A 5E INQUIRY HEAT PACKAGE WITH HABITS OF MIND VALUES

1. A 5E INQUIRY HEAT PACKAGE WITH HABITS OF MIND VALUES Mdm R Parvathy Mrs Dorcas Yiong Mrs Celine Ng Mrs Christine Lam Ms May Sim Mdm Noor Haidah Mrs Tong Sook Hwa Mrs Debbie Lam ,

2. OUR MEMBERS AND OUR KEY ROLE… Assistant Team leader Lesson planner Team leader Advisor AR activist & data analyst Lesson planner Teacher implementing the package in classes Lesson planner

3. Flow of the programme • Introduction • Hands-on session 1 • Hands-on session 2 • Results and Impact • Conclusion

4. RESEARCH QUESTION “To what extent does the use of Habits of Mind values improve P6Middle Achieving students’ performance in Science Assessment?”

5. HYPOTHESIS Alternative Hypothesis: • HoM values will create a culture of thinking. • Science performance will improve with the culture of thinking. Null Hypothesis: • HoM values will not create a culture of thinking. • The culture of thinking has no effect on Science performance.

6. LITERATURE REVIEW

7. LITERATURE REVIEW

8. RESEARCH DESIGN Non-randomised Comparison Group, Pre-test Post-test Design

9. RESEARCH DESIGN Independent Variable 5E Inquiry Heat package infusing Habits of Mind values Dependent Variable Results in pre-test and post-test Sample Selection 4 classes of P6 Middle-achieving students (2 as experimental groups; 2 as comparison groups)

10. RESEARCH DESIGN 5E Inquiry Heat Package with HoM Values • 5E inquiry conceptual flow • Infuse the HoM values of • Thinking and communicating with clarity and precision • Applying past knowledge to new situations • Striving for accuracy and precision

11. 21st Century Competencies

12. Key Concept Heat travels from a hotter place to a colder place and the rate of heat travel is affected by :

13. METHODOLOGY

14. METHODOLOGY

15. KEY CONSIDERATIONS • Matching of pre-test questions to PSLE learning outcomes • Common week for all classes when administering pre- and post-test respectively • Same markers for pre- and post-test questions to allow markers to identify improvements and gaps • Topic selected matches the theme that the P6s are revising • Same teacher teaching both experimental groups • A lesson to explicitly teach the HoM values before the implementation of the teaching package

16. LESSON PACKAGE Lessons that are conducted on the topic on Heat: • Lesson 1: Engage – Worksheet to match the terms to the pictures/diagrams • Lesson 2: Explore – Station 1 (Science fever), Station 2 (Insulator) and Station 3 (Black or Silver) • Lesson 3: Explain and Peer Evaluation – PowerPoint slides showing the different statements and comments • Lesson 4: Elaborate – Concept cartoon and worksheet

17. LESSON 1 (ENGAGE)

18. LESSON 2 (EXPLORE)

19. LESSON 3 (EXPLAIN) My hand feels cold when I hold the ice. Explain why. Rosyth School: What I Know About Heat

20. LESSON 4 (ELABORATE)(Check list) The picture below shows a conversation among 3 students. They were discussing ways to prevent the snowman from melting under the sun in winter time.

21. RESULT ANALYSIS Table 1: Paired t-test p< 0.01*** p< 0.05**

22. Experimental Mean 18.5 17.5 3.32 SD 3.59 1.0 Diff SMD 0.27 RESULT ANALYSIS (EFFECT SIZE) Table 2:Standardised Mean Difference (SMD) Comparison

23. SURVEY RESULT ANALYSIS Lessons that are conducted on the topic on Heat: • Lesson 1: Engage – Worksheet to match the terms to the pictures/diagrams • Lesson 2: Explore – Station 1 (Science fever), Station 2 (Insulator) and Station 3 (Black or Silver) • Lesson 3: Explain and Peer Evaluation – PowerPoint slides showing the different statements and comments • Lesson 4: Elaborate – Concept cartoon and worksheet

24. EXPERIMENTAL GROUP 98.6% 97.1% Percentage (%) 1: Enjoyed the lesson. 2: Helped to understand the concepts. 3: Helped to improve ability to answer questions. 4: Learned to apply knowledge and skills. 5: HoM values helped in thinking processes. 6: HoM values will be helpful in future learning.

25. HOM VALUES THAT PUPILS THINK THEY HAVE EXHIBITED DURING THE LESSONS

26. RANK THE ACTIVITIES IN ORDER OF LIKING AND UNDERSTANDING Lesson 1: Matching of terms to diagrams Lesson 2 : Station activities Lesson 3: PowerPoint slides to show different statements & comments Lesson 4: Concept Cartoon & Worksheet

27. BEFORE AND AFTER THE LESSONS

28. COMPARISON OF PRE- AND POST-TEST ANSWER QUALITY

29. Comparison of Pre and Post Test answer quality

30. CONCLUSION • HoM values created a culture of thinking in students to some extent (survey results and improved quality of answers in post-test) • Science performance in post-test has improved for the experimental group (paired t-test analysis and cohen’s effect size analysis)

31. MOVING FORWARD • Implementation of these lesson plans to other classes in P6. • Use of these lesson plans for the regular teaching of the topic for P4. • Further analysis of the answers by students to sieve out their alternative conceptions for this topic (Heat).

32. REFERENCES • Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction. • Bybee, R.W. et al. (2006) The BSCS 5E instructional model: Origin and Effectiveness. BSCS Colorado Springs. • Bybee, R.W. (2010). The Teaching of Science: 21st Century Perspectives. NSTA Press. • Tina A. Grotzer. Learning the Habits of Mind that Enable Mathematical and Scientific Behavior. Harvard Graduate School of Education. • Arthur L Costa (1999). Teaching and Assessing HoM. Search Models Unlimited. • Wendy McColskey and Rita O’Sullivan (2000). How to assess students performance in Science: Going beyond Multiple-Choice Test. Serve Organisation. • Stuart Naylor & Brenda Keogh (2009). Concept Cartoons in Science Education. Millgate House Education.

33. ACKNOWLEDGEMENTS • All CoP groups • Our consultant, Dr Ho Boon Tiong • Ms Foong Wei Yin, Principal of Greendale Pri • Mr Loh Leong Beng, Supt N7 • Mr William Pushpam, Supt N1

34. THANK YOU r_parvathy@moe.edu.sg sim_muang_huang@moe.edu.sg goh_sook_hwa@moe.edu.sg goh_tiang_ai@moe.edu.sg ,