Education. Drawing from 84 in-service teachers’ questionnaire surveys and 14 in-depth interviews, we constructed three analytical categories capturing the teachers’ understandings of a newly introduced ‘place-based approach’. In conceptualizing outdoor spaces as moving away from remote sites and closer to local schools, the teachers recognized their lack of understandings to fully engage with learning processes underpinning place-based pedagogy. We suggest that teachers need to invest time in understanding the history, culture and ecology of specific local ‘places’, and anticipate that deeper connections with local communities may extend the teachers’ nascent place-based visions.

Abstract: The current vision of science education in myriad educational contexts encourages students to learn through the process of science inquiry. Science inquiry has been used to promote conceptual learning and engage learners in an active process of meaning-making and investigation to understand the world around them. The science inquiry process typically involves asking questions and defining problems; constructing explanations and designing solutions; planning and carrying out investigations; analyzing and interpreting data; and engaging in argument from evidence. Despite the importance and provision of new directions and standards about science inquiry, ambiguities in conceptualizations of inquiry still exist. These conceptualizations may serve as barriers to students learningscience. In this article, we detail three main concerns related to teachers’ conceptualization of science inquiry in the context of a Singapore classroom—concerns that may be similarly faced by teachers elsewhere.