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P1: Using Peer Assessment in Chemistry
P1: Using Peer Assessment in Chemistry
This project investigates the use of peer assessment as a tool to enhance collaboration, critical thinking, and ownership of learning among Chemistry students. Grounded in the Hattie and Timperley Framework, the study focuses on how peer feedback can be structured to support deeper learning processes. Through this framework, we aimed to make peer feedback more dialogic, allowing students to engage meaningfully with one another's work. To further enhance the feedback process, we integrated various ICT tools and platforms, encouraging a more productive and interactive exchange of ideas. The use of technology not only facilitated the peer feedback but also made it accessible and efficient, fostering a learning environment where students could collaboratively reflect and improve on their understanding of Chemistry concepts.
Mr Steven Wong Meng Wai
Ms Goh Sze Cheng
Ms Ang Lay Poh Sarah
Ms Sim Shin Ying
Yishun Innova Junior College
P2: Sustainability Contexts for the Singapore Science Curriculum
P2: Sustainability Contexts for the Singapore Science Curriculum
This poster highlights the integration of sustainability contexts into the chemistry curriculum, leveraging the Science Curriculum Framework's emphasis on "Science for Life and Society." It underscores the role of chemistry education in connecting scientific concepts to real-world applications, particularly environmental and human factors. Key examples include exploring oceanic pH shifts, carbon dioxide sequestration through electrolysis, and dissolved inorganic carbon speciation. Through analytical tools, authentic datasets, and inquiry-based learning, students are encouraged to engage with disciplinary fundamentals and sustainability challenges, preparing them for future scientific endeavors and fostering critical thinking.
Mr Luo Kangshun, Andy
Victoria Junior College
P3: Creating an Authentic Learning Experience in the Study of Chemistry (Designing a one-use heat/cold pack)
P3: Creating an Authentic Learning Experience in the Study of Chemistry (Designing a one-use heat/cold pack)
Authentic learning experiences in chemistry help students see the real-world relevance of chemical concepts, enhancing engagement and understanding. They promote critical thinking and problem-solving skills, preparing students for future scientific careers and fostering a deeper appreciation for the discipline. We got the students into groups in understanding and designing their one-use heat/cold pack.
Mr David Chong
St Andrew's Junior College
P4: Using class participation points to improve students' engagement
P4: Using class participation points to improve students' engagement
Student engagement is important because students who are actively involved in their learning are more likely to retain the information they have learned and stay motivated to progress in their studies. Class participation points are used to stimulate students' interest and motivation to remain engaged in learning. This poster will share how class participation points are used in tutorial lessons and the inclusive classroom practices that complement the use of participation points to build a positive learning environment that enhances engagement. Results from the Teaching and Learning Survey show that this approach fosters a positive learning environment and increases student engagement with learning.
Mr Peh Kar Liang
Anderson Serangoon Junior College
P5: Differentiated Instruction within a Collaborative Learning Approach
P5: Differentiated Instruction within a Collaborative Learning Approach
This project focuses on fostering collaborative learning and improving student performance in organic chemistry structure elucidation through differentiated instruction. Using Student Learning Space (SLS) as the main ICT platform, we provide immediate feedback and encourage collaborative student interactions. ClassPoint is used to activate prior knowledge, ensuring students are prepared for deeper engagement. By employing tiered grouping, we align students with appropriate scaffolding levels, allowing for targeted support in structure elucidation. Teachers play a key role in facilitating discussions and addressing misconceptions, while the use of an exit pass consolidates learning and encourages application of newly acquired skills. Our approach aims to enhance classroom engagement, optimize student understanding, and foster a more collaborative learning environment in organic chemistry.
Mr Ang Chee Kiat
Mdm Zalinah Sarpiai
Mdm Valerie Wong Hui Ping
Mr Steven Wong Meng Wai
Yishun Innova Junior College
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