1 / 9

ENGAGING THE DIGITAL NATIVES: REVOLUTION OR EVOLUTION?

HCI NYGH IP EDUCATION SEMINAR 24 JAN 2011. ENGAGING THE DIGITAL NATIVES: REVOLUTION OR EVOLUTION?. Before the Science educators start to guide digital natives students on science projects,

milek
Download Presentation

ENGAGING THE DIGITAL NATIVES: REVOLUTION OR EVOLUTION?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. HCI NYGH IP EDUCATION SEMINAR 24 JAN 2011 ENGAGING THE DIGITAL NATIVES: REVOLUTION OR EVOLUTION? • Before the Science educators start to guide • digital natives students on science projects, • we ourselves collaborate using online platforms Wikispaces and Edu Glogster (glogging and not blogging) • to share a rich source of multimedia and information put up by other educators • to allow collaborative learning in the form of discussion forums amongst the educators

  2. SHARING ON ROCKEFELLER UNIVERSITY SUMMER HIGH SCHOOL SCIENCE OUTREACH PROGRAMME AND GUIDEBOOK ‘SEVEN WEEKS SURVIVOR GUIDE FOR TEACHERS MENTORING SCIENCE PROJECTS’ Mrs Sandy Tan (Senior Teacher Biology) Nanyang Girls’ High School

  3. BACKGROUND: 56 High School student participants (38 first year and 18 second year from New York schools) and 5 teacher participants (1 from Singapore and 4 from New York schools) spend 7 weeks of summer as apprentice to research scientists from Rockefeller University. {see research} The content, process, culture and ethos of modern scientific research were learnt through total immersion in the process of scientific inquiry.

  4. {see research} http://mrssandytan.edu.glogster.com

  5. Apart from research work, the other strength of the programme was that the progress of all participants was paced by the weekly STRAW course (ScienTific Reading And Writing course). Since all participants were asking their lab mentors for the same kinds of prompts (‘I need a journal article published by this lab; I need to show my data to my peers; I need to present my research in the form of a poster….’), the lab mentors have at least minimally deal with these requirements – thus giving the participants roughly the same attention and experience.

  6. TAKE-AWAY FROM THIS SHARING: The knowledge and skills acquired from the STRAW course had been adapted into a guidebook to support Singapore science teachers in their role of guiding students to do a science project. {see hardcopy & softcopy of guidebook}

  7. CONTENT FROM GUIDEBOOK: Chapter 1 Teacher to communicate / set high expectation Chapter 2 Literature review of scientific journals / articles Chapter 3 Literature review by peer & thinking scientifically Chapter 4 Abstracts Chapter 5 Data presentation Chapter 6 Poster presentation Chapter 7 Oral presentation

  8. {see hardcopy & softcopy of guidebook} http://mrssandytan.wikispaces.com

  9. INVITATION TO PILOT TEST GUIDEBOOK: A survey on science teachers from NYGH showed that only two needs more guidance to help students do science project. Hence there is a need to invite other teachers to pilot test guidebook. ***THANK YOU***

More Related