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

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  • Slide 1
  • ENGAGING THE DIGITAL NATIVES: REVOLUTION OR EVOLUTION? HCI NYGH IP EDUCATION SEMINAR 24 JAN 2011 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
  • Slide 2
  • AND GUIDEBOOK SEVEN WEEKS SURVIVOR GUIDE FOR TEACHERS MENTORING SCIENCE PROJECTS Mrs Sandy Tan (Senior Teacher Biology) Nanyang Girls High School SHARING ON ROCKEFELLER UNIVERSITY SUMMER HIGH SCHOOL SCIENCE OUTREACH PROGRAMME
  • Slide 3
  • 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. BACKGROUND:
  • Slide 4
  • {see research} http://mrssandytan.edu.glogster.com
  • Slide 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.
  • Slide 6
  • 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} TAKE-AWAY FROM THIS SHARING:
  • Slide 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
  • Slide 8
  • {see hardcopy & softcopy of guidebook} http://mrssandytan.wikispaces.com
  • Slide 9
  • 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. INVITATION TO PILOT TEST GUIDEBOOK: ***THANK YOU***